ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case of Druze Society and Its Integration in Higher Education in Israel
Author: Amer, Aml
Date: 2020-00-00
Type: Journal Articles
Subjects: Religious Cultural Groups,Academic Achievement,Foreign Countries,Educational Change,Educational History,Administrative Organization,Educational Administration,Higher Education,School Segregation,Educational Policy,Minority Groups,Access to Education,Social Integration,Grade 12,Exit Examinations,College Students,Educational Trends,Trend Analysis

In this work, we elaborate on the changes and transformations in the Israeli education system (including higher education) from Israel's independence in 1948 to 2019. Specifically, the study places special emphasis on developments commencing in 1976 in response to the establishment of a separate administrative division for Druze and Circassian Education in the Ministry of Education, and division's impact on the rate of youngsters who earn matriculation certificates and the number of Druze students attending higher education institutions. of the study analyzes the administrative separation of Druze education in the education system and its effect on the integration of Druze youngsters in higher education in Israel. The current study contributes to our understanding of the development of the Druze education system as a distinct unit in the Israeli Ministry of Education. The findings of this study and its conclusions will contribute to policymakers in the Ministry of Education in general, and policymakers concerning Druze education specifically, seeking to improve educational achievements and apply the insights of the current study to other minority groups to which higher education has become increasingly accessible in recent years.
The Changing of the Guard in Academia and Academic Research Leadership--Employing Natural Language Processing
Author: Eckhaus, Eyal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Retirement,Age,Teacher Researchers,Experienced Teachers,Mentors,Teaching Experience,Transformational Leadership

This pioneering study examines the meaning of academic leadership in terms of the changing of the guard in academia. Research findings on seniority and experience and their association with leadership show that these have a considerable impact on management skills and on the ability of those with experience and seniority to influence the young leadership. This is particularly essential in academia where research is the most meaningful and effective value that serves as a measure of faculty members. Management skills are not perceived as a coherent part of faculty members' work. Structural Equation Modeling confirmed the developed model. Findings show that indeed, from the perspective of faculty at the academic institution, senior experienced faculty members undoubtedly contribute to the academic institution first of all in research, but also otherwise. Senior and experienced faculty members contribute by encouraging, directing, and guiding young faculty members on how to contribute to the institution, particularly through the activity which is expected of them as academic faculty -- i.e., research. This urging and direction is one of the most well-known qualities in the context of academic leadership -- the ability to help people develop, advance, and to outline a high-quality academic research tradition. The meaning of the findings is that senior faculty has a contribution beyond their direct output in the form of scientific publications, as a research engine and spotlight for the young faculty. Notably, no difference was found in faculty's perception of this contribution of senior faculty members by gender or age.
The Outcomes of Constructivist Learning Enviroments from the Perspectives of Secondary School Students
Author: Uslu, Salih
Date: 2020-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Attitudes,Secondary School Students,Metacognition,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Outcomes of Education,Teaching Methods,Educational Environment

Constructivist learning environments are those in which individuals absorb knowledge by conducting in-depth research and analysis. In these environments, the individuals are aware of why and how to learn the information, realize their mistakes by testing the knowledge they have learned before and reach new information by correcting these mistakes. The purpose of this research is to determine the secondary school students' levels of perception about constructivist learning environments in terms of different variables (gender, access to a suitable place to study, grade level, and mother and father educational attainment). The research was held in the central district of a province in the Central Anatolia Region in the spring semester of the 2018-2019 academic year. The study group of the research, selected on voluntary basis with simple random method, consists of 205 students; 100 male and 105 female, who continue their education in the 6th, 7th and 8th grades of a secondary school affiliated to the Ministry of National Education. The results of the research revealed that students have a moderate constructivist learning environment perception. It was found that there was no statistically significant difference in their perceptions in terms of gender and grade level.
Balloons in a Boundless Sky: Teachers Who Write Create Students Who Write
Author: Athans, Kimberly
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,Writing Teachers,Writing Instruction,Preservice Teachers,Preservice Teacher Education,Mentors,Literacy Education,Teacher Competencies,Writing (Composition),Faculty Development,Summer Programs,Reader Response

In this article, the author introduces the notion of the balloon metaphor, an exercise she created for preservice writing teachers, in which they reflect upon their writing mentors and their writing journey. The author also discusses three very important issues facing the field of literacy today: teachers are not taught to write, teachers of writing must write in order to teach writing well, and teachers must find the time to write with their students and other teachers in order to support writing communities in schools. The National Writing Project Summer Institute is discussed as a professional development model that transforms teachers into writers, and Louise Rosenblatt's reader response theory is mentioned as a theoretical construct of the NWP. The author concludes that teachers who write produce students who write, that all teachers are teachers of literacy, and that teachers who write and reflect upon their practice will develop students who are confident, competent writers.
Being a Reader, Teaching Books: Resolving the Paradox of My Reading Life and My Teaching Practice
Author: David, Ann D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Recreational Reading,Reading Habits,Reading Instruction,Reading Attitudes,Identification (Psychology),Teacher Educators,Reading Material Selection,Reading Interests

The author reflects on the development of her own reading life and how that rich reading life failed to influence how she taught reading early in her career. During graduate studies, while researching in classrooms where reading workshop was the instructional model and through talking to those exemplary teachers, the author came to understand both the how and why of teaching readers, not books. Drawing on experience and research literature, the author offers ways to develop students' reading lives within the context of English language arts classrooms.
Creating Teachers and Models of Reading and Writing
Author: Ayers, Samuel J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Reading Skills,Reading Motivation,Reading Strategies,Class Activities,Education Majors,Reading Material Selection,Films,Classrooms,Libraries,Poetry

There is value in being a lifelong reader and writer; yet, preservice teachers frequently do not exhibit these attributes. As an educator of future teachers, the author of this article reflects on practice. One goal in working with these education students is to develop their competencies in the use of literary strategies, with a secondary goal of encouraging the students' reading and writing beyond academic requirements. The author reflects on specific classroom activities and discussions which address the sharing of reading selections, the discussion of books and related films, the building of classroom libraries, and finally, the reciting and writing poetry. These specific practices are intended to promote voluntary reading and writing in preservice teachers so they will, in turn, promote reading and writing among their own students.
A Reading Life
Author: Lesesne, Teri S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Habits,Teacher Surveys,Teachers,Reading Attitudes,Reading Material Selection,Reading Motivation,Novels,Cartoons,Audio Books,Reading Research,Clubs

The author and Karin Perry conducted surveys with educators for the past five years asking them about their reading habits and preferences. To date, they have more than 2500 responses. They paint a picture that all is not well on the teacher front. This article presents a few observations from the data. On average, educators report reading one to four books a month. More than 50% indicate they do not read graphic novels nor do they &quot;read with their ears&quot; using audiobooks. Most of the respondents get their recommendations from blogs and websites. Finally, 90% prefer fiction over nonfiction. The author offers suggestions on how to go about dealing with the shortcomings seen in this survey and in schools, departments, and professional organization.
Investigation of the Relationship between Cognitive Flexibility Levels and Personal Features of University Students
Author: Tüfekçibasi, Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Student Characteristics,College Students,Correlation,Gender Differences,Smoking,Drinking,Foreign Countries,Extraversion Introversion,Neurosis,Personality Measures

The purpose of this study was to examine the relationship between cognitive flexibility levels and personality traits of university students and whether these variables differ according to gender, education department, cigarette and alcohol use. The research was carried out with 151 students studying in the English language education, physical education and sports, science education, public relations and advertising departments of Karadeniz Technical University. &quot;Cognitive Flexibility Scale&quot; was used to measure the level of cognitive flexibility, &quot;Eysenck Personality Questionnaire Short Form&quot; to measure personality characteristics and &quot;Personal Information Form&quot; created by the researcher was used for personal information. Independent Sample T-Test, One Way Variance Analysis (ANOVA) and Pearson Correlation Coefficient were used in the analysis of the data. The analyses were carried out in SPSS 22.0 program. The results of the research showed that there was a negative relationship between cognitive flexibility and neuroticism and a positive relationship between cognitive flexibility and extraversion. According to another result only estraversion scores differ by gender. Women's extraversion scores were higher than men's scores. The variables don't differ according to the education department. Cognitive flexibility and psychoticism scores differ between smokers and non-smokers. In addition neuroticism and psychoticism scores differ between individuals who consume alcohol and do not consume alcohol. The findings were discussed based on the literature and suggestions for future research were presented. [Note: the citation on the PDF is incorrect.]
Beliefs and Experiences in the English Classroom: Perspectives of Swedish Primary School Learners
Author: Nilsson, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,English (Second Language),Second Language Instruction,Student Attitudes,Learner Engagement,Oral Language,Anxiety,Language Skills,Language Teachers,Second Language Learning,Grade 3,Educational Practices,Group Discussion,Language of Instruction

This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher's extensive target language input and the learners' oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners' foreign language anxiety and sense of agency in the primary foreign language classroom.
Content and Language Integrated Learning in Latin America 2008-2018: Ten Years of Research and Practice
Author: Banegas, Dario Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Education,Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,Course Content,Native Language,Teaching Methods,Interdisciplinary Approach,Educational Trends,Trend Analysis,Journal Articles,Books,Doctoral Dissertations,Teacher Education,Citizenship,Global Approach,Elementary Secondary Education,Higher Education,Foreign Countries,Conference Papers,Research Reports

Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
School Principals&apos; Opinions on the Meaning and Sources of Workload
Author: Türkoglu, Muhammet Emin
Date: 2020-06-00
Type: Journal Articles
Subjects: Principals,School Administration,Administrator Attitudes,Administrator Responsibility,Coping,Foreign Countries,Elementary Schools,Secondary Schools,Time Management,Stress Variables,Family Work Relationship,Public Schools,Human Resources,Leadership Effectiveness

The purpose of this research is to examine various factors affecting workload of principals including psychological effects and coping strategies. A semi-structured interview was conducted with 13 principals. Participants consisted of primary and secondary school principals in a province in the Western Black Sea Region, Turkey. According to the research, principals perceive workload as work that limits the time, they want to devote to improving education. Therefore, the main sources of workload were perceived as having to run errands at school, time pressure, human resource-based problems, unnecessary formal daily routines and high email volume. Finally, it was found that principals' coping strategies were not effective, and that workload caused work-family conflict, stress and emotional wear and tear. Thus, this research contributes to the theoretical framework related to workload. It is suggested to organize bureaucratic procedures in schools, share leadership, establish training programs for principals, raise awareness of principals on time management, and employ assistant principals and other technical personnel where there is staff shortage.
Teacher Perceptions of a 21st Century Classroom
Author: Göçen, Ahmet
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,21st Century Skills,Educational Environment,Educational Technology,Technological Literacy,Foreign Countries,Educational Change,Educational Innovation,Space Utilization,Classroom Environment,Inquiry,Student Participation,Creativity,Interaction,Cooperative Learning,Reflection,Independent Study,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Student Centered Learning,Teaching Methods

Despite the uncertainty in the rapidly changing world, many countries expect their educational institutions to be ready for the future. To meet these expectations, educational policymakers bring in new changes. One of these transformational changes is the &quot;Future Classroom Lab (FCL),&quot; coordinated by the European Schoolnet with 15 countries, including the Turkish Ministry of National Education. These classrooms reconsider the changing roles of teachers and students, the traditional classroom layout, and propose solutions for more effective learning experiences for the 21st century. This study, based on the qualitative method, aims to introduce the opinions of teachers from different levels of education about future classrooms to determine what is expected regarding the new educational environments in terms of teachers, schools, students and classrooms. A case study design is used within the research, and criterion sampling is employed. The data is collected via semistructured interviews. This study presents educational stakeholders with the desired framework concerning future classrooms in line with 21st century schools. The results imply that there is a need for new classrooms along with technology integration and pedagogy to keep up with the developing world. To achieve sustained growth, policymakers should focus more on technology-assisted, flexible learning zones and the technology competent leaders and teachers.
The Effects of the Schools&apos; Humor Climates on Perceived Stress Levels of the Teachers
Author: Sahin, Ahmet
Date: 2020-06-00
Type: Journal Articles
Subjects: Humor,Stress Variables,Educational Environment,Correlation,Measures (Individuals),Teacher Attitudes,Teacher Administrator Relationship,Self Efficacy,Predictor Variables,Organizational Climate,Kindergarten,Elementary Secondary Education,Foreign Countries,Stress Management,Work Environment

Purpose of the study is to determine the effects of the schools' humor climates on the perceived stress levels of teachers. The sample of the study, which is a predictive correlational study, is made up of 387 teachers. In data collection, the Humor Climate Scale and the Perceived Stress Scale were used. Consequently, constructive humor climates (positive humor and supervisor support) were more dominant in schools than the destructive ones (negative humor and outgroup humor). In addition, the perceived stress levels of teachers were not high; but they seldom experienced inadequate self-efficacy and sometimes stress/distress perception. The results of the study also revealed that negative humor and outgroup humor climates of the schools were significant predictors of the perceived stress/distress levels of teachers. In this case, we can conclude that the presence of negative humor climates and outgroup humor climates in schools, which are negative and destructive, increases the perceived stress/distress levels of teachers.
The Predictive Role of Reasons for Choosing the Teaching Profession as a Career on the Educational Beliefs of Teachers
Author: Ayçiçek, Burak
Date: 2020-06-00
Type: Journal Articles
Subjects: Predictor Variables,Career Choice,Teaching (Occupation),Beliefs,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Educational Philosophy,Teacher Motivation

In this study it was aimed to determine the predictive role of reasons for choosing teaching profession as a career on educational beliefs of teachers from different branches working at the secondary school level. In this respect, the study was designed as a relational survey study. In the study, data were obtained using the &quot;Choosing Teaching Profession as a Career Scale&quot; and the &quot;Educational Belief Scale&quot;. The participants of the study were 414 teachers working in different secondary schools in Ankara, Hatay, Elazig and Canakkale provinces. Convenience sampling method was used to determine the sample of the study. The correlation analysis was conducted between the scores obtained from the sub-dimensions of the &quot;choosing teaching profession as a career scale&quot; and the sub-dimensions of the &quot;educational belief scale&quot;. Multivariate regression analysis was conducted using STATA packet program to determine the predictive role of the scores obtained from the sub-dimensions of &quot;choosing teaching profession as a career scale&quot; on the scores obtained from the sub-dimensions of the &quot;educational belief scale&quot;. In conclusion, significant relationships were obtained between choosing the teaching profession due to altruistic-intrinsic reasons, extrinsic reasons and influence of others and educational beliefs of the teachers.