ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceived Social Support and Assertiveness as a Predictor of Candidates Psychological Counselors' Psychological Well-Being
Author: Ates, Bünyamin
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Social Support Groups,Prediction,Counselor Training,Mental Health,Foreign Countries,Measures (Individuals),Student Attitudes,Regression (Statistics),Friendship,Family Relationship,College Students,Likert Scales,Factor Analysis

In this research, to what extent the variables of perceived social support (family, friends and special people) and assertiveness predicted the psychological well-being levels of candidate psychological counselors. The research group of this study included totally randomly selected 308 candidate psychological counselors including 174 females (56.5%) and 134 males (43.5%) studying at Erzincan University, Faculty of Education, Psychological Counseling and Guidance Department in 2015-2016 academic year. The age average of the research group was 20.84. Psychological Well-Being Scale, Voltan-Acar Assertiveness Scale, Multidimensional Perceived Social Support Scale, and Personal Information Form were used as the data collection tools in the research. The data obtained in the research were analyzed with stepwise regression analysis method as one of the multiple linear regression analyses methods. According to the research findings, the variables of assertiveness and social support perceived from family, friends and special people significantly predicted psychological well-being.
Invention, Technology, and the GI Bill
Author: Parkin, Robert E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Innovation,Technological Advancement,Social Bias,Science and Society,Economic Impact,Knowledge Economy,Labor Force Development,Recognition (Achievement),Role of Education,Economic Development,Foreign Countries

The era of industrialization was also the age of invention, which spurred technology that in turn required skills not provided by existing educational institutions. In particular, the traditional elite higher education centers could not, or would not, provide the training in the numbers needed for a technical and increasingly global economy. The GI Bill in the United States changed this entirely, making higher education available to 2.2 million veterans returning from WW2: few of these had previously the chance of a university or college education. The economic benefits to the United States were immense. From community college to university, higher education enrollment burgeoned, so that by the new millennium two thirds of high school seniors expected to get a bachelor's degree. Other countries, including Britain, followed suit. Given this it is difficult to understand the impact of C.P. Snow's &quot;Two Cultures&quot; argument about a cultural divide between a tiny cohort of cultural intellectuals and scientists, since at best it was a generation too late to be relevant and at worst focused on an increasingly irrelevant, class-based society.
Pre-Service Teachers' Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature
Author: Debreli, Emre
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Semi Structured Interviews,Teacher Education Programs,Influences,Learning Experience,Foreign Countries,Qualitative Research,Diaries

It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers' beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes' influence on teachers' beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers' belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers' belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.
Multicultural Education: Teachers' Perceptions and Preparation
Author: Alismail, Halah Ahmed
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Attitudes,Theory Practice Relationship,Preservice Teacher Education,Literature Reviews,Educational History,Culturally Relevant Education,Knowledge Base for Teaching,Student Diversity,Definitions,Educational Strategies,Educational Practices

This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural education and various approaches to multicultural pedagogy and curriculum are explored. The finding indicates that thorough and balanced courses preparing preservice teachers to teach culturally diverse students are essential to supporting teachers' awareness, knowledge, and skill in providing equal education for all students.
Women's Voices of Resistance: An Analysis of Process and Content in National Higher Education Policy
Author: Pasque, Penny A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Resistance (Psychology),Females,Educational Change,Discourse Analysis,Leaders,Gender Bias

This research study explores the various and complex perspectives of higher education's relationships to society as shared through discourse by higher education policy leaders. Leaders' perspectives from 250 university presidents, legislators, faculty, community partners, foundation officers and graduate students during a twelve day national policy conference were considered in the overarching research project. Through examination of the linguistic complexities of this national policy discourse, I found that some women, people of color, and people outside the academy are silenced and/or their perspectives are reframed or discounted. Further, if participants shared more of an advocacy perspective, their voices are marginalized (Pasque 2007). This particular paper explores further the voices of women during these policy conversations. Specifically, I explore the voices of women who share &quot;advocacy&quot; perspectives and whose perspectives were reframed, redefined, and/or silenced in the discourse. Importantly, I discuss the content--what was said--and the process--how it was said--in order to further our understanding of multiple strategies for educational change. I argue that if a more thorough understanding of women leaders' perspectives is not offered, then dominant perspectives shared in policy circles may continue to perpetuate the current ideas of higher education's relationship with society--from an economic rationalization perspective--without consideration of alternative perspectives. The perpetuation of the current trajectory and the continued marginalization of alternative perspectives offered by women may be detrimental to working toward social justice and educational equity.
School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale
Author: Becerra, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Measures (Individuals),Elementary School Teachers,Secondary School Teachers,Administrators,Elementary Schools,Secondary Schools,Test Construction,Test Validity,Test Reliability,Factor Structure,Likert Scales,Factor Analysis,Statistical Analysis

School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions. This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants. The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.
Jafari and Transformation: A Model to Enhance Short-Term Overseas Study Tours
Author: Hall, Timothy
Date: 2016-04-00
Type: Journal Articles
Subjects: College Students,Study Abroad,Tourism,College Faculty,Foreign Countries,Hospitality Occupations,Models,Adjustment (to Environment),Travel,Mobility

An increasing emphasis on university internationalisation, global citizenship education and outbound mobility experiences (OMEs) has seen international study travel become a key staple of tertiary education. University students undertake learning experience for academic credit overseas for a period shorter than a semester under the guidance of an academic staff member. With student participation increasing, greater consideration needs to be given to the ability of OMEs to deliver high quality learning outcomes to students, particularly within an intensive shortterm format. A majority of existing literature relays the experiences of academic staff in designing and facilitating OMEs (Brokaw, 1996; Gordon &amp; Smith, 1992; Koernig 2007; Schuster, 1993), but an emerging literature also considers student experiences (Downey, Gothard &amp; Gray, 2012; Evans, Finch, Toncar &amp; Reid, 2008; Weaver &amp; Tucker, 2010). While these evaluations are insightful, the observations may not be relevant to all of the wide variety of OMEs now being offered. This paper promotes a reconstructed Jafari (1987) tourism model as a framework to understand the various components of the student and staff travel experience while participating in an OME, especially short-term overseas study trips.
Feminist Pedagogy and the Socratic Method: Partners in the Classroom or a Disaster Waiting to Happen?
Author: Shah, Rita
Date: 2016-00-00
Type: Journal Articles
Subjects: Feminism,Questioning Techniques,Teaching Methods,Case Studies,College Instruction,Team Teaching,Undergraduate Students,Student Attitudes,Student Surveys

This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy. Data were collected through two online surveys and an in-class open-ended response. The results suggest that the Socratic method is compatible with feminist pedagogy as it improved critical thinking and consideration of diverse points of view. On the other hand, the results suggest that students felt discomfort when analyzing and discussing their own views, as opposed to the views of others. This discomfort potentially undermines the benefits of a feminist pedagogical approach to classroom discussion. We suggest several ways to improve compatibility of these techniques in undergraduate courses and suggest avenues for future research to better understand the relationship between these pedagogical approaches.
Investigation of the Impact of Emotional Intelligence Efficacy on Teachers' Multicultural Attitudes
Author: Arslan, Seyfettin
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Student Diversity,Teacher Attitudes,Cultural Differences,Student Characteristics,Foreign Countries,Statistical Analysis,Teacher Surveys,Attitude Measures,Multiple Regression Analysis

It is important to have a positive attitude and perceptions towards cultural values, one of the key characteristics students have. It is observed that having a positive attitude towards students with different cultural values contributes to achievement in terms of education. Much of the research has revealed that educators have been found to have a positive attitude towards multicultural education. This study, however, strives to measure and determine the extent and level of the impact of the emotional intelligence efficacy on teachers' multicultural attitudes. The working group is comprised of 315 teachers working in primary schools in two provinces in the Southeast and two in the Marmara Region in 2015-2016 academic year. &quot;The Schutte Emotional Intelligence Scale (SEIS)&quot;, developed by Schutte et al. (1998) adapted into Turkish language by Cetinkaya and Alparslan (2011), and &quot;Multicultural Attitude Scale&quot;, developed by Ponterotto et al. (1998) adapted into Turkish by Yazici et al. (2009), were used in this research to determine teachers' emotional intelligence efficacy and multicultural attitudes. The data were analyzed using SPSS v.17.0 statistical software and Pearson Product-Moment Correlation and Stepwise regression analyzes were performed. The results show that subscales of emotional intelligence have an impact on the teachers' multicultural attitudes at a significant level.
Complexity and the Universe of Education
Author: Martínez, Alejandro J. Gallard
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Policy,Research Utilization,Institutional Characteristics,School Culture,Subcultures,Difficulty Level,Teacher Characteristics,Student Characteristics,Instruction,Learning

In this paper, I take the position that in order for education policy makers and teachers to reform teaching and learning, they must be good consumers of education research. Good consumers of education research understand that education is a complex endeavor and as such resist accepting findings that simplify or complicate teaching and learning. A second position maintained in this paper is that influences on teaching and learning are holons, a term coined by Koestler (1996). There are several categories of holons; education is considered a social holon. All holons are influenced and governed by their own sets of rules. Within the social holon of education exists other social holons such as policy and students. In order to understand the universe of education as a complex endeavor, education researchers, policy makers and teachers must make explicit (acknowledge) the tensions (mitigating factors) between and amongst holons. Acknowledging tensions (social holons) is to respond to the influences of each holon to include the individual student. As a consequence, the interplay between who a learner and teacher are and the influencing contexts they are constantly having to negotiate in and out of the classroom on a daily basis are made explicit. Education research and policy based on the notion of cause and effect (linear) reduces adaptations and evolutions of students and teachers to simple and mechanistic human beings, ignoring the myriad of daily changes they go through. In other words, the complexities of teaching and learning are oversimplified. When tensions are not created, acknowledged or appreciated by policy makers, there can be no ebb or flow, and as such, there can be no change.
The Symbiotic Relationship between Liberal Studies and Science
Author: Unah, Jim I.
Date: 2008-00-00
Type: Journal Articles
Subjects: Liberal Arts,Sciences,Universities,Role of Education,Well Being,Values,Conflict,Educational Trends,Relevance (Education),Responsibility,Philosophy,Cybernetics,Psychology,Humanities

The Artistic and Humanistic studies (liberal studies) and the science and technology disciplines (science) constitute the two dominant cultures in a modern university. Subsumed in these cultures are the professional disciplines of law, architecture, engineering, medicine, accounting, administration and a few others. Essentially, the university idea emerged from the desire to integrate all academic cultures. However, an emerging trend of erecting a dichotomy between these cultures, is beginning to spin controversy, brew academic suspicion and slice off the integrative intentions of the university idea. The responsibility of liberal studies is to develop the academic disposition, to awaken human curiosity, inquisitiveness and creativity, by promoting human values and expressing the spirit of man. Science and technology culture is to leverage on the artistic and humanistic orientation to elevate our standard of practice, our ways of doing, to higher pedestals. This paper argues that neither the liberal orientation alone nor the scientific technological culture exclusively could guarantee the well being of humankind. While it is the responsibility of the humanities to elevate the individual to freedom, it is the obligation of science and technology education to catapult humanity to its proper comfort and happiness. While artistic-humanistic productions should more radically envision a world of mutual interdependence, of shared values, of reciprocal solidarity and a commitment to the aspirations of a common humanity, scientific-technological studies and proposals should demonstrate how outputs-outcomes are adverted to the promotion of human values and virtues, and how they assure the survival of the human race. This paper likens the emerging dichotomy between the two cultures to the dichotomy between mind and body, a dichotomy that developments in cybernetics and parapsychology appear to be grappling with. The two cultures have the obligation to develop the two parts of human nature. To develop one part to the detriment of the other is to demonstrate prejudice in examining the mind-body relationship and, by extension, to seek to abolish a vital part of our humanity.
Towards an Integrated Approach to Cabin Service English Curriculum Design: A Case Study of China Southern Airlines' Cabin Service English Training Course
Author: Xiaoqin, Liu
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Case Studies,Air Transportation,Curriculum Design,English Curriculum,Foreign Countries,Second Language Instruction,Language Skills,Basic Skills,Communicative Competence (Languages),Integrated Curriculum,Industrial Training

This paper has reviewed the history of EOP (training) development and then illustrated the curriculum design of cabin service English training from the three perspectives of ESP, CLIL and Business Discourse. It takes the cabin crew English training of China Southern Airlines (CZ) as the case and puts forward an operational framework composed of three integrated essential elements: language basic skills, cabin service practices and cabin service communication competence. It argues that on the basis of mastery of language skills and cabin service practices flight attendants should further to improve their communication competence as the course objective of cabin service English training.
Budgetary Challenges of Higher Education: Evidence from Bangladesh
Author: Sarkar, Shakhawat Hossain
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Evidence,Budgeting,Graduate Surveys,Annual Reports,Resource Allocation,Program Implementation,Human Resources,Employment Services,Educational Quality,Structural Unemployment,Educational Resources,Governance,Funding Formulas,Statistical Analysis

This study strives to ascertain the financial and nonfinancial challenges of higher education budget for human resources development (HRD) based on both primary and secondary sources of data. Inadequate budgetary support from the government and inappropriate implementation of the same due to nonexistence of good governance and inefficient utilization of allocated amount due to session jam, unemployment, and job nature of the graduates are the major challenges of higher education budget in Bangladesh. Similarly, poor planning and inefficient implementation, slavish national politics in higher educational institutions, priority of political attachment and even political slavery over merit in selecting and promoting academic faculties and nonacademic staff and assigning different duties to them, abuse of public university autonomy, absence of quality research, mismatch between expected and actual study area and discipline, and also mismatched between expected and actual job are the noteworthy indirect challenges of higher education budget.
The Effect of Explicit Instruction of Meta Cognitive Learning Strategies on Promoting Jordanian Language Learners' Reading Competence
Author: Al-Ghazo, Abeer
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Direct Instruction,Metacognition,English (Second Language),Second Language Learning,Reading Comprehension,College Students,Reading Strategies,Reading Instruction,Pretests Posttests,Reading Tests,Statistical Analysis,Instructional Effectiveness,Quasiexperimental Design

The main purpose of the present study was to investigate the effect of met cognitive strategies on reading comprehension among Jordanian university students. The participants of this research consists of two classes of English Course , Level one with 60 students, 30 in the control group and 30 in the experimental group. Then, Metacognitive reading strategies instructions were administered to identify their met cognitive strategy awareness. The experimental group underwent a treatment based on Chamot and Rubin (1994) model, while control group did not receive any strategy-based treatment The students were belong to Faculty of Arts and Educational Sciences, Department of English Language and Literature .All students were considered as low proficiency in English language due to their scores obtained in the English language placement test conducted by the university at the beginning of each academic year. To answer the question of the study, an achievement reading comprehension test is used as a pre-test and a post-test to both: the experimental and the control group with some modification related to the ways each group is taught accordingly. A multiple-choice reading comprehension test of twenty questions is constructed to assess the students' comprehension of the reading text. Proper statistical analyses were used to analyze the results. For the purpose of the study, the scores of control and experimental group were compared at the end of instruction period. The results revealed that the post-test scores of the experimental group were significantly higher than those of the control group. These results prove that the teaching on the basis of the metacognitive strategies instructions was successful to develop the students' ability to learn vocabulary.