ethanporcaro/eric-fulltext-meta huggingface dataset:
10 Years vs. 16 Hours: An Effective Curriculum to Improve Chinese College Students&apos; English Presentation Quality in Public
Author: Zhu, Wen
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,Business Communication,Speech Skills,Foreign Countries,Engineering Education,Student Motivation,Student Interests,Observation,Self Efficacy,Psychological Patterns,Comparative Analysis,Teaching Methods,Public Speaking,Student Attitudes

Despite the long-term and intensive English learning educations they received, Chinese college students still have to struggle to make an even 2 minutes professional English presentation. Through more than 10 years English study, their vocabulary and language knowledge are enough for delivering an intermediate level English presentation. By observing a mid-sized (38 students) class study in details and one on one interviewing and surveying in Shanghai University of Engineering Science in 2014. The psychological factors are assumed to the top reason to hinder students from being confident and motivated in speaking English in public. A 16 hours task-based curriculum is designed with sufficient practices focusing on solving these psychologically related problems. Upon comparing and analyzing the detailed assessment data starting from the initial evaluation to the final examination, dramatically improved score and highly elevated sense of self achievement and satisfaction of the students were observed. It is evident the curriculum aimed on students' motivation and interests, as well as the 'hands-on' experiences should generate dramatic improvements for most of the Chinese college students.
Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding
Author: Kesten, Alper
Date: 2019-00-00
Type: Journal Articles
Subjects: Institutional Mission,Universities,College Role,Continuing Education,Service Learning,Citizenship Education,Outreach Programs,School Community Relationship,Position Papers,Foreign Countries

Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the &quot;third mission,&quot; one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.
A Study of the Construction of English Hidden Curriculums at Primary Schools in China
Author: Mo, Haiwen
Date: 2019-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,National Curriculum,Elementary School Students,Educational Change,Teacher Student Relationship,Educational Quality,Educational Improvement,Social Mobility,Student Motivation,Learning Motivation

The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students' key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students' motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
Generativity and Life Satisfaction of Active Older People: Advances (Keys) in Educational Perspective
Author: Muñoz-Rodríguez, Jose-Manuel
Date: 2019-04-00
Type: Journal Articles
Subjects: Life Satisfaction,Older Adults,College Students,Nontraditional Students,Student Interests,Educational Attainment,Marital Status,Time,Foreign Countries,Student Participation,Maturity (Individuals),Quality of Life,Health,Self Concept

Through the theoretical framework of pedagogy and education as an instrument of social and personal development, this study addresses two key issues for the construction of a mature-older person's identity, namely, generativity and life satisfaction. The main aim here is to explore the generative interest and life satisfaction of a group of mature-older university students and verify whether the years linked to the program and the rate of participation in other types of social agencies and institutions have a positive impact on both constructs. The sample comprised 347 subjects, who were administered the Loyola Generativity Scale -- LGS and the Satisfaction with Life Scale -- SWLS. The results show that level of education and rate of participation have a positive influence on generative interest, while health, marital status and time linked to the higher education program have a positive effect on life satisfaction.
Character Strengths in Turkey: Initial Adaptation Study of Values in Action Inventory of Strengths for Youth (VIA-Youth) and Life Satisfaction in Young People
Author: Kabakci, Omer Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Characteristics,Resilience (Psychology),Values,Measures (Individuals),Life Satisfaction,Psychometrics,Construct Validity,Test Reliability,High School Students,Individual Development,Demography,Personality Traits,Likert Scales

The character strengths and virtues approach is a classification system to examine the characteristics of good character in terms of twenty-four strengths and six virtues. This study was designed to investigate the psychometric properties regarding the reliability and validity of the Turkish version of the VIA-Youth. A tool developed to evaluate the character strengths of youth. In addition, character strengths were examined in terms of life satisfaction, values and demographic characteristics. 1963 high school students between 14-19 years participated in this study by completing VIA-Youth and the Human Values and Life Satisfaction inventories. The results confirm the six-factor model in the theoretical framework. It has also been concluded that character strengths affect life satisfaction and values and that socio demographic features are related to strengths. The adaptation of this inventory into Turkish culture contributes to the current understanding of the universal aspects of character strengths for studies within the context of positive youth development. Besides the adaptation, the relationships between character strengths, values, demographic characteristics and life satisfaction were discussed and suggestions were made.
Are We All on Course? A Curriculum Mapping Comparison of Three Australian University Open-Access Enabling Programs
Author: O'Rourke, John Andrew
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Curriculum Design,Institutional Cooperation,Educational Objectives,Alignment (Education),Expectation,Access to Education,Open Education,College Programs,Student Development,College Readiness,Articulation (Education),College Curriculum

The curricula in higher education not only provides guidance and direction for students, but aligns with industry standards to safeguard quality offerings in specific programs. While there has been increasing focus on the importance of the curriculum particularly for first year university students, very little is known about the curriculum and design principles that exist in open-access enabling programs in Australia. In the following paper, a comprehensive examination of the curriculum of three large open-access enabling programs is presented. The research team explored the curriculum design via a rigorous mapping exercise to establish potential principles to guide enabling curriculum design. In developing the curriculum-mapping tool for this research project, it became apparent that limited attention has been given to enabling curriculum design in the academic literature. Given increasing attention towards Australian enabling education, the findings of this study emphasise the importance of clarity between the intended and the enacted curriculum, such as in unit learning outcomes and program attributes.
Examination of the Relationship between Prospective Teachers&apos; Occupational Anxiety and Technological Pedagogical Content Knowledge by Canonical Correlation
Author: Kaya-Uyanik, Gulden
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Multivariate Analysis,Foreign Countries,Anxiety

In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.
Nannagogy: Social Movement Learning for Older Women&apos;s Activism in the Gas Fields of Australia
Author: Larri, Larraine
Date: 2019-04-00
Type: Journal Articles
Subjects: Social Change,Older Adults,Females,Activism,Fuels,Informal Education,Theater Arts,Handicrafts,Lifelong Learning,Teaching Methods,Learning Theories,Adult Education,Feminism,Communities of Practice,Social Media,Climate,Ethnography,Adult Learning,Foreign Countries,Aging (Individuals)

In this paper, we explore the concept of Nannagogy, an innovative pedagogy of informal adult learning enacted by the activist 'disorganisation', the Knitting Nannas Against Gas and Greed (KNAGs). The 'Nannas' are predominantly older women who undertake non-violent direct action using fibre craft, knit-ins, lock-ons, and occasional street theatre to draw public attention to the negative environmental impacts of unconventional coal seam gas extraction ('fracking') and of fossil fuel mining. We identify the characteristics of Nannagogy as a hybrid system of lifelong / later-in-life learning and a complex pedagogy of informal learning that can be understood through social movement learning theory (SML) drawing on Paolo Freire's (1970) original concept of 'conscientisation'. Nannagogy is an act of radical adult education that has its antecedents in feminist collective learning strategies such as consciousness raising as well as the formal education strategies of action learning and communities of practice. Nannagogy is highly effective adult learning practice at the intersection of adult learning theory and social movement theory. Data presented in this paper were collected with active KNAG members in Australia as part of a PhD study using surveys, interviews, document analysis of social media (Facebook posts, digital videos, e-news bulletins) and researcher autoethnography. Framing activist adult learning as social movement learning locates environmental and climate justice struggles within lifelong learning practices and enables researchers to better understand the complex processes of informal, situated and often spontaneous adult learning for creating and sustaining movements for social, environmental and political change.
Learning to Deal with Freedom and Restraints: Elderly Women&apos;s Experiences of Their Husbands Visiting a Men&apos;s Shed
Author: Hedegaard, Joel
Date: 2019-04-00
Type: Journal Articles
Subjects: Females,Older Adults,Freedom,Spouses,Interpersonal Relationship,Well Being,Content Analysis,Empowerment,Gender Differences,Self Concept,Males,Sex Role,Marriage,Community Programs,Workshops,Social Integration,Sex Stereotypes,Cross Cultural Studies,Foreign Countries

This article explores the effects of activities in Men's Sheds on elderly women. Specifically, it investigates the opportunities that are made available for women when their husband/partner becomes active in the Men's Shed movement; focussing on 'empowerment', 'gender identity' and 'well-being'. Five focus group interviews and eight individual interviews with elderly women were conducted and subsequently analysed through a content analysis, guided by the concepts of 'empowerment', 'gender-as-performative' and 'well-being'. The result indicates that the notions of 'self-fulfilment' and 'self-sacrifice' are central to understanding how men's participation in Men's Sheds has affected elderly women's empowerment, gender identities, and well-being. When men visit Sheds, it empowers women and offers them a sense of freedom and independence due to the women feeling less concern for their partners and a concomitantly eased bad conscience for leaving the men home alone with nothing to do when the women leave the household to pursue their own activities. Simultaneously, 'Shedding' provides new avenues for women to reproduce traditional feminine gender roles where they are primarily responsible for the socio-emotional work within their marriage. This was demonstrated by the women's extensive engagement by which they, practically and emotionally, prioritised their husbands/partners and their new Shedding experiences.
The Need for a Complexity Informed Active Citizenship Education Program
Author: Zivkovic, Sharon
Date: 2019-04-00
Type: Journal Articles
Subjects: Citizenship Education,Sustainable Development,Program Effectiveness,Power Structure,Foreign Countries,Expertise,Difficulty Level,Adult Education,Budgeting,Citizen Participation,Community Education,Barriers,Participative Decision Making,Capacity Building,Community Development,Local Issues,Interprofessional Relationship,Government Role,Leadership,Educational Needs

While active citizenship education programs are assumed to have positive benefits for the active citizenship practice of participants (UNESCO, 2009, p. 4), there is actually little evidence that programs do (de Weerd, Gemmeke, Rigter &amp; van Riji, 2005, p. vii). This paper discusses a research project that aimed to determine and increase the impact of an active citizenship education program that incorporates education for sustainability principles. The inquiry's findings showed that while the program developed in graduates the active citizenship characteristics desired by Australian governments, graduates encountered significant systemic blocking factors related to power relations when they attempted to put what they had learned during the program into practice. The findings also highlighted the risk of the program producing a cohort of 'expert citizens'. To address these findings and improve the interactions and working relationships between program graduates, paid community workers and other community members, a new program has been developed that is informed by complexity and adult education planning theory. This new program recognises active citizenship as a 'wicked' problem, takes a systemic innovation approach, incorporates a participatory budgeting process, and supports participants to pass on their skills and knowledge to other community members.
A Comparison of Professional Development Practices in Rural and Urban High Schools
Author: Wallace, Teresa
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Faculty Development,Rural Schools,Urban Schools,High Schools,High School Teachers,High Achievement,Low Achievement

Because standards-based reform emphasizes improved teaching as the best path to increased learning and improved student performance, one would expect high performing schools to be implementing effective professional development practices. This study examines professional development practices in high performing urban and persistently low achieving rural high schools in Kentucky. Findings from the non-experimental descriptive study suggest similarities in professional development practices between the two groups. Differences existed in how well leadership addresses teacher professional development needs and in sufficient training to utilize instructional technology. Characteristics of effective professional development are not being fully implemented in either group of schools.
Checked Your Bias Lately? Reasons and Strategies for Rural Teachers to Self-Assess for Grading Bias
Author: Hardré, Patricia L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Grading,Teacher Attitudes,Justice,Rural Schools,Teacher Student Relationship,Educational Strategies,Academic Achievement,Accountability,Student Motivation,Bias,Self Management,Teacher Expectations of Students

Multiple factors influence teachers' grading and scoring of students' class work, homework, projects and tests. Put simply, bias in grading is giving different grades on student work of essentially equal quality, based on factors irrelevant to the scope and criteria for that work. Grading is to a degree subjective, but it need not be biased. Intentional bias is a common criticism of teachers and has been the topic of numerous studies and reports. However, less attention has been given to unintentional sources of grading bias. For teachers in any school, bias can creep into grading despite a teacher's best efforts to be fair and impartial. Teachers in rural schools may face more challenges to preventing and reducing grading bias. This paper identifies some of the issues relevant to teachers' unintentional grading biases and discusses both conventional and innovative ways to reduce it.
How 8th Graders Are Assessed through Tests by Mathematics Teachers?
Author: Delil, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 8,Mathematics Instruction,Mathematics Teachers,Foreign Countries,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,International Assessment,Science Tests,Science Achievement,Mathematics Tests,Test Construction

Teacher-made tests (TMT) are the most used instruments for assessment and evaluation. This study investigates the cognitive requirements, test construction errors, and item types of TMTs. Content analysis technique is used in order to analyze and classify TMT items based on TIMSS-2019 assessment framework and based on criteria that is constructed to determine test construction errors. The data is consisted of 548 items in 30 exam papers of 18 mathematics teachers from 13 distinct schools. The distribution of TIMSS-2019 cognitive demands of all TMTs indicates that there is a strong emphasis on knowing or applying cognitive domains, with a total percentage of 93. Since 83% of all questions are of multiple choice and 17% are constructed-response type, teachers mostly prefer multiple choice item type. Findings also reveal that except face validity, there are errors concerning test constructions. Consequently, it is suggested that teachers should give more care on preparing items of higher cognitive levels, on tests of mixed type items, and on tests that involve lesser construction errors for more reliable tests. Finally, it is also suggested that measurement and evaluation specialists should be employed in each school or in each local Ministry of National Education Authority at least, in order to support teachers, but if this is not possible in a close time, there must be in-service training programs on measurement and evaluation for teachers to participate in.
Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework
Author: Peduk, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Evaluation,Science Curriculum,Educational Objectives,Tests,Admission (School),High School Students,Achievement Tests,International Assessment,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Physics,Biology,Earth Science,Chemistry,Test Items

The aim of this study is to compare 2018 Science Course Curriculum (SCC), 2015 Trends in International Mathematics and Science Study (TIMSS) and 2018 High School Entrance Examination (HSE) in terms of content domains, cognitive domains and learning objectives. Qualitative research method, was used in this study. Data were analyzed using document review matrices to determine the similarities and differences between the objectives of SCC, TIMSS and HSE. SCC outcomes and HSE science questions were also classified according to TIMSS cognitive domains. Results show that the learning objectives of the fields of Physics, Biology and Earth Sciences of TIMSS are compatible with those of all grade levels of SCC and that the objectives of Chemistry are compatible with those of the seventh and eighth grades. Most of HSE questions are compatible with the objectives of SCC, however, the latest revision in the curriculum has introduced some eighth grade objectives to other grade levels. HSE science questions measure higher-level skills than TIMSS science questions. The subject domain of the &quot;Organisms and Life&quot; of SCC has the most learning objectives in the levels of &quot;knowing&quot; and &quot;reasoning&quot; while the subject domain of the &quot;Physical Events&quot; has the most learning objectives in the levels of &quot;applying.&quot; Besides, the seventh-, fifth- and eighth-graders have the most objectives in the levels of &quot;knowing,&quot; &quot;applying,&quot; and &quot;reasoning,&quot; respectively. It is hoped that the results will contribute the literature in improvement of science curricula and interpretation of national and international exams.