ethanporcaro/eric-fulltext-meta huggingface dataset:
Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership
Author: Treewater-Lipes, Regan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Place Based Education,Literary Criticism,Literary Styles,Literature Appreciation,Heritage Education,Historic Sites,Authors,Comparative Analysis,Foreign Countries

For writers that have earned status as cultural legends, like Yehuda Amichai (1924-2000) and Orham Pamuk (1952-), the respective cities where they themselves resided serve as both setting and muse. In the writings of Amichai, the holy city Jerusalem assumes the role of both a backdrop for his poetry as well as an all-encompassing symbol of Israel and its people. In the autobiographical and semi-autobiographical prose of Pamuk, it is Istanbul, the geographical and cultural crossroads of Europe and Asia that simultaneously inspire and dictate the nature of his narrative. Both authors have been celebrated for their integration of the city as a silent, verbally if not literally, character within their works--a multifaceted player shaping and influencing at every turn. For their openness to criticize religion and secular approaches, Amichai and Pamuk lend well to a comparative analysis. Both poet and novelist regard the religious components of their writing as cultural, not spiritual. Amichai saw Jerusalem as both virtuous and hateful, Pamuk regards Istanbul with appreciation and contradiction, but neither writer's name will ever be written or spoken without evoking images of their respective muses. This paper analyzes urban personification to look at the many roles of Istanbul and Jerusalem comparatively. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools
Author: van der Walt, Johannes L.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: School Safety,Individual Differences,Empathy,Humanization,Civil Rights,Individual Development,Safety Education,Functional Behavioral Assessment,Zero Tolerance Policy,School Policy,Administrative Principles

The problem of unsafe schools, in the sense of schools being afflicted by incidences of violence, crime, and general anti-social behaviour, is a worldwide problem. Not surprisingly, the literature on the subject tends to centre on two issues: understanding the problem, and avoiding or combating the problem. This paper focuses on the second by presenting a discursive framework for thinking about school safety based on four premises about tolerance, and by particularly focusing on the capability approach. The four premises about tolerance discussed in this paper include the following: (1) tolerance as recognition of differences; (2) tolerance as empathy and compassion with others; (3) tolerance as respect for others and their rights; and (4) tolerance as the development of the inherent capabilities of others. The premises regarding tolerance and capabilities provide the vocabulary necessary for reflection about the creation of schools as safe places. By employing strategies to teach learners what they need to know to get along in school and society, we strengthen the learners, the social systems, and communities. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Understanding Policy Intentions Is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector
Author: Sebele, Ntlantla
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Educational Policy,Program Implementation,Capacity Building,Fidelity,College Administration,Governance,Familiarity,Qualitative Research,Interviews,Administrator Attitudes,Intention,Foreign Countries,Ethnography

Public policy implementation is frequently regarded as problematic globally and reasons for these vary. In particular, the Technical and Vocational Education and Training (TVET) sector has been criticized for lack of delivery and most of the criticism is directed towards the non-implementation of government policy. In South Africa managers of TVET colleges are at the forefront of this process. Practices at these colleges could thus be interpreted in the context of management practices. Moyo (2008) suggests that the success or failure of policy could at least partly be attributed to the role that policy implementers play. South African policies are regarded as among the best in the world, however their implementation is still a challenge. Capacity of policy implementers and their understanding of policy intentions are critical for successful policy implementation. Capacity involves the ability of implementers to identify, eliminate and obviate policy implementation challenges and their understanding and knowledge to support decision making during policy implementation. This paper interrogated the understanding of policy originators and implementers of TVET policies and found that both these respondents had a common understanding of policy intentions. In addition it was found from respondents that the capacity to take decision is critical for policy implementation. This paper concludes that policy implementation is dependent on developed policy and capacity to take decisions. It is important for college mangers to both understand policy intentions as well as have the capacity to take decisions if policy implementation is the goal. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter
Author: Nieuwenhuis, F. J.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Hermeneutics,Educational Philosophy,Educational Theories,Spiritual Development,Beliefs,Research Methodology,Educational Practices,Controversial Issues (Course Content),Reader Response

In his 2014 paper Potgieter presented a number of pertinent questions on education in a post-modern world. In this article I not only challenge some of the views informing these questions but also raise additional questions for debate and critical analysis. Two pertinent issues, both with religious undertones, are addressed, viz.: a) whether the construct, &quot;evil&quot;, as employed by Potgieter in his argument, could be used as basis for the development of a theory on education; and b) whether a pedagogy of discernment could be used as a &quot;primus inter pares.&quot; Using hermeneutic analysis, I argue that the religious embeddedness of these concepts as well as the relativity of claims made could be problematic in terms of a general theory on pedagogy meant to serve as a &quot;primus inter pares.&quot; In contesting Potgieter's argument I therefore pose a number of counter claims for analysis and scrutiny. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978
Author: Genova, Teodora
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,International Assessment,Educational History,Educational Practices,Educational Development,Biographies,Change Agents,Mathematics Tests,Academic Achievement

This paper reviews the work and contribution of one of the most influential comparativists in education--Torsten Husén in the period when he was a co-founder and chairman of the International Association for the Evaluation of Educational Achievement (IEA) in the 60 and 70 decades of the 20th century. At that particular time, the first major cross-national and widely reported IEA surveys were carried out. The author places special emphasis on the exemplary First International Mathematics Study (FIMS), which &quot;presents the results of the first completed survey of the achievements of thirteen-year-olds, pre-university mathematics and nonmathematics students in twelve countries&quot; (Eckstein, 1977). As a result, the IEA initial studies revolutionized the reality of Comparative Education as a scientific field and an academic discipline in a way that it proved that such research was completely feasible. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Crisis in World Education and Comparative Education
Author: Wolhuter, Charl
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Global Approach,International Education,Barriers,Social Change,Social Influences,Educational Change,Role of Education,Educational Practices,Educational Development

The radically and rapidly changing societal context has placed education at the crossroads, necessitating a re-thinking of education. At the same time, urgent challenges confront humanity, such as the environmental crisis and the creation of social capital (to keep together an increasing diverse society)--to mention but two. In all these education is a key variable, and--rightly so--the vehicle selected by humanity to meet the new future. This paper surveys these global societal contextual factors in the twenty-first century, and the implications thereof for education. Comparative and International Education is put forward as the best available means to deal with the challenge of creating a system of education geared for the imperatives of the new age. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860)
Author: Bošnjak, Arijana Kolak
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Quality,Content Analysis,Educational Change,Educational Practices,Secondary Education,Educational Improvement,Language of Instruction,Resource Allocation

The goal of this paper is to present an attempt to increase the quality of education in the Banal Croatia by analysing the reports sent to the Ministry of Religion and Education in Vienna by secondary school supervisor for the Banal Croatia Anton Jarc as well as the existing scholarly literature. The mentioned attempt was based on a reform of the education system which was initiated by the government in Vienna as early as 1848, but its provisions were finalized only in 1854. The paper depicts the efforts to implement this reform in the gymnasiums on the territory of the Banal Croatia in the context of said provisions. Special emphasis is placed on the provision that introduced German as the language of instruction in the higher grades of the gymnasiums, the activity of the teaching staff, and efforts to improve the available teaching aids and library funds. All three elements were envisioned as forming the groundwork for a higher quality gymnasium education, which would serve as preparation for further education at a university. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries
Author: Potgieter, Ferdinand J.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Student Relationship,Religion,Daily Living Skills,Discourse Analysis,Intellectual Freedom,Educational Environment,Moral Values,Moral Development,Ethical Instruction,Religious Education,Humanism

Drawing on the methodological framework of conversational analysis, this paper explores aspects of multilogical participation in pedagogically safe spaces with regard to religious respect and hospitality as life skill. I argue that these spaces should be conceived of as pedagogically justifiable and educationally guaranteed sanctuaries of and for multilogical-educative participation (i.e. teacher-learner(s) and learner-learner interaction) with regard to religious respect and hospitality. A bibliography is included. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Concepts &quot;Benchmarks and Benchmarking&quot; Used in Education Planning: Teacher Education as Example
Author: Steyn, H. J.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Benchmarking,Educational Planning,Concept Formation,Research Methodology,Teacher Role,Performance Factors,Strategic Planning,Educational Quality,Teacher Education Programs,Foreign Countries

Planning in education is a structured activity that includes several phases and steps that take into account several kinds of information (Steyn, Steyn, De Waal &amp; Wolhuter, 2002: 146). One of the sets of information that are usually considered is the (so-called) &quot;benchmarks&quot; and &quot;benchmarking&quot; regarding the focus of a particular planning project. The concepts &quot;benchmarks and benchmarking&quot; is the result of a particular methodology following the sequence of identifying positive and negative lessons to be learned from different education systems, after which best practices in and for particular situations are defined that can be formulated as benchmarks and benchmarking guidelines, which informs theory that can be applied in a particular setting. Therefore, the aim of this paper is to shortly explain the nature of planning in education, the methodology to determine benchmarks regarding a particular topic, the position of teacher education in the education system as well as the different important determinants of teacher education. The paper concludes with some examples of international perspectives regarding benchmarking for quality in teacher education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Characteristics of Associate's Degree Attainers and Time to Associate's Degree. Web Tables. NCES 2012-271
Author: Green, Caitlin
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Associate Degrees,Time to Degree,Undergraduate Students,Longitudinal Studies,Postsecondary Education,Interviews,Statistical Significance,Student Characteristics,Age Differences,Gender Differences,Educational Attainment,Employment Level,Racial Differences,Ethnic Groups,Parent Background,Grants,Remedial Instruction

The number of associate's degrees conferred by U.S. postsecondary institutions increased 30 percent from 1997 to 2007, from 571,000 to 745,000, and is projected to grow another 30 percent by 2020, a faster pace than the actual and projected growth in bachelor's degrees awarded. Despite the growing prevalence of associate's degrees, however, there are few detailed statistics on how long students take to earn an associate's degree, particularly in comparison with completion time statistics for bachelor's degrees. The Web Tables provided in this report present estimates on completion times for undergraduate students who entered postsecondary education for the first time in 2003-04 and whose first degree attained by spring 2009 was an associate's degree. The results are based on the Beginning Postsecondary Students Longitudinal Study of 2004/09 (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003-04 academic year and followed over a period of 6 academic years. A list of related NCES reports and data reports is included, along with information about PowerStats. PowerStats produces the design-adjusted standard errors necessary for testing the statistical significance of differences in the estimates. It also contains a detailed description of how each variable was created and includes question wording for items coming directly from an interview.
Has the Change of Educational Paradigm Reached Every School and Every Class?
Author: Ozola, Sandra
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Teaching Methods,Teacher Competencies,Educational Policy,Nontraditional Education,Lifelong Learning,School Role,Teacher Role,Teacher Attitudes,Parent Teacher Cooperation,Student Development,Teacher Collaboration,Achievement Rating,Foreign Countries

This rapidly changing world demands new skills and competencies for students and teachers whose role as professionals is also changing. Traditional approach to teaching/learning process involves the directed flow of information from a teacher as sage to students as receivers. How effective this transmission of the information has been can be tested by different tests. In OECD Background Report for the International Summit on the Teaching Profession (2012) it is stated that changes in the demand for skills have evident implications that teachers themselves need to acquire new competencies to be able to work effectively. In today's world where young generation is IT literate, routine or subject based knowledge is being digitized, teachers &quot;need to enable people to become lifelong learners, to manage non-rule-based complex ways of thinking and complex ways of working that computers cannot take over easily&quot; (p. 35). [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Comparison of Original and Revised Student Financial Aid Estimates for 2007-08. Web Tables. NCES 2014-179
Author: Shaw, Stacy
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Tables (Data),Comparative Analysis,Statistical Data,Weighted Scores,Predictor Variables,Undergraduate Students,Institutional Characteristics,Attendance Patterns,Socioeconomic Status,Income,Federal Aid,State Aid,Error of Measurement,College Programs,Family Income,National Surveys

The web tables in this report provide original and revised estimates of statistics previously published in 2007-08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007-08 (NCES 2009-166). The revised estimates were generated using revised weights that were updated in August 2013. NPSAS:08 data were reweighted so estimates would approximate 12-month enrollment totals for 2007-08 instead of prior year enrollment counts. A list of related NCES reports and data reports is included, along with information about PowerStats. PowerStats produces the design-adjusted standard errors necessary for testing the statistical significance of differences in the estimates. It also contains a detailed description of how each variable was created and includes question wording for items coming directly from an interview.
Becoming a Student: The Liminal Experience
Author: Potgieter, Amanda S.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mentors,Lecture Method,Research Methodology,Video Technology,Semi Structured Interviews,Focus Groups,Content Analysis,Literacy,Educational Environment

Research on the transition of students into Academia has previously focused on intelligence and effort as determinants of success. In this article I will argue that the liminal experience of transition into the academic environment is enhanced by multi-logic spaces where curiosity and focus are key attributes of the academic literacy classroom. In this educative nurturing space the mentor-lecturer and her students engage meaningfully and with academic curiosity with socially rich experiential learning. Monological teaching disregards the voices that should be heard in the multi-logical classroom where the mentor-lecturer encourages constructivist interaction between herself, students as well as reading texts and student generated writing. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Quality through Holistic Simplicity
Author: Slabbert, Johannes A.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Holistic Approach,Relevance (Education),Educational Philosophy,Teacher Education Programs,Hermeneutics,Phenomenology,Educational Quality,Educational Practices,Instructional Innovation,Barriers,Educational Change

It seems as though the publication of &quot;The Oxford handbook of philosophy of education&quot; (Siegel, 2009) had evoked considerable discourse in the fields of philosophy and philosophy of education. The tensions and inconsistencies that were exposed between and within these fields prompted the question about the role of philosophy of education in the &quot;practice&quot; of education and teacher education. With a contingent exploration using hermeneutic phenomenology I have attempted to initiate a tentative resolution to this challenge--one that we may trust enough to base our actions upon. It reveals a conceptualisation of education and subsequently teacher education, which holistically encapsulates its quality imperative and its associated concerns like social justice and accountability. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers
Author: Kawinkamolroj, Milintra
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Elementary School Teachers,Foreign Countries,Coaching (Performance),Questionnaires,Learning Theories,Observation,Qualitative Research

This research aimed to develop coaching process based on transformative learning theory for changing the mindset about instruction of elementary school teachers. Tools used in this process include mindset tests and questionnaires designed to assess the instructional mindset of teachers and to allow the teachers to reflect on how they perceive themselves and their role as educators. Additionally, in accordance with the transformative process, guidance is provided to improve their instructional mindset. Because validation and verification are an essential aspect of the transformative process, the tests and questionnaires that were developed have been reviewed by nine experts resulting in a validity of 97% and 81%. The feedback and recommendations from the experts was applied to the improvement of the tests, questionnaires and teacher's guidance. The revised material was administered to seventy elementary school teachers, resulting in reliability scores of 76%, 82%, and 87%, demonstrating the tests' ability to separate the strong and weak teachers. Consequently, it was found that a coaching process based on transformative learning theory for changing the mindset in instruction of elementary school teachers, implemented within the context of the teacher's own place of work through learning experiences, thorough thinking, best practices, and teacher's interaction, allowed them to change their mindset which was evidenced in their behaviors. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher
Author: Chitrangsan, Nadrudee
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Curriculum Implementation,Curriculum Development,Elementary School Teachers,Qualitative Research,Performance Technology,Educational Quality,Content Analysis,Fidelity,Educational Principles,Educational Practices,Instructional Development,Foreign Countries

This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories, documents, and researches, as well as fundamental information used for developing a process, and (2) develop a curriculum management process by applying Lean concept for waste elimination, including 7 steps (preparation, value definition, value steam mapping, waste eliminations, flow implementation, pull reflection, and pursue perfection). [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Obstacles to Special Education for Students with Intellectual Disabilities in Turkey
Author: Meral, Bekir Fatih
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Special Education,Intellectual Disability,Barriers,Accessibility (for Disabled)

Turkey has regulations in place with regard to the special education of students with intellectual disabilities on the axis of international and national legal texts. However, the gap between law and practice cannot be denied. The existence of obstacles to special education for students with intellectual disabilities (ID) still continues in Turkey. [For the complete Volume 13, Number 1 proceedings, see ED568595.]