ethanporcaro/eric-fulltext-meta huggingface dataset:
Strengthening Character Education in Indonesia: Implementing Values from Moderate Islam and the &quot;Pancasila&quot;
Author: Subaidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Values Education,Foreign Countries,Religious Factors,Patriotism,Prosocial Behavior,Cooperation,Personality,Learning Activities,Muslims,Religious Education,Teaching Methods,Ceremonies

This study aims to describe which Islamic &quot;wasathiyah&quot; (moderate) and &quot;Pancasila&quot; (Indonesia's foundational philosophical theory) values can be implemented, how those values are implemented, and why &quot;wasathiyah&quot; and &quot;Pancasila&quot; values are implemented at three madrassas to strengthen their students' characters. This study is qualitative research that applies the descriptive method. Data were collected through interviews, documentation, and observation. The data were then analyzed through reduction, presentation, and conclusion. The research reveals that the three madrassas have applied &quot;Wasathiyah&quot; and &quot;Pancasila&quot; values in order to strengthen their students' characters: First, Madrassa Amtsilati Bangsri promotes a character that is religious, patriotic, socially caring, and tolerant. Next, Madrassa Darul Falah builds a character that is religious, patriotic, and helpful. Finally, Madrassa Tahfidz Yanbu'ul Qur'an encourages a character that is religious, deliberate, cooperative, and tolerant. The implementation of values takes place through various academic and non-academic activities, such as diligently praying five times daily, holding regular activities such as flag-raising and memorial day ceremonies, helping through the &quot;infaq&quot; and &quot;shadaqah&quot; movements, teaching cleanliness and health, promoting moral attitudes and behaviors for living with a good conscience, and conducting religious and ritual activities. Implementing &quot;wasathiyah&quot; and &quot;Pancasila&quot; values has three outcomes: (i) Students in the three madrasas gain a balanced understanding of the practice of religion that covers all aspects of life, both worldly and unworldly. (ii) Students in the three madrasas learn to recognize and respect differences, both in terms of religious aspects and various other aspects of life. (iii) Students become accustomed to dealing with problems through deliberation and reaching a consensus under the principle of placing the common good above all else.
Educational Communication and Support Technologies for Deaf Students
Author: Lustrea, Anca
Date: 2017-00-00
Type: Journal Articles
Subjects: Assistive Technology,Deafness,Interpersonal Communication,Oral Communication Method,Bilingualism,Foreign Countries,Language Acquisition,Models,Special Education Teachers

Support technologies are a key concept that refers to the technical tools helpful in recovery, rehabilitation and education of people with disabilities. They play an important role in achieving effective communication with others and especially in schools, in educational communication. This study examines the main support technologies used with hearing impaired students in order to enable them to communicate effectively in school and successfully participate in educational programs. Also, in relation to the use of supportive technologies the teacher's scientific beliefs about the best educational communication approach (gestural, oral or total) is examined. In order to assess the study variables two questionnaires was administrated to 20 teachers for deaf from CSEI C-tin Pufan Timisoara. Results revealed that the teachers adopt the total communication model, with accent on bilingualism, and except hearing aids, they do not use other communication support technologies.
Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last
Author: Edgerton, Adam Kirk
Date: 2020-08-00
Type: Journal Articles
Subjects: Educational Policy,Elementary Secondary Education,Educational Change,Common Core State Standards,Policy Formation,College Readiness,Career Readiness

Cynthia Coburn, in her 2016 article in the &quot;American Journal of Education&quot;--&quot;What's Policy Got to Do With It?&quot;--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how policies become unpopular. Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, I investigate the decline in the popularity of K-12 standards-based reform. I consolidate existing policy implementation theories and describe three important dimensions--detail, drive, and durability--for understanding how standards and associated policies &quot;succeed&quot; or &quot;fail.&quot; Using these dimensions, I reveal how policy design and implementation choices can strengthen or weaken standards-based education policies. [For the corresponding grantee submission, see ED598544.]
Creating Impact in Citizenship Education by Transformative Research. Indications for Professionalisation
Author: Marej, Katarina
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Transformative Learning,Professionalism,Educational Research,Interdisciplinary Approach,Social Responsibility,Scholarship,Academic Standards,Democracy,Research Methodology,Social Science Research,Research Design,Reflection,Ethics

Purpose: The article reconsiders and explicates the role of academia within and for society and suggests quality standards for normative research. Approach: The article analyses and discusses transdisciplinary procedures for citizenship education research in democracies. Findings: Paradigmatic decisions concerning ontology, axiology, epistemology, and methodology need to be made consciously and transparent. This professionalisation is necessary to ensure that the requirements of academic knowledge are met. Furthermore, the social responsibility of research needs to be acknowledged and methodologically taken into account. Implications: The article suggests three main quality aspects for normative research: transdisciplinarity, transparency, and reflection. It emphasises the ethical and epistemological challenges of research in democracies. Hence, there has to be a close focus on structures and power during the research in order to not just create any impact, but good impact.
Education through Democracy -- Civic Activation of the Youth: Self-Reflection on Program Evaluation Methodology
Author: Zerkowska-Balas, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Citizen Participation,Program Evaluation,Adolescents,Foreign Countries,Political Attitudes,Elementary School Students,Secondary School Students,Interpersonal Competence,Student Attitudes,Program Effectiveness

Purpose: The objective of the paper is to present the effects of the evaluation study of the Polish project &quot;Youth Vote +: Social and civic activation of young people&quot; -- a comprehensive education program in the field of civic engagement, based on three practical pillars: conscious electoral participation (Pillar 1), involvement in civic activities (Pillar 2) and political discussion and opinion expression (Pillar 3). Methodology: We developed an evaluation study that was aligned with the nature of the program. To capture the change in civic competence and skills, we used quantitative (a retrospective pretest design and one-group pretest-posttest design) and qualitative (focus group interviews) methods. The former enabled us to achieve robust measurement of increases in competence, while the latter gave us better insight into participants' perceptions of the project. Findings: The evaluation study documented the effectiveness of the program regarding a behavioral dimension, but cognitive development was insufficient relative to goals. The study also allowed for critical evaluation of the program and its modifications.
Making Sense of the Impact Agenda in UK Higher Education: A Case Study of Preventing Violent Extremism Policy in Schools
Author: Jerome, Lee
Date: 2020-00-00
Type: Journal Articles
Subjects: Prevention,Terrorism,Accountability,Educational Policy,Case Studies,Social Sciences,Institutional Evaluation,Communities of Practice,Foreign Countries,Policy Analysis,Social Science Research,Educational Researchers,Program Descriptions,Resilience (Psychology),Networks,Neoliberalism,College Faculty,Citizenship Education,Educational Environment

Purpose: This article explores the policy context in the UK around securing impact from academic research, particularly from the perspective of a social science education researcher. Approach: The article locates impact studies within debates about broader accountability frameworks. Insights from this literature are applied to a case study about Preventing Violent Extremism (PVE) policy. Findings: Linear models of 'impact' are problematic for social science education researchers (especially (ex) school teachers) for several reasons. First, research and impact may be intertwined, especially in broader development work with practitioners. Second, impact in schools and on learners is often difficult to measure. Third, it is not always clear how the research contributes to impact, as opposed to other roles or activities in professional communities. Implications: Formal impact case studies for institutional evaluation are likely to provide only a partial account of the myriad impacts (and attempts to secure impact) of a researcher.
Education of Young People and Children as a Way of Fighting against Internet Hate, a Form of Cyber Violence
Author: Gorka, Marek
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Violence,Computer Mediated Communication,Bullying,Intervention,Aggression,Identification,Social Responsibility,Prevention,Social Bias,Parent Participation,Child Safety

Due to highly innovative technologies such as the smart phone, cyberbullying and on-line aggression have increasingly affected individuals across the world. Cyberbullying is defined as repeated unwanted, hurtful, harassing, and threatening interaction through electronic communication media. The anonymity and mobility afforded by the Internet has made harassment and expressions of hate effortless in a landscape that is abstract and beyond the realms of traditional law enforcement. Further, it argues that a broad coalition of government, schools, police and citizenry is likely to be most effective in reducing the harm caused by hate speech. The study discusses the targets of hate on the Internet, provides a framework within which problems can be identified and resolved by accentuating moral and social responsibility, and articulates possible solutions to combat this increasing problem.
More than a Virus: How COVID 19 Infected Education in Turkey?
Author: Akbulut, Melisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Social Media,Distance Education,Government Role,Online Courses,Social Studies,Citizen Participation,Educational Technology,Technology Uses in Education,Equal Education,Access to Education,Educational Television,Access to Computers,Special Needs Students,Parent Attitudes,COVID-19,Pandemics

Purpose: We aim with this report to provide information on how the Covid-19 pandemic affected education and citizenship education in Turkey. Design: The report is based on literature review, the analysis of social media, and the observations of the authors. We provide a general framework of Turkish education after the pandemic using sources such as official statements from government offices; social media entries were analyzed to provide different perspectives. Finally, observations of the authors based on their experiences with distance learning were included in the report. Findings: We argue that despite the efforts of the state, there are still problems in the distance learning process, mainly relating to the access to online classes and the very limited room given to Covid-19 as a topic in social studies courses. In addition, we find that social media have played a significant role in increasing citizen participation as a consequence of the pandemic.
Responding to Research: An Interview Study of the Teacher Wellbeing Support Being Offered in Ten English Schools
Author: Manning, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Welfare,Foreign Countries,Teacher Attitudes,Stress Management,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Intervention,Time Management,Mental Health,Trust (Psychology),Professional Autonomy,Freedom,School Culture,Teaching Load,Policy Formation,Teacher Responsibility,Collegiality

Purpose: Responding to research reporting low-levels of teacher wellbeing in England, policy makers have begun to implement strategies to support wellbeing. Given the recent introduction of such policy, this exploratory study describes the wellbeing support being offered to teachers, and perceptions of its impact on wellbeing. Method: A purposeful sample of ten schools (primary and secondary) in Greater London beginning to offer wellbeing support was selected and fifteen teachers were interviewed. Findings: Teachers describe a range of wellbeing support strategies being implemented in their schools and report, in some cases, activities designed with good intentions can harm their wellbeing. We apply the capabilities approach to analyse the interviews and argue wellbeing support should be matched to the needs of recipients and support should increase teachers' freedoms to act, rather than simply mitigating in the moment feelings of stress. Limitations: Findings of this small-scale study cannot be generalised to other contexts.
The Crisis as an Opportunity to Learn. Or: &apos;Collateral Civic Education&apos; in the Context of the COVID-19 Pandemic: An Essay in Times of Crises
Author: Besand, Anja
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Disease Control,Teaching Methods,Informal Education,Foreign Countries,Ambiguity (Context),Democracy,Experiential Learning,COVID-19,Pandemics

People learn when they have to learn. This quite simple but antiquated insight of motivational psychology can be interpreted in various ways. First of all, it can be understood in a very traditional way as an argument for authoritarian class-management and educational control through external incentives like grades, shame and punishments. On the other hand, the sentence also illustrates that people only grow, adjust and really learn something new if they recognize the need to get involved in the learning processes. While people have learned technical skills, such as baking bread during this crisis, some are also learning to renounce civil liberties, trust authoritarian politics, and protect national borders. With regard to civic education, these latter aspects are unfortunately more significant than the rather technical skills that seem to develop in context of the COVID-19 crisis. In this article, Anja Besand would like to pursue the question of the pedagogical and didactical collateral effects of the COVID-19 pandemic and make clear that in the context of the crisis enormous opportunities do exist, but so do dangers too - particularly for civic education. The starting point of her considerations is the concept of &quot;collateral learning&quot; coined by John Dewey. Following Dewey, she will first examine the concept in the context of formalized learning processes, then she will refer to collateral learning in the processes of informal learning which result from major political and social events.
Development of the Children&apos;s Abilities in School. A Comparative Study between the Efficiency of the Robotics vs Applied Mathematics in Movement Transmission
Author: Popa, Ana-Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Robotics,Foreign Countries,Teaching Methods,STEM Education,Grade 5,Grade 4,Elementary School Students,Mathematics Achievement,Achievement Gains,Instructional Effectiveness

A qualitative and comparative analysis is performed regarding the possible consequences of the introduction in the school curriculum of 10-12 year old children, of Robotics and Applied Mathematics in Movement Transmission (AMMT) courses, respectively. The research has been done at the Gymnazial School Number 195, from Bucharest, during two scholar years (2017-2019). Each class had 36 students and the two hours Robotics / AMMT courses had a weekly frequency. Direct observation, interviews of the children and parents, together with the class and individual journals, where children noted their opinions during the two years, are analyzed and interpreted. The results show better scholarly performances of the children following Robotics courses, in respect to the ones following AMMT ones and a greater attraction of the children in Robotics. Further, a quantitative evaluation regarding the improvement of mathematical performances of children is presented, given a very similar level of the two classes at the beginning of the research in respect to their average Math scores. The analysis involved several statistical parameters, like the average scores obtained at Math tests, their variances, the evolution of the children with the lowest performances and the number of the maximum scores in each class. All of them suggest the Robotics course efficiency in increasing mathematical performances level of young children is superior to the one of the AMMT course, recommending the introduction of such courses in the school curriculum.
Exploring the Perceptions of First-Year Engineering Students on Academic Dishonesty
Author: Peculea, Lorena
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Freshmen,Engineering Education,Cheating,Plagiarism,Ethics,Individual Differences,Foreign Countries,Gender Differences

As part of a larger study on academic dishonesty, this paper aims to be a simple investigation of students' opinions on some ethical issues, such as cheating in exams and plagiarism in assignments. The main goal was to explore the level of awareness of cheating and plagiarism, the frequency of these dishonest behaviours, students' attitudes toward cheating and plagiarism and differences between demographic variables and the three dimensions mentioned above. This study was conducted through a questionnaire completed by 138 first-year engineering students at a university in Romania. The study showed that cheating and plagiarism practices are sometimes common among students; at the same time, it is necessary to increase students' awareness and attitudes in order to combat such misconduct. Also, students' ethical values and actions are in dissonance. The differences in gender and residence area of students are insignificant. The paper recommends that different actors collaborate to continuously educate and discourage students from engaging in academic dishonesty.
Psychological Factors Related to the Development of the Communication Competences in the First Year of Life
Author: Pantelie, Speran?a Rodica
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Characteristics,Communication Skills,Infants,Child Development,Caregiver Child Relationship,Predictor Variables,Emotional Development,Self Control,Socioeconomic Status,Personality,Self Esteem,Maturity (Individuals),Infant Behavior,Questionnaires,Self Concept Measures

The first year of life is an essential phase for all psychological areas in child development. The key competences, vital for all development processes of the child, focus on the communication and the socio-emotional competencies, mostly because the infant is strongly dependent of the adult care environment. The quality of the primary caregiving relationship can configure the cognitive, affective and social development of the child in the first year of life. This study is aiming to identify the objective and psychological factors related to the development of early communication competences of the child in the first year of life and to identify the best predictors of these competencies, in order to conceptualize the best strategies to help the parents in their parental educational tasks and to prevent any delays in infant development. The study identifies a complex system of factors influencing the infant's communication skills, the prerequisites of communication being in relation both with the individual characteristics of the child in the first year of life, mainly the temperament and resilience, and with maternal and paternal factors, such as emotional maturity, patterns of primary attachment of the parents and the mother/father reflective functioning.
Self-Esteem -- The Decisive Difference between Bullying and Assertiveness in Adolescence?
Author: Darjan, Ioana
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Esteem,Bullying,Assertiveness,High School Students,Student Behavior,Peer Relationship,Self Concept Measures,Foreign Countries

The extensive literature and research on bullying illustrates the connections between self-esteem and the bullying phenomenon, asserting that both faces, bullying, and being bullied are related to some degrees with low self-esteem. Considering the bullying behavior as a form of aggressivity and being bullied as an expression of passive behavior, this study introduces the third subject of inquiry: the assertive behavior. The study investigates the impact of self-esteem on assertiveness, passive vs. aggressive conduct, and positive interactions among high school students. While these aspects were usually investigated at an early age, this study approaches them in adolescence, involving 82 adolescent students from high schools from Timisoara, with diverse specializations. The need to fit, the need for acceptance, and the fear of social rejection increase in adolescence. At this age of dramatic changes, students are susceptible to verbal, physical, or emotional bullying, with an essential impact on their self-esteem, as they are very dependent on peers' approval, perceptions and reactions. Healthy self-esteem and assertiveness might be powerful tools to fight against bullying, but there is very little focus on teaching them in traditional education. This study shows the strong correlation between self-esteem and assertiveness, and the predisposition of students with low self-esteem to passive or aggressive types of interactions.
Social Studies Teachers&apos; Reflections after Participating in an Experimental Study on Deliberative Teaching
Author: Andersson, Klas
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Teaching Methods,Civics,Reflective Teaching,Secondary School Teachers,Foreign Countries,Educational Experiments,Professional Autonomy

Purpose: This article examines teachers' reflections during and after their participation in a teaching experiment focusing on how different teaching methods affect student learning in the social studies/civic education. Method: In the field experiment, classes and teachers were randomly assigned to a teaching syllabus based on the theoretical ideal of deliberative teaching or a conventional syllabus that served as a control. Building on Guskey's model of teacher change (1986/2002), the participating teachers were interviewed to investigate the occurrence of possible change sequences. Findings: The results showed that the teachers were not interested in changing their teaching practices due to the result of the study. While the teachers were keen to develop the material from the experiment, they preferred to do so in their own way based on their personal beliefs about what constitutes good social studies teaching.