ethanporcaro/eric-fulltext-meta huggingface dataset:
Museum Pedagogics as a Means of Formation of Ethnocultural Competency of Future Educators
Author: Konstantinova, Valentina V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Museums,Multicultural Education,Teaching Methods,Cultural Awareness,Preservice Teachers,Preservice Teacher Education,Educational Environment

The subject of our research is of great relevance due to the fact that in the current context, when educational environment is marked by its multicultural and multiethnic features, the issue of formation of ethno cultural competency is very important. Thus the goal of this article is to discover the potential of museum pedagogics and its role in the formation of ethno cultural competency of future educators. The principal methods of the research are theoretical and practical ones, which allow to have a comprehensive look at the formation of ethno cultural competency of future educators. The article introduces the viewpoints of scholars and experts regarding such concepts as &quot;multicultural educational environment&quot;, &quot;museum pedagogics&quot;, &quot;ethno cultural competency&quot;; it detects common approaches, as well as differing ones, to the potential of museum pedagogics and its role in the formation of ethno cultural competency of future educators. The results of the research--which help to identify the level of ethno cultural competency among the students of the department of psychology and pedagogics--will help to make corrections in our efforts to use the potential of the museums of Yoshkar-Ola and Mari State University in the process of training of future educators.
&quot;We Won't Hurt You Butterfly!&quot; Second-Graders Become Environmental Stewards from Experiences in a School Garden
Author: Fisher-Maltese, Carley
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Science Instruction,Science Education,Elementary School Science,Gardening,Environmental Education,Entomology,Environmental Influences,Pretests Posttests,Semi Structured Interviews,Attitude Measures,Elementary School Teachers,Qualitative Research,Statistical Analysis,Student Surveys,Student Attitudes,Likert Scales

This is an important time to catalyze hope about the environment instead of fear and despair. One such opportunity for hope lies in school garden programs. Most of the scant studies on these settings investigate the health/nutritional impacts, science learning potential, or emotional dispositions of students. However, few studies examine the shifts in environmental attitudes that occur for students as a result of experiences in school gardens. This paper provides an example of how a school garden can improve student's environmental attitudes and help them to develop as environmental stewards. A study of second graders experiencing a garden-based science curriculum on insects is described. I argue that school gardens have the potential to help children develop a more empathic view of nature and become environmental stewards, but are often opportunities missed due to the challenges associated with their use.
Role of Media Rumors in the Modern Society
Author: Zheltukhina, Marina R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mass Media,Communication Strategies,Foreign Countries,Ethics,Evidence,Accountability,Information Dissemination

The article examines the using of media rumors as pragmatic influence mechanism in the modern communication. The printed and electronic messages with rumors make the material of research. The complex methods of analysis of the rumors role in the modern society are used. The inductive, descriptive and comparative, cognitive and discursive, semantic, definitional, functional and stylistic analysis is carried out. For the complex analysis of rumors in the modern media discourse, verbal means of rumors impact on the addressee in modern foreign-language and Russian mass media linguacultural, linguapragmatic, discursive approaches are applied. In the article, we realize the aim of the study. We identify the role of media rumors in the modern society. The ways of analysis are useful for development of rumorology, communication theory, linguapragmatics, sociolinguistics, cultural linguistics, media linguistics. In the article, we establish that mass media trying to realize the function of estimation and critics create and spread rumors themselves, use actively pseudo arguments and lie instead of exposure of various rumors, pseudo arguments, lies.
Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms
Author: Kiewra, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Preschool Children,Preschool Teachers,Outdoor Education,Physical Environment,Young Children,Qualitative Research,Play,Environmental Education,Comparative Analysis,Child Care Centers,Teaching Methods,Discovery Learning,Experiential Learning,Recreational Activities,Case Studies

Conducted at two separate natural outdoor classrooms with preschool-aged children from three to five years old, this qualitative research study investigated how outdoor environments supported children's creativity and imagination. Although many studies have explored the development of creative arts in the young children, few have focused on creativity with regard to problem solving, ingenuity, and construction, as did this study. Four factors in natural outdoor classrooms that enhance children's creativity and imagination were revealed: (a) predictable spaces, (b) ample and consistent time, (c) open-ended materials, and (d) caring, observant adults who support creative play and learning.
Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education
Author: Saltan, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Qualitative Research,Case Studies,College Students,Focus Groups,Questionnaires,Content Analysis,Online Courses,Conventional Instruction,Student Attitudes,Student Development

The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n = 154) and focus group interviews (n = 8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly. It was mainly because of availability concerns, travelling, and comfort of their home.
Implications and Challenges in Studying as a Full Distance Learner on a Masters Programme: Students' Perspectives
Author: Fincham, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Masters Programs,Higher Education,Foreign Countries,Phenomenology,Information Technology,Virtual Classrooms,Catholic Schools,Religious Education,Blended Learning,Questionnaires

There has been a growing interest in the application of information and communication technology (ICT) as a means of improving and extending participation in Higher Education and in its impact on pedagogy. Six years ago, two students were recruited to a Masters Degree programme at St Mary's University, London, as Full Distance Learners. Full Distance Learning implies that through asynchronous participation, students are not required to be together at the same time but can access course materials and communicate with tutors and other students flexibly at their own time and convenience through a virtual learning environment (VLE). Numbers have grown exponentially and, currently, there are more than fifty Full Distance Learners engaged at some point in the programme. This paper sets out to explore the personal reflections of the experiences of Full Distance Learners who have successfully completed the course. Adopting a phenomenological approach, it was possible for the researcher to explore individual perceptions of students in order to evaluate their particular experiences, which are not often studied. Consequently, it was possible to interpret the benefits and limitations of studying as Full Distance Learners from their own experiences. It was hoped that an examination of the experiences and perceptions of individuals from their own personal points of view would indicate to what extent they would support, inform and challenge conventional practice.
The Development, Validity, and Reliability of the Barriers to Seeking Psychological Help Scale for College Students
Author: Topkaya, Nursel
Date: 2017-00-00
Type: Journal Articles
Subjects: Validity,Reliability,Barriers,College Students,Foreign Countries,Factor Analysis,Factor Structure,Correlation,Help Seeking,Item Analysis,Mental Health,Mental Disorders,Attitude Measures,Predictor Variables,Statistical Analysis,Likert Scales

The aim of this study was to develop a scale to determine the barriers affecting psychological help-seeking in college students. In line with this purpose, the validity and reliability of the scale were examined in five different studies. Exploratory factor analysis results suggested that the scale consists of five dimensions, labeled as &quot;fear of being stigmatized by society,&quot; &quot;trust in the mental health professional,&quot; &quot;difficulties in self-disclosure,&quot; &quot;perceived devaluation&quot; and &quot;lack of knowledge.&quot; The confirmatory factor analysis cross-validated the scale's five-factor structure on a new college students' sample. The convergent and divergent validity of the scale were also supported with theoretically and empirically expected correlation with self-concealment, self-stigma, and attitudes towards seeking psychological help. Moreover, the scale was found to have an adequate stability coefficient across three weeks and appropriate levels of internal consistency coefficient reliability for each of the subscales in two different samples. These initial findings show that the Barriers to Seeking Psychological Help Scale is a valid and reliable instrument to measure barriers related to psychological help-seeking for college students. Future studies can examine the validity and reliability of the scale on different samples and cultures, as well as predictive validity on college students' decisions to seek counseling.
Organizational Conflict among Teachers and the Principal's Strategies of Dealing with It from the Teachers' Perspective in Schools of Jordan
Author: Jubran, Ali Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict,Interpersonal Relationship,Teachers,Principals,Questionnaires,Conflict Resolution,Gender Differences,Teacher Qualifications,Teaching Experience,Correlation,Test Construction,Cooperation,Teacher Administrator Relationship,Statistical Significance,Statistical Analysis

This research aimed to evaluate the degree of organizational conflict among teachers in Jordanian schools, along with the principal strategies to deal with them effectively. The research population was based on a sample of 123 teachers from Irbid, Jordan for the academic year 2013/2014. A descriptive research approach was adopted with the help of a questionnaire inclusive of 40 items to identify the problems that cause organizational conflict; distributed across four areas. Another questionnaire consisting of 34 items was developed for the strategies to deal with organizational conflict. The degree of organizational conflict in Jordanian schools was moderate. Ranking from most commonly to least frequently-used strategies for organizational conflict management in schools were cooperation strategy, reconciliation, courtesy and avoidance. Results indicated that there was statistically no significant difference (a =0.05) due to the effect of gender in all areas. Furthermore, the results pointed out lack of differences related to teachers' qualification. The differences were indicated mostly in favor of males and a lack of statistically-significant result (a =0.05) due to the impact of the teachers' experience, as well as, qualifications in creating impacts on strategy (except for avoidance). As per the findings, there was a statistically-significant positive relationship between personal problems faced by teachers, along with the existence of a negative relationship between school management and individual teachers to reconcile strategy, and strategic cooperation. This was observed in relationship to the level of efficiency and success of strategy and strategic cooperation, courtesy strategy, and strategy of avoidance.
Hierarchies of Authenticity in Study Abroad: French from Canada versus French from France?
Author: Wernicke, Meike
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,French,Second Language Learning,Language Teachers,Language Usage,Language of Instruction,Language Attitudes,Language Maintenance,Discourse Analysis,Bias,Official Languages,French Canadians,Case Studies,Faculty Development,Elementary Secondary Education,Inservice Teacher Education,Journal Writing,Data Analysis,Language Proficiency

For many decades, Francophone regions in Canada have provided language study exchanges for French as a second language (FSL) learners within their own country. At the same time, FSL students and teachers in Canada continue to orient to a native speaker standard associated with European French. This Eurocentric orientation manifested itself in a recent study examining conceptions of authentic language among Canadian FSL teachers on professional study abroad in France. Taking an interactional perspective (De Fina &amp; Georgakopoulou, 2012), this article examines how the teachers negotiated discourses of language subordination (Lippi-Green, 1997) that construct Canadian French as less authentic than French from France. Findings show some teachers drawing on this hierarchization of French to &quot;authenticate&quot; (Coupland, 2010) an identity as French language expert, either by contrasting European and Canadian varieties of French or by projecting France as the locus of French language and culture as exclusively representative of authentic &quot;Frenchness.&quot;
Linguistic Identity Positioning in Facebook Posts during Second Language Study Abroad: One Teen's Language Use, Experience, and Awareness
Author: Dressler, Roswita
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Social Media,Language Usage,Study Abroad,Cultural Influences,Foreign Countries,English,Bilingualism,German,Identification (Psychology),Second Language Learning,Telecommunications,Content Analysis,Qualitative Research

Teens who post on the popular social networking site Facebook in their home environment often continue to do so on second language study abroad sojourns. These sojourners use Facebook to document and make sense of their experiences in the host culture and position themselves with respect to language(s) and culture(s). This study examined one teen's identity positioning through her Facebook posts from two separate study abroad experiences in Germany. Data sources included her Facebook posts from both sojourns and a written reflection completed upon return from the second sojourn. Findings revealed that this teen used Facebook posts to position herself as a German-English bilingual and a member of an imagined community of German-English bilinguals by making a choice on which language(s) to use, reporting her linguistic successes and challenges, and indicating growing language awareness. This study addresses the call by study abroad researchers (Coleman, 2013; Kinginger, 2009, 2013; Mitchell, Tracy-Ventura, &amp; McManus, 2015) to investigate the effects of social media, such as Facebook, as part of the contemporary culture of study abroad, and sheds light on the role it plays, especially regarding second language identity positioning.
Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community
Author: Savard, Annie
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics,Mathematics Instruction,Mathematics Education,Foreign Countries,Cooperating Teachers,Electronic Learning,Communities of Practice,Mathematical Concepts,Teaching Methods,Pedagogical Content Knowledge,Teacher Education Programs,Content Analysis,Computer Mediated Communication

This pilot study sought to examine the mathematical knowledge for teaching that pre-service teachers used when participating in an online community, and to gain insight into their epistemological stance. The participants of this study were among the pre-service teachers in a large urban university, chosen as they were completing their mathematics methods course in their teacher-education program and before entering a field experience in the same academic year. A qualitative analysis of the online discussions of our participants was done using Ball and her colleagues' (2008) framework for mathematical knowledge for teaching and that of communities of practice (Wenger, 1998). These theories provided insight into the development of pre-service teachers as they moved from &quot;student&quot; to &quot;teacher&quot;. Our findings show that pre-service teachers struggle to shed their student-perspective as they transition from theory to practice. This was readily evident in how they used their mathematical knowledge for teaching in their online exchange. Our work contributes to understanding the complexity of becoming a mathematics teacher in elementary school.
Examination of Relationship between Attachment Dimensions and Teaching Profession Attitudes of Preschool Pre-Service Teachers in Turkey
Author: Ata, Seda
Date: 2016-12-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Questionnaires,Attitude Measures,Correlation,Regression (Statistics),Attachment Behavior,Anxiety,Psychological Patterns,Values,Intimacy,Likert Scales,Foreign Countries

The aim of this research was to determine the relationship between attachment dimensions and Attitude towards Teaching Profession (love, harmony and value) of preschool pre-service teachers. The research data were collected using the Experiences in Close Relationships Questionnaire--Revised and Attitude Scale of Teaching Profession. In the study there were 123 preschool pre-service teachers who filled the questionnaire. Data were analyzed using Pearson?s correlation analysis and multiple linear regression. The research results have revealed a significant relationship between attachment anxiety and love dimension, besides significant relationship between attachment avoidance and value dimension. The multiple linear regression analysis results have suggested that attachment anxiety predicts love dimension of attitude of teaching profession. And also attachment avoidance predicts value dimension of attitude of teaching profession. The findings obtained from the study were discussed in the light of the related literature and some suggestions were made for future researches.
Education as a Panacea to Women Active Participation in Nigerian Politics
Author: Odionye, Ada E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Politics,Participation,Disproportionate Representation,Social Justice,Civil Rights,Empowerment,Ethics,Trend Analysis,Sex Role,Stereotypes,Role of Education,Capacity Building,Social Attitudes,Attitude Change,Social Change,African Culture,National Norms

The purpose of this study is to investigate into the acute and perennial under-representation of women in Nigerian Politics. In Nigeria women make up half of the population and they have been known to have contributed in no small measure to the development and sustenance of the society yet they are hardly there in the political scene. We have tried in this paper to establish the ethical and theoretical basis for women active participation in Nigerian politics which among other things border on their personhood and the concept of equality, justice and human rights. The African and indeed Nigerian value system explored in this paper point to the complementarity that exists between both sexes for social harmony and cohesion. This study shows that the major militating factors against women participation in politics include; lack of democratic culture among Nigerian populace, and the general negative mind-set about the nature and ability of women. This paper therefore, proffered strategies for addressing the issue of empowering women politically.
The Effects of Quality Books for Children and the Metacognitive Strategy on Students' Self-Esteem Levels
Author: Cer, Erkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Childrens Literature,Books,Metacognition,Self Esteem,Foreign Countries,Experimental Groups,Control Groups,Quasiexperimental Design,Pretests Posttests,Self Concept Measures,Grade 8,Reading Skills,Reading Comprehension,Likert Scales,Reading Processes,Statistical Analysis,Intervention,Reading Instruction,Secondary School Students

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level.