ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Education for Sustainability through Contradicting and Overlapping Dimensions
Author: Grindheim, Liv Torunn
Date: 2019-12-00
Type: Journal Articles
Subjects: Sustainability,Early Childhood Education,Environmental Education,Governance,Socialization,Teaching Methods,Economic Factors,Social Influences,Cultural Influences,International Organizations,Correlation,Foreign Countries

Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance. Design/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta's concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive. Originality/Value: The article depicts how children's opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.
Examination of Primary School Teachers&apos; Environmental Literacy Levels
Author: Erbasan, Ömer
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Literacy,Environment,Knowledge Level,Teacher Attitudes,Tests,Correlation,Teacher Behavior,Conservation (Environment),Foreign Countries

In this study, it is aimed to determine the environmental literacy of primary school teachers in terms of some variables. In this study which employs a descriptive method, the study group is composed of 371 primary school teachers working in state primary schools in the province of Afyonkarahisar, Turkey in the academic year of 2016-2017. Environmental behavior scale, attitude scale towards environmental problems and environment knowledge test were used as data collection tools in the study. The data obtained were analyzed by using the SPSS 20 statistical program. Independent-samples t-test, one-way analysis of variance and simple linear correlation statistics were used in the analysis of results obtained from this study. As a result of the research, it can be argued that the environmental literacy levels of the primary school teachers are at moderate level. In addition, the findings of the research show that both primary school teachers' environment behavior levels and their environmental knowledge levels are moderate and their attitudes towards about environmental problems are high. Finally, it was concluded that there was a positive and significant relationship between attitude and behavior, a positive and significant relationship between attitude and knowledge, and a positive and significant relationship between knowledge and behavior.
A Meta-Analysis of the Effects of Some Factors on Teachers&apos; Classroom Management Skills
Author: Kaya, Metin
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Competencies,Classroom Techniques,Foreign Countries,Research Reports,Personality Traits,Job Satisfaction,School Culture,Collegiality,Teacher Burnout,Organizational Communication,Values,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Teacher Effectiveness

The purpose of this study is to examine the effect of personal, professional and organizational factors on teacher's classroom management skills in the Turkish context. Meta-analyses were performed to find out the effect sizes and understand the trend in substantive findings across classroom management skills studies. Data consisted of articles, master theses, and dissertations which were retrieved from the Turkish Higher Education Council (THEC) National Theses Center, ULAKBIM (a database for articles indexed by TUBITAKULAKBIM), THEC Academic, and Google Scholar databases. The main dataset in this study consisted of 59 independent studies. Findings revealed that the effect of personality traits of teachers, professional, and organizational factors on teachers' classroom management skills was found at medium level. Emotional traits of teachers', sub-dimension of personality traits, produced a greater effect size than cognitive skills and personality type. Teachers, who feel satisfied with their job, work in a positive school climate, get motivated by their top managers and share common values and culture with their colleagues, tend to use CMSs more effectively. While occupational burnout, low teaching performance, and poor organizational communication have a negative but significant effect, job satisfaction, school climate, organizational motivation, shared organizational values and rules have a moderately positive and significant effect on teachers' CMSs.
A Phenomenological Research on the Evaluation of Teacher Candidates from the Perspective of School Administrators
Author: Balikçi, Abdullah
Date: 2019-12-00
Type: Journal Articles
Subjects: Phenomenology,Administrator Attitudes,Reliability,Validity,Preservice Teachers,Preservice Teacher Education,Teacher Qualifications,Teacher Student Relationship,Parent Teacher Cooperation,Peer Relationship,School Administration,Educational Environment,Faculty Development,Foreign Countries

Teacher candidate education is an important stage in the education system. In this research, it was aimed to reveal teacher candidates from the perspective of school administrators. In the research, phenomenological design, a qualitative research method, was used. The participants of the study were ten school administrators who work in state schools. Criterion sampling and chain sampling were adopted. Interviews, observations and documents were used as data sources. Descriptive analysis was used for data analysis. In the reliability-validity phase of the research, data diversity, extensive field work, external audit and direct quotation strategies were used. According to the research data, three themes emerged. These were thoughts on teacher candidate, effect of environmental factor on teacher candidates, effect of school administration on training teacher candidates. In the last part of the research, suggestions for both practitioners and researchers were presented.
The Relationships between Preschoolers&apos; Play Behaviors, Social Competence Behaviors and Their Parents&apos; Parental Attitudes
Author: Uygun, Nur
Date: 2019-12-00
Type: Journal Articles
Subjects: Preschool Children,Correlation,Play,Child Behavior,Interpersonal Competence,Parent Attitudes,Parent Child Relationship,Foreign Countries,Socioeconomic Status,Institutional Characteristics,Parenting Styles,Psychological Patterns,Behavior Problems

The aim of this study is to examine the relationships between preschoolers' play behaviors, social competence behaviors and their parents' parental attitudes. In this study, correlational survey model was used. The target population of the study consists of 12.183 children attending preschool education institutions in the central districts of Van province and their parents. The sample of the study consists of 1.042 participants (521 children and their parents) determined by stratified sampling method. In this study, &quot;Play Behaviors Scale for 36-71 Months Old Children&quot;, &quot;Social Competence and Behavior Assessment-30 Scale&quot; and &quot;Parental Attitude Scale&quot; were used for data collection. In data analysis, Pearson Product Moment Correlation Coefficient was used. As a result of the study, it was concluded that there are significant relationships between children's play behaviors, social competence behaviors and parents' parental attitudes. In order for parents to adopt the right attitude, it is advisable to prepare seminars, courses and parent education programs on child growing up attitudes.
The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors--A Case of a Premier University
Author: Alhirtani, Nahla A. K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Native Language Instruction,Semitic Languages,Higher Education,College Faculty,Language Teachers,Teacher Attitudes,Computer Simulation,Discussion (Teaching Technique),Problem Solving,Lecture Method,Logical Thinking,Role Playing,Brainstorming,Group Instruction,Scientific Research,Preferences

The study aimed to identify the use of modern teaching methods at the higher education phase for Arabic language professors- a case of a Premier University. The researcher used the analytical descriptive method, based on the survey method and she has prepared a tool that includes 42 responses. The sample was 27 lecturers and the recovery rate was 88%. The data analysis showed that there is approval of the use of modern teaching methods among the lecturer by 83.6%. The results showed that the method of the lecture is the most common while the least common in the laboratory. As for the justifications, a large number of students, the difficulty of controlling them and the inability of lecturers to apply some methods in practice are among the most common reasons for not using some modern teaching methods.
The Relationship of Academic Self-Regulation with Self-Esteem and Goal Orientations among University Students in Jordan
Author: Sawalhah, Abdalmuhdi M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Self Esteem,Goal Orientation,Gender Differences,College Students,Correlation,Foreign Countries,Self Concept Measures

This study aimed at identifying the level of each of the academic self-regulation and self-esteem, and goal orientations; and identifying the gender differences in each variable, as well as identifying the relationship between academic self-regulation and self-esteem, and goal orientations. The sample of the study consisted of 463 students from Irbid National University. The results of the study revealed that the sample of the study showed a medium level in each of the academic self-regulation and self-esteem, and goal orientations as a whole and of each of its dimensions, and the existence of gender differences in the two scales of academic self-regulation and self-esteem in the favor of females, while in the goal orientations the gender differences were in the two dimensions: mastery-approach, performance-avoidant in the favor of females, and performance-approach domain in the favor of males. The results also indicated a statistically significant positive relationship between academic self-regulation and of each of the self-esteem, and goal orientations.
The Effect of Music Teacher Education on Musical Taste of Music Majors
Author: Engur, Doruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Majors (Students),Undergraduate Students,Teacher Education Programs,Music Teachers,Preferences,Music,Classical Music,Instructional Program Divisions,Aesthetics,Foreign Countries

In this study, it was aimed to determine the level of change of music education students' musical taste after they have received four years of music education given within the scope of the Music Education Undergraduate Program. To achieve this purpose, a cross-sectional survey was employed. Therefore, 12 pieces were selected to represent each category of Baroque, Classical, Romantic, and 20th-century music, and the first, second, third, and fourth-year students were asked to score the pieces out of 7 according to their musical taste. The results show a linear trend decreasing from Baroque to 20th-century music. However, the year of education of the students does not have a significant effect on their musical taste.
A Research on Learning Approaches and Achievement Focused Motivations of Prospective Visual Arts Teachers
Author: Taskesen, Selma
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Art Teachers,Visual Arts,Achievement Need,Learning Strategies,Gender Differences,Student Characteristics,Grade Point Average,Foreign Countries,Student Motivation

Investigating the relationship between the learning approaches and achievement-focused motivations of the prospective visual arts teachers is the purpose of this study. The data of the research, in which the survey model was employed, were collected from 115 prospective visual arts teachers. As the data collection tool, the Achievement Focused Motivation Scale (AFMS), and the Learning Strategies Scale (LSS) were applied. The descriptive analysis was used to test the learning approaches and achievement-focused motivation levels of the prospective visual arts teachers, the independent samplings t-test to test the achievement focused motivation difference according to the gender, the One-way Variance Analysis to investigate the difference according to the class level. According to the research, it was found that the achievement focused motivation levels of the prospective visual arts teachers was pretty high; nevertheless, no significant difference was found in the achievement focused motivation levels according to the gender and class level. However, a significant difference was encountered in the Learning Approach dimension according to the class level. In addition, it was found in the study that a positive, high level of relationship was observed between the Achievement Focused Motivation and the Learning Approaches, In-depth Teaching Approach and Strategic Approach.
Cyber Bullying through Social Media among Basic Stage Students at Directorate of Education of the University District/Capital Governorate
Author: Alshawareb, Iyad Jerias
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Social Media,Grade 7,Grade 10,Gender Differences,Age Differences

The aim of this study was to identify the level of cyberbullying through the means of social media among the students of the basic stage in the Directorate of Education of the University District, the sample of the study consisted of 388 students from the seventh and tenth grades. To achieve the objectives of the study, a questionnaire was developed for the cyberbullying, which consisted of 30 items in its final form, and its validity and reliability were verified, the results of the study showed that there was a moderate level of cyber bullying in the sample of the study. There were no differences between the statistical averages according to gender. However, there were differences of statistical significance attributed to the grade and in favor of the tenth grade.
Self-Efficacy and Quality of Classroom Interactions of EFL Teachers in Niger
Author: Jang, Bong Gee
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Language Teachers,English (Second Language),Second Language Instruction,Interaction,Cultural Differences,Foreign Countries,Classroom Environment,Secondary School Teachers

This study explores the relationships between self-efficacy and observed quality of classroom interactions of EFL teachers in Niger and how they compare to their American counterparts. We collected and analyzed self-efficacy data from 609 EFL teachers using the Teachers' Sense of Self-efficacy Scale (TSES). In addition, classroom interaction data were collected from 53 Nigerien EFL teachers using the Classroom Assessment Scoring System (CLASS). All the self-efficacy subscales were significantly correlated with the CLASS Instructional Support domain. When we compared the self-efficacy and classroom interactions scores of Nigerien teachers with those of American teachers, a significant difference was only identified in the classroom management scale of TSES. In terms of the CLASS score difference, Nigerien teachers showed significantly higher scores on the Negative Climate and Analysis and Problem-Solving subscales. These findings suggest both teachers' self-efficacy and the classroom interaction quality may need to be assessed in different ways across the two cultures.
Sustainable Development for Whom? A View from Oceania
Author: Thaman, Konai Helu
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainable Development,Foreign Countries,International Organizations,Environmental Education,Indigenous Knowledge,World Views,Geographic Regions,Pacific Islanders,Community Attitudes,Teaching Methods,Learning Strategies,Cultural Relevance,Participatory Research

Sustainable development, like climate change, has become the new rave globally, regionally, and nationally. At the University of the South Pacific (USP), where I work, it is in your face when you open its website: &quot;Excellence and sustainability in higher education&quot;. It is also assumed that most people in the world today know what the 17 Sustainable Development Goals (SDGs) are and most educators know about Education for Sustainable Development (ESD). Many people who talk about, teach, and do things related to ESD know that ESD is not straightforward or as easy as they would like or had expected. In this presentation, I problematize the notion of ESD by first providing a brief background of what ESD means to the international community by discussing the United Nations Decade of Education for Sustainable Development (DESD 2004-14). I then examine selected Pacific notions of ESD and their implications for formal education.
Teachers&apos; Professional Standards and Indigenous Education in Australia and Chile
Author: Baeza, Angela Rossana
Date: 2019-00-00
Type: Journal Articles
Subjects: Standards,Professionalism,Cross Cultural Studies,Indigenous Populations,American Indians,Foreign Policy,Faculty Development,Educational Strategies,Cultural Awareness,Pacific Islanders,Teacher Attitudes,Cultural Pluralism,Guidelines,Public Policy,Educational Improvement,Teacher Education Programs,Foreign Countries

This paper explores the strengths and limitations of mandatory professional standards for teachers in Australia and Chile, two countries containing colonized societies. First, the paper compares the reality of the countries with a focus on the structure and principles of mandatory professional standards for the professional development of teachers. In Australia, professional standards for teachers includes strategies to teach in Indigenous contexts, highlighting the importance of understanding and respecting the Aboriginal and Torres Strait Islander people and their traditional culture. However, in Chile, the Indigenous education debate is limited. Second, the paper discusses the strengths of approaches used to frame standards within the professional development of teachers. Strengths consider how teacher's expectations are impacted by an improvement in their knowledge of Indigenous. Finally, the paper explores the limitations of the mandatory standards in both. These reveal how diversity encountered among Indigenous cultures in Chile and Australia proves challenging when preparing teachers to perform in a particular Indigenous context. In Chile, teachers need specialized training to develop the necessary skills to work in Indigenous contexts. However, the Chilean standards of teacher professional development present limited guidelines for teaching in these contexts, which impact local language retention and culture. Recognizing the importance of Indigenous Education and inclusion in national policies is crucial. The new challenge for Chilean universities is to improve their teacher education programs for success in Indigenous Education.
Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers
Author: Klibthong, Sunanta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Teachers,Inclusion,Barriers,Faculty Workload,Educational Resources,Student Needs,Preschool Education,Teacher Attitudes,Teaching Conditions,Teacher Competencies,Students with Disabilities,Regular and Special Education Relationship,Geographic Regions,Teaching Experience

Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.
Policy Framework for Education Development in Nepal
Author: Neupane, Pramila
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Development,Educational Policy,Policy Formation,Barriers,Inclusion,Socioeconomic Status,Social Differences,Policy Analysis,Trend Analysis,Governance,Local Government,Educational Administration,Foreign Countries,Mental Health,Physical Health,Ethnic Groups,Minority Groups,Poverty,Disabilities,Social Discrimination,Access to Education,Social Class,Educational History

This exploration of challenges and barriers to inclusion in Nepal elaborates a conceptual framework for education development in a diverse society. As Nepal is a highly diverse, caste-based, multi-ethnic, and multi-linguistic society with very low development indicators, the article focuses on barriers to education and related issues across different socioeconomic groups. A systematic review of the relevant literature forms the basis for the design of a practical approach to education development for this diverse society in light of education policy trends in Nepal since 1950. The five proposed steps for education policy formulation and implementation include an in-depth analysis of the existing situation and outcome assessments. The proposed approach will enable local governance institutions to design and implement pragmatic provisions for education development at local level in the context of a new constitution that mandates local government management of school education.