ethanporcaro/eric-fulltext-meta huggingface dataset:
Locating the Fault Line: The Intersection of Internationalisation and Competency-Based Training
Author: McKay, Heather
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Vocational Education,Competency Based Education,Educational Philosophy,Change Strategies,Educational Change,Global Approach,Education Work Relationship,Lifelong Learning,Educational Development,Educational Trends,Educational Objectives,Educational Theories,Educational Methods,Politics of Education

This paper argues that the Tertiary and Further Education system in Australia has responded to globalisation in two paradoxical ways; the pro-active response of internationalisation and the reactive response of competency-based training. Competency-based training currently has a strangle hold on the TAFE sector and education has become a process of domestication and reproduction rather than liberation and inspiration. Using Bateson's systems model and Foucault's notions of discourse, it is argued that direct resistance to competency-based training is not an effective strategy and may even prove counterproductive. Given that internationalisation is a discourse that is allowed in TAFE in the current context, it is argued that educators can use this as a tool to critique competency-based training and gain space for education that is liberatory and constructive.
Current Trends of the Linguistic and Cultural Values of the Greek Australian Community in South Australia
Author: Holeva, Alexandra
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Cultural Differences,Language Maintenance,Language Role,Language Attitudes,Acculturation,Social Values,Qualitative Research

The paper investigates the perspectives of Greek origin people as regards their intention to maintain their ancestral culture within the Australian context of social values. This qualitative research study, influenced by Humanistic Sociology, analyses data collected through questionnaires from first and second generation parents and teachers of high school students, and identifies a shift in the cultural values of the Greek community in South Australia towards an equilibrium of shared Greek-Australian values. The researcher aims to demonstrate that Greek origin parents, educated in Australia, have incorporated social and cultural values of the dominant culture in their ancestral cultural system and proceeded to the creation of a new personal and ethnic group cultural system, which allows them to maintain a dual identity. This shift, indicative of the need to capture the advantages both cultural identities offer, emerges the logical question: What is the cultural prognosis for the third generation descendants of the Greek Migrants? (Contains 4 figures.)
Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy
Author: Frantzi, Katerina K.
Date: 2004-00-00
Type: Journal Articles
Subjects: Peace,Prosocial Behavior,Emotional Intelligence,Civil Rights,Childrens Rights,International Organizations,Early Childhood Education,Citizenship Education,Concept Teaching,Global Education,Child Development,Humanistic Education,Humanism,Educational Philosophy

School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of "intelligent sympathy" in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society.
Prosocial Behaviour and Political Culture among Australian Secondary School Students
Author: Saha, Lawrence J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Activism,Citizenship Education,Foreign Countries,Social Responsibility,Volunteers,Secondary School Students,Prosocial Behavior,School Culture,Social Values,Political Attitudes,Extracurricular Activities,Student Participation,Student Surveys,Predictor Variables

This study investigates the extent to which forms of prosocial behaviour and values of social responsibility are related to various domains of political culture among Australian youth. Using data from a survey of 1311 senior secondary students from the ACT and South Australia, it was found that 14 per cent had participated in one or more volunteer activities and 26 per cent scored highly on social responsibility values. Furthermore, it was found that at least one or the other of these prosocial measures was positively related to five of the six domains of political culture, the exception being the feeling of political efficacy. Students who were prosocial also manifested higher levels of political knowledge, political awareness, political activism experience, and positive attitudes towards political freedoms and towards human rights. The implications of these findings for family practices and school programs for volunteer activities and for the instilling of a sense of social responsibility are discussed. (Contains 3 tables and 12 footnotes.)
Paternal Alcoholism: Consequences for Female Children
Author: Dehn, Julia
Date: 2010-00-00
Type: Journal Articles
Subjects: Substance Abuse,Self Efficacy,Well Being,Alcoholism,Psychological Patterns,Fathers,Socioeconomic Status,At Risk Persons,Counseling,Parent Child Relationship,Females,Family Environment,Daughters

The consequences of substance abuse and addiction are profound and depredating. The desolation is incalculable in estimating the psychological damage and trauma inflicted on the children of addicted parents. According to studies and statistics gathered by the National Association for Children of Alcoholics, "there are more than 20 million children of alcoholics in the United States, nearly 11 million are under the age of 18, one of every four children are living in an alcoholic environment. This figure is magnified by the countless number of others who are affected by parents who are impaired by other psychoactive drugs." These children are prone to extensive social, psychological, educational, medical and future socio-economic struggles. The children of addicted parents are at a higher risk of developing addiction. The remedies and solutions for these children must include intensive counseling and programs focused on the healing of these traumatic events to safeguard their future well being, independence and self-efficacy. If not helped, these children often carry their sadness and insecurities into adulthood.
Effects of the Cooperative Class Experiment Teaching Method on Secondary School Students' Chemistry Achievement in Kenya's Nakuru District
Author: Wachanga, Samuel W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Control Groups,Academic Achievement,Chemistry,Foreign Countries,Teaching Methods,Secondary School Students,Intermode Differences,Instructional Effectiveness,Comparative Testing,Individual Differences,Gender Differences,Achievement Gains,Pretests Posttests

Successful teaching and learning of chemistry depends partly on correct use of a teaching method whose activities target most learning senses. Though chemistry enhances students' learning of biology, physics and agriculture on which Kenyan industries and prosperity depend, most secondary school students in Kenya perform poorly on the subject. This study sought to examine how the co-operative class experiment (CCE) teaching methods affect students' achievement. Using a non-equivalent control group design with 521 randomly selected students, the study found that CCE method facilitated students' chemistry learning more than regular methods. Gender did not affect achievement. Neither did school type significantly affect girls' achievement when CCE method was used but it significantly affected boys' achievement with boys in boys' schools attaining higher scores. Since CCE method benefited students irrespective of school type, education authorities should encourage chemistry teachers to use it and teacher educators to make it part of the teacher-training curriculum. (Contains 20 tables and 2 figures.)
Peer Victimisation and Conflict Resolution among Adolescent Girls in a Single-Sex South Australian School
Author: James, Vennessa H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Females,Conflict,Conflict Resolution,Psychological Patterns,Victims of Crime,Single Sex Schools,Foreign Countries,Peer Relationship,Adolescents,Secondary School Students,Verbal Communication,Age Differences,Aggression,Coping

This study investigated the peer victimisation and conflict resolution experiences of adolescent girls attending a single-sex school. A modified version of the Direct and Indirect Aggression Scales (DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992) and conflict resolution scales, drawn particularly from the work of Feldman and Gowen (1998), were administered to 325 students in Years 8 to 11. Girls in all year levels experienced more indirect and verbal than physical victimisation, and older girls were subject to more indirect and verbally aggressive behaviours than younger girls. Non-victims used less overt anger and avoidance than victims. Collectively, the girls used more compromise, avoidance, social support and obliging than overt anger. The results advance our understanding of the behaviours of adolescent girls in conflict with each other in a single-sex setting. (Contains 8 tables and 1 figure.)
The Thai Community Curriculum as a Model for Multicultural Education
Author: Wallace, Merle
Date: 2004-00-00
Type: Journal Articles
Subjects: Multicultural Education,Foreign Countries,Minority Groups,Teacher Researchers,Action Research,Local History,Educational Change,Research Projects,Curriculum Development,Culturally Relevant Education,Interviews,Research Methodology,Research Problems,Community Attitudes,Community Study,Models

The notion of a community curriculum in Thailand comes from widespread recognition that Thai society has been greatly influenced by the west in its development and modernization. According to many Thais, community curricula are needed to encourage young people to preserve Thai culture and revive local ways of thinking about &quot;development&quot; through gaining respect for local culture and history. This paper discusses an active research project through which Northern Thai teachers conducted research about the local histories of three Tai Yai minority communities. Unlike many multicultural education programs, this one was firmly based on activities that required teachers, members of the majority group, to conduct research about the histories of minority group community members, which included their own students. The active participation of both majority and minority group members encouraged cultural learning. This paper describes the research process, summarizes the teacher-researchers' findings, analyzes participants' learning and shares lessons learned. (Contains 3 footnotes.)
An Australian Co-Educational Boarding School: A Sociological Study of Anglo-Australian and Overseas Students' Attitudes from Their Own Memoirs
Author: White, Mathew A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Systems,Student Attitudes,Boarding Schools,Cultural Pluralism,Social Values,Aspiration,Humanism,Educational Sociology,Questionnaires,Phenomenology,Coeducation,Student Experience,Educational Attitudes,Institutional Characteristics,Foreign Countries

Subjugated to the anachronistic rhetoric of nineteenth century literature, Australian boarding schools are habitually depicted as the remanence of a pre-colonial era. These images continue to be dominated by the paradigm of cruelty popularised by Tom Brown's School Days. This paper analyses the aspirations and attitudes of a study group of Anglo-Australian and overseas secondary students at a co-educational boarding school through their own memoirs. The theoretical framework of humanistic sociology, as developed by the Polish-American sociologist Znaniecki combined with Smolicz's theory of personal and group social systems was adopted for this purpose. The humanistic sociological approach asserts that a researcher must accept cultural phenomena from the viewpoint of the participants. The lineation and delineations of data revealed that respondents believed the boarding houses in the research school encouraged independence from the primary group system of the family and that the school provided the atmosphere to achieve this cultural becoming. The study revealed an attitudinal shift in the group that welcomed the multiculturalism of the school and acknowledged the cultural monism of the home. Lastly, cultural data revealed that the boarding house represented an adjunct to the home as the source of primary group social value, not necessarily replacing the role of the family but co-existing with it, as part of the secondary social system of the boarding school. (Contains 3 tables.)
The Need to Investigate Greek Students' Experiences in British Universities: The Use of Ethnography in the Identification of Such a Need
Author: Katsara, Rania
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Attitudes,Ethnography,Foreign Countries,Needs Assessment,Research Needs,Foreign Students,Interviews,Student Experience,Student Problems,Interest Inventories,Performance Factors,Barriers

The growth in international students coming to the United Kingdom has well been documented, but little research has been undertaken into the implications for specific national cohorts, particularly with regard to students from Greece. There is lack of research into the nature and persistence of issues faced by such students. This article presents the results of the initial interviews, which were held in order to decide the parameters of the research and to understand the sort of issues, which it would be helpful to investigate further. The article also underlines the importance of ethnographic perspectives in the identification of research questions in research.
Strategies and Policies for Basic Education in Cambodia: Historical Perspectives
Author: Dy, Sideth S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Literacy,Foreign Countries,Change Strategies,Educational Strategies,Educational Policy,Educational Change,Educational Development,Adult Basic Education,Educational Opportunities,Politics of Education,Educational History

This article examines the process of development and change in the state of education in Cambodia over four decades preceding the 1990 Jomtien World Conference on Education for All. The author argues that during the 1950s and 1960s, efforts to enhance basic education opportunities for all Cambodians were largely unsuccessful due to the lack of adequate infrastructural mechanisms and a guiding framework for action. Of the periods considered in this study, only the Prince Sihanouk regime (1950s-1960s) was relatively socioeconomically advanced, and saw a growth in the number of modern school buildings, teacher training centres, and universities. The succeeding regimes in the 1970s not only failed to maintain the development, but by the second half of the 1970s the formal education system had been completely dismantled. The collapse in 1979 of the Pol Pot regime made way for the rebirth of traditional socio-cultural structures and the wide expansion of schooling opportunities throughout the 1980s. National rehabilitation and reconstruction during the 1980s, despite lingering social insecurity, marked considerable and fundamental progress towards the present educational situation of this struggling nation.
E-Learning: A Study on Secondary Students' Attitudes towards Online Web Assisted Learning
Author: Paris, Paul G.
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Attitudes,Internet,Secondary School Students,Online Courses,Computer Assisted Instruction,Correlation,Hypermedia,Multimedia Instruction,Comparative Analysis,Questionnaires,Individual Differences,Gender Differences,Mass Media Use

Information and Communications Technology (ICT) at secondary schools has made positive inroads into learning. The use of online e-learning by members of educational communities is increasing. It is suggested that educators identify and address individuals' attitudes so that anxieties can be kept to a minimum while at the same time allowing learning to progress and be cultivated in a positive manner. This research study examined the affective, behavioural and cognitive attitudes of 52 Year 10 students from an Adelaide Public Secondary School towards a specific type of online e-learning, that of Online Web-Assisted Learning (OWAL). Data were collected to examine differences in attitudes between paper assisted learning and OWAL, of differences in attitudes towards OWAL between males and females, the correlation between Internet use and positive OWAL attitudes, and the &quot;publishing elements&quot; that students find most appealing in OWAL. (Contains 15 tables and 2 figures.)
Staying Longer at School and Absenteeism: Evidence from Australian Research and the Longitudinal Surveys of Australian Youth
Author: Rothman, Sheldon
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Longitudinal Studies,Youth Opportunities,Youth Problems,Academic Persistence,Attendance,Work Experience,Workplace Learning,Majors (Students),Average Daily Attendance,Student Employment,Performance Factors,Educational Research,Student Participation

Participation in senior secondary education in Australia has experienced tremendous growth since the late 1960s. Much of this growth has come from young people who were the first in their families to participate in schooling at this level. Many of the changes in participation and in curriculum offerings have been documented as part of a number of longitudinal surveys of young people. This paper summarises some of the knowledge gained from this research, and from research conducted by one state education department over the period. (Contains 3 figures, 2 tables, and 3 footnotes.)
Person Misfit in Attitude Surveys: Influences, Impacts and Implications
Author: Curtis, David D.
Date: 2004-00-00
Type: Journal Articles
Subjects: Personality Theories,Attitude Measures,Item Response Theory,Measurement,Factor Analysis

This study of person fit in attitude surveys was undertaken in order to investigate the influence of the inclusion of misfitting persons on item parameter estimates in analyses using the Partial Credit extension of the Rasch measurement model. It was hypothesised that the inclusion of misfitting persons in data sets used for the calibration of attitude survey instruments might compromise the measurement properties of those instruments. Using both actual and simulated data sets, the inclusion of misfitting cases was found to reduce item variance. Several characteristics of both item and person samples were found to influence the proportion of cases identified as misfitting. These characteristics must be considered before removing cases that, according to customary practice, appear to misfit. The residual based misfit indicators that are commonly reported in Rasch analyses, the weighted and unweighted mean squares, appear not to have the generality over all instruments nor the precision required to make clear decisions on the retention or elimination of cases from samples, and there is a need to seek better misfit indicators. (Contains 5 figures, 8 tables, and 1 footnote.)
Education in the Middle East and North Africa: The Current Situation and Future Challenges
Author: Akkari, Abdeljalil
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Strategies,Educational Development,Private Education,Foreign Countries,Comparative Education,Regional Characteristics,Educational Quality,Elementary Education,Comparative Analysis,Literacy,Public Education,Gender Discrimination,Barriers,Equal Education,International Education

This paper investigates the educational development in the Middle East and North Africa, drawing on data from different international and national institutions. The paper begins with a review of similarities between countries within the region, and continues by investigating the situation of basic education, literacy rates and quality of education. In the third section, issues of inequality between public and private education are discussed. The paper concludes by outlining future educational challenges in the region.
Examining the Validity of Different Assessment Modes in Measuring Competence in Performing Human Services
Author: Njora, Hungi
Date: 2004-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Human Services,Academic Achievement,Item Response Theory,Competence,Minimum Competency Testing,Measurement Techniques,Multiple Choice Tests,Portfolio Assessment,Self Evaluation (Individuals),Rating Scales,Vignettes,Correlation,Scoring Rubrics,Item Analysis

This article addresses an important problem that faces educators in assessing students' competence levels in learned tasks. Data from 165 students from Massachusetts and Minnesota in the United States are used to examine the validity of five assessment modes (multiple choice test, scenario, portfolio, self-assessment and supervisor rating) in measuring competence in performance of 12 human service skills. The data are examined using two analytical theories, item response theory (IRT) and generalizability theory (GT), in addition a prior, but largely unprofitable examination using classical test theory (CTT) was undertaken. Under the IRT approach with Rasch scaling procedures, the results show that the scores obtained using the five assessment modes can be measured on a single underlying scale, but there is better fit of the model to the data if five scales (corresponding to the five assessment modes) are employed. In addition, under Rasch scaling procedures, the results show that, in general, the correlations between the scores of the assessment modes vary from small to very strong (0.11 to 0.80). However, based on the GT approach and hierarchical linear modelling (HLM) analytical procedures, the results show that the correlations between scores from the five assessment modes are consistently strong to very strong (0.53 to 0.95). It is argued that the correlations obtained with the GT approach provide a better picture of the relationships between the assessment modes when compared to the correlations obtained under the IRT approach because the former are computed taking into consideration the operational design of the study. Results from both the IRT and GT approaches show that the mean values of scores from supervisors are considerably higher than the mean values of scores from the other four assessments, which indicate that supervisors tend to be more generous in rating the skills of their students. (Contains 3 figures and 14 tables.)
A Correspondence Analysis of Child-Care Students' and Medical Students' Knowledge about Teaching and Learning
Author: Askell-Williams, Helen
Date: 2004-00-00
Type: Journal Articles
Subjects: Medical Students,Social Sciences,Data Analysis,Classification,Statistical Analysis,Social Science Research,Multivariate Analysis,Child Development Specialists,Interviews,Student Attitudes,Teacher Effectiveness

This paper describes the application of correspondence analysis to transcripts gathered from focussed interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning intentions and actions is multi-dimensional and transactive. It is proposed that the multivariate, multidimensional, discovery approach of the correspondence analysis technique has considerable potential for data analysis in the social sciences. (Contains 6 figures and 7 tables.)