ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Paths in Academic Setting: Research Synthesis
Author: Mirkov, Snežana
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Synthesis,Learning Processes,Meta Analysis,Questionnaires,Interest Inventories,Construct Validity,Learning Strategies,Cognitive Style,Models,Foreign Countries,College Students,Study Habits,Measures (Individuals)

The paper represents a synthesis of results obtained in empirical studies of variables related to learning process. A number of studies were carried out within the Students Approaches to Learning perspective. According to the 3P model of learning, the complex of learning process comprises three learning approaches--Deep, Surface and Achievement approach. University and secondary school students worldwide were tested by two instruments--the Study/Learning Process Questionnaire and the Approaches to Study Inventory. Tests indicate that these measure similar and mutually comparable constructs. A different perspective is the constructive model of learning process. Empirical verifications of the Inventory of Learning Styles have shown that obtained factors which represent four learning styles--meaning, reproduction, lack of orientation, application--are congruent with factors obtained based on instruments measuring learning approaches. Different types of regulation play an important role in the description of individual styles. Including the regulation component affects relations between learning orientations and strategies. Research among Serbian university students has confirmed three factors corresponding to learning approaches. Findings indicate that it is important how learning regulation is operationalised for defining the achievement approach. Comparison of findings obtained by the same instruments on the samples from different Balkan countries could contribute to enhancement of academic learning/instruction. [For complete volume, see ED567118.]
The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers
Author: Droppert, Alida J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Preservice Teachers,Experiential Learning,Rural Areas,Liberal Arts,Student Development,Strategic Planning,Nonprofit Organizations,At Risk Persons,Low Income,Homeless People,Refugees,Immigrants,English (Second Language),Second Language Learning,Second Language Instruction,Nontraditional Education,High School Students,Emergency Shelters,Service Learning,Program Descriptions,Outcomes of Education,Human Relations,Multicultural Education,Student Diversity,Teacher Education,Empathy

This paper describes the culture of experiential community based learning at Central College, a rural liberal arts college in Midwestern, USA. Pre-service teachers use experiential community based learning to reflect on their personal growth in understanding the needs of diverse learners. Reflections demonstrate how the program contributes to the development of cultural awareness. There is a culture of civic engagement as stated in the college strategic plan and community goals. The program is coordinated through the Center for Community Based Learning (CCBL) which acts as a liaison with not-for-profit organizations in Des Moines and other at risk locations in Iowa. Students are placed with not-for-profit organizations to give support to low income families, refugees, the homeless, immigrants; teaching English, or working with at risk children and young adults in alternative high schools and shelters. The paper presents research findings regarding the impact on college students of experiential learning. The pre-service teachers describe the challenges and learning outcomes from their out of class experiences. The study participants, in the human relations education course have to commit to fifteen hours of experiential community service. The program develops dispositions and skills for pre-service teachers to understand multicultural education in preparation for teaching in increasingly diverse classrooms. The paper presents data collated from the students' reflections, journals, research papers and in class discussions. The pre-service teachers describe the impact of working with multicultural groups to include: increased cultural awareness, a greater understanding of learner differences, and the development of empathy for the needs of diverse communities. [For complete volume, see ED567118.]
Teaching/Learning Theories--How They Are Perceived in Contemporary Educational Landscape
Author: Ozola, Sandra
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Theories,Learning Theories,Foreign Countries,Teacher Attitudes,Learning Processes,Teaching Methods,Teaching (Occupation),Case Studies,Secondary School Teachers,Constructivism (Learning),Teacher Role

This paper is about teaching and learning theories; their backgrounds and contemporary understandings expressed by different experts from various countries. It also gives insight into the results of a pilot research of Latvian teachers practitioners about their perceptions, thoughts and ideas about teaching/learning. [For complete volume, see ED567118.]
Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa
Author: van der Walt, Johannes L.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Religious Education,Comparative Analysis,Cross Cultural Studies,Barriers,Social Attitudes,Social Bias,Educational Change,Democracy,Civil Rights

The question that prompted this investigation into religion education (RE) in Estonia and in South Africa was whether two countries from such totally different parts of the world, with such vastly different populations and cultures though with somewhat parallel histories, had tackled the same or similar problems regarding the provision of RE in their schools, particularly with respect to the matter of tolerance in diverse societies, and in which ways the solutions they came up with agree with or differ from each other. The question was premised by the assumption that people are the same the world over, and that their problems regarding the provision of RE in schools and the quest for (inter)religious tolerance might be roughly the same, of course depending on the prevailing local and historical circumstances. While the upshot of the comparison itself will be available for discussion during the conference presentation, the purpose of this paper will be to present and discuss some of the parallels, resemblances and differences with respect to RE and the issue of (inter)religious tolerance, and to tentatively advance reasons for what has been observed and concluded. At least five (5) themes pertaining to (inter)religious tolerance that emerged from the comparison will be tabled for discussion: intolerance and state domination--societies in transition; diversity an asset, tolerance and nation. [For complete volume, see ED567118.]
Innovation Can Be Learned
Author: Cankar, Stanka Setnikar
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Innovation,Foreign Countries,Creative Thinking,Problem Solving,Entrepreneurship,Teacher Education,Mentors,Business,Planning,Information Technology,Technology Uses in Education,Risk,Communities of Practice,Questionnaires,Diaries

A two-year project was organised to promote creativity, innovation and entrepreneurship for young people in eight Slovenian regions. The project's aim was to train teacher-mentors, who then trained pupils and worked with them and local community representatives to carry out projects. The paper presents the findings of a project that monitored the work of enterprise circles and analysed their strengths and weaknesses. Differences were also found between the positions taken by the group of teachers that participated in the project and a randomly selected control group of teachers. The findings indicate that teachers who led enterprise circles were critical of an over-emphasis on administrative work connected to the preparation of typical business plans. They were frustrated by overly detailed and prescriptive syllabuses, are more likely to accept pupils' ideas, and make more frequent use of ICT in their teaching. They are less likely to attribute open thinking and innovation to their schools and also believed that their schools were less tolerant of mistakes and put more emphasis on discipline. [For complete volume, see ED567118.]
Globalization in the One World: Impacts on Education in Different Nations
Author: Pang, Nicholas Sun-keung
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Foreign Countries,Educational Methods,Elementary Secondary Education,Higher Education,Educational Research,Competition,Educational Change,Research and Development

There is only one world, but it is widely divided. All nations share a common interest in the investment and development of education in their own contexts. The one world has been undergoing tremendous, turbulent changes, due to the recent quick movement in globalization. This paper aims to explore what is meant by globalization, how it has impacted on education and what changes in principle have come about. More specifically, it will explore how school, and higher education have been responding to globalization, and what the implications have been for educational research and development in this unprecedented era of global change. [For complete volume, see ED567118.]
Prolegomena to an International-Comparative Education Research Project on Religion in Education
Author: Wolhuter, Charl
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Comparative Education,Educational Research,Research Projects,International Education,Religion Studies,Religious Factors,Role of Religion

Despite claims that the present age is a post-religious one, evidence is not hard to find of the force of religion in the lives of individual people, in societies and in national and world affairs. From the inception of schools millennia ago, religion and education have been closely entangled. The past fifty years witnessed momentous changes regarding policies on the relation between religion and education. However, all these have been by-passed by the Comparative Education research agenda. In response to this lacuna, the author outlines the planning for an international comparative education research project that is about to commence, and in which conference delegates are invited to participate. [For complete volume, see ED567118.]
What Lessons to Take from Educational Reforms in Asia-Pacific Region? Factors That May Influence the Restructuring of Secondary Education in East Timor
Author: Capelo, Ana
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Conflict,Web Sites,Foreign Countries,Secondary School Curriculum,National Curriculum,Educational Policy

To better understand current curricular reforms in some Asia-Pacific countries that came out of conflict periods, documents and information posted on various national and international agency websites were analysed. In this paper we aimed to (i) present a brief description of the conditions under which new secondary education curricula are being implemented in East Timor; (ii) describe the general characteristics of some Asia-Pacific countries that came out of conflict periods; (iii) analyse the factors that are impacting secondary educational changes in these countries; and (iv) identify some important issues to be considered in secondary school reform in East Timor. [For complete volume, see ED567118.]
Examining the Reasons Black Male Youths Give for Committing Crime with Reference to Inner City Areas of London
Author: Achinewhu-Nworgu, Elizabeth
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Males,African Americans,Youth,Crime,Urban Areas,Foreign Countries,Career Development,Victims,Prevention,Focus Groups,At Risk Persons,Weapons,Qualitative Research,Case Studies,Violence

This paper presents a mini research carried out by the Focus Learning Support (FLS) team on reasons why young black males in the community commit crime. Knife and gun crime is seen as a serious problem in the black community involving black males in the inner London city areas--many of whom are both victims and offenders of knife and gun crime. One of the primary aims of FLS is to focus on engaging the youths in positive activities such as career development. Youth crime is a big issue hindering some of the youths who are victims of crime from developing a career, as most of the offenders spend their lives in prison and miss out on what matters. The paper examines the reasons why young black youths engage in criminal activities and suggests ways to prevent such criminal acts, thereby enabling them to be focused on their career aspirations and becoming good citizens. The study uses quantitative and qualitative research methods, quantitative method aimed to explore existing literature and research on reasons behind youth crimes in inner London cities. The use of qualitative method is designed to find out the reasons young black males give for committing crime instead of focusing on their career development. The paper uses case studies to share the experiences of the black youths on reasons why they are forced to commit crime. The findings from the study identified factors contributing to youth crimes such as fatherless families, self image, relationships with police, education system and negative influences. Other factors include unemployment, lack of career engagement and bad gangs. One of the measures to prevent youth crimes amongst black male youths is to continue to ensure that knowledge on crimes is made compulsory in schools and shared at home. Other suggestions are to fully engage the youths on positive activities such as career development, sports, employment opportunities, and community policing. [For complete volume, see ED567118.]
Interactions between Vocational Education and Training and the Labour Market in Europe: A Case Study of Ireland's Formalised Feedback Mechanisms
Author: Ogunleye, James
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Higher Education,Labor Market,Case Studies,Foreign Countries,Curriculum Development,Employment,Labor Force Development,International Cooperation,Educational Change

The work reported in this paper is part of a large European study commissioned by the Centre for the Development of Vocational Training (Cedefop) which explores interactions between the labour market and vocational education and training as well as up-dates the content Initial Vocational Education and Training (IVET) provision in 15 European countries in the study. This paper presents the interactions between VET and the labour market in the Republic of Ireland. The paper examines the nature of VET system, the feedback mechanisms and the characterisation of the feedback loops in Ireland's VET system. The paper concludes with a highlight of the significant features of the interactions between VET and the labour market. [For complete volume, see ED567118.]
An Overview on Gender Problem in Modern English
Author: Tuyakaeva, Daria
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Modern Languages,Gender Issues,Sex,Sex Fairness,Sociolinguistics,English,Standard Spoken Usage,Educational Practices,Grammar

The object of the present linguistic study is the linguistic phenomenon of gender as a grammatical category of the English noun. We witness an upsurge of interest to the problem nowadays in the context of the prescription of gender-fair English. Gender-fair (neutral) English language has gained support from major text-book publishers and academic groups. Our assumption is gender in Modern English is a relatively straightforward category to discuss as has already been indicated, modern scholars writing in Modern English are highly influenced by traditional accounts on gender. [For complete volume, see ED567118.]
EU Strategies of Integrating ICT into Initial Teacher Training
Author: Garapko, Vitaliya
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Integration,Educational Strategies,Educational Practices,Preservice Teacher Education,Technology Uses in Education,Faculty Development,Influence of Technology

Education and learning are strongly linked with society and its evolution and knowledge. In the field of formal education, ICTs are increasingly deployed as tools to extend the learner's capacity to perceive, understand and communicate, as seen in the increase in online learning programs and the use of the computer as a learning support tool in the classroom. They can provide more flexible and effective ways for professional development for teachers, improve initial teacher training, and connect teachers to the global teacher community, too. This paper analyses a variety of strategies ICT integration into initial teacher training. Based on the analysis of those strategies, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into initial teacher training. [For complete volume, see ED567118.]
Intellectual Capital Import for the Benefit of Higher Education
Author: Brenca, Airita
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Human Capital,Global Approach,Knowledge Economy,Educational History,Foreign Workers,Social Change,Sustainability,Educational Change,Educational Research,Educational Development,Foreign Countries

The article explores the role of intellectual capital in the development of higher education system. The description of economic and marketing values of intellectual capital demonstrates its importance for an institution's establishing in education market. Import and export of intellectual capital is a reality of globalisation processes, and it is considered to be of great importance in the economy of a knowledge society. However, its accounting does not allow to evaluate qualitative changes in higher education system. A research in the recent history of Latvian higher education after regaining of independence gave us an opportunity to discover: what were the patterns of importing the intellectual capital; what were the elements of change, or new beginnings generated by imported intellectual capital; and how sustainable were these changes and beginnings. [For complete volume, see ED567118.]
Competency-Based Approach to Education in International Documents and Theoretical Researches of Educators in Great Britain
Author: Voloshina-Pala, Olga
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Competency Based Education,Position Papers,Educational Research,Educational Theories,Teacher Researchers,Educational Practices,Social Development,Elementary School Curriculum

Modern educators consider that the acquiring of important-for-life competencies can give an individual the opportunities to orient in a modern society, informational space, changing development of labour and post-graduation education. Competency-based approach became a new conceptual orientation of schools in foreign countries and causes a number of discussions in international and national levels of different countries. [For complete volume, see ED567118.]
Lessons from the Training Programme for Women with Domestic Violence Experience
Author: Anczewska, Marta
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Family Violence,Trauma,Females,Foreign Countries,Mental Health,Program Development,Training,Intervention,Workshops,Attitude Measures,Well Being,Adults,Skill Development,Coping,Self Esteem

It is well recognized that trauma of domestic violence has destructive impact on somatic and mental health--hence quality of life. In Poland today's assistance programs provide a quite wide range of services, including emergency shelter, crisis intervention, support groups and counselling services. While health care providers may be successful at treating the acute effects of domestic violence, these effects are not sufficiently linked to the restoration of victims' wellness and reestablishment of their connections with the community--hence social inclusion. The aim of this paper is to share with academics and mental health practitioners the experience of developing and piloting training programme for women with domestic violence experience. The objective of this descriptive study is to investigate participants' reaction to the intervention &quot;Living better with the experience of domestic violence and mental health difficulties&quot;. The training was developed during the DAPHNE III Empowering W? project, and conducted in five countries: Greece, Italy, Slovenia, Poland, and United Kingdom. In Warsaw there were five hours workshops twice a month over sixteen weeks with six subsequent refresher sessions conducted once a month. The participants found it to be a very positive experience: effective and supportive. These results need replication and further work to identify what were the preconditions for making it such a worthwhile experience and how this could be replicated on a wider basis. [For complete volume, see ED567118.]
William Russell on Schools in Bulgaria
Author: Popov, Nikolay
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,International Education,Comparative Education,Educational Practices,Educational History,Biographies,Book Reviews,Elementary Secondary Education,Vocational Education,Educational Change,Social Change,Educational Administration,Cultural Context,Educational Research,Educational Researchers

William Russell became one of the most influential educators in the field of international and comparative education in the first half of the 20th century. In 1914, William Russell obtained his PhD from Teachers College and, within few years, became a prominent figure internationally. He traveled through Europe and taught in Japan and Siberia, as well as advised and collaborated with various governments and institutions on the issues of education. In this brief paper, the authors present William Russell's views on schools in Bulgaria and briefly reviews Russell's &quot;Schools in Bulgaria&quot; (1924b), which provides an abundant level of detail on Bulgaria's educational system. To this day Russell remains one of the key figures whose call for learning from foreign systems promoted and later helped formalize the establishment of the field of international and comparative education. [For complete volume, see ED567118.]
Loneliness and Depression among Polish University Students: Preliminary Findings from a Longitudinal Study
Author: Grygiel, Pawel
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Psychological Patterns,Depression (Psychology),Longitudinal Studies,Influences,Intervention,Severity (of Disability),Symptoms (Individual Disorders),Counseling Services,Student Adjustment,Emotional Adjustment,Likert Scales,Measures (Individuals),Regression (Statistics),Predictor Variables,Interpersonal Relationship,Social Isolation

It is widely acknowledged that loneliness and depression are prevalent among university students and may contribute to poor academic achievements or higher probability of dropping out of university. However, the associations between these two phenomena are complex and not fully understood. In this paper we describe preliminary findings from a longitudinal study investigating the interrelationships between loneliness and depression in a representative sample of students of the University of Rzeszów (Poland). The obtained results confirm those from previous studies reporting a stronger and more stable effect of loneliness on depression than vice versa. A temporally stable influence of loneliness on depression suggests that interventions aiming to reduce the intensity of the feeling of loneliness should result in lowering the severity of depressive symptoms. University counselling services should offer interventions targeting loneliness among the students in order to help them to adapt to the challenges of the university education and protect them from developing depression. [For complete volume, see ED567118.]