ethanporcaro/eric-fulltext-meta huggingface dataset:
The Cartography of Inner Childhood: Fragments from the Book
Author: Lobok, Alexander M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Memory,Reflection,Imagination,Fantasy,Early Experience,Child Development,Young Children

Presented here are fragments of my book &quot;The cartography of inner childhood&quot; in the translation from Russian. The main hero of this book is our childhood experience. Or, rather, the book is about our remembrances of our childhood experience. Some people would exclaim, &quot;These remembrances are extremely subjective, utterly personal and therefore untrue!&quot; I wonder, however, if one's ultimate subjective experience may very well be one's innermost human core, exactly what is important about any person. For an &quot;objective&quot; external onlooker, the childhood of different children is largely indistinguishable. All children play certain games, absorbedly listen to fairytales, react to various events, and so on. In fact, nearly all modern psychology research testifies to these &quot;childhood uniformities&quot; and their typologies. The reason for this supposed uniformity is a flaw in the main approach of modern psychology. Modern psychology often focuses on universal, generalizable, predictable, and regular principles, which is the standard of the science. Anything else is viewed as non-scientific. How else it can be?! The problem with this conventional approach to psychology, however, is that the human being is the only &quot;object&quot; in the Universe that is defined by a subjective cognizing world of her or his own, building above the subjective lived experiences and feelings and redefining them -- a world, unique for each person, which cannot possibly be viewed from outside, except for some of its outward objective artifact manifestations of this subjective cognizing world. That is why the childhood of each one of us is not simply a childhood of some external events or a childhood of typical or universal, but rather a childhood of absolutely unique and un-borrowed inner life that makes every person's internal experience absolutely precious. This very situation compels one to look most carefully into 'the inner child' each of us is capable of re-discovering in her-or himself. The structure of the book is the following: Each chapter presents excerpts of the memoirs of one of the world-famous people, after which, there is a commentary analysis. Presented here are only three of those memoirs: by Orhan Pamuk, George Orwell and Ingmar Bergman.
Dialogic &amp; Critical Pedagogies: An Interview with Ira Shor
Author: Shor, Ira
Date: 2017-00-00
Type: Journal Articles
Subjects: Interviews,College Faculty,Critical Theory,Student Empowerment,Critical Literacy,Literacy Education,Democratic Values,Higher Education,Educational Philosophy,Social Justice,Equal Education,Educational Quality,Public Policy,Critical Thinking

In 2016, the Main Editors of &quot;Dialogic Pedagogy Journal&quot; issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, &quot;A Pedagogy for Liberation&quot; (1986), the very first &quot;talking book&quot; Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy. Shor's work has touched on themes that resonate with &quot;Dialogic Pedagogy&quot; (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor's approach to critical pedagogy and DP. A selected bibliography is included.
The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course
Author: Aydin, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Physics,Science Instruction,Science Laboratories,Conventional Instruction,Comparative Analysis,Science Process Skills,College Students,Foreign Countries,Randomized Controlled Trials,Statistical Analysis,Pretests Posttests,Student Surveys

This research aims to compare the effects of Jigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science education at a state university in Turkey during 2012-2013 academic year. The randomly selected class 1-A consisting of 32 students was assigned as the experiment group (jigsaw group) and the class 1-B consisting of 31 students was assigned as the control group for the study. The Material Recognition and Usage Skills Test (MRUST), Laboratory Skills Evaluation Test (LSET) and Jigsaw Opinion Scale (JOS) were applied. The results were analyzed by SPSS and frequencies were calculated and independent sample t-test was performed. When the analyses of the study were evaluated, it was concluded from the comparison of the experiment group, to which jigsaw technique was applied, and the control group, where traditional learning method was used, that the laboratory skills of the experiment group developed more than that of the control group. Moreover, according to the results of the opinion scale only applied to jigsaw group at the end of the study, it was found that the jigsaw technique created a more effective learning environment in laboratory practices.
Looking for High Quality Accreditation in Higher Education in Colombia
Author: Pérez Gama, Jesús Alfonso
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Higher Education,Educational Quality,Self Evaluation (Groups),Educational History,Social Influences,Academic Achievement,Competition,Socioeconomic Influences,Models,Intervention,College Students,College Faculty,Parents,Strategic Planning,Knowledge Management,Risk,Progress Monitoring,Information Management,Quality Assurance,Governance,Alignment (Education),Knowledge Level,Information Systems,Productivity

We look for the High Quality Accreditation of tertiary education in two ways: one, involving large amount of information, including issues such as self-assessment, high quality, statistics, indicators, surveys, and field work (process engineering), during several periods of time; and the second, in relation to the information contained there about High Quality, which involves the development of an intelligent architecture based on both knowledge and models towards competitiveness. Mathematical and computational models for dynamic and structural analysis of the academic governability integrate the engine for this architecture. We specially consider that the processes of High Quality Accreditation demand a great effort, with the participation of numerous people and faculty members, and the compliance with government regulations. Architecture makes it easy to walkthrough top down and bottom up: from macro to micro level of data (and vice versa), covering the whole processes of the university, in order to verify the full compliance with the accreditation rules, policy and quality assurance of the entire academic programs. These architectures allow us to follow up the progressive enhancement in search of the academic excellence.
Exploring Academic Performance: Looking beyond Numerical Grades
Author: Martin Sanz, Noemy
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Psychology,College Students,Foreign Countries,Student Characteristics,Personality Traits,Emotional Intelligence,Likert Scales,Grades (Scholastic),Regression (Statistics),Goal Orientation,Experience,Conflict Resolution,Multiple Regression Analysis,Questionnaires,Statistical Analysis

Academic performance has always been associated to the evaluation tests results, which are those corresponding to student's IQ, and leaving aside other personal characteristics. Among such characteristics, the importance of emotional intelligence is worth highlighting (management, facilitation, understanding and perception), dimensions associated to personality traits (emotional impulsiveness, respect for others, sociability, negotiating skills, openness to experience, self-confidence) and, of course, the meaning of life, since the creation of meaning is related to each person's individual development, in hand with other processes such as identity, relationships and life goals. The objective of this project is to study the role of these dimensions in the learning process and development of students, which may predict future performance. To do so, we have conducted an observational study with 217 psychology students at the Francisco de Vitoria University, which identifies the importance of each characteristic relative to academic performance. The results show that the aforementioned theoretical models are isolated, making it necessary to include other variables, such as the meaning of life and emotional intelligence to explain academic performance.
Incorporating High Value Care into Undergraduate Medical Education
Author: Faber, Erik
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Medical Education,Health Services,Cost Effectiveness,Diagnostic Tests,Curriculum Development,Clinical Diagnosis

Identified Need: The United States spends the most per capita on healthcare, but ranks much lower than most industrialized nations in quality and many health metrics. Studies have shown higher costs do not translate to high quality care, and may indeed translate to lower quality care and patient experience. Teaching high value care (HVC) is only formally integrated into 15% of internal medicine residency programs and hardly into undergraduate medical education. Innovation: To address rising healthcare expenditures in the United States, the innovation trains physicians starting in year one of undergraduate medical education in a HVC focused curriculum regarding diagnostic testing. To create the curriculum, content will be introduced throughout each year of training. Each consecutive year, the fundamental principles will be reinforced with the goal to have students practicing HVC at the end of their clinical training. Implications: This training could help decrease unnecessary test ordering common among residents and practicing physicians. Our health system will benefit through the cost savings associated with the decrease in unnecessary medical testing. Patients will also benefit because only the most valuable tests will be ordered, saving the patient unnecessary distress, time, and exposure to adverse events.
Analyzing the Curriculum Alignment of Teachers
Author: Turan-Özpolat, Esen
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Science,Alignment (Education),Science Teachers,Foreign Countries,Case Studies,Curriculum Implementation,Knowledge Level,Qualitative Research,Observation,Semi Structured Interviews,Science Activities,Secondary School Teachers,Teaching Methods,Course Content,Instructional Materials,Student Evaluation

The purpose of this research was to analyze the curriculum alignment of teachers in secondary education 5th grade Science course. Alignment levels of teachers in dimensions of acquisition, content, teaching methods and techniques, activity, material and measurement - assessment, and the reasons for their alignment/non-alignment to the curriculum were revealed. The research was carried out using case study model as one of the qualitative research designs. The research was carried out with totally four Science teachers carrying on their duties in three state secondary education schools and one private secondary education school with the highest, medium and lowest success levels determined according to Transition from Primary to Secondary Education (TEOG) exam results in Adiyaman province central district. The data were obtained observing the implementations of teachers they performed at schools and the interviews made with the teachers after these observations. For the analysis of the data, descriptive analysis and content analysis methods were used. Upon analyzing the curriculum alignments of the teachers, it was determined when considered in general that there was no high alignment, and curriculum alignment of all teachers were only at a very high level in &quot;content&quot; dimension; and when considered in details, curriculum alignment of teachers was not present in more than one dimension because there was no expression related to the relevant dimensions in the annual plan in units. Within the scope of the results obtained in the research, it was concluded that teachers considered they administered the curriculum in a way determined by Ministry of National Education (MoNE) during the teaching process, but none of them had a clear knowledge about the definition of program alignment, and their program alignment was not completely fulfilled.
A Mixed Methods Study on Teachers' Perceptions of Readiness of Higher Education Institutions to the Implementation of the K-12 Curriculum
Author: Acosta, Imee C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Teacher Attitudes,Readiness,Higher Education,Colleges,Elementary Secondary Education,Curriculum,Surveys,Questionnaires,Semi Structured Interviews,Predictor Variables,Eligibility,Guidelines,Courses,Labor Force,Phenomenology,Teacher Qualifications,Alternative Teacher Certification,Teacher Competencies,Alignment (Education),Classification,Faculty Development,College Faculty,Regression (Statistics)

The Philippine Educational System is undergoing a major overhaul that shifts from a 10-year education to 12 years known as Enhanced Basic Education Curriculum or K-12. The purpose of this mixed-methods sequential explanatory study was to identify factors that determine readiness of select higher education institutions to the full implementation of the K-12 program. Results were obtained through a survey questionnaire in the quantitative phase and followed up with semi-structured interviews from purposely selected participants. In the quantitative phase, five factors were found to be predictors of readiness, they are: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs, while in the qualitative follow-up; the phenomenological inquiry yielded five essential themes related to readiness, namely: requalifying the teachers, retooling the teachers, realigning the curriculum, reclassifying the teachers, and redirecting professional development. Both, the quantitative and qualitative findings from the two phases of this study prove that the higher education institutions are ready for the new structure and demonstrate active involvement in ensuring a smooth transition and successful implementation of the new program. Implications and recommendations are provided for policy makers, concerned government institutions, higher education institutions, and teachers to consider in adopting the country's biggest education reform agenda.
Analyzing the Efficiency of Argumentation Based Practices on 9th Grade Functions Subject
Author: Mercan, Emel
Date: 2017-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Control Groups,High School Students,Experimental Groups,Persuasive Discourse,Science Process Skills,Foreign Countries,Mathematics Instruction,Quasiexperimental Design,Units of Study,Teaching Methods,Student Attitudes,Science Instruction,Comparative Analysis,Scores

The purpose of this study is to investigate the effect of teaching 9th grade Functions subject through argumentation on students' science process skills, attitudes towards Maths, willingness for argumentation and conceptual comprehension. The study was designed as a quasi-experimental model with pretest-posttest control group. It was carried out with 60 students totally at two different 9th classes of a Science High School in a city located in the Eastern Anatolian Region during fall semester of 2014-2015 educational years. One of these two classes was selected as the experiment group (20 female-10 male) and the other one was selected as the control group (17 female-13 male) randomly before the practice. The study was implemented in &quot;Functions&quot; unit. Considering the results, it was concluded that argumentation method had a positive effect on science process skills of the experiment and control group students and AWS implemented only to control group increased the argumentation willingness of the students and the conceptual comprehension frequency of experiment group students were more than the control group students.
Investigating Teachers' Life Satisfaction
Author: Dagli, Abidin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Teacher Surveys,Life Satisfaction,Gender Differences,Marital Status,Income,Teacher Characteristics,Statistical Analysis

The aim of this study is to determine the life satisfaction perceptions of teachers working at public primary schools according to some variables. In this study, descriptive survey model was used. A random sample of 200 teachers from 25 public primary schools in Diyarbakir/Turkey during 2013-2014 academic year were selected to represent the overall population. In this research, &quot;The Satisfaction with Life Scale&quot; developed by Diener, Emmons, Larsen and Griffin (1985) and translated into Turkish by Dagli and Baysal (2016) was used. The results show that general means of the teachers' perception of life satisfaction is at the &quot;moderate&quot; level. The highest mean score of perception is &quot;I am satisfied with my life&quot; (M = 2,95; Agree moderately)and the lowest one is &quot;If I could live my life over, I would change almost nothing&quot;(M = 2,24; Slightly agree). The results also show that there exists a significant difference among teachers' perceptions according to their gender, marital status and monthly income.
Investigating the Structure of the Pediatric Symptoms Checklist in the Preschool Setting
Author: DiStefano, Christine
Date: 2017-08-00
Type: Journal Articles
Subjects: Screening Tests,Check Lists,Preschool Children,Structural Equation Models,Factor Analysis,Preschool Teachers,Behavior Problems,Emotional Problems,Maximum Likelihood Statistics,Statistical Analysis

When using educational/psychological instruments, psychometric investigations should be conducted before adopting to new environments to ensure that an instrument measures the same constructs. Exploratory structural equation modeling and confirmatory factor analysis methods were used to examine the utility of the short form of the Pediatric Symptoms Checklist (PSC-17) in the school setting. Using a sample of 836 preschool children rated by teachers, three factors were identified across both techniques, with factors matching the hypothesized structure of the instrument. The PSC-17 may be an option for use in preschool settings when conducting behavioral and emotional screening.
The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas
Author: Berry, Ann B.
Date: 2012-03-00
Type: Journal Articles
Subjects: Rural Areas,Special Education Teachers,Work Ethic,Work Attitudes,Job Satisfaction,School Support,Telephone Surveys,Teacher Administrator Relationship,Teacher Collaboration,Teacher Role,Teacher Responsibility,Disabilities,Teacher Characteristics,Predictor Variables,Interviews,Elementary Secondary Education

This study examined the relationship of work-related support to teacher satisfaction and job commitment for rural special educators. The researcher conducted a phone survey with 203 special education teachers from randomly selected rural districts in 33 states. The results suggest that several key sources of support, such as support from other special educators, are of limited availability. Teachers who reported a wider network of support, and that sources of support were helpful expressed greater levels of satisfaction and commitment to their jobs. Teacher satisfaction and commitment were related to several specific variables: (a) support from administrators, (b) support from general educators, and (c) others in the school understanding their role and sharing in the responsibility of providing services to students with disabilities.
An Evaluation of the Psychometric Properties of Three Different Forms of Daly and Miller's Writing Apprehension Test through Rasch Analysis
Author: Güler, Nese
Date: 2017-06-00
Type: Journal Articles
Subjects: Writing Apprehension,Psychometrics,Item Response Theory,Tests,Correlation,Statistical Analysis,Foreign Countries,Secondary School Students,Difficulty Level,Writing Skills,Test Theory,Grade 6,Grade 7,Grade 8,Middle School Students,Evaluation

This study evaluates the psychometric properties of three different forms of the Writing Apprehension Test (WAT; Daly &amp; Miller, 1975) through Rasch analysis. For this purpose, the fit statistics and correlation coefficients, and the reliability, separation ratio, and chi-square values for the facets of item and person calculated for the 26-item, one-dimensional, 21-item, one-dimensional and 21-item, four-dimensional forms of the test were compared. The study was conducted with 720 secondary-school students in Nicosia, Northern Cyprus. Having excluded the incomplete or incorrectly completed measurement tools, data for 604 students remained in the data set. The data obtained from the research were analyzed through the Rasch model by making use of the FACETS package program. The results demonstrated that the 21-item, one-dimensional model was the most appropriate model for the WAT. Aside from this, more accurate estimations were found able to be made for students' writing apprehension by adding items with differing levels of difficulty (higher or lower than existing items) into the test.