ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Reading Dewey through a Feminist Lens
Author: Vorsino, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Feminism,Literature Reviews,Educational Practices,Change Agents,Womens Education,Theory Practice Relationship,Ethics,Educational Philosophy,Cultural Differences,Educational Experience,Review (Reexamination)

In this review, Mary Vorsino writes that she is interested in keeping the potential influences of women pragmatists of Dewey's day in mind while presenting modern feminist re readings of Dewey. She wishes to construct a narrowly-focused and succinct literature review of thinkers who have donned a feminist lens to analyze Dewey's approaches to education, learning, and democracy and to employ Dewey's works in theorizing on gender and education and on gender in society. This article first explores Dewey as both an ally and a problematic figure in feminist literature and then investigates the broader sphere of feminist pragmatism and two central themes within it: (1) valuing diversity, and diverse experiences; and (2) problematizing fixed truths.
Protesting Identity: Memories of the Kwangju Uprising and Effects on Identity Formation of Youths
Author: Choi, Sheena
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Countries,Political Attitudes,Social Systems,Role,Geographic Regions,Interviews,Violence,Authoritarianism,Armed Forces,Democracy,Social Action,Elementary School Students,High School Students,College Students,History,Economically Disadvantaged,Grief,Memory

The Kwangju Democratic Uprising, variously referred to as the Kwangju democratization movement, the Kwangju people's uprising, 5.18, and 5.18 Democratic uprising, is considered a pivotal moment in Korean history. Once framed as a communist disturbance by the ruling military regime, the uprising served a central role in Korea's transition from dictatorship to democracy. In addition to playing a role in shaping Korea's modern politics, the uprising also had a critical impact on the identity formation of those who participated, as well as bystanders. While previous studies of the Kwangju uprising have largely focused on the national and international political dimensions of the uprising, as well as the immediate impact of the uprising on the citizens of Kwangju, this study focuses on the development of the generation of people affected by the uprising. Specifically, by examining the stories of bystanders who witnessed the uprising as children or young adults, this study considers how the uprising has played a role in processes of identity formation at both the regional and individual levels. After providing background into the uprising, this article explains the author's theoretical frameworks and methodology, and then presents interviews with the bystanders. This article also discusses how the impact of the uprising can be understood in the context of identity formation.
John Dewey and the Beginnings of Progressive Early Education in Hawai'i
Author: Castle, Alfred L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Progressive Education,Change Agents,Educational History,Educational Development,Educational Philosophy,Early Childhood Education,School Role,Recognition (Achievement),Profiles

Hawai'i has often been the beneficiary of the insights of extraordinary men and women who visited the islands and made important observations. Among these was perhaps America's most famous philosopher, John Dewey (1859-1952). First visiting Honolulu in 1899 as the guest of Mary Tenney Castle and her family, Dewey would help establish Hawai'i's first progressive kindergartens while also assisting in the establishment of the new progressive Castle Kindergarten on King Street. Dewey was a close friend of his University of Chicago colleague and symbolic interactionist George Herbert Mead and his wife Helen Castle. He had met the late Henry Castle, a young philosopher whose life had been cut short in a shipping accident on the North Sea, in 1895. Dewey's visit coincided with the incipient efforts of educators to formulate a radical re-engineering of early education, which would forever change the way the public looked at young children and eventually lead to a comprehensive K-12 public education for the territory, and then the state, of Hawai'i. From Dewey's perspective the school was best understood as a miniature society; as such, it should be representative of the essential institutions of this society. As an ideal society, the school is the chief means of social reform. In the controlled social environment of the school, trained teachers could develop creative individuals who could work effectively to eliminate existing social evils and build a better society. For Dewey, the school was the medium for developing habits for systematic inquiry and for tolerance of the new and untried. This article describes Dewey's relationship and shared values with Mary Castle and their efforts to establish the progressive Castle Kindergarten on King Street. It goes on to highlight key aspects of Hawaiian learning which were broadly consistent with the constructivist pedagogical theory of Dewey and may explain why Hawaiian enrollment in many progressive kindergartens was relatively high.
John Dewey, an Appreciation
Author: Clopton, Robert W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Change Agents,Recognition (Achievement),Educational Philosophy,Conference Papers,Profiles,Biographies

The subject of the annual Presidential address of Phi Kappa Phi, presented on May 8, 1962, was John Dewey. Dewey is identified in the public mind chiefly as an educational philosopher. In this address, the author describes the life and work of John Dewey as an indefatigable student of life whose interests ranged, like those of Aristotle, over the spectrum of human experience and whose curiosity and incisive intelligence led him into analyses of an almost incredible variety of human problems.
Navigating Rough Waters: Hawaiian Science Teachers Discuss Identity
Author: Allaire, Franklin S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Teachers,Hawaiians,Indigenous Populations,Indigenous Knowledge,Science Curriculum,Science Education,Equal Education,Teacher Effectiveness,Self Concept,Professional Identity,Culturally Relevant Education,Secondary School Teachers,Interviews,Personal Narratives

Research with Native Hawaiian science teachers is contributing to a better understanding of issues relating to equity in science education, and toward improving science curriculum to support Native Hawaiian students as well as support systems for Native Hawaiian students interested in pursuing higher education and science-based careers. Additionally, this research supports the voices of individuals like the participants. In this way, the shared inspirations, influences, and challenges they encountered can inform both the Native Hawaiian and scientific communities. There were two research questions central to the project:(1) In what way(s) has being Native Hawaiian enabled or diminished your capacity to be a science teacher?; and (2) In what way(s) has being a science teacher enabled or diminished your capacity to be Native Hawaiian? None of the participants see themselves as either solely Hawaiian or solely as science teachers; instead they see themselves as Hawaiians who are also science teachers (or science teachers who are also Hawaiian). In the framework of these two identities, all of the participants cited the need to identify the importance of Native Hawaiian culture as it relates to scientific methods, theories, and practices. The formal inclusion of Hawaiian culture, as well as informal inclusion of the community in the classroom, can help students connect information that is learned in the classroom to their own realities outside of the classroom. In this way, members of the Hawaiian, educational, and scientific communities can all help today's students and tomorrow's scientists to navigate the rough waters that surround the multiple dimensions of their identity.
Effect of Solution Focused Group Counseling for High School Students in Order to Struggle with School Burnout
Author: Ates, Bünyamin
Date: 2016-04-00
Type: Journal Articles
Subjects: Group Counseling,High School Students,Burnout,Pretests Posttests,Randomized Controlled Trials,Statistical Analysis,Counseling Effectiveness,Gender Differences,Foreign Countries,Likert Scales,Questionnaires,Program Implementation,Program Effectiveness

In this research, the effect of solution focused group counseling upon high school students struggling with school burnout was analyzed. The research was an experimental study in which a pre-test post-test control group random design was used, depending upon the real experimental model. The study group included 30 students that volunteered from among students studying at a high school in central Erzincan Province in the 2014-2015 academic year. School Burnout Scale (Seçer, Halmatov, Veyis and Ates, 2013) and Personal Information Form were used in the study as data collection tools. Independent Samples t-test and One Factor ANCOVA were performed to analyze the obtained data. At the end of the research, it was determined that solution focused group counseling was effective upon high school students struggling with school burnout, and this effect actualized as independent from the variable of gender.
Examination of the Compatibility of the Questions Used by Social Studies Teachers in the Class with the Program Achievements According to the SOLO Taxonomy
Author: Keskin, Yusuf
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Questioning Techniques,Academic Achievement,Secondary School Teachers,Grade 6,Grade 7,Taxonomy,Case Studies,Qualitative Research,Observation,Content Analysis,Program Effectiveness

The purpose of this study is to examine the compatibility of the questions used by the social studies branch teachers in the level of 6th and 7th grade with the achievements included in the teaching program. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom's cognitive domain classification, is used for this examination. The research has been complied with the &quot;case study&quot; qualitative research pattern, and observation and document analysis technique was used. Four teachers were observed at the level of sixth grade and three teachers were observed at the level of seventh grade. At the level of sixth grade, one teacher was observed within the first unit, the others in the second unit; and at the level of seventh grade, three teachers were observed within the second unit. It was discovered at the end of the research that questions asked by the teachers in the class complied with the uni-structural and multi-structural levels although most of the relevant achievements given in the program corresponded to the relational structure level according to the SOLO taxonomy. Results of this study show that the SOLO taxonomy can be used effectively both in the teaching programs and during the learning-teaching process.
Fostering Creativity in Design Education: Using the Creative Product Analysis Matrix with Chinese Undergraduates in Macau
Author: Tsai, Kuan Chen
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Design,Qualitative Research,Reflection,Writing Assignments,Undergraduate Students,Production Techniques,Likert Scales,Content Analysis,Student Attitudes,Barriers

The purpose of the present study is to explore to what extent the use of a more structured mode of assessing creative products--specifically, the CPAM--could beneficially influence design students' product creativity and creative processes. For this qualitative inquiry, following our CPAM-based intervention, students wrote reflective papers in response to five open-ended questions, and these papers were used as the major source for data analysis. Three major themes were found during the data analysis: (a) creative approaches to generating products; (b) positive and negative experience in the creative and learning process; and (c) the effects of introducing the CPAM model. It is suggested that the CPAM model could be used as a set of criteria with which design educators could objectively assess students? creative products, as our participants found it easy to understand.
Ethnic Identity Development in Schools among First Generation Immigrants in the United States
Author: Acar, Erkan
Date: 2016-04-00
Type: Journal Articles
Subjects: Ethnicity,Immigrants,Self Concept,Social Change,Health Services,Housing,Employment,Cultural Influences,Student Adjustment

Today, Americans are increasingly concerned about the matter of immigration in the United States. A growing number believe that immigrants are a burden to the country, taking jobs and housing and creating strains on the health care system. Many Americans are also worried about the cultural impact of the expanding number of newcomers to the U.S. This paper aims to present a brief but concise discussion by reviewing literature that deals on the development of ethnic identity of first generation immigrant students in the U.S. This is a relevant study since the influx of immigrants coming into the U.S. has made a great impact on the over-all societal changes.
Math and Economics: Implementing Authentic Instruction in Grades K-5
Author: Althauser, Krista
Date: 2016-04-00
Type: Journal Articles
Subjects: Economics Education,Mathematics Education,Integrated Curriculum,Partnerships in Education,Interdisciplinary Approach,Elementary School Mathematics,Disadvantaged Schools,Money Management,Mathematics Instruction,Teaching Methods,Relevance (Education),Pretests Posttests,Instructional Effectiveness,Grade 3,Grade 4,Grade 5,Professional Development,Test Results,Scores,Regression (Statistics),Teacher Attitudes,Feedback (Response),Workshops,International Assessment,Foreign Countries,Science Tests,Mathematics Tests,Mathematics Achievement,Science Achievement,Elementary Secondary Education

The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The &quot;Economics: Math in Real Life&quot; program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students' knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics for teachers.
The Work and Role of Extracurricular Clubs in Fostering Student Creativity
Author: Kuhar, Kristina
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Youth Clubs,Creativity,Elementary Secondary Education,Semi Structured Interviews,Observation,Hypothesis Testing,Serbocroatian

Extracurricular activities play an important role in the educational process as they provide students with the opportunity to deepen their knowledge and develop various skills, meet their creative needs and acquire the culture of free time. They also provide space for a closer relationship between the club coordinators and students, for students' spontaneous behaviour, and freedom in organizing and performing activities. Such activities abandon the traditional teacher-centred teaching what makes them conducive for fostering student creativity. The purpose of this research was to determine the role of literary, poetry recitation, drama, journalist (radio) and film clubs in fostering the student creativity. First, by reviewing the 2014/2015 curricula of primary and secondary schools in Osijek (Croatia), the paper identifies: (1) the types of clubs that are active in the schools, (2) the most common types of clubs and (3) their representation in Osijek primary and secondary schools. Then, based on informational semi-structured interviews and active observation, the work of 21 extracurricular clubs related to Croatian language and literature teaching is described and analysed in an attempt to determine to which extent the clubs influence the literary, poetry recitation, drama, journalist and film related creative work of students. The research revealed that clubs in the focus of research were very popular in primary and secondary schools in Osijek, especially literary, poetry recitation, drama and journalist clubs. More importantly, it was shown that they do foster student creativity which was confirmed by the concrete examples in practice, i.e. students' creative results.
A Study on Sibling Relationships, Life Satisfaction and Loneliness Level of Adolescents
Author: Soysal, F. Selda Öz
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Adolescents,Sibling Relationship,Siblings,Life Satisfaction,Psychological Patterns,Measures (Individuals),Multivariate Analysis,Gender Differences,Birth Order

The purpose of this study was to examine the relation between sibling relationships, life satisfaction, and the loneliness level of adolescents with regard to gender, order of birth, and sibling dyads. The study group consisted of 382 (209 female, 173 male) students in total, who were studying at high schools (regular high school, vocational high school, Anatolian High School, private colleges) selected from Karsiyaka District in the city of Izmir, Turkey. The data collection tools used were the Life Span Sibling Relationship Scale, Life Satisfaction Scale, and Ucla Loneliness Scale III. The multivariate analysis of variance (MANOVA) was used for the analysis of data. The results from the research demonstrated that gender, birth order, and sibling dyads led to significant differences in life satisfaction, level of loneliness, and sibling relationships. In line with the results obtained from the research, it could be recommended that sibling relationships in the Turkish culture should be examined in terms of various age groups and different variables, and their psychosocial consequences should be subject to research.
Dynamic Models of Learning That Characterize Parent-Child Exchanges Predict Vocabulary Growth
Author: Ober, David R.
Date: 2016-04-00
Type: Journal Articles
Subjects: Vocabulary Development,Toddlers,Infants,Parents,Models,Learning Processes,Hypothesis Testing,Parent Child Relationship,Interpersonal Communication,Socioeconomic Status,Predictor Variables,Literature Reviews

Cumulative vocabulary models for infants and toddlers were developed from models of learning that predict trajectories associated with low, average, and high vocabulary growth rates (14 to 46 months). It was hypothesized that models derived from rates of learning mirror the type of exchanges provided to infants and toddlers by parents and caregivers. Slow and rapid growth models assume that rates of acquiring new vocabulary are proportional to (a) the child's current vocabulary and (b) the difference between maximum achievable vocabulary and the child's current vocabulary. These models produce (a) exponential growth and (b) bounded exponential growth, respectively. The third model (interactive engagement) results from the interaction of the two previous models and describes vocabulary growth trajectories with a logistic function. It describes the three empirical growth trajectories for average, slow, and rapid growth in the 14 to 46 month study, and for percentile growth rate trajectories of infants and toddlers between 16 and 30 months in a second study. A substantive outcome to the interactive engagement model is that it provided physically meaningful predictions when it was extended forward in time to 60 months and backward in time to 10 months. Although meaningful predictions of achievement can be made based on polynomial growth models (quadratic, and cubic) that fit empirical data, physically meaningful growth trajectories are obtained for logistic-model predictions beyond the empirical data. Excellent agreement between empirical data and model predictions provide evidence that additional birth through age three exchanges by parents and caregivers will narrow socioeconomic status gaps.
Marginal Teachers from the Eyes of School Principals: Concept, Problems and Management Strategies
Author: Erdogan, Cetin
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Teacher Competencies,Administrator Attitudes,Definitions,Administrator Role,Teacher Behavior,Intervention,Qualitative Research,High Schools,Vocational Schools,Content Analysis,Teacher Attitudes,Personality Traits,Teacher Characteristics,Semi Structured Interviews

This research aimed to determine how Turkish principals define marginal teachers and which strategies they use to deal with them. Within this purpose, the following points are examined: (a) the concept of marginal teacher, (b) the underlying reasons for marginal teacher behaviors, (c) the problems marginal teachers cause in school settings, (d) the strategies principals use most to deal with marginal teachers, and (e) possible precautions to be taken to deal with marginal teacher behaviors. The study is performed as a qualitative research. The participants in this study are comprised of 18 high school principals from general and vocational high schools from urban and rural regions of Ankara, Turkey. The data required in relation to the aims of the study are gathered through interviews with these principals. The gathered data are analyzed by content analysis method. As can be seen from the findings of the research, school principals defined marginal teachers within three categories. These are; reluctant teachers who do not love their profession but do it due to some economic obligations; incompetent teachers who have weak subject area knowledge and are resistant to professional development and change and difficult teachers who continuously create problems at school due to their personality characteristics or personal problems. The reasons underlying the behaviors of marginally teachers were stated to be teaching profession?s gradual loss of status and value, inefficient systems of teacher education and appointment, lack of sanctions imposed in case of poor performance and incompetency and reflection of problems experienced in private life into professional life. Strategies most widely employed by the principals to manage marginal teachers are construction of mutual dialogues, conducting an investigation, overlooking the problem and assigning different tasks to marginal teachers. The most important problems brought about by marginal teachers are deteriorating academic performance of students, their declining interests, attendance and motivation, discontent on the part of parents and negative impacts on other teachers? performance and motivation.