ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Organization Perceptions in Elementary Education in Terms of Teachers and the Effect of Learning Organization on Organizational Commitment
Author: Erdem, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Employee Attitudes,Work Attitudes,Organizational Culture,Institutional Characteristics,Elementary Schools,Multiple Regression Analysis

In this study, it was tried to determine to what degree the learning organization predicted organizational commitment according to primary school teachers' perceptions. Descriptive survey model was used in this study and 429 teachers were chosen among 2387 teachers who worked in primary schools in Van in 2010-2011 education years and were included in the sample. Regression analysis was applied in the data analysis of the study. Durbin-Watson test was used to determine whether there is autocorrelation in the model. It was found that there was a significant relationship between organizational commitment dimensions and the dimensions of learning organization perception scale. Maximum three dimensions of the learning organization scale were included in the model. These were shared vision, team learning, and personal mastery. When shared vision and team learning are the predictors of compliance dimension, they explain 18% of compliance commitment. When shared vision, team learning and personal mastery are predictors of identification dimension, they explain 36% of identification commitment. When team learning and shared vision were the predictors of internalization dimension, they explain 25% of internalization commitment. It was seen that there was a low negative relationship between the dimensions of the learning organization and compliance dimension of organizational commitment; however, there was a positive but low relationship between identification and internalization dimensions.
Towards Growing Indigenous Culturally Competent Legal Professionals in Australia
Author: Burns, Marcelle
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Countries,Indigenous Populations,Professional Development,College Faculty,Legal Education (Professions),Indigenous Knowledge,Law Schools,Pilot Projects,Program Descriptions,Outcomes of Education,Curriculum,Organizational Culture,Educational Policy,Teaching Methods

The Review of Australian Higher Education (Bradley Review, 2008) and the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (Behrendt Review, 2012) identified the need for tertiary institutions to incorporate Indigenous knowledges into curriculum to improve educational outcomes for Indigenous Australians and to increase the cultural competency of all students. These reviews recommended that higher education providers ensure that the institutional culture, the cultural competence of staff and the nature of the curriculum supports the participation of Indigenous students, and that Indigenous knowledge be embedded into curriculum so that all students have an understanding of Indigenous culture. While cultural competency has been recognised as an essential element of professional practice in health services internationally, and legal practice in the United States, very little work has been done to promote the cultural competency of legal professionals in the Australian context. This paper will discuss a pilot cultural competency professional development program for legal academics at Queensland University of Technology (Brisbane) developed with the assistance of a Faculty of Law Teaching and Learning Grant in 2010-2012, and tell one Murri's journey to foster Indigenous cultural competency in an Australian law school.
Working towards the Assurance of Graduate Attributes for Indigenous Cultural Competency: The Case for Alignment between Policy, Professional Development and Curriculum Processes
Author: Goerke, Veronica
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Curriculum Design,Faculty Development,College Faculty,Cultural Awareness,Indigenous Populations,Educational Policy,Knowledge Level,Indigenous Knowledge,Transformative Learning,Social Justice,International Education,Health Education,Program Descriptions

In the Australian higher education environment, often preoccupied with internationalisation of education and associated issues around intercultural competencies, there is an uncomfortable awareness of the commensurate lack of attention on 'Indigenisation of the curriculum&quot; and the interconnected 'Indigenous cultural competencies&quot;. This paper supports the argument that the optimum way for graduates to attain attributes connected to Australian Indigenous cultural competence, is for them to be in a learning environment where the staff they encounter also exhibit these attributes. To achieve success in this sphere, alignment is essential between key policies and plans, staff professional development and curriculum design. Such an alignment will give impetus to resolving the overall lack of knowledge and awareness within Australian universities around Indigenous cultural competence and knowledge. The case of one university presents an example of how this issue is playing out in the Australian tertiary sector.
Effectiveness of a Psycho-Education Program on Learned Helplessness and Irrational Beliefs
Author: Ulusoy, Yagmur
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Helplessness,Beliefs,Cognitive Restructuring,Behavior Modification,Psychoeducational Methods,Attribution Theory,Pretests Posttests,Program Effectiveness,Grade 8,Comparative Analysis,Statistical Analysis,Questionnaires

The purpose of this study was to examine the effect of a psycho-education program aimed at reducing learned helplessness and irrational beliefs of eight-grade elementary students. The study was an experimental study based on the pre-test-post-test model with control and placebo group. A total of 27 participants, 9 group members in each group, participated in the study. Irrational Beliefs Scale and Attribution Style Questionnaire for Children were used to gather data. The psycho-education program based on cognitive behavioral therapy developed by researchers had been carried out with the experimental group for ten weeks, while a group guidance program focusing on problems in adolescence was run with the placebo group for four weeks. No procedure was applied to the control group. Group comparisons were investigated by two-way ANOVA for repeated measures. According to the results of analysis, there were no significant differences among three groups regarding learned helplessness and irrational beliefs scores, while there was a significant difference between pre-test and post-test scores of the experimental group with regard to irrational scores. The results of the study exhibited that the psycho-education program was effective in decreasing irrational beliefs, but not effective in decreasing learned helplessness of the participants.
Transformations from within: Rethinking Pacific Education Initiative. The Development of a Movement for Social Justice and Equity
Author: Nabobo-Baba, Unaisi
Date: 2013-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Change,Foreign Countries,Indigenous Populations,Teacher Education,Social Justice,Pacific Islanders,Leadership Training,Educational Philosophy,World Views,Indigenous Knowledge,Transformative Learning,Holistic Approach,Program Descriptions,Cultural Awareness,Teaching Methods,Conferences (Gatherings),Workshops

The paper reports on an initiative undertaken by a group of Pacific educators --&quot;insiders&quot; who have undertaken various activities and work of embedding Indigenous graduate attributes into teacher education courses, in leadership training of young and emerging young Pacific leaders and in communities, research that takes into account indigenous knowledge systems. This is at the University of the South Pacific and a number of other universities and colleges of education in the region including Victoria University in NZ. The effort of the Rethinking Pacific Education Initiative (RPEIPP) hence provides the background to the development and implementation of holistic Indigenous graduate attributes. The approaches taken by the RPEIPP Pacific wide in the rethinking and redefining of education and other courses in schools as well as universities and colleges in the region, ensure that aspects of indigenous peoples cultures and related worldviews and life values and philosophies inform the work of educators. This is besides the normal provision of global knowledge, skills and values that dominate schooling and higher education in particular. RPEIPP is highly transformative and with the assistance of NZAid, is almost totally internally driven, implemented and progressively evaluated. While the first ten years of the initiative focused on teacher education, leadership, research and publications, the future should perhaps move to other parts of the Pacific region, most notably Micronesia and the North Western Pacific. Another dimension could also engage in comparative studies or researches of systems and curricula.
Perceived Social Support and Locus of Control as the Predictors of Vocational Outcome Expectations
Author: Isik, Erkan
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Capital,Locus of Control,Predictor Variables,Social Cognition,Undergraduate Students,Social Support Groups,Career Development,Student Educational Objectives,Career Choice,Student Surveys,Multivariate Analysis,Foreign Countries

The purpose of this study was to examine the relationships of vocational outcome expectation to social support which is an environmental factor and locus of control which is a personal factor. With this purpose, using Social Cognitive Career Theory as the theoretical framework, 263 undergraduate students completed Vocational Outcome Expectations Scale, Multidimensional Scale of Perceived Social Support, and Rotter's Locus of Control Scale. Results indicated that perceived social support from family, friends and significant others were positively and locus of control were negatively associated with vocational outcome expectations. The results also indicated that within the perceived social support dimensions, family support was the unique significant predictor of vocational outcome expectation. Locus of control significantly predicted vocational outcome expectation scores as well. In the light of these findings, suggestions that interventions targeting to increase vocational outcome expectations of students had better take the family support into consideration and include exercises for families were emphasized and ideas for future research are discussed.
Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education
Author: Au, Wayne
Date: 2013-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Equal Education,Intelligence Quotient,Intelligence Tests,Educational History,Race,Social Class,Standardized Tests,Educational Policy,Ideology,Racial Differences,Social Differences,Federal Legislation

This paper analyses how high-stakes, standardised testing became the policy tool in the U.S. that it is today and discusses its role in advancing an ideology of meritocracy that fundamentally masks structural inequalities related to race and economic class. This paper first traces the early history of high-stakes testing within the U.S. context, focusing on its deep-rooted connections with eugenics and IQ testing in schools. It then turns to the more recent history of high-stakes testing, highlighting the ways that race and class inequality, as well as the ideology of meritocracy, manifest in the United States today as part of a legacy of inequality.
Effects of Teacher Personalities on Emotional Exhaustion: Mediating Role of Emotional Labor
Author: Basim, H. Nejat
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Burnout,Emotional Response,Psychological Patterns,Teacher Characteristics,Personality Traits,Correlation,Factor Analysis,Structural Equation Models,Questionnaires,Reliability,Rating Scales,Regression (Statistics)

One of the most indispensable and important elements of education is teachers whose personality closely affects training and education. In this context, this study examined the effects of teachers' personality traits on their emotional exhaustion in a mediating model which centers around emotional labor. Data were obtained from 798 teachers working in primary and high schools in Ankara and Eskisehir. According to the findings of hierarchical regression analysis, neuroticism and extraversion were found to significantly affect emotional exhaustion whereas other dimensions of personality were not found to be predictive of emotional exhaustion. In general, personality traits were found to predict emotional labor and all dimensions of emotional labor were found to affect emotional exhaustion. Further, findings of mediation analysis showed that surface acting was the only mediator in the relation between neuroticism and emotional exhaustion.
Historicizing and Contextualizing Global Policy Discourses: Test- and Standards-Based Accountabilities in Education
Author: Lingard, Bob
Date: 2013-00-00
Type: Journal Articles
Subjects: Accountability,Educational Policy,Educational History,Academic Achievement,Global Approach,High Stakes Tests,Discourse Analysis

This paper in commenting on the contributions to this special number demonstrates the necessity of historicizing and contextualizing the rise of test- and standards-based modes of accountability in contemporary education policy globally. Both are imperative for understanding specific national manifestations of what has become a globalized educational policy discourse, namely, that such modes of accountability will drive up student performance and thus enhance the global economic competitiveness of nations. New modes of testing might be seen as a new-old system, given the provenance of testing in schooling systems. The paper will argue that there are global and national elements to this policy situation, with national and global testing of students and school systems sitting in symbiotic relationships with each other. It will also be argued that high-stakes testing has become a fourth message system of schooling that steers today the practices of schools and teachers in classrooms, often with reductive anti-educational effects. Comment will also be made about how these educational developments fit within the broader structure of feeling and how they open up possibilities for edu-businesses to take an increasing role in policy.
NAPLAN, MySchool and Accountability: Teacher Perceptions of the Effects of Testing
Author: Thompson, Greg
Date: 2013-00-00
Type: Journal Articles
Subjects: Accountability,Teacher Attitudes,High Stakes Tests,Global Education,Educational Policy,Foreign Countries,Teacher Surveys,Educational Change,Numeracy,Literacy,Testing Programs,Policy Analysis,Program Effectiveness,Interprofessional Relationship,Parent Attitudes,Politics of Education,Program Implementation

This paper explores Rizvi and Lingard's (2010) idea of the &quot;local vernacular&quot; of the global education policy trend of using high-stakes testing to increase accountability and transparency, and by extension quality, within schools and education systems in Australia. In the first part of the paper a brief context of the policy trajectory of National Assessment Program--Literacy and Numeracy (NAPLAN) is given in Australia. In the second part, empirical evidence drawn from a survey of teachers in Western Australia (WA) and South Australia (SA) is used to explore teacher perceptions of the impacts a high-stakes testing regime is having on student learning, relationships with parents and pedagogy in specific sites. After the 2007 Australian Federal election, one of Labor's policy objectives was to deliver an &quot;Education Revolution&quot; designed to improve both the equity and excellence in the Australian school system (Rudd &amp; Gillard, 2008). This reform agenda aims to &quot;deliver real changes&quot; through: &quot;raising the quality of teaching in our schools&quot; and &quot;improving transparency and accountability of schools and school systems&quot; (Rudd &amp; Gillard, 2008, p. 5). Central to this linking of accountability, the transparency of schools and school systems and raising teaching quality was the creation of a regime of testing (NAPLAN) that would generate data about the attainment of basic literacy and numeracy skills by students in Australian schools.
Rationalising National Assessment in New Zealand
Author: O'Neill, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Standards,Academic Achievement,Elementary School Students,Literacy,Numeracy,Educational Policy,Teacher Attitudes,Educational Legislation,Achievement Tests,Educational Assessment

In the 1990s and 2000s, New Zealand governments monitored national educational performance broadly through cyclical &quot;light-sampling&quot; of primary school students, and the annual proportions of secondary school students who gained formal credentials. In 2008, a centre-right coalition government legislated for national standards of achievement in literacy and numeracy in primary schools. In 2012, individual schools' national standards results were reported publicly for the first time despite professional and popular awareness of their unreliability. To date, New Zealand has not adopted national testing, instead preferring to emphasise the importance of teachers' professional judgments. The paper examines how this uncommon policy position became &quot;conceivable&quot;.
The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession
Author: Caglar, Caglar
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Alienation,Student Attitudes,Teaching (Occupation),Undergraduate Students,Preservice Teachers,Multiple Regression Analysis,Statistical Analysis,Gender Differences

It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of Adiyaman University. &quot;Personal Information Form&quot;, &quot;Student Alienation Scale&quot;, and &quot;Scale of Attitude towards Teaching Profession&quot; were used so as to collect respective data. In the data analysis, t-test for independent groups was conducted so as to determine whether the alienation levels and the attitudes towards the teaching profession varied according to the variables of gender and mode of teaching, while One-Way Analysis of Variance was performed so as to determine whether there was any differentiation according to the variables of program type and class, and Tukey HSD test was computed so as to determine the source of the intergroup difference. Regression analysis was used in order to determine the level of the relationship between the levels of alienation and the attitudes towards the teaching profession. Out of the obtained findings, it was seen that the students experienced a medium level of alienation, while their attitudes towards the teaching profession were at a high level. In the two dimensions, according to the variables of gender and class, meaningful differences were only seen at the level of alienation in view of the variable of the mode of teaching, and the same was seen at the dimension of attitudes towards the teaching profession in view of the program type variable. Meanwhile, a medium level of negative relationship was found between the level of alienation and the attitudes towards the teaching profession.
Accountability Synopticism: How a Think Tank and the Media Developed a Quasimarket for School Choice in British Columbia
Author: Simmonds, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Accountability,Foreign Countries,School Choice,Educational Policy,Enrollment Trends,Newspapers,Internet,Report Cards,Scores,Academic Achievement,Reputation,Parent Attitudes,Decision Making,Neoliberalism,Institutional Evaluation,Evaluation Methods,Discourse Analysis,Secondary Schools,Power Structure,Competition

This paper describes how a locally developed school ranking system affected student enrolment patterns in British Columbia over time. In developing an annual school &quot;report card&quot; that was published in newspapers and online, the Vancouver-based Fraser Institute created a marketplace for school choice by devising an accountability scheme that highlighted and concealed visibility asymmetries between schools. Against the backdrop of a shifting political landscape, report cards helped focus the public's attention on school achievement scores that identified low-, mid-, and high-performing schools. A quasi-market for education emerged in the non-place of language and discourse when school ranking results became the basis by which parents made decisions about where to send their children to school. When student achievement data is used to identify British Columbia's &quot;best&quot; and &quot;worst&quot; performing secondary schools in this way, standardized assessment practices may be considered high-stakes.
Markets, Managerialism and Teachers' Work: The Invisible Hand of High Stakes Testing in England
Author: Stevenson, Howard
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Stakes Tests,School Restructuring,Neoliberalism,Marketing,Teacher Effectiveness,Teaching (Occupation),Educational Policy,Political Attitudes,Criticism,Role,Test Preparation,Commercialization,Educational Administration

High stakes testing has been long established in the English school system. In this article, we seek to demonstrate how testing has become pivotal to securing the neo-liberal restructuring of schools, that commenced during the Thatcher era, and is reaching a critical point at the current time. Central to this project has been the need to assert increased control over teachers' work and this is being achieved through a pincer movement of marketisation and managerialism. Both of these &quot;policy technologies&quot; require the value of individual teachers' work to be measured and quantified, and in this article we seek to demonstrate how high stakes testing underpins these processes. The article concludes by making the case for reclaiming teaching as a professional process, within the context of education, as a public good and conducted in a public space.
Testing Capitalism: Perpetuating Privilege behind the Masks of Merit and Objectivity
Author: Thomas, P. L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Accountability,Social Systems,High Stakes Tests,Democracy,Educational Change,State Standards,Achievement Tests,Scores,College Entrance Examinations,Disadvantaged,Power Structure,Poverty,Track System (Education),Teacher Attitudes,Race

The accountability paradigm for reforming public schools began in the U.S. as a state-based initiative grounded in establishing state standards for core content and developing high-stakes tests and schedules to hold schools, teachers, and students accountable (Hout and Elliott, 2011). This essay examines the test-based patterns of that paradigm over the past thirty years by confronting testing as a mechanism of surveillance (Foucault, 1984) and then examining the accountability era in South Carolina as an example of the power and failure of accountability based on tests. Tests remain powerful, I contend, because they reinforce the investment-and-return vernacular that reflects and reinforces Americans' faith in capitalism over democracy.