ethanporcaro/eric-fulltext-meta huggingface dataset:
Late Adoption of Preventive Measures of Online Privacy in Mexican and Colombian University Students
Author: Torres-Gastelú, Carlos Arturo
Date: 2021-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Prevention,Privacy,Information Security,Risk,Competence,Technological Literacy,Citizenship Responsibility,Knowledge Level,Internet,Social Networks,Latin Americans,Undergraduate Students,Student Attitudes,Positive Attitudes,Foreign Countries,Safety

One of the educational challenges faced by Latin American universities is the development of digital citizenship competence in their students on issues of digital identity, security and privacy online. The aim of the study was to identify the perception of Mexican and Colombian university students towards the preventive measures of online privacy. For that purpose, a mixed-cut study was carried out. For the quantitative part, a survey made up of 20 items was applied to 1,245 university students. Meanwhile, for the qualitative part, 42 university students were asked to answer open questions. The quantitative analysis was carried out using descriptive and inferential statistics for data by country and gender. In order to test the hypotheses about the existence of significant differences, the Kruskal-Wallis test was chosen. While for the qualitative part, the university student responses were transcribed, the information was organized, and the main contributions of the students were presented. The results indicate that Mexican and Colombian university students have a favorable attitude towards preventive measures of online privacy. No significant differences were detected in the items on preventive measures of online privacy with respect to the variables Country, and Gender. The stories of the university student show a late development in the attitudes and skills regarding preventive measures of online privacy that begins with entering university, and that is consolidated over time. In addition, inconsistencies were detected between the favorable attitude expressed by students towards a broad use of online care with respect to the informants' narratives.
Primary School Teachers&apos; Opinions towards Musically Gifted Students
Author: Svalina, Vesna
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Elementary School Students,Music,Gifted,Talent Identification,Teacher Competencies,Student Needs,Student Characteristics,Music Education,Foreign Countries,Self Efficacy,Teacher Characteristics,Age Differences,Teacher Responsibility

Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child's musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher's music education and education for work with gifted children both during their higher education and lifelong learning.
The Effect of the Activities within the Scope of the 2023 Education Vision Document on Teachers&apos; Professional Image Perceptions
Author: Kösterelioglu, Ilker
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Beginning Teachers,Teaching (Occupation),Reputation,Social Attitudes,Public Opinion,Educational Policy,Social Influences,Social Change

This research aimed to present the effect of the activities conducted within the context of the 2023 Education Vision Document on the perceived teacher image by determining teachers' perceptions in regards to the teacher image existing in today's society. The qualitative research was conducted with the phenomenology design. The research group was composed of teachers (n=57) who completed a non-thesis master's degree program in the field of Classroom Teaching at Amasya University, Institute of Social Sciences during 2016-2018 academic years. The research data were obtained from teachers' written statements provided for the open-ended questions in the question form developed by the researcher. Content analysis method was used in the analysis of the collected data. While the participating teachers generally emphasized the sanctity of the teaching profession in their answers, they also stated that the perceived image of the teaching profession in today's society was basically negative. The variables affecting the perception of the teaching profession in society were classified under the following themes: sociological changes, local practices, employee rights, policy makers, media, parents, students, teachers, teacher training and qualification of prospective teachers. Teachers' suggestions to contribute to the image of the teaching profession were gathered under the themes of teacher motivation, teacher training, employee rights, media, innovative practices and training support for teachers. In the context of the obtained data, it can be argued that some of the actions have been put forward so far in regards to 2023 Education Vision Document, and the practices expected to be implemented in the near future will positively contribute to the perceived image of the teaching profession in society.
A New Cambridge Assessment Archive Collection Exploring Cambridge English Exams in Germany and England in 1938
Author: Cooke, Gillian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Archives,Language Tests,English (Second Language),Immigrants,Jews,Historiography,Educational History,World History,War,Qualifications,Standards

Based on an exceptional cache of documents charting Cambridge Assessment's examinations in 1938, this article uncovers evidence of the board's early, pioneering work with displaced learners. The newly discovered documents form part of an archive collection already catalogued, relating to the work of Jack Roach who was responsible for the Cambridge English Examinations before and during the Second World War. In this article Group Archivist, Gillian Cooke takes a historiographical approach, drawing on each document in the collection to reveal the pressures and preoccupations of Roach in relation to his work with German Jewish candidates and the Cambridge English qualifications. The forces of an escalating international political crisis are shown to impact directly on examination candidates, teachers and centres as well as on the revision of existing qualifications and the development of new ones. The documents offer a unique glimpse at an extraordinary time in the history of Cambridge Assessment and how it responded to new challenges to examination standards.
Context Matters--Adaptation Guidance for Developing a Local Curriculum from an International Curriculum Framework
Author: Fitzsimons, Sinéad
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Emergency Programs,International Programs,Guidelines,Educational Policy,Language of Instruction,Culturally Relevant Education,Indigenous Knowledge,Well Being,Inclusion

The Learning Passport (LP) is a collaborative project between the University of Cambridge, UNICEF and Microsoft, which aims to support the UNICEF goal of providing quality education provision for children and youth whose education has been disrupted by crisis or disaster. A core component of this project is a curriculum framework for Mathematics, Science and Literacy which supports educators working in emergency contexts. This framework provides a broad outline of the essential content progressions that should be incorporated into a curriculum to support quality learning in each subject area, and is intended to act as a blueprint for localised curriculum development across a variety of contexts. To support educators in the development of this localised curriculum an LP Adaptation Guidance document was also created. This document provides guidance on several factors that local curriculum developers should consider before using the LP Curriculum Framework for their own curriculum development process. This article discusses how key areas within the LP Adaptation Guidance have broader relevance beyond education in emergencies, highlighting that the challenges that exist within some of the most deprived educational contexts have applicability in all contexts.
Analyzing the Experiences of Women Principals in Primary Schools in Limpopo Province, South Africa through Social Justice Theory
Author: Khumalo, Shuti Steph
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Women Administrators,Social Justice,Administrator Attitudes,Elementary Schools,Barriers,School Districts,Equal Education,Ethics,Leadership Role,Sexual Harassment,Leadership Styles,Gender Bias,Foreign Countries

School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices.
Academic Motherhood in Mathematics Teacher Education during COVID-19: Breaking the Silence and Shifting the Discourse
Author: Vomvoridi-Ivanovic, Eugenia
Date: 2021-02-00
Type: Journal Articles
Subjects: COVID-19,Mathematics Teachers,Teacher Education Programs,Pandemics,Mothers,Child Rearing,Gender Differences,Gender Bias,Family Work Relationship,Teacher Educators,Barriers,College Faculty,Equal Opportunities (Jobs),School Closing,Distance Education,Online Courses

Despite decades of social change and institutional reform, the academic gender gap continues to exist in many countries around the world and disproportionately affects women with children. Early indicators suggest that COVID-19 will widen this gap and exacerbate issues academic mothers face. In this essay we seek to raise awareness to the challenges and tensions academic mothers in mathematics education face both outside of and during a pandemic. We use existing literature on academic motherhood to make sense of our lived experiences, working to reframe pieces that are so often viewed as deficits to assets for our work in mathematics education. We hope that this will bring visibility to the invisible ways our identities as mothers inform our work as mathematics teacher educators and researchers. We conclude this essay with a call for the university-based mathematics education community to break the silence around the inequities associated with academic motherhood in our field and to shift the discourse from deficits of academic mothers to asset orientated views.
Onto-Semiotic Complexity of the Definite Integral. Implications for Teaching and Learning Calculus
Author: Burgos, María
Date: 2021-02-00
Type: Journal Articles
Subjects: Semiotics,Mathematics Instruction,Teaching Methods,Decision Making,Calculus,Mathematical Concepts,Intuition,Arithmetic,Guidelines,Learning Problems,Problem Solving,Epistemology,Schemata (Cognition)

Teaching and learning Calculus concepts and procedures, particularly the definite integral concept, is a challenge for teachers and students in their academic careers. In this research, we supplement the analysis made by different authors, applying the theoretical and methodological tools of the Onto-Semiotic Approach to mathematical knowledge and instruction. The goal is to understand the diverse meanings of the concept of the definite integral and potentials semiotic conflicts based on the given data. We focus attention on a first intuitive meaning, which involves mainly arithmetic knowledge, and the definite integral formal meaning as Riemann's sums limit predominantly in the curricular guidelines. The recognition of the onto-semiotic complexity of mathematics objects is considered as a key factor in explaining the learning difficulties of concepts, procedures and its application for problem-solving, as well as to make grounded decisions on teaching. The methodology analysis of a mathematical text, which we exemplify in this work applying the tools of Onto-Semiotic Approach, provides a microscopic level of analysis that allows us to identify some semiotic-cognitive facts of didactic interest. This also allows for the identification of some epistemic strata, that is, institutional knowledge that should have been previously studied, which usually goes unnoticed in the teaching process.
Can a Non-Core Subject Teacher Serve as a Homeroom Teacher? Discussion on the Dispute between Core and Non-Core Subject Teacher as Homeroom Teacher
Author: Shi, Xiaoping
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Competencies,Core Curriculum,Elementary School Teachers,Middle School Teachers,Classroom Techniques,Time Management,Student Evaluation,Educational Objectives,Parent Attitudes,Student Development,Foreign Countries,Educational Trends

In elementary and middle schools in China, core subject teachers serve as homeroom teachers in most classes. Nevertheless, some schools are beginning to try to use non-core subject teachers as homeroom teachers. A series of disputes have arisen over the non-core subject teacher serving as the homeroom teacher. Based on defining the concepts of the core subject, non-core subject, and homeroom teacher, this paper summarized the two viewpoints of whether core and non-core subject teachers can become homeroom teachers; and then discussed the role and the potential reasons of the non-core subject teacher as the homeroom teacher for being blocked, and some solutions are proposed. It is hoped to inject new vitality into the position of homeroom teacher by discussing this phenomenon.
The Didactic Notion of &quot;Mathematical Activity&quot; in Japanese Teachers&apos; Professional Scholarship: A Case Study of an Open Lesson
Author: Asami-Johansson, Yukiko
Date: 2021-02-00
Type: Journal Articles
Subjects: Case Studies,Mathematics Instruction,National Curriculum,Anthropology,Theories,Correlation,Teacher Attitudes,Lesson Plans,Foreign Countries,Mathematics Teachers,Reflection,Meetings,Teaching Methods,Guidelines

This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called &quot;open lesson.&quot; The crucial idea of this study is the dialectic between the &quot;specific&quot; and &quot;generic&quot; level of &quot;foci&quot; of the participants' reflections about the observed teaching practice; namely, about applied teacher's specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the &quot;meso&quot;-level notion of &quot;mathematical activity,&quot; described in the guidelines for Japanese national curriculum. The application of the &quot;scale of levels of didactic co-determination,&quot; provided by the &quot;anthropological theory of the didactic&quot; into the analysis shows in what way the dialectic interplay between the teachers' comments with focus of the specific and generic levels influences the development and establishment of the Japanese teachers' shared professional scholarship.
Construction and Perspective Thinking of the Training Model of Teachers&apos; Application Ability in Online Class: Take Sichuan Cloud Education as an Example
Author: Wang, Hui
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Software,Faculty Development,Technological Literacy,Team Teaching,Information Technology,Models,Teaching Methods,Blended Learning,Administrative Organization,Educational Administration,Foreign Countries

Improving teachers' online class application ability is a critical issue that needs to be addressed in the Sichuan Cloud Education promotion process. The four-stage training model of Sichuan Cloud Education constructs a reproducible and easy-to-promote online class teacher's application ability model. It provides practical solutions to poor pertinence and limited application in previous training and provides a reference for China to promote the teaching team's construction in the information environment. This paper started from the status quo and problems of &quot;Sichuan Cloud Education,&quot; then explored its training model and curriculum system, and finally put forward some perspective thoughts on the development of &quot;cloud education.&quot;
In-Service Teachers&apos; Perceptions of the Effectiveness of Their Pre-Service Art Education Program in Uganda
Author: Ssegantebuka, Julius
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Art Education,Preservice Teacher Education,Program Effectiveness,Visual Arts,Teacher Competencies,Teacher Education Programs,Course Content,Teaching Methods,Evaluation Methods

This research aimed to determine IVATs' perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers' lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants' views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching.
Interpretative Phenomenological Analysis of Teenage Mothers Resiliency in Overcoming Adversities in Pregnancy and Early Motherhood in South Africa
Author: Mukuna, Robert Kananga
Date: 2021-00-00
Type: Journal Articles
Subjects: Unwed Mothers,Pregnancy,Pregnant Students,High School Students,Early Parenthood,Late Adolescents,Resilience (Psychology),Academic Persistence,Barriers,Rural Schools,Self Motivation,Role Models,Family Role,Teacher Role,School Role,Fathers,Social Support Groups,Social Adjustment,Coping,Foreign Countries

The phenomenon of teenage motherhood is a major concern worldwide. The teenage mothers endure many challenges that could affect their academic goals and successes if there is insufficient support. However, some teenage mothers manage to develop certain forms of flexibility to manage these adversities. This study explored the teenage mothers' resiliency in overcoming adversities in pregnancy and early motherhood at a rural high school in South Africa. Within the Interpretative Phenomenological qualitative paradigm, an exploratory case study research design was adopted. 10 participants (N=10) were selected from a rural high school district using a purposive sampling technique. The study employed semi-structured interviews to collect data. The findings demonstrated that teenage mothers were resilient to continuing and completing their schooling by adopting self-motivation and school and family support. This study suggested that the South African Department of Education should develop a training programme for teenage mothers on psychosocial adjustment mechanisms to help them cope with their situations.
&apos;Learning Moments&apos; as Inspectable Phenomena of Inquiry in a Second Language Classroom
Author: Moutinho, Ricardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,FLES,Elementary School Teachers,Elementary School Students,Observation,Educational Research,Student Experience,Teaching Experience,Learning,Educational Environment,Teacher Student Relationship,Portuguese

Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members' realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching.