ethanporcaro/eric-fulltext-meta huggingface dataset:
School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects
Author: Ivon, Hicela
Date: 2013-00-00
Type: Journal Articles
Subjects: Heritage Education,Cultural Enrichment,Cultural Capital,Social Environment,Social Experience,Student Projects,Experiential Learning,Creativity,Art Activities,Place Based Education,Teaching Methods

The present paper explores the idea that learning, both in and out of school, is a cultural act, and that school and its cultural-heritage environment stamp their own characteristics on pupils. This implies that pupils gradually, with the help of teachers and other relevant adults from their close social environment, develop and adjust their behaviour and lifestyle to their cultural and civilisational milieu. An integrative approach to learning and teaching, through the concept of &quot;learning-centred teaching&quot;, can be instrumental in this regard (Terhart, 2001). This approach aims at linking cognitive, social and moral teachings. According to this teaching concept, pupils learn to appreciate the value of their cultural-heritage environment by living and reliving its experience, while freely and reflexively interpreting and becoming active participants in the culture of those who &quot;learn about life by living&quot; (Terhart, 2001). The relationship between school and its cultural-heritage environment is discussed from a creative and artistic perspective in the second part of the paper. By visually stimulating artistic expression when learning about the cultural-heritage and natural environment of school, and through the concept of &quot;action-centred learning&quot;, we explain how pupils can be motivated to learn and display creative-artistic expression, and how they can be actively involved in their communities (participating in organising art exhibitions in their neighbourhood, working in museum workshops, etc.). Pupils' art projects, inspired by the historical, cultural and natural heritage of their environment, confirm that such projects are an effective way of encouraging pupils' identity development and sensitivity towards the arts. They teach pupils about the importance of preserving cultural heritage, which is one of the basic principles in the upbringing of future participants and creators of new cultural values. Children's artistic works illustrate examples of good school practice.
The (Un)Attractiveness of Vocational and Technical Education: Theoretical Background
Author: Lovšin, Miha
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Education,Technical Education,Educational Legislation,Career Counseling,Counseling Techniques,Decision Making,Career Planning,Reputation,Career Choice,Lifelong Learning,Theories,Educational Trends,Foreign Countries

This paper considers the problem of the lack of attractiveness of vocational and technical education via a review of legislation on counselling practices, implementing documents, and the social factors by means of which the education system can influence the individual's decision. It is apparent that legislation regulating the organisation and content of career counselling services in educational sector is inadequate. The organisation of career counselling at the level of implementation is also inadequate. Counsellors advise individuals on the basis of their academic results and the results of aptitude tests. Counselling practices deriving from theories that place career planning and management skills in the foreground are more rarely represented. Theories that treat career decisions as a social process show that at the level of the student population the choice of the type of school is a rational decision based primarily on the economic position and level of education to which a specific educational pathway is generally supposed to lead. The lower attractiveness of vocational and technical education coincides with the fact that representatives of lower social classes have a weaker economic position and more frequently have vocational and technical education qualifications than representatives of higher social classes. Nevertheless, the trend of high unemployment among young people with academic qualifications, which opposite of the traditional situation, indicates that it will be necessary to include career planning and management skills in the educational contents of institutionalised and formal education as a whole.
Pre-Primary Education of Roma Children in Serbia: Barriers and Possibilities
Author: Macura-Milovanovic, Suncica
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Educational Opportunities,Preschool Education,Preschool Children,Early Childhood Education,Minority Group Children,Disproportionate Representation,Poverty,Social Discrimination,Social Justice,Access to Education,Educational Quality,Housing,Disadvantaged Environment,Financial Support,Intercultural Programs,Regional Cooperation,Educational Cooperation,Community Programs

In Serbia, as in the other countries of the Western Balkans and South-Eastern Europe, the most disadvantaged communities belong to the Roma minority. The present paper demonstrates the conditions of Roma preschool children in Serbia: primarily their early education, but also habitation and health in Roma settlements. The data highlight the under-representation of Roma children in pre-primary education, although their growing up in extremely deprived settlements would suggest a need for their earliest possible inclusion in pre-primary services. The paper analyses the following barriers to the access of Roma children to the system of pre-primary education: the poverty of Roma families; discrimination and prejudice towards Roma; the lack of intercultural provision; insufficient inter-sectorial cooperation; the underdeveloped network of preschool institutions; and the absence of kindergartens in Roma settlements. In addition, possible ways to increase the coverage of Roma children in pre-primary education are discussed. As a transitory solution, the paper proposes comprehensive community-based programmes that could contribute to the education, care, health and overall development of young Roma children before their inclusion in desegregated programmes in preschool institutions.
Gifted Education in Switzerland: Widely Acknowledged, but Obstacles Still Exist in Implementation
Author: Mueller-Oppliger, Victor
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Program Implementation,Barriers,Performance Factors,Educational Philosophy,Educational Practices,Administrative Organization,Politics of Education,Benchmarking,Concept Formation,Educational Policy,School Districts,Systems Approach,Ability Identification,Teacher Education,Research and Development,Educational Finance,Educational Opportunities

With its strong federalism and direct democracy, as well as the high level of autonomy of its cantons, Switzerland does not have mandatory national policies and regulations on gifted education. Responsibility for the promotion of high-end learners is in the hands of the cantonal boards of education, and depends largely on their current professional understanding and educational-political foresight, as well as on the political volition and priorities of the school authorities. Within this diversity, there are schools with excellent concepts and successful implementations regarding gifted education, while other schools have a poor understanding of individualisation and potential-oriented learning. The present article summarises the philosophy and key aspects of a contemporary realisation of local- or regional-based integrated gifted education that is related to supplementary arrangements for special needs. Strengths and weaknesses in the identification and promotion of the talented within the Swiss school system are outlined and discussed.
An Overview of the Current Status of Talent Care and Talent Support in Hungary
Author: Fuszek, Csilla
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Talent,Educational Trends,Trend Analysis,Educational Legislation,Guidelines,Institutional Characteristics,School Support,Talent Development,Talent Identification,Educational Strategies,Nongovernmental Organizations,Educational Policy,Barriers,Program Effectiveness,Educational History,Educational Development,Institutional Cooperation,Social Networks,National Programs

After a short historical introduction, the article provides an overview of the current talent support trends in Hungary. It gives an insight into the legislation, guidelines and institutional system associated with the national talent support strategy, and presents the main NGO initiatives present in the early 21st century, in particular the organisations brought to life by the Hungarian Talent Support Council and their effect on current education policy. At the same time, the article seeks to present the strengths and weaknesses of the national talent support strategy and the Hungarian talent support cooperation model.
Development of Finnish Elementary Pupils' Problem-Solving Skills in Mathematics
Author: Laine, Anu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Problem Solving,Mathematics Skills,Skill Development,Grade 3,Grade 5,Pretests Posttests,Followup Studies,Mathematical Aptitude,Subtraction,Arithmetic,Creative Thinking,Comparative Analysis

The purpose of this study is to determine how Finnish pupils' problem-solving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other. The purpose of the formulation of the problem was to help the pupils to find how many solutions for a certain answer exist. The participants in the study were 348 third-graders and 356 fifth-graders. Pupils' fluency, i.e. ability to develop different solutions, was found to correlate with their ability to solve the problem. However, the proportions of the pupils (17% of the 3rd graders and 21% of the 5th graders) who answered that there were an infinite number of solutions are of the same magnitude. Thus, the pupils' ability to solve this kind of problem does not seem to have developed from the 3rd to the 5th grade. The lack and insufficiency of pupils' justifications reveal the importance of the teacher carefully listening to the pupils' ideas in order to be able to promote pupils' understanding of the concept of infinity, as well as the basic calculations.
The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD
Author: Brown, Victoria
Date: 2016-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Teaching Methods,Multimedia Instruction,Clinical Diagnosis,Memory,Phonology,Cognitive Processes,Performance,Retention (Psychology),Transfer of Training,Incidence,College Students,Comparative Analysis,Schools of Education,Task Analysis

The multimedia elements of text and audio need to be carefully integrated together to maximize the impact of those elements for learning in a multimedia environment. Redundancy information presented through audio and visual channels can inhibit learning for individuals diagnosed with ADHD, who may experience challenges in the processing of information through visuospatial and phonological loop channels in the memory system. This study explores how redundancy affects the individuals with self-reported higher levels of ADHD symptoms ability to process information presented using multimedia presentations. Individuals with higher-reported ADHD symptoms had lower performance levels when using the multimedia presentation with redundancy.
Outdoor Motor Play: Analysis, Speculations, Research Paths
Author: Ceciliani, Andrea
Date: 2013-00-00
Type: Journal Articles
Subjects: Outdoor Education,Psychomotor Skills,Play,Child Behavior,Toys,Teacher Attitudes,Early Childhood Education,Observation,Young Children,Teacher Role,Gender Differences

In our rapidly changing contemporary society, it has become apparent that children spend significantly less time playing outdoors than their parents did. Therefore, considerable attention must be paid by professionals to engage this challenge, especially within early educational contexts. The goal of this study was to first explore the continual drive of play in educational growth and, second, the ways in which children play outdoors at school, in order to reap the developmental benefits of outdoor play in a supportive context, where such fundamental activity is not only allowed, but also supported. The results of this study reinforce existing research in this area, highlighting the findings of children's physical play behaviour and its frequency, also in connection with the use of tools and toys; further findings highlight teacher's attitudes and suggest several options for early childhood professionals to foster children's enjoyment of outdoor play. Finally, the study results have implications for future opportunities in the planning of active spontaneous-play
High Stakes Testing in the 21st Century: Implications for Students in Special Education
Author: Gordon, Lola
Date: 2016-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Special Education,Common Core State Standards,Testing Accommodations,Alternative Assessment,Measurement,Dropouts,School Holding Power,Educational Research,Accountability,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Federal Programs,Disabilities,Equal Education,Students

High-stakes testing has been a part of American education since its inception. The laws that govern the use of high-stakes tests include language that mandates the inclusion of students in special education. These laws play an influential role in the new large-scale assessments aligned with the Common Core State Standards (CCSS). The assessments being implemented in the current 2014-2015 school year include embedded and locally provided accommodations for students with a documented need. For students with the most severe cognitive disabilities alternate assessments are available aligned with the CCSS. The implications of these assessments and the role they play in crucial factors pertaining to students in special education requires additional research. Specific areas for research should include how high-stakes tests can be useful in identifying specific needs, accommodations, and strategies for learning for students in special education, and the role test scores play in retention and dropout rates for this population.
Emerging Entrepreneurial Universities in University Reforms: The Moderating Role of Personalities and the Social/Economic Environment
Author: Berács, József
Date: 2014-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Universities,Educational Change,Educational Trends,Social Systems,Foreign Countries,Economics,Educational Indicators,Educational History,European History,Social Environment,Economic Factors,Economic Development,Leadership

University education, research and other services are increasingly becoming private goods as opposed to the traditional public goods concept. This trend is a highly debated process, and its consequences for universities are unquestionable. One of the consequences may be the diffusion of entrepreneurship in the higher education sector. The aim of the present paper is to highlight some of the characteristics of this process. Starting with the classics of entrepreneurship literature, Schumpeter defined the entrepreneur as somebody who goes against the stream. A new combination of production factors is the soul of entrepreneurship, and of any changes such as university reforms. Earlier research by Clark shed light on the environment of emerging entrepreneurial universities, which happened to be mainly new, relatively small universities. He found five indicators that are components of entrepreneurial universities. Taking this concept as a point of departure, we extended it in two directions. First, we go back to the economics literature and collect several other indicators/statements about entrepreneurship that are also worth considering in higher education. Second, we present a number of successful entrepreneurial cases of large top universities, looking for other indicators. Summarising these indicators in a table, two reforms of the Corvinus University of Budapest and its predecessors are discussed. Both of the reform processes lasted about five years, and there was a gap of approximately 20 years between the two processes. We would expect this to be successful, as a university needs to be reformed every 20 years, but this was not the case. We come to the surprising conclusion that, at least in case of the Corvinus University of Budapest, the two reforms in the socialist period were more entrepreneurial than the reforms we are experiencing now in a market economy environment. The explanation for this situation is twofold: the general socioeconomic environment is not really supportive of reform initiatives, and there is a lack of charismatic leadership.
The Benefits of Management and Organisation: A Case Study in Young Language Learners' Classrooms
Author: Giannikas, Christina Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Classroom Techniques,Classroom Environment,Teaching Methods,Student Centered Curriculum,Language Teachers,Educational Change,Action Research,Qualitative Research,Interviews,Questionnaires,Student Attitudes,Parent Attitudes,Video Technology,English (Second Language),Second Language Instruction,Educational Practices,Elementary Education,Foreign Countries,Observation

This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.
On Teaching Problem Solving in School Mathematics
Author: Pehkonen, Erkki
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Mathematics Instruction,Educational Objectives,Skill Development,Mathematics Skills,Grade 3,Instructional Innovation,Comparative Education,Educational Change,Educational Practices,Foreign Countries

The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields). Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish-Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on &quot;teacher change&quot; are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.
Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern European Region Called &quot;Partium&quot;
Author: Fényes, Hajnalka
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Role,Student Attitudes,College Students,Geographic Regions,Educational Policy,Multivariate Analysis,Regression (Statistics),Hypothesis Testing,Traditionalism,Gender Differences,Majors (Students),Socioeconomic Background,Financial Problems,Rural Population,Urban Population,Religious Factors,Statistical Analysis

In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of &quot;The Impact of Tertiary Education on Regional Development&quot; project (N = 602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with &quot;male-dominated&quot; majors, both women and men identify themselves with more traditional attitudes and that with &quot;female-dominated&quot; majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor &quot;regular financial problems in the family&quot; also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not.
Gifted Education and Talent Support in Germany
Author: Fischer, Christian
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Talent Development,Administrative Organization,Ability Identification,Talent,Professional Associations,Teacher Qualifications,Educational Policy,Educational Legislation,State Policy,State Action,Federal Legislation,Federal Programs,Educational Development,Educational Opportunities,Educational Practices

While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents' associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other's expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS).