ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Preschool Teachers&apos; Views on Professionalism, Quality of Education and Sustainability: International Study in Estonia and Turkey
Author: Veisson, Marika
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Professionalism,Educational Quality,Sustainability,Preschool Education,Career Choice,Teacher Characteristics

Since education is a dynamic process and open to contemporary changes, professionalism which is vitally important for the sustainability of teacher education, has gained importance. Recent studies have emphasised the relations between professionalism and quality of teacher education and sustainability. The aim of the current study was to interview preschool teachers and to explore their views and understandings about professionalism, quality of preschool education, and sustainability in Estonian and Turkish cultural contexts. In this study, qualitative research methods were used to analyse the data obtained from the participants. Fifteen preschool teachers from Estonia and 36 preschool teachers currently working in different parts of Turkey participated in the study. They were asked to respond to 15 open-ended questions about professionalism and quality of teacher education and sustainability. Content analysis techniques were used for coding, finding the themes, arranging the sub-themes for interpreting the data obtained. Some suggestions are made to the teachers and educational policy makers related to the research findings.
Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development
Author: Suleimenova, Adilya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Preservice Teachers,Sustainable Development,Student Behavior,Student Characteristics,Self Evaluation (Individuals),Correlation

The article presents the results of a study of emotional competence and individual style of action of students - future teachers of higher education in the system of education for sustainable development (EDS). The theoretical analysis of the application possibilities of the system (ideas) of EDS is performed. The study highlights a number of competences that are consistent with the components of emotional competence and individual style of action. The study involves 20 students of pedagogical specialties from Almaty, Kazakhstan. The components of emotional competence and individual style of action are investigated using self-assessment questionnaires. The article presents the answer to the question of whether there are stable links between the components of emotional competence and individual style of action as well as draws conclusions on the importance of developing emotional competence in the EDS system.
Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance
Author: Eslamian, Hassan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Effectiveness,Aesthetics,Instructional Effectiveness,Skill Development,Faculty Development,Student Evaluation of Teacher Performance,Pretests Posttests,College Students

This quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty members' performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.
Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for The Implementation of Pedagogical Tasks in The Anthropocene Age
Author: Fedosejeva, Jelena
Date: 2018-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Teaching Methods,Guidelines,Holistic Approach,Vocational Schools,Educational Experience,Educational Change,Age Differences,Social Change,Transportation,Action Research,Foreign Countries

Sustainable education and education for sustainable development (ESD) have witnessed a deserved number of research studies in the recent years. The present article proposes a holistic research framework for the research on sustainable education and education for sustainable development in the 21st century. The article aims to choose a more holistic research perspective by avoiding a piecemeal approach in education research. Moreover, it proposes some strategically important ideas about the use of approaches and methods for sustaining the generational readiness for sustainable development. The paper proposes a general framework for pedagogy and practice for ESD research which is open, holistic, strategic, sustainable, and integrated. A broader perspective has been developed as the relation of the ecological-cultural-social environment aspects seen in a broader adaptive evolutionary sense as a condition necessary for the development of a human species and the development of these conditions in the evolutionary process. The choice of a broader perspective is proposed by relating it to an observational study on Generation Z that many educators, social scientists and the populations have already started recognising as one of the participants in the intergenerational process. The phenomenon of Generation Z is new; its features have not fully revealed in their apparent form, yet. Furthermore, the generation has not reached its maturity yet, but the development of this phenomenon is inextricably related to the issue of generational commitment, which is also related to the evolutionary development. The observational study has been carried out by involving participants from VECC Daugavpils Vocational School. The evaluation of the participants' real experience in a wider and broader framework has been used to draw strategic conclusions, which will help keep focus on the need to sustain generational readiness for sustainable development in the harmonisation of the choice of pedagogical approaches and methods.
Science of Pedagogy: Theory of Educational Discipline and Practice
Author: Zogla, Irena
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Practices,Intellectual Disciplines,Teacher Education Programs,Educational Theories,Competency Based Education,Foreign Countries,Educational History,Definitions,Teaching Methods,Universities,Holistic Approach

The article addresses and provides an introduction to &quot;pedagogy&quot; in its capacity of science and a university discipline in the field of &quot;education sciences.&quot; Nowadays not only teacher education programmes are embedded in theories and follow transitions of &quot;pedagogy.&quot; These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred &quot;science of pedagogy&quot; to underpin &quot;practice&quot; of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of &quot;pedagogy&quot; as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, &quot;pedagogy&quot; develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of &quot;pedagogy&quot; as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of &quot;pedagogy&quot; in its meaning of teacher &quot;philosophy-in-use&quot; leads to a discussion of the constant and changing components of the definition. The intellectual tradition of &quot;pedagogy&quot; has become a phenomenon and notion to be compared and clarified in the context of another phenomenon -- &quot;education sciences.&quot; The conclusions remind therefore the benefit of adopting the &quot;science of pedagogy&quot; being a theory and practice of formal education.
The UN Sustainable Development Goals and Teacher Development for Effective English Teaching in Bangladesh: A Gap That Needs Bridging
Author: Al Amin, Md
Date: 2018-00-00
Type: Journal Articles
Subjects: International Organizations,Sustainable Development,Teacher Selection,Teacher Recruitment,Teacher Education,Foreign Countries,Multimedia Instruction,Active Learning,Educational Improvement,Compulsory Education,Teacher Effectiveness,English (Second Language),English Teachers,National Curriculum,Global Approach,Teacher Attitudes,Public Schools,Private Schools,Inservice Teacher Education,Secondary School Students,Secondary School Teachers,Teacher Educators,Parents,Undergraduate Students,Graduate Students,Dropouts,Teacher Qualifications,Developed Nations,Developing Nations,Program Evaluation,Financial Support,Goal Orientation

This article takes up the opportunity offered by the United Nations' &quot;Strategic Development Goals&quot; to examine provisions for the selection, recruitment, training and professional development of secondary English teachers in Bangladesh. Qualified and trained teachers are considered as essential to effect the changes in English teaching and learning planned in national education policy. Since the adoption of a communicative approach to language teaching, initiatives have been taken to train teachers to teach English in this approach, and particularly to use multimedia equipment in their teaching; however the adequacy of these provisions is questioned in existing research and in media debates. This article starts with a brief description of the education context, highlighting the global &quot;Strategic Development Goals&quot; and local secondary English teaching. A review of existing recruitment and professional development provisions for secondary English teachers follows. Then project-based training programmes, which are funded and managed by external donors and aid agencies, are critically examined. Finally emerging issues and recommended changes are discussed.
Benefits of Working in Pairs in Problem Solving and Algorithms - Action Research
Author: Biju, Soly Mathew
Date: 2019-08-00
Type: Journal Articles
Subjects: Peer Teaching,Teaching Methods,Problem Solving,College Students,Computer Science Education,Mathematics,Student Development,Teacher Role,College Faculty,Grades (Scholastic),Program Effectiveness

The purpose of this study is to examine the impact of peer tutoring program as compared to classroom tutoring on problem solving and algorithm development skills of higher education students in Computer Sciences. Peer tutoring has emerged as one of the most effective mechanisms of enabling learning and improving academic performance of students at all levels of education. It has since been put into practice by various institutions in a number of ways involving the tutor, the tutee and teachers or school administration who work together through a systematic process. Peer tutoring has emerged as one of the most effective mechanisms of enabling learning and improving academic performance of students at all levels of education. Primary research where selected students were trained and assigned peer tutees in the algorithms and problem solving class taught to undergraduates in the first semester. Students were placed in pairs. A pair consists of a peer tutor selected based on certain criteria and a tutee. The interesting aspect of this study is that it tests the impact of working in pairs had a positive impact on both on the tutor and the tutee.
I Feel Good at School! Reducing School Discomfort Levels through Integrated Interventions
Author: Federico, Batini
Date: 2019-08-00
Type: Journal Articles
Subjects: Dropout Prevention,Student School Relationship,Elementary School Students,Secondary School Students,Foreign Countries,Active Learning,Program Effectiveness,Psychological Patterns,Educational Environment,Basic Skills,Reading Aloud to Others

Early school leaving is a real social emergency across Europe. Literature and field experience show that the factors leading to the decision to drop out of school are different: family problems, economic distress, territorial discomfort. In addition, there are individual characteristics such as: psychological dimensions, ease/difficulty of learning, ability/disability that may contribute to the rejection and to the school resistance, generating perception of inadequacy and failure. The school, in the short term, cannot affect in a profound way on non-school factors, but it can provide a positive atmosphere at school, allowing children to grow up in a serene environment, where relationships are proposing and stimulating. Aiming to make students feel comfortable at school is a way to diminish their risk to drop out. In this way, &quot;going to school&quot; becomes a choice &quot;to feel well&quot; and not a compulsory requirement. The NoOut project, which is presented here, was created with the main objective to model interventions for recovery and development, to be held during school hours, designed to prevent school dropout from primary school. The actions combine synergistically a teaching of basic skills, guidance, reading aloud (teaching of skills, direct experience, deployment of stimulating and engaging learning environments, personal narratives, narrative guidance paths, narrative training, and educational gaming). This article analyses the results outlined through the TVD test (discomfort evaluation test), which presents a drop on test outcome (that means reduction of risk of school dropout) for the first cycle of education in the first year of the NoOut project. The TVD is a tool that can provide a representation of the perceived school discomfort levels at individual and group level.
Internationalization of the German Higher Education System New Player in the Market
Author: Altin, Mehmet Evrim
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Educational Change,Student Diversity,Competition,International Cooperation,Quality Assurance,Capacity Building,Research

Rapid social, financial and political developments in the last three decades have caused some challenges for the future of Higher Education Institutions. Globalization or internationalization is one of the most important challenges in Higher Education Markets in the last two decades. Progressively, in 1996, German legislators put internalization at the center of their reforms. The purpose of this study is to examine the results of these reforms for German Higher Education Institutions in regards to their globalization strategies such as increasing diversity of the students, improving international competitiveness of the German Higher Education Institutions, taking an active role in international EU Projects, conducting cooperation with important international higher education institutions and increasing the brain-drain to German Higher Education Institutions. A qualitative research design was used to study this problem. A multiple unit case study was carried out with semi-structured interviews with 20 high level administrators of the German Higher Education Institutions in the State of North Rhine-Westphalia. The results show that the strategies have had positive results and there is a high interest in higher education studies in Germany today. Despite demographic change in Germany, the student numbers at German Higher Education Institutions are increasing and there is a huge demand from other countries, which have increased the number of private universities in Germany in the last two decades. International competition will be seen as a challenge in the long-term and international cooperation is the strategy to solve this challenge. In the short-term, the number of English Programs and diversity are both seen as some ongoing challenges for the German Higher Education Institutions.
The Development and Application of Computational Fairy Tales for Elementary Students
Author: Park, Jungho
Date: 2019-00-00
Type: Journal Articles
Subjects: Fairy Tales,Elementary School Students,Coding,Computer Science Education,Teaching Methods,Student Attitudes,Comprehension,Foreign Countries,Educational Technology,Technology Uses in Education

In the field of K-12 education, the demand for effective coding education is gradually expanding with various coding tools such as Scratch being popularly used as an effective learning environment. However, an answer to the question of what constitutes appropriate computing concepts for children (e.g. elementary school students) has not been fully answered. In this regard, this study worked to develop computational fairy tales (CFT) for coding beginners and applied it to the elementary school classroom environment in Korea. This CFT was developed by extracting the concepts of computer science through literature analysis, developing a plot/episode and creating a story. The final CFT developed is composed of 15 core computational concepts. 152 elementary students participated in the experiment where students read the CFT and solved related problems over two weeks period. We analyzed the effects of the CFT on the acquisition of basic computing concepts and coding attitudes. The results of the study showed that both the score of computing concept comprehension and attitude was enhanced significantly (p&lt;0.001). This study demonstrates the positive educational effects of CFTs in fostering understanding of basic computing concepts before students begin to code with algorithms directly.
Governance in Mongolian Higher Education: A Comparative Analysis
Author: Balgan, Altangerel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,College Administration,Government School Relationship,Institutional Autonomy,Competition,Outcomes of Education,Research Universities,Accountability,School Business Relationship,Industry,Corporate Support,Academic Freedom,Global Approach,Educational Change,College Faculty,Decision Making,Quality Assurance,Educational Finance

The author presents some analysis of HE governance in Mongolia in comparative framework. The presentation is devoted to University administration matters, particularly to relationship between Government and HEI, decision making regarding human resources, academic programs and research, setting tuition and fees. In highly competitive global context the key issues facing Mongolian Higher education are university autonomy, quality assurance, funding, program competitiveness and research effectiveness. Mongolian Government has approved National programs for development of outcome based HE system and research universities. Mongolian HEIs seeking more autonomy face strong challenges to cope with reduction of funding and accountability. Market oriented policies and demand to sustain a balance of teaching and research, urge HEIs to make a transition from traditional, politically motivated administration to corporate or shared governance models. The strengthening research links the industry and business without jeopardizing their academic integrity is main challenge for HEIs to make successful transition from traditional background of governance to more effective governance model. According to the author, transformative experiences and organizational developments of HEI in developed countries can be used successfully to guide actions towards positive catalyst change in Mongolian HE.
The Influence of Generation and Experiencing Daily Routines on Educators&apos; Training
Author: Hepper, Jens
Date: 2018-00-00
Type: Journal Articles
Subjects: Generational Differences,Environmental Education,Sustainability,Sustainable Development,Foreign Countries,Elementary Secondary Education,Preservice Teacher Education,Preservice Teachers,Cooperative Planning,Age Differences

This qualitative study follows the two questions, how the factor of the generation, an educator in training belongs to, influences his or her general concept of how sustainability-related lessons should be conducted and how the factor of living in groups influences this as well. For this interviews with 206 students were held and their own educational approaches monitored. In conclusion, this study has three major findings. The first is the attempt to define the difference between the concept of environmental education and environmental instruction, as being different approaches to the same subject, with the latter being less participative and effective, according to this study. The second is, that there is apparently a generational gap between the Generations X, Y, and Z, concerning their approach on this subject. Apparently Education for Sustainable Development is becoming more and more implemented, with each generation. Finally, in-house living in everyday situations can make change towards sustainability happen with students and learners, but the other way is possible to. Considering this, learning in a group in an everyday situation might be a new approach for teacher training in Education for Sustainable Development.
Differences by Economic Status in Grade 3 Reading Performance: A Texas Multiyear Study
Author: McGown, Jenny A. M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Reading Skills,Reading Achievement,Achievement Gap,Economically Disadvantaged,Poverty,Low Income Students,Reading Tests,Scores

In this investigation, differences in the reading performance as a function of degree of economic disadvantage for Texas Grade 3 students were examined. Data were obtained from the Texas Education Agency on all Texas Grade 3 students for the 2012-2013, 2013-2014, and 2014-2015 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in reading performance, as measured by the State of Texas Assessment of Academic Readiness, by student economic status. For all three Reading Reporting categories, a &quot;stair-step of achievement effect&quot; was present in that the greater the degree of poverty the lower student reading scores were. Analyses of passing standards revealed a similar pattern in that the greater the degree of poverty, the less likely students were to meet the passing standard. Suggestions for future research and implications for policy and practice were made.