ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of Tolerant Personality of a Future Specialist as the Social-Pedagogical Phenomenon
Author: Kaztaevna, Tokkulinova Gulnar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Attitudes,Vocational Education,Civil Rights,Self Expression,High School Students,College Students

The article raises the problem of education of tolerance in students as a social and pedagogical phenomenon and stresses the importance and urgency of this problem at the present stage of society development. The author examines the theoretical basis and the possibility of development of tolerant relations in vocational education as a special value of human rights, which states respect for the opinions of others, to various forms of self-expression and human individuality. The definition of &quot;tolerance&quot; offers diversified understanding of the content and the value of this characteristic. The study of the theoretical sources allowed the authors to outline the objectives and activities to promote tolerance. Solutions for selected tasks considered arsenal of interactive approaches in educational work. Analysis of the available resources and opportunities of higher education has led the authors to the idea of independent structural unit in the structure of university that encourages tolerance, high morality, which would be, according to the authors, the quality indicators of education.
Marital Adjustment and Duration of Marriage among Postgraduate Iranian Students in Malaysia
Author: Ghoroghi, Soudabeh
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Online Surveys,Student Surveys,Questionnaires,Demography,Correlation,Student Attitudes,Marital Satisfaction,Adjustment (to Environment),Marriage,Divorce,Measures (Individuals),Predictor Variables

The current study aimed to examine the relationship between marriage duration and marital adjustment of married Iranian students at postgraduate level in Malaysian universities. To this end, 220 randomly selected married participants completed an online questionnaire via email. The respondents were questioned about their demographic information and completed Locke-Wallace Marital Adjustment Test (LWMAT; Locke &amp; Wallace, 1959). Data analysis provided information about mean scores, frequencies, percentages, and Pearson's correlation. The results disclosed that there was no correlation between length of marriage and marital adjustment and marital adjustment remained fairly stable over time. This study also discusses the popularity of studying in Malaysia among Iranian students at postgraduate levels.
Considering Transversal Competences, Personality and Reputation in the Context of the Teachers' Professional Development
Author: Cepic, Renata
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Personality,Reputation,Faculty Development,Lifelong Learning,Inclusion,Sustainable Development,Foreign Countries

The aim of this paper is to provide guidelines for reflection and improvement of transversal competences of teachers in the field of self-regulation, education for sustainable development and inclusion in the context of their continuing professional development. Also, the moderatory effect of personality based on literature analysis and insight into empirical results will be demonstrated. Teachers' reputation determines the framework of their professional development and is strongly influenced by social challenges, globalization, integration, sustainability, technological development, etc. In addition, a strongly biologically determined teacher's personality significantly moderates the relationship of their professional development and transversal competences. Transversal competences are recognized as the teachers' important skills in their organization of the teaching and learning process and their professional development, as well as in the process of them teaching these competences to their students. &quot;Learning to learn&quot; is recognized as the key lifelong learning competence in the European policy documents and the environmental and sustainability issues are some of the most common transversal themes of the general education curricula. The focus on the transversal competences is relatively new in education policies and has emerged as a reaction to the increased professional demands for a response to current educational needs of all students in inclusive environments. Analysis of transversal competences in the aforementioned three fields and their connection to personality traits will contribute to new knowledge regarding the teachers' professional education. Therefore, this paper will present the theoretical frameworks of the complex relationship between the teachers' reputation, personality and transversal competences in the light of the contemporary educational contexts.
Problem-Based Learning--Buginese Cultural Knowledge Model--Case Study: Teaching Mathematics at Junior High School
Author: Cheriani, Cheriani
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Indigenous Knowledge,Case Studies,Mathematics Instruction,Junior High Schools,Mixed Methods Research,Junior High School Students,Instructional Effectiveness,Science Achievement

This study aims to determine the differences in learning output by using Problem Based Model combines with the &quot;Buginese&quot; Local Cultural Knowledge (PBL-Culture). It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative and qualitative methods and Sequential Explanatory Design (SED) Models that implemented at junior high school, at Bone Regency in South Sulawesi Province. The results of this study stated that: Firstly, Junior high student learning outputs has increased significantly after being taught by using the PBL-Culture Models; Secondly, the learning activities output showed that students have high attitude in the &quot;siri',&quot; &quot;pesse',&quot; &quot;sipatuo-sipatokkong&quot; categories after teach by using PBL-Culture, meanwhile, medium attitude in the &quot;siri',&quot; &quot;sipatuo-sipatokkong&quot; categories for non experimental classes. However at &quot;pesse'&quot; categories, the models shows difficulties in learning and solving problems. Moreover the result also showed that students has a low ability at &quot;siri'&quot; categories depends on the situation given by the teacher and the situation surrounding environment.
Pedagogical Technology of Improving the Students' Viability Levels in the Process of Mastering Foreign Language
Author: Dmitrienko, Nadezhda
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,College Students,Educational Technology,Student Participation,Student Motivation,Communicative Competence (Languages),Communication (Thought Transfer),Self Evaluation (Individuals),Control Groups,Experimental Groups,Experiments,Program Effectiveness

The article points out that the process of mastering foreign language stimulates students' personal, professional and cultural growth, improving linguistic, communicative competences and viability levels. A proposed pedagogical technology of modeling different communicative situations has a serious synergetic potential for students' self organized viability as a way of their self-realization in linguistic communicative creativity improving a quality of professional education. It is noted that a viable specialist must be ready to different social changes and hardships, to be autonomous and adaptable, flexible and sustainable, competent and competitive, to be able to take extraordinary decisions in different unpredictable vital situations. There is a dependence of developing personal psychological characteristics and professional, linguistic and communicative competences on the level of students' viability. The authors prove that a pedagogical technology of modeling communicative situations improves the students' viability level at technical universities of this country. It is underlined that this technology must be integrated part of personal and professional development of future specialists. In this regard the authors propose to change the purpose, quality of educational process and evaluating criteria of competent specialist with the help of students' viability criteria.
Gender Competence of the Modern Teacher
Author: Auhadeeva, Ludmila A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Competency Based Teacher Education,Feminism,Multicultural Education,Gender Issues,Sex Stereotypes,Controversial Issues (Course Content),Student Surveys,Student Attitudes,Educational Development,Secondary School Students,Educational Practices,Foreign Countries

This article discusses improvements in education and modern teacher's gender training in terms of a competence-based approach as a basic strategy of general and vocational education development in Russia. The article substantiates the relevance of teachers' gender training and the necessity to use the gender approach in their professional activities. It also focuses on the basic idea of the gender approach, its goals, importance of the gender approach for successful gender socialization, self-actualization, and self-identity of students. The article presents the results of diagnosing the current state of &quot;application of gender mainstreaming&quot; in modern school practices and attitudes of teachers and students to this issue. The gender approach requires targeted training for teachers as well as the development of a gender competence seen as a prerequisite for improving the quality of modern teacher training. It is one of the main areas of modernization in teacher education.
Corruption in Higher Education in Russia-First Decade of the 21st Century
Author: Shirin, Sergey Sergeevich
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Legislation,Educational Policy,Definitions,Governance,Accountability,Compliance (Legal),Court Litigation,Educational Practices,Resource Allocation,Accreditation (Institutions),Incentive Grants,Change Strategies,Moral Values,Ethics,Educational Malpractice,Discipline Policy

The study is based on a methodology proposed by European Association for Education Law and Policy for their research conducted in 2009 and devoted to commercialization, competition and corruption in European education. In the article, the attempt is made to apply their methods to analyze the problems of corruption in Russian higher education system which existed before the adoption of new educational legislation which came into force in 2013. The subjects of examination in this article are: definition of corruption in Russian legislation, system of control of educational institutions in Russia from 2000 to 2009, corruption at the policy level, at the ministerial level, at the university level. The author states that the legislation and court practice in Russia in the first decade of the 21st century enabled educational institutions to do some kinds of activities in corrupted way. Besides that, the legislation and the corpus of case-law were too complicated. Some laws and decisions made by courts and authorities might contradict one another. State-operated and private educational institutions had different rights and abilities. Thus, Russia needed to gather all the norms concerning activities in educational sphere into one law. This law was adopted in 2012 and came into force in 2013.
Quality Matters Rubric Potential for Enhancing Online Foreign Language Education
Author: Al Zumor, Abdul Wahed Q.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Learning,Scoring Rubrics,Standards,Educational Quality,Blended Learning,Learning Processes,Arabs,Student Characteristics,Personal Autonomy,Communicative Competence (Languages),Instructional Design,Program Descriptions,Linguistic Input,Spelling,Grammar,Constructivism (Learning),Peer Relationship,Teacher Student Relationship,Computer Mediated Communication,Course Evaluation,Foreign Countries

Quality Matters Program is designed to certify the quality of online courses in colleges and universities across and beyond the U.S. The Quality Matters Rubric (QMR) consists of eight general standards and 41 specific standards which are used to evaluate and design online and blended courses. The purpose of this study is to highlight the QMR standards that can contribute to providing a virtual learning space that caters for whole-person learning needs with special focus on EFL learners. In other words, the QMR has the potential to help in designing quality online courses that make EFL learning process more humanized and with a strong sense of instructors' and learners' presence that is sometimes neglected in online or blended learning environments. The typical characteristics attributed to Arab students are that they are obedient, uncritical, and unwilling to challenge the authority of teachers which are considered a challenge to the concept of autonomy in EFL learning. The design of EFL courses according to QMR standards is likely to make a difference with regard to such cultural characteristics in a way that promotes learners' communicative competence.
Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development
Author: Shaffer, LaShorage
Date: 2015-05-00
Type: Journal Articles
Subjects: Teacher Competencies,Team Teaching,Faculty Development,Special Education Teachers,Regular and Special Education Relationship,Disabilities,Inclusion,Social Studies,Secondary School Teachers,Qualitative Research,Semi Structured Interviews

The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative approach to examine the practical foundations of a pedagogical style that amalgamates co-teaching and embedded professional development within two inclusive classrooms to theorize the Co-teaching Professional Development (CoPD) Approach. The research findings indicate that within the context of two general education social studies classrooms CoPD offers a suitable approach to supporting teachers and students with disabilities. This piece also points to the existence of reciprocity of content knowledge gains of the special educator and the corresponding gains to the pedagogical repertoire of general educators are presented.
Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges
Author: Greenwood, Debra Abston
Date: 2015-05-00
Type: Journal Articles
Subjects: Qualitative Research,Service Learning,Moral Development,Community Colleges,Statistical Analysis,Outcomes of Education,Geographic Location,Metropolitan Areas,Grants,Questionnaires,Community Involvement,College Students,Scores,Student Attitudes,Multivariate Analysis,Pretests Posttests

Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in community colleges, those studies generally report on community colleges as a whole, rather than distinguishing outcomes based on rural, suburban, and urban status. Not all community colleges are created equal, however, in terms of student body, geographic location, and funding; results for an urban community college, for example, may be very different than for a rural community college. Four diverse, urban community colleges in New York City received a collaborative seed grant through the City University of New York to develop a research tool and provide support to faculty for service-learning projects in the 2012-13 academic year. The project identified community engagement and academic outcomes to be measured through a quantitative and qualitative questionnaire. The researchers found several positive outcomes, although very few were statistically significant, in this small, exploratory study.
Interactive Technologies in Electronic Educational Resources
Author: Anisimova, Tatyana Ivanovna
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Resources,Electronic Libraries,Teaching Methods,Higher Education,Educational Practices,Educational Technology,Competency Based Education,Distance Education,Database Management Systems,Courseware,Educational Experience,Foreign Countries

Modern professional education in the transition to a tiered system of specialists training is focused not on the transfer of ready knowledge but on teaching to find this knowledge and to apply them in situations close to the professional conditions. The educational process, relying on use of interactive methods of teaching, which is organized with involvement of all students of the group, without exception, in the learning process, facilitates this. The problem of introduction of interactive forms of teaching in the educational process of higher education institutions is considered in the article, the experience of use of interactive technologies in electronic educational resources of physico-mathematical faculty of the Elabuga Institute of the Kazan (Volga region) Federal University is presented. On the basis of the received results the importance of the developed electronic educational resources in the context of the competence-based approach to training of bachelors, increase of their competitiveness is proved.
Examination of Socialization Level of University Students Engaged in Sports Activities According to Their Locus of Control
Author: Inan, Mehmet
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Athletics,Socialization,Locus of Control,Decision Making,Student Surveys,Student Interests,Gender Differences,Questionnaires,Likert Scales,Preferences,Student Characteristics,Leisure Time,Student Behavior,Psychological Patterns,Values,Interpersonal Relationship,Interpersonal Communication

In this study, the university students who participate in sports have been examined in terms of their socialization relative to the participation in sport activities and the locus of control. Students are thought to be engaged in many activities in addition to their lessons during their student tenure at higher education institutions. Their participation in such activities is examined to find out whether the students take part in the mentioned activities on their own accord, or through the manipulation of others. The sample of this research consisted of students who studied at the Marmara, Istanbul Technical (ITU), and Haliç universities (n=174). Data collection was based on Sahan's (2007) scale of &quot;Role of the Sportive activities in Socialization Process of the University Students&quot; (r = 0.77, r = 0.84) and Dag's (2002) &quot;Scale on Locus of Control&quot; (a = 0.92). The obtained results demonstrate significant differences between the items in the socialization scales and the characteristics of locus of control of the university students. Significant differences have been detected between the items of socialization scales and university students' interest (i.e., amateur, spectator, no interest) in sports. The only significant difference in terms of gender was determined in sport and socialization skills.
Physics, Chemistry and Biology Teachers' Reasons for Choosing the Profession of Teaching and Their Levels of Job Satisfaction with Respect to Certain Variables
Author: Baran, Medine
Date: 2015-05-00
Type: Journal Articles
Subjects: Physics,Chemistry,Biology,Science Teachers,Teaching (Occupation),Career Choice,Vocational Interests,Job Satisfaction,Predictor Variables,Questionnaires,Teacher Background,Demography,Attitude Measures,Rating Scales,Secondary School Teachers,Gender Differences,Teaching Experience,Age Differences,School Location,Intellectual Disciplines,Marital Status,Salary Wage Differentials,Tenure,Foreign Countries

The purpose of this study was to determine teachers' reasons for choosing the profession of teaching and their level of job satisfaction and to investigate the effects of certain variables on their job satisfaction. The research data were collected via a questionnaire form to determine the demographic backgrounds of the participants and a Job Satisfaction Scale made up of 32 items in five parts. For the analysis of the data, descriptive statistics, t-test and Scheffe test were used. Of all the participants, 34.8% of them preferred to be a teacher just because they wanted to do the profession of teaching; 20.8% of them reported that they incidentally became a teacher; 16.8% of them stated they became a teacher as it was easy to get employed after graduation; and only 0.7% of them believed the salary was satisfactory. The mean score of the participating teachers' overall responses to the scale was calculated as 66.5, which demonstrated that the teachers had a moderate level of satisfaction with their jobs. Moreover, it was seen that the teachers' levels of job satisfaction differed significantly with respect to their gender, age and fields of teaching.
Motivating High School Students to Score Proficient on State Tests
Author: Brown, Sarah Lee
Date: 2015-05-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Motivation Techniques,State Programs,Student Surveys,Student Attitudes,Pretests Posttests,Incentives,Achievement Gains,Achievement Need,High Stakes Tests,Qualitative Research,Statistical Analysis,Grade 11,Interviews,Scores,Intervention

The researcher interviewed two groups of eleventh grade students, in a rural Appalachian setting, who tended to score low on the state mandated high stakes/low stakes test to discover their efforts on the test, specifically in reading, and to obtain their opinions concerning the effects of a specific incentive or consequence. Before the eleventh grade test, the first group of students was asked if they had or had not tried to do well on the tenth grade test and if they had not tried to do well, what would motivate them to try on the eleventh grade test. After the eleventh grade test, the second semester group of eleventh grade students was asked if they had tried on the eleventh grade test and why or why not and if they had tried on the tenth grade test the previous year. Responses from both groups of students indicated incentives or consequences would make or had made a difference in their motivation to try on the test. While almost 35% of the students indicated they had not tried to do their best on the tenth grade test before the incentive, 100% of the second semester students indicated after the incentive, they had tried to do their best.