ethanporcaro/eric-fulltext-meta huggingface dataset:
The Problems of Coordination of the International Duties of the Kazakhstan Republic in the Social-Labour Sphere and National Law
Author: Buribayev, Yermek A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,International Law,Laws,Labor Legislation,Statistical Analysis,Qualitative Research,Civil Rights Legislation

Background/Objectives: The research topicality is conditioned by the fact that the labour secure of the social and labour human rights is realized not only by the national law but also by the international law that is usually more progressive and establishes the generally accepted standards and norms of human rights in the social-labour sphere. But the specificity of the mentioned sphere of social relations does not permit in most cases to realize direct, immediate action of the international regulations at realization of social or labour rights because the implementation of setting and realizing the generally accepted norms into the national law system is demanded. The mentioned above condition makes it difficult for the Kazakhstan republic (hereinafter RK) to observe the taken international duties to provide social and labour human rights. Methods/Statistical Analysis: The methodological basis of the research were scientific methods of theoretical research (analysis, synthesis, interpretation, comparison, classification, synthesis, simulation, etc.), empirical methods (observation, documentation), as well as statistical methods (quantitative and qualitative data analysis). The theoretical basis of the research were the works of scientists in the field of international and social rights. Findings: As the analysis result the conclusions are made that the obligatory financial provision of realizing the universal social-labour rights condition a complex of measures to establish in the national law system the sources of laws finance and also measures to secure their functioning. In spite of the national law regulation of the general order of the interstate use of the international norms to solve the issue of using the definite norm in the analyzed sphere depends on the normative guarantees set that are needed and the social and financial-economic conditions of its realization. Application/Improvements: The report contains provisions that can be used in the practice of law. The analysis results can be used to improve the sources of Kazakh social and labor law, the definition of the provisions of international legal acts in the system of national law, to identify the specifics of the transformation of international standards into domestic law.
Characterization of Catch-Up Behavior: Accession of Lecture Capture Videos Following Student Absenteeism
Author: Brady, Magen
Date: 2013-09-00
Type: Journal Articles
Subjects: Attendance,Video Technology,Lecture Method,College Students,Higher Education,Correlation,Gender Differences,Cognitive Style,Undergraduate Students,Biochemistry,Science Instruction,Foreign Countries,Questionnaires,Statistical Analysis,Graphs,Probability,Regression (Statistics),Structural Equation Models,Academic Achievement,Learning Strategies

The use of lecture capture in higher education is becoming increasingly widespread, with many instructors now providing digital videos of lecture content that can be used by students as learning resources in a variety of ways, including to catch up on material after a class absence. Despite accumulating research regarding the relationship between lecture capture and attendance, the nature of catch-up behavior following an absence has not been well characterized. This study measured attendance in relation to lecture video accesses to determine whether students catch up after missing a class, and if so, within what timeframe. Overall, it was found that 48% of absences were not associated with a corresponding lecture video access, and that when absences were caught up, the length of time taken to access the video was highly variable, with the time to the next exam being the likely determinant of when the video was viewed. Time taken to access a video was directly associated with deep learning approach score (as measured by the R-SPQ-2F). Males took significantly longer to view a corresponding lecture video after an absence than females, and missed significantly more classes than females. This study confirms that students use lecture capture variably, and that characteristics such as gender and learning approach influence lecture capture behavior including catch-up following an absence, a finding that is not unexpected given the diversity of students in higher education.
Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters
Author: Handal, Boris
Date: 2013-12-00
Type: Journal Articles
Subjects: Electronic Learning,Postsecondary Education,Adoption (Ideas),Instructional Effectiveness,Curriculum Development,Instructional Innovation,Organizational Climate,Organizational Culture,Faculty Development,Access to Education,Teaching Load,Educational Policy,Educational Change,Mixed Methods Research,Teacher Attitudes,Online Surveys,College Faculty,Higher Education,Foreign Countries

This qualitative study looked at the instructional, curricular and organizational factors impacting on the adoption of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development in a number of key areas including the integration of the technology into teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful adoption. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. The study revealed a number of alternative perceptions and misconceptions, about articulating effective mobile learning pedagogies. For instance, staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning, as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those alternative conceptions with best practice principles are outlined.
The Impact of Seating Location and Seating Type on Student Performance
Author: Meeks, Michael D.
Date: 2013-12-00
Type: Journal Articles
Subjects: Classroom Techniques,Classroom Environment,Environmental Influences,Longitudinal Studies,Undergraduate Students,College Seniors,Business Administration Education,Performance Based Assessment,Academic Achievement,Classroom Design,Proximity,Regression (Statistics),Statistical Analysis

While an extensive body of research exists regarding the delivery of course knowledge and material, much less attention has been paid to the performance effect of seating position within a classroom. Research findings are mixed as to whether students in the front row of a classroom outperform students in the back row. Another issue that has not been fully examined in higher education is the effect of environmental factors, specifically seating type, on student performance. This study examines the impact of both factors--seating location and seating type--on overall performance. Data were collected over a 10-year period from 1,138 undergraduate senior business students during their capstone course. The findings suggest that student performance is not significantly altered by seating location or seating type.
An Educational Resource on Water and Health as a Teaching Aid in French Primary Schools--Part II: Design and Validation
Author: Savanovitch, Chantal
Date: 2013-11-00
Type: Journal Articles
Subjects: Educational Resources,Water,Instructional Materials,Instructional Material Evaluation,Health Education,Environmental Education,Grade 3,Grade 4,Grade 5,Health Promotion,Educational Objectives,Learning Modules,Program Validation,Curriculum Design,Course Content,Foreign Countries

An educational resource on water and health, using an approach focused on health education and environmental health education, was developed to help teachers in the classroom. The implementation of health education programs in French primary schools is explained. Three specific objectives were identified, targeting 3rd, 4th, and 5th year pupils: water as a body constituent, water as a nutrient element, and water as a factor in hygiene, and their individual contribution to good health. The project was led by academics in close collaboration with education and health professionals (school nurses, public health engineers), and people working in health promotion organizations and environmental associations. The method used for the design and validation of the resource was adapted to the educational objective. The &quot;Water and Health&quot; educational resource is structured in 25 modules and includes 89 work files. It was validated in the classroom and includes an assessment of the teaching material and the pupils' results. The resource has been published in French by the Regional Teachers' Resource Centre (CRDP Auvergne, France) and is distributed by the National Teachers' Resource Network (Sceren).
The Use of Computer Competencies of Students in the Departments of Physical Education and Sport Teaching, and School Teaching
Author: Okan, Ilyas
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Literacy,Competence,Physical Education,Team Sports,Preservice Teachers,Foreign Countries,Statistical Analysis,Computer Uses in Education,Nonparametric Statistics,College Students,Student Surveys

This study aims to reveal the levels of the use of computer, which is nowadays one of the most important technologies, of teacher candidate studying in the departments of Physical Education and Sport Teaching, and School teaching; also aims to research whether there is differences according to various criteria or not. In research, data were collected via the survey &quot;Specifying the Use of Computer Competencies of Students in the Departments of Physical Education and Sport Teaching, and School Teaching&quot; with researcher adapting this to Departments of Physical Education and Sport Teaching, and School Teaching. The sample of this study consists of 210 students studying in Gazi University Faculty of Education School Teaching and Physical Education and Sport Teaching Departments in 2014-2015 academic years. Statistical package program was used for research data. Statistic technics such as ANOVA for class variable, t-test for the other variables and mean standard deviation were used. As a result of analysis conducted, the use of computer competencies of students in the departments of physical education and sport teaching, and school teaching was researched and it was figured out that students who have computers at home or who benefits from the computers in school lab use many computer program menus meaningfully a lot at the level of p&lt;0.05. Based on the research results, suggestions for using computer effectively in Physical Education and Sport classes were presented.
Students' Adaptation in the Social and Cultural Dynamics
Author: Sadyrin, Vladimir Vitalievich
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Adjustment,Social Environment,Cultural Differences,Change Strategies,Comparative Analysis,College Freshmen,Foreign Students,Questionnaires,Asians,Foreign Countries

Modern scientific literature views issues on adaptation based on various aspects: biological, medical, pedagogical, sociological, cybernetic, interdisciplinary, etc. The given article is devoted to the analysis of the problem of adaptation as social and psychological phenomenon including peculiarities of its functioning in the conditions of social and cultural acceleration (dynamics). The analysis of empirical data on the results of research of adaptation processes of students of the chosen higher educational institution has been given here combined with comparative analysis of adaptability of foreign and local students of the first year of academic study.
Globalization as Continuing Colonialism: Critical Global Citizenship Education in an Unequal World
Author: Mikander, Pia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Foreign Policy,Citizenship Education,Controversial Issues (Course Content),Global Education,Advantaged,Economically Disadvantaged,Poverty,Textbook Bias,Power Structure,Social Sciences,History,Geography,Social Studies,Textbook Content

In an unequal world, education about global inequality can be seen as a controversial but necessary topic for social science to deal with. Even though the world no longer consists of colonies and colonial powers, many aspects of the global economy follow the same patterns as during colonial times, with widening gaps between the world's richest and the world's poorest. An analysis of Finnish textbook texts includes practical examples of how globalization is portrayed within basic education. It reveals that the textbooks vary in their interpretations of the relationship between colonialism and globalization. The people of the North are rarely portrayed as responsible for the poverty in the South. Globalization is not described as a politically implicated phenomenon. The article also presents the critical global citizenship education initiative as an approach to the topic. It suggests that students can learn to challenge common assumptions that conceal the historical and structural roots of power relations. Teaching about privilege can be seen as another supplementary method to help students understand their position in the world.
Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions
Author: Gronostay, Dorothee
Date: 2016-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Classroom Communication,Controversial Issues (Course Content),Debate,Discourse Analysis,Civics,Middle School Students,Grade 8,Grade 9,Foreign Countries,Coding,Political Issues,Transcripts (Written Records),Video Technology,Sequential Approach

Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitão, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra argument) but also try to refute the opponent's claims (e.g., counterargument) and respond to critique (e.g., integration). However, there is little research in the field of political education that systematically examines how processes of argument reappraisal unfold in student-centered classroom discussions when students were asked to defend (randomly) assigned positions (pro/contra). In this study, four civic education classes (8th/9th grade) in Germany received the same standardized political learning unit and conducted a controversial fishbowl discussion. A total of 452 argumentative moves were coded for argumentative transactivity. The characteristics of this type of discourse will be described regarding the use of argumentative moves and the complexity of argumentations. Explorative sequential analyses revealed five patterns of argument reappraisal that will be illustrated by transcript excerpts.
The Role of Pre-Teritiary Artistic Training in the Vocational Self-Determination of Enrollees
Author: Shokorova, Larisa Vladimirovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Vocational Education,Self Determination,Adolescents,Career Readiness,Creativity,Skill Development,Student Motivation

The article deals with the problem of choosing a future profession by enrollees in the context of their vocational self-determination. It substantiates the value of art education in the vocational training of the intellectual, spiritual and moral human with high creativity, civic, aesthetic and moral position. It reveals special aspects of vocational self-determination of adolescence and the role of vocational guidance system in the formation of students' readiness to realize professional and educational trajectory. It analyzes the specifics of artistic training in terms of networking cooperation of educational institutions. The article defines methods of creative work in professional and artistic activities, contributing to the development of creative skills and artistic orientation of enrollees as motivation for art education. It describes a set of special tasks aimed at the acquisition and development of students' knowledge and skills of examination work making. It offers educational conditions conducive to the development of enrollees' artistic orientation.
Human Rights Education in Israel: Four Types of Good Citizenship
Author: Agbaria, Ayman K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship,Citizenship Education,Community Organizations,Community Involvement,Qualitative Research,Case Studies,Program Content,Behavioral Objectives,Educational Practices,Conflict,Democratic Values,Citizen Participation,Citizenship Responsibility,Ethics,Empowerment,Participant Characteristics,Semi Structured Interviews

This article examines the involvement of civil society organizations in human rights education (HRE) in Israel. Focussing on the educational programs of the Association for Civil Rights in Israel (ACRI), as a qualitative instrumental case study, this article examines the conceptions of good citizenship embedded in these programs. Specifically, the article analyzes the educational programs' goals, content, targeted populations, and practices. The analysis revealed that ACRI's HRE model reflect four ideal types of citizens: citizen of a democratic liberal state, citizen of a participatory polity, citizen of an ethical profession, and citizen of an empowered community. These constitute a multilayered human rights discourse that enables ACRI to engage differentially with various sectors and populations, while still remaining faithful to the ethno-national parameters of a Jewish and democratic state political framework.
Real-World Engagement with Controversial Issues in History and Social Studies: Teaching for Transformative Experiences and Conceptual Change
Author: Alongi, Marc D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Social Studies,History Instruction,Teaching Methods,Transformative Learning,Intervention,Concept Teaching,Civics,Critical Theory,Service Learning,Problem Based Learning,High School Students,Interviews,Qualitative Research,Teacher Attitudes,Student Attitudes,Learner Engagement,Likert Scales,Focus Groups

Controversial issues have been established within the larger framework of civic education as an effective pedagogical approach to developing critical thinking in the classroom, preparing students with intellectual habits necessary for participation in scholarship, civic life and democracy. In this study, we found that a pedagogical intervention, Teaching for Transformative Experience in History, in some cases led to significantly higher engagement with political concepts beyond the classroom, and in other cases, the intervention led to significantly improved conceptual change. The study addresses some of the challenges presented by the research on civic education, providing a potential framework for developing pedagogical practice in history and social studies education that grounds a participatory, meaning-making process in curriculum design and assessment framed by controversial issues.
Teachers' Stories of Engaging Students in Controversial Action Projects on the Island of Ireland
Author: McSharry, Majella
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Experience,Controversial Issues (Course Content),Student Projects,Behavioral Objectives,Citizenship Education,Citizen Participation,Social Justice,Equal Education,Educational Policy,War,Barriers,Bullying,Foreign Countries,Learner Engagement

Civic, Social and Political Education (CSPE) in the Republic of Ireland and Local and Global Citizenship (LGC) in Northern Ireland keenly promote students' active participation in society. However, the purpose of this participation is not necessarily to encourage students to campaign for change in the present but rather that &quot;students are given opportunities to engage in actions and develop skills that will contribute to their becoming active participatory citizens in later life&quot; (NCCA (2005) &quot;CSPE Guidelines for Teachers,&quot; p. 59). This often gives rise to a culture of passive citizenship and a tendency to focus on &quot;action projects&quot; that are safe and self-contained. This paper focuses on a five action projects carried out by a sample of teachers and students that may be considered &quot;controversial.&quot; In each case students actively campaign for equality and social justice, on local or global human rights issues and in ways that may be deemed controversial. It examines how the mainstream curriculum and school structures facilitate or impede this type of controversial action and explores the potential opportunities for greater engagement in such action through proposed curriculum reform.
The Educational Governance of German School Social Science: The Example of Globalization
Author: Szukala, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Social Sciences,Global Approach,Qualitative Research,Citizenship Education,Educational Administration,Discourse Analysis,Public Policy,Educational Policy,Curriculum Development,Secondary School Curriculum

Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n = 13). Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.