ethanporcaro/eric-fulltext-meta huggingface dataset:
Researcher Development in Universities: Origins and Historical Context
Author: Rospigliosi, Asher
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Skills,Skill Development,Researchers,Universities,Educational History,Graduate Students,Student Research,Epistemology,Medieval History,Modern History,Scholarship,Educational Change

This article explores the origins of researcher development in British universities. Its principal aim is to provide a coherent, and reasonably succinct, account of the evolution and development of researcher development that is as consistent as possible with what is known about the development of the Western university, the history of the research doctorate and the emergence of the research university. The main conclusion is that the origins of researcher development in the modern university can be found in the philology of the early modern university, which in turn emerged from the accumulation of knowledge in Western Christendom from other places and other times. Other conclusions are that there was little researcher development in the medieval university, and that the 'traditional' model of researcher development, centred on the PhD, is much more recent than is commonly supposed, so that, from a long-term perspective, the 'traditional model' may be but one stage in its continuing development. The article also develops a model that locates researcher development within a series of intellectual contexts: from the research process itself, to the advancement of knowledge more generally, and, finally, to changes in conceptions of knowledge itself.
The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement
Author: Kennedy, Eileen
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Online Courses,Refugees,Sustainability,Foreign Countries,Access to Education,Instructional Design,Teacher Collaboration,Developing Nations,Instructional Effectiveness,Public Schools,Teacher Educators,Teachers,Workshops,Vocational Education,Blended Learning,Children,Telecommunications,Internet,Handheld Devices

The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Educational Attainment of Eastern European Pupils in Primary Schools in England: Implications for Policy and Practice
Author: Demie, Feyisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Attainment,Elementary School Students,Databases,Ethnicity,Socioeconomic Background,Underachievement,Native Language,Academic Achievement,Whites,Ethnic Groups,Language Fluency,English (Second Language),Second Language Learning,Educational Policy,Educational Background,Immigrants,Foreign Countries,Parent School Relationship,Knowledge Level,Achievement Gap,Achievement Tests,Student Mobility,Geographic Regions

The aim of this article is to explore the attainment of Eastern European children in primary schools in England. The research draws on detailed National Pupil Database and school census data for 586,181 pupils who completed Key Stage 2 in England in 2016. Two methodological approaches were used to analyse the data. First, the performance of all pupils was analysed by ethnic and language background to illustrate patterns of attainment for each group. Second, attainment data were further analysed by social background factors to explore the main factors influencing performance in schools and the reasons for underachievement. The main findings from the study confirm that a number of Eastern European pupils have low attainment, and their performance in English schools has been masked by government statistics that fail to distinguish between 'White Other' ethnic groups. The empirical data suggest that speakers of Czech, Slovak, Hungarian, Polish, Romanian, Latvian, Lithuanian and Bulgarian are particularly underachieving, and that the difference between their educational performance and others is larger than for any other main groups. There is also a wide variation in performance between regions in England, with large attainment gaps between Eastern European and White British children. Some of the main reasons for underachievement identified from the study are the lack of fluency in English, economic deprivation, a disrupted or non-existent prior education and parental lack of understanding of the British education system. Overall, this research confirms that the underachievement of Eastern European children remains a cause for concern and is obviously an issue that policymakers and schools need to address. Implications for policy and practice are discussed in the final section.
The Investigation of Middle School Students&apos; Epistemological Beliefs and Their Attitudes toward Problem Solving: The Sample of Rural Area
Author: Özgen, Kemal
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Rural Schools,Problem Solving,Mathematics Instruction,Student Attitudes,Gender Differences,Beliefs,Epistemology,Predictor Variables,Foreign Countries,Instructional Program Divisions,Age Differences,Grade 5,Grade 6,Grade 7,Grade 8

The purpose of this study was to examine the epistemological beliefs of middle school students in rural area and their attitudes toward solving mathematical problems according to gender and class level variables. It was also necessary to determine whether the epistemological beliefs of middle school students in rural area had predicted their attitudes toward mathematical problem solving. The research was carried out using the survey model, which is one of the descriptive research methods. The participants of the survey consisted of 435 middle school students in three state schools in a large provincial rural area. Personal data form, mathematics problem solving attitude scale and epistemological beliefs scale were used as data collection tools. Nonparametric tests were used when the data were analyzed since they did not show normal distribution. According to the results obtained, mathematical problem-solving attitude and epistemological beliefs did not differ according to gender. It was also observed that the mathematical problem-solving attitude and epistemological beliefs of students had decreased according to class level. According to the results of the regression analysis, epistemological belief was found to be a significant predictor for mathematical problem solving.
Taking Race Live: Exploring Experiences of Race through Interdisciplinary Collaboration in Higher Education
Author: Sharma, Sonya
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Racial Differences,Program Descriptions,Racial Attitudes,Educational Experience,Student Attitudes,Peer Relationship,Intergroup Relations,Racial Relations,Cultural Awareness,Sociology,Drama,Dance,Music,Foreign Countries,Teaching Methods,Blacks,Asians,Multiracial Persons,Whites,Undergraduate Students,Team Teaching,Profiles,Reflection,Cooperative Learning,Learning Processes

In this article we discuss an interdisciplinary and collaborative four-year project, Taking Race Live, that explored lived experiences of race among students enrolled at an ethnically diverse university in England. Utilizing qualitative methods to evaluate the project each year, we draw on students' voices to address their experiences of race, partnering with interdisciplinary peers and learning about each other. Framing the discussion are the concepts of 'liveness' and 'public sociology' proposed by sociologists to bring sociological knowledge alive. Attention is given to how this was done through engaging with the arts and embodied practices found within drama, dance and music.
Supporting Teacher Professionalism through Tailored Professional Learning
Author: Nolan, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Professionalism,Faculty Development,Preschool Teachers,Early Childhood Education,Educational Change,Educational Quality,Child Care,Child Caregivers,Educational Policy,Learning Experience,Foreign Countries,Standards,Educational Philosophy,Teacher Attitudes,Teacher Qualifications,Reflective Teaching,Peer Relationship,Integrity,Teacher Student Relationship,Educational Practices,Family Work Relationship

The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the diversity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.
University Spaces: Creating Cité and Place
Author: Temple, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Universities,Educational Environment,Physical Environment,School Effectiveness,Social Capital,Ecology,Shared Resources and Services

This article examines a number of conceptualizations of interactions between people and physical space, and relates them to university settings to make a link with findings on institutional effectiveness. It argues that the idea of the common-pool resource, where certain physical or social conditions are exploited collectively, is a helpful way of understanding how certain university spaces may be used productively. The opposite situation, the creation of a university 'nonplace', must be guarded against. Planners and institutional managements can support the creation of high-performing spaces managed in common, while allowing students and others to build their own community structures.
Educating Teachers towards Global Citizenship: A Comparative Study in Four European Countries
Author: Tarozzi, Massimiliano
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Citizenship Education,Inservice Teacher Education,Global Approach,Elementary School Teachers,Higher Education,Values Education,Competency Based Education,Course Content,Case Studies,Expertise,Nongovernmental Organizations,International Cooperation,Transformative Learning,Professional Autonomy,Foreign Countries,Faculty Development

This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) inservice primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs) and participating teachers shape the development of content-based, competence-based and values-based approaches to teacher education. With reference to the multiple-site case study in Ireland, Austria, the Czech Republic and Italy, this article argues that, through investment, structural and institutional support and professional teacher education expertise, HEIs are, alongside NGOs and in-service teachers, pivotal actors in the collaborative development of GCE teacher education. The article concludes that successful collaborations can foster teacher agency through transformative, values-based approaches to GCE teacher education.
The Challenges Facing English Schools in the Journey to 2030, with a Specific Focus on London
Author: Parry, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Improvement,Educational Development,Politics of Education,Educational History,Educational Trends,Teacher Shortage,National Curriculum,Curriculum Development,Student Experience,Stress Variables,Mental Health,Equal Education,Social Mobility,Academic Achievement,Disadvantaged Environment

By the end of the twentieth century, there was concern about the low levels of achievement in many English schools -- particularly those in London -- and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the next decade presents a number of challenges that will have to be faced if the schools are to continue on their success trajectory to 2030. This article explores some of these challenges. Key must be an education master plan, particularly because of the uncertainties resulting from Brexit.
&apos;It&apos;s All about Coping with the New Specifications&apos;: Coping Professional Development -- The New CPD
Author: Molway, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Coping,Inservice Teacher Education,Foreign Countries,Second Language Instruction,Program Effectiveness,Language Teachers,Stress Variables,Self Efficacy,Teacher Attitudes,Teacher Competencies

This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance teachers' professional efficacy and, consequently, the outcomes of students. The article examines the case of England, and takes a single subject area (modern foreign languages) as the context in which to explore teachers' PL experiences over the course of one calendar year. Data tracking the PL priorities and experiences of 54 teachers clustered in 14 state school languages departments were collected via four iterations of an online questionnaire. This was followed by in-depth semi-structured interviews with heads of department in six of the schools, enabling a process of triangulation. Analysis shows very limited engagement in PL activities of the kind identified in previous literature as effective in impacting student outcomes. In all the schools, teachers' PL experiences were shaped by a sharp focus on instrumental organizational aims related to the introduction of new examination specifications and curricula, reducing available time and resources for the pursuit of other development goals. A large amount of the variance in teachers' reported engagement in PL activities known to be effective can be explained by school membership. Heads of department recognize their role in shielding colleagues from excessive workload and promoting collaborative PL. However, they report varying degrees of agency in addressing contextual barriers to achieving these aims. In contexts where teachers report high levels of stress, this is associated with lower professional self-efficacy, engagement and intention to remain in the profession.
8th Grade Students&apos; Understanding of the Definition of Rectangle
Author: Çontay, Emine Gaye
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometry,Grade 8,Mathematics Instruction,Definitions,Teaching Methods,Geometric Concepts,Foreign Countries,Middle School Students,Middle School Mathematics

This is a descriptive study which attempts to answer how well 8th grade students define a rectangle. The subjects for this study were 93 of 8 th grade students. The students were administered a written open ended test on the definition of a rectangle which was adapted from Ahuja (1996). Responses of the students were coded by each researcher independently and common expressions were grouped. Then, new codes were created and the final codes were generated by the researchers. Findings of the study revealed that none of the students could provide sufficient and necessary conditions for their descriptions and definitions. Besides, it was seen that the majority of the students used the terminology incorrectly. While trying to define the rectangle, most of the students listed the properties of the rectangle and only a few students were able to construct a definition. Students mostly gave visual examples. From these findings, it can be concluded that students were unsuccessful in defining the rectangle and they were at Van Hiele Level 1.
The Role of the Mathematical Reasoning in Consultation Process According to Guidance and Psychological Counseling Candidates
Author: Aydin, Davut
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Thinking Skills,Role,Psychological Services,Counseling Services,Guidance Programs,Logical Thinking,Problem Solving,Counselor Training,Foreign Countries,Preservice Teachers

In this research, the candidates of the Guidance and Psychological Counseling profession were asked about the role of mathematical thinking in the counseling process. Fifty candidates for Guidance and Psychological Counseling profession were participated in the research. Participants were asked to associate them with mathematical reasoning and psychological counseling process. Participants relate mathematical reasoning and services of guidance and psychological counseling to many subjects. At the end of the research, the following findings were reached such as (1) understanding the problem of the client, to realize the need more quickly, to create a goal, (2) the problem solving process in mathematics is similar to the process of solving the problem of the counselee (3) when approaching the problems of the client, it is useful in thinking fast and practical, (4) mathematical reasoning contributes to the counselor in finding a realistic and rational solution to the client's problems, (5) Mathematical reasoning makes it clear that problems can have different solutions. Thus, it directs the individual to behave as solution seeking, (6) the assumption, generalization and evidence gathering in mathematics is also present in consultation process, (7) mathematical reasoning gives the consultant multidimensional thinking and analysis of client problem.
Strengthening Field Education: An Integrated Model for Signature Pedagogy in Social Work
Author: Olson-Morrison, Debra
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Work,Counselor Training,Field Experience Programs,Learning Processes,Competence,Educational Principles,College Faculty,Models,Clinical Experience,Civil Rights,Social Justice,Justice,Environment,Educational Policy

Disciplines that incorporate field education into their curriculum face similar challenges around fidelity and tracking of the integration of course work, field learning, and attainment of educational competencies. In social work curriculum, field education is identified as its signature pedagogy (CSWE, 2015), underscoring the importance of in-vivo learning. In this paper, the author's explore challenges associated with integration and assessment of competencies reflective of signature pedagogical principles through a social work lens. The authors propose a model for upholding field education as signature pedagogy through a combination of utilizing a faculty field liaison, housing field education within a course, and by instituting a comprehensive field education learning plan. While specific to social work, the model may generalize to other disciplines struggling to uphold quality in clinical and field education experiences.
May the Fourth Be with You: Creating Education 4.0
Author: Salmon, Gilly
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Trends,Futures (of Society),Educational History,Educational Change,Employment Potential,Industrialization,Artificial Intelligence

The paper looks back across dominant ways of delivering Higher Education until the present day and then looks forward. There is an approximate continuum described from Education 1.0 through 2.0 to 3.0. Education is mapped onto the emergence and development of the Web and the revolutions known as 'Industrial' over the last 250 years. Then some foresight is deployed with the particular lens of graduates' employment prospects and contributions to the future -- dubbed 'Education 4.0'. The paper hopes to stimulate dialogue and promote preparedness and innovation for more changes arriving fast over Higher Education's wider horizons.
The Comparison of the Knowledge of Pre-Service Teacher on the Nirogen-Phosphorus Cycles Using the Writing and Drawing Method
Author: Filik Iscen, Cansu
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Level,Preservice Teachers,Pedagogical Content Knowledge,Sustainable Development,Environmental Education,Freehand Drawing,Scientific Concepts,Elementary School Teachers,Foreign Countries,Writing (Composition),Elementary School Science,Biochemistry

The purpose of this study is to reveal the levels of knowledge held by pre-service science teacher concerning the nitrogen -- phosphorus cycle, using the expression and drawing method. Awareness of a cyclical relationship between nitrogen and phosphorus, which are a vital requirement for living creatures, and living beings and their environment, plays an important role in the understanding of material cycles. 60 candidate teachers, whose education in the 3rd year of the Program in Elementary Science Education, in the Faculty of Education, at the Eskisehir Osmangazi University, is continuing, have participated in this study. It was requested that candidate teachers express the nitrogen and phosphorus cycle in nature both in words and pictures. The writings and drawings of candidate teachers on the two cycles have been have been analysed using the descriptive analysis method. The drawings and written explanations have been grouped and interpreted in terms of levels. As a result of the study, the level of knowledge held by candidate teachers in respect of the nitrogen cycle was determined as level 3 in terms of the levels of knowledge of 63.3%, and in terms of the drawing levels of 76.6% of candidate teachers. When the phosphorus cycle was examined, the levels of knowledge of 43.3%, and drawing levels of 45% of candidate teachers were determined to be at level 3.