ethanporcaro/eric-fulltext-meta huggingface dataset:
Education as Prevention: Intersectional Feminism in Security Spaces
Author: Elliott, Kathlyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Feminism,Intersectionality,Teacher Role,Females,Sexual Identity,LGBTQ People,Minority Groups,Violence,Antisocial Behavior,Ideology,Social Attitudes,Foreign Countries,School Security,Instruction,Prevention,Policy Formation,Change Agents,Racial Factors,Gender Issues

Purpose: This theoretical article argues that the inclusion of education in the prevention of radicalization creates space to address long-standing concerns about the racialized and gendered problems created by traditional security approaches. Design/methodology/approach: The article uses intersectional feminism as a theoretical basis to discuss the combination of pedagogy and intersectionality in PVE-E and the role of teachers in this particular context. Findings: Education can be a space that allows for more women, non-binary persons, and people of color to engage as policy actors in the prevention of violent extremism. While policy documents emphasize the role education plays and alludes to the presence of women, non-binary persons, and people of color in education, the research and application often overlook these perspectives.
The Place and Role of School Sociology in Brazil and the Contemporary Context of the Rise of the Extreme Right
Author: Bodart, Cristiano das Neves
Date: 2023-00-00
Type: Journal Articles
Subjects: Political Attitudes,Moral Values,Sociology,Teaching Methods,Role,Foreign Countries,Cultural Context,Economic Factors,Curriculum Development,Incidence,Educational Legislation,Political Influences,Politics of Education,National Security,Professional Autonomy,Teacher Attitudes,Teacher Dismissal,Teacher Discipline,Criticism,National Curriculum,High School Teachers

Purpose: This article presents the place and the role of Sociology teaching in the current Brazilian context, marked by the rise of extreme right ideologies and practices, more specifically by its ultraliberal economic bias and moral conservatism. Design/methodology/approach: Organized in three parts, it outlines, respectively, the macro political and curricular scenario, and some of its unfolding in school practices. The main effort is to reflect on the ways in which school Sociology has been--ambiguously--understood and instrumentalized in the Brazilian context. The reflections are based, besides the literature review, on the analysis of the conjuncture and political-institutional directions, on curriculum documents and on reports of teaching experiences collected during the year 2022. Findings: We verified that the extreme right advance in the public space is due to the articulation of two factors: 1) scenario of political and economic crisis; 2) structural aspects that guarantee, in the moral field, the predominance of conservatism and, in the economic field, the prevalence of ultraliberalism. With regard to education, the extreme right has had an impact in the definition of legislation that regulates the education system and on boosting surveillance and persecution in relation to teachers who distance themselves from their political ideology. Research limitations/implications: We believe that, despite having brought some data that allow us to glimpse a certain ambiguity with regard to the teaching of sociology, which can occur either in the sense of criticizing the status quo, or in the sense of reaffirming it, we believe that a more systematic research on this is still needed.
An Investigation of the Relationship between Early Childhood Teachers&apos; Classroom Management Profiles and Humor Styles
Author: Yilmaz-Çam, Betül
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Early Childhood Education,Classroom Techniques,Humor,Foreign Countries,Teaching Styles,Correlation,Public Schools,Private Schools,Teacher Characteristics,Age Differences,Teaching Experience

The aim is to examine the relationship between early childhood teachers' classroom management profiles and humor styles. A correlational research methodology was utilized. 274 early childhood teachers working in ECE institutions within Turkey included. The Classroom Management Profiles Scale and Humor Styles Questionnaire were applied, and data were analyzed through t-test and ANOVA. As a result, laissez-faire and self-enhancing humor were the most common among participants. Even though there was a positive correlation between affiliative and self-defeating humor styles, the authoritarian profile was negatively correlated with laissez-faire. The indifferent profile was negatively correlated with the laissez-faire profile, while the affiliative humor style was positively correlated with the authoritarian and indifferent profile. Regarding other humor styles, there were no significant correlations observed. By increasing the number of study participants and using qualitative methods, the results from this current study can be supported, and humor styles can be used for effective classroom management.
Collective and School-Based Mentor Education: Developing Professional Learning Communities of Mentors
Author: Arnsby, Elise Sivertsen
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Communities of Practice,Foreign Countries,College School Cooperation,Elementary School Teachers,Secondary School Teachers,Faculty Development,Teacher Attitudes

Studies have documented numerous positive effects of mentoring, but few studies have focused on mentor education and mentors' professional development and learning. In Norway, the focus on mentoring and mentor education has been visible in political documents and teacher education for several years. However, the scale of mentor education has been small, despite official documents requiring mentor education for all teachers mentoring pre-service teachers and newly qualified teachers. This mixed methods study investigated four Norwegian schools in which all teachers and leaders took a university-based mentor education as part of a university-school project. The study aims to bring awareness to mentor education and what expectations teachers have of it, along with what experiences and benefits teachers express after completing mentor education collectively. The data were collected using a quantitative survey (N = 83) and qualitative focus group interviews (N = 9). The results show that, despite having few expectations when starting, mentor education was experienced as important and useful for teachers because the knowledge and skills acquired are relevant in all facets of the teaching profession. Moreover, the results provide an indication of the benefits of taking mentor education collectively and developing professional learning communities of mentors.
Feride the Wren: Teaching Profession for Turkish Language Pre-Service Teachers
Author: Çögmen, Suna
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Turkish,Student Attitudes,Teaching (Occupation),Foreign Countries,Novels

Personal experiences, previous school life, teachers in their close environment, cultural and sociological dynamics in society, and books and movies are some of the factors in the research area of the teaching profession affecting pre-service teachers' views. Turkish Language pre-service teachers are supposed to deal with literate texts as the requirement of their field. The current research aims to examine how Turkish language pre-service teachers perceive teaching as a profession through their evaluation of The Wren by Resat Nuri Güntekin, which has been representing the role model and idealist teacher for so long in Turkey. Designed as a qualitative study, the data was gathered from the senior students attending in Turkish Language Education Department at Pamukkale University in two phases in the 2021-2022 academic year. Results suggest a close association between what pre-service teachers think about &quot;being a teacher&quot; and how they perceive themselves as teachers. Results also suggest that pre-service teachers idealized a good teacher and take attention to the forming and guiding function of the teacher. Pre-service teachers do not perceive Feride as an ideal teacher and cannot imagine her as their colleague however she is strongly coherent with their profile of a good teacher.
Flipped Learning in Physical Education Teacher Education -- The Student Perspective
Author: Østerlie, Ove
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Physical Education,Teacher Education,Student Attitudes,Preservice Teachers,Student Motivation,Foreign Countries,Technology Uses in Education

During recent decades teacher education has experienced a digital revolution, where digital technology has become a ubiquitous part of the everyday life of both students and teacher educators. The purpose of this paper is to understand students' perceptions of the use of flipped learning (FL), with special focus on their motivation and learning in physical education teacher education (PETE). 22 Norwegian PETE students were recruited from one university in the academic year 2016/2017. The data were generated using semi-structured interviews, which were reduced, analysed, and interpreted by constructivist grounded theory traditions through learning theory lenses. The analysis resulted in five main empirical themes in terms of how students experience the use of FL in PETE. The themes were &quot;expectations&quot;, &quot;simple input&quot;, &quot;deep learning&quot;, and &quot;supportive learning environment&quot;. We also present some challenges that were reported. A clearly positive perception of FL in PETE was expressed by the students. FL seems to facilitate both better motivation and deep learning in PETE. In addition, students reported that experiencing FL in PETE lays a good foundation for them to use this approach in future service in school PE.
Pre- and In-Service Teachers&apos; Teamwork Behaviour in Integrated Teacher Training
Author: Vesisenaho, Mikko
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teachers,Teamwork,Teacher Education,Cooperation,Foreign Countries,Reflective Teaching

Teamwork and collaboration skills are regarded as essential proficiencies in the current worlds of work, study and everyday life. A relevant question is whether and how pre-service teachers have opportunities to begin acquiring professional collaboration skills during their studies. In the current study, Finnish pre- and in-service teachers participating in a joint training programme were engaged in reflection tasks to evaluate their teamwork behaviour during a challenging pedagogical design task in mixed teams. The aim of this study was to examine how pre- and in-service teachers perceived their teamwork practices while performing authentic training activities together. The participants reflected on their own and their teams' behaviour in two ways: using a digital reflection survey tool repeatedly during the process and writing a reflection text. In the surveys, the participants scored both team behaviour and their own behaviour in the team relatively highly, but their own behaviour was evaluated as somewhat better than the overall team behaviour. In the reflective writing assignments, team behaviour was addressed more often than one's own behaviour. Experiences were mostly positive, but the participants also reported varying challenges. Based on the results, it can be suggested that to better guarantee the development of pre- and in-service teachers' collaboration skills, systematic guidance with adequate tools, is the requisite.
Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A Model for Promoting Success and Engagement in Technology and Engineering Education
Author: Schettig, Erik J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Study,STEM Education,Active Learning,Program Effectiveness,Learning Modules,Drafting,Success,Learner Engagement,Self Management,Self Efficacy,Cognitive Processes,Academic Achievement,Independent Study,At Risk Students

Success in post-secondary engineering graphics courses in technology and engineering often relies on self-efficacy, academic success, and mental rotation abilities. Using a facilitative instructor model, the Improving Undergraduate STEM Education (IUSE) team applied active learning modules as supplemental material at two post-secondary institutions in the United States of America, then used a quasi-experimental design iterative study approach to investigate impacts in an introductory engineering graphics course. Active learning modules were composed of ten units that engaged students through relatable examples and practices of foundational principles and applications of engineering graphics that are heavily applicable to the Standards for Technological and Engineering Literacy. The modules were presented to students through an online learning management system that encouraged elements of self-regulated learning. Measurements of self-efficacy, mental rotation ability, and academic success were gathered. Differences in academic and non-academic indicators were examined in combination with students at risk of non-matriculation and students not at risk of non-matriculation subgroups. Results from paired t-tests supported previous findings that there are positive impacts of supplemental materials available to students. Students at risk of non-matriculation benefited from the combination of active learning modules and supplementary video tutorials resulting in greater self-efficacy and higher final exam scores than at-risk students whose modules did not include video tutorials. Students not at risk of non-matriculation had higher levels of self-efficacy and mental rotation ability when video tutorials were not included. With this information, engineering, engineering education, and other STEM programs can model elements of active learning modules to promote early student success in both subgroups. Furthermore, the IUSE team has published the material through open access for educators and students to utilize.
The Redesign of a Master&apos;s Course for Technology Teacher Students to Better Foster Research-Inquiry Attitudes
Author: Impedovo, Maria Antonietta
Date: 2022-00-00
Type: Journal Articles
Subjects: Masters Programs,Preservice Teachers,Teacher Education Programs,Program Design,Technology Education,Foreign Countries,Masters Theses,Graduate Students

In this article, we document a framework for developing recommendations to improve a master's course for technology student teachers to better foster research-inquiry attitudes. A French case study of seven years of the master's teacher education course is analysed. The study adopted a three-phase educational design research model: analysis and exploration, design and construction, and evaluation and reflection. The data consists of 54 master theses (2014-2021), the degree coursework documentation, and teacher-educators notes. In the end, a discussion is proposed on the practices implemented in the teacher education master's degree course oriented to research-inquiry attitude and recommendations for potential enhancements to technology teacher education.
Swedish and Dutch Pre-Service Teachers&apos; Understandings of Equity and Preparedness to Promote Equity through Their Teaching
Author: Schreurs, Zoë
Date: 2023-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Preservice Teachers,Student Attitudes,Foreign Countries,Equal Education,Student Diversity,Immigration,Teacher Effectiveness,Teacher Education Programs,Knowledge Base for Teaching,Faculty Development,Educational Practices,Secondary School Teachers,Teaching Methods,Student Characteristics,Inclusion,Pedagogical Content Knowledge

Equity is an important topic in school context globally because international migration is rapidly diversifying schools and classrooms across the world. Teacher quality is seen strongly related to student outcomes than demographic characteristics of students, and therefore important for achieving equity. This explorative study investigates the extent to which Swedish and Dutch pre-service teachers (PSTs) understand equity and are prepared to implement equity in their practice. Qualitative method was conducted in the study. Data from semi-structured interviews with 15 PSTs from Sweden and the Netherlands was thematically analysed to examine teacher knowledge about equity in education and related dispositions. The results showed that, while Swedish pre-service teachers had more theoretical knowledge in relation to teaching for equity, Dutch pre-service teachers had more practical knowledge and were therefore more prepared to implement equity in their lessons. The study recommends that teacher professional development for both in- and pre-service teachers needs to pay more attention to how equity is taught and how teachers embody equity principles in their practice.
Mapping Measurement Scales for the Assessment of Learning Environments
Author: Santiago, Cléssia Fernandes de Brito
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Assessment,Educational Environment,Educational Research,Measurement,Measures (Individuals),Classroom Environment,Elementary Secondary Education,Higher Education,Journal Articles,Authors,Periodicals,Constructivism (Learning),Likert Scales,Surveys,Questionnaires

This article aims to map the scales validated in the international literature for the assessment of learning environments. A systematic literature review was carried out in articles from the web of Science database in the period from 1970 to 2020. After completing the three stages proposed by Tranfield, Denyer, and Smart (2003), 94 articles were selected to compose the final sample. Most of the articles analyzed were published from 2011 to 2020 (54.2%). Barry J. Fraser is the author who published most of the articles from the analyzed sample (10), which confirms his representativeness in studies involving the subject. Most articles involve the area of Education and Educational Research (78.7%). Twenty scales used to assess the learning environment were identified. The What Is Happening In This Class? Instrument is the most cited and most used in the articles analyzed. We also identified that the six dimensions of this instrument appear in four or five different scales, which reveals its contribution to the construction of assessment scales. The study results can assist in the development of a multidimensional scale of learning environments.
Resilience: Theoretical Framework and Implications for School
Author: Bertsia, Vasiliki
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Holistic Approach,Risk,School Role,Teacher Role,Student Characteristics,Teacher Student Relationship,Well Being,Academic Achievement,Teaching Methods,Student Adjustment

The main purpose of this report is to provide a brief yet holistic view of the concept of Resilience. In the following pages the basic aspects of this term are going to be examined so that not only the significance of Resilience in our everyday lives, but also the factors that affect someone's ability to bounce back and keep making progress in many aspects of life can be understood despite the adversities that may interfere. The above mentioned are widely known as protective and risk factors depending on the way they affect somebody's life. Another aspect that is going to be briefly analyzed is the role of school and teacher in students' resilience- how this role can help students maintain their psychosocial and learning progress.
Professional Crisis or Temporary Burnout? Teacher&apos;s Experiences towards the End of the COVID-19 Pandemic
Author: Ynon, Gilad C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Burnout,COVID-19,Pandemics,Distance Education,School Closing,In Person Learning,Blended Learning,Elementary School Teachers,Teacher Attitudes,Self Efficacy,Student Behavior,Teacher Competencies,Foreign Countries,Well Being,Mental Health,Teacher Persistence

Various studies were conducted during the Covid-19 pandemic on teachers' experiences and feelings during the abrupt shift to remote learning; however, the prolonged effects of the pandemic on teachers in Israel have not been examined. The present study was conducted towards the end of the pandemic, during the last (and, so far, final) wave of the Covid-19 pandemic in Israel. This wave was characterized by the resumption of in-person classroom teaching or hybrid teaching and refraining from imposing lockdowns. For this study, interviews were conducted with 58 elementary school teachers. Analysis of the interviews reveals a profound rupture in the teachers' sense of efficacy, stemming from numerous changes, an upsurge in emotional and social problems among children, and teachers' skills being only partially suited to the situation. As stated by the teachers, it seems that role frustration and a rising tendency to leave the education system express the need for long-term change in the teaching profession. An analysis of findings is provided from the perspective of theories of organizational engagement and employee competence. Recommendations are proposed concerning teachers' future professional development processes.
Social-Emotional Aspects of the Biodanza Space in Kindergarten
Author: Zilka, Gila Cohen
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Program Implementation,Kindergarten,Young Children,Foreign Countries,Child Development

This study examined the implementation of a biodanza program in a kindergarten for five-year-olds. The purpose of the project was to understand the contribution of biodanza to social-emotional learning (SEL) of kindergarten children. The exposure of children to biodanza made it possible to stimulate a social-emotional aspects of children's development: to promote closeness and a sense of belonging to a group, and to encourage children to open up, express themselves, and show initiative. This was a qualitative case study carried out in 2017-2019 in Israel. The findings of this study suggest that the introduction of biodanza into kindergarten encouraged coping closeness, emotional and social expression, and social initiative. Biodanza created social situations that aroused the children's curiosity to discover many and varied points of view and to cultivate empathy and acceptance. The data have revealed that collective games should be integrated into vivencias, to offer activities that allow the formation of spontaneous connections between the children, in the form of games. In time, the vivencia space was filled with the children's laughter, and positive gestures multiplied.
The Landscape of Digital Technology to Enhance the Digital Researcher
Author: Linthaluek, Siwaporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology,Digital Literacy,Instructional Materials,Researchers,Technological Literacy,Competence,Computer Literacy

The objectives of this research were to synthesize the competencies of the digital researcher, carry out an empirical investigation of the digital researcher landscape, and evaluate the results of a synthesis of digital researcher competency. To conduct the research, the researchers carried out a review of the literature related to researcher competency, digital competency, digital researcher competency and digital technology for researchers. Then, a focus group discussed the conclusion of the digital technology landscape used to enhance the digital researcher. The results showed that digital researchers' competency had six features: 1) Personalize and Security Competency, 2) Literature Review and Reference Management Competency, 3) Communication and Collaboration Management Competency, 4) Analyzing and Reporting Competency, 5) Proofreading and Plagiarism Checking Competency, and 6) Publication Competency.