ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Quality of Higher Education Using Academic Information System as a Public Administration Service: The Case of Indonesia
Author: Muhafidin, Didin
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Information Systems,Databases,Efficiency,Automation,Universities,Registrars (School),Accounting,College Administration,Student Satisfaction,Delivery Systems,School Registration,Undergraduate Students

Information Communication and Technology has made a lot of investments to the rapid transformation of modern society. The goal of the study was to establish a highly customized student information and accounting system in Indonesia to promote the enrolment and accounting phase and to meet the needs of all clients and employees in the provision of line services. This study applied the context of Computer Science Research for Information Systems, while describing the problems faced in the enrolment and accounting phase, specifying the analysis purpose, planning and implementing the program, installing and testing it, and reporting the results of the study. The digitalized enrolment system works in numerous computer units over a system with a shared database for data storage. It has distinct embedded features that promote the needs of frontline service providers and customers. The aggregate feature of the enrolment system has increased the efficiency of the frontline providers, as most of the processes are automated and computerised. The results of the survey, along with service quality, precision of documents and records and promptness, demonstrate that tine enrolment system is significant and effective instrument for delivering front-line services. Hence, improving the quality service of higher education institution in Indonesia through system development will provide better services offered to clienteles.
Beyond Project Compliance: Unintended Social Impact and the Emergency Call for Community Education in &quot;West Tarum Canal&quot;
Author: Kartasasmita, Pius Suratman
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Influences,Community Education,Land Settlement,Relocation,Foreign Countries,Models,Rehabilitation,Program Evaluation,Compensation (Remuneration)

Involuntary resettlement is inevitable in development practices. It refers to a process of moving people to a different place because of government development project. Beyond the conventional studies on involuntary resettlement which usually focus on the issue of fair and just compensations, this study aims to investigate the critical values of community education for resettlement. Using the Risk/Needs/Responsively Model (R-N-R Model) as its conceptual framework, this study has two purposes. First, whether the implementation of resettlement program in &quot;West Tarum Canal&quot; (WTC) complies with procedures and principles agreed by ADB and GOI in their loan agreement. Second, whether the level of livelihood of affected households after relocation are better off. Accordingly, this study deals with three specific questions i.e. whether the compensation paid is fair and just, whether the conducted training is impactful, and whether the assistance and facilitation provided are helpful. This study employs quantitative research designs. As many as 270 out of 1047 affected households (AHs) dwelling along WTC, are randomly selected as sample. Questionnaires combined with systematic observations, series of FGDs, and structured in-depth interviews are used as instruments for collecting data. Results show that, the implementation of resettlement in WTC is not comply with the set principles and procedures. The livelihood of AHs is not better off after relocations. More specific it is concluded that, the compensation payment given is not fair and just, training programs delivered are not impactful, and assistance and facilitation provided are not helpful. This study ends up with an emergency call for inserting community civic education into resettlement program to replace conventional training and facilitation programs. Further study on understanding the root of community virtuous citizenship, or lack of it, is recommended.
The Merchant, the Scientist and the Citizen: The Competing Approaches of Social Science Education in the French High School
Author: Martinache, Igor
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Sciences,High Schools,Economics Education,Curriculum Development,Interdisciplinary Approach,Educational Change,Educational History,Teacher Associations,Teacher Attitudes

Purpose: The aim of this article is to give a bird's eye view of the main issues surrounding the teaching of economic and social sciences in the French high school Approach: This article is based above all on a synthesis of the existing primary and secondary literature on Economic and social sciences (&quot;sciences économiques et sociales&quot;) teaching in France and the controversies surrounding it. Findings: This text gives a general overview of the situation of SES teaching in France, by going back to the original intentions of its authors; by analysing curricular developments, which show a progressive distance from them; and finally by highlighting the main collective actors involved (SES teachers and other neighbouring disciplines, national education hierarchy, academics, political actors, employer lobbies, etc.). Practical implications: Beyond the French situation it presents, this article raises a number of more general questions about the objectives that can be assigned to social science teaching in high schools, the opportunity to mix several academic disciplines and the pedagogical methods that can be implemented.
Development of Global Identity in the Social Studies Classroom
Author: Rapoport, Anatoli
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Classroom Communication,Instructional Effectiveness,Student Development,Self Concept,Global Approach,Language Usage,Textbook Content,Citizenship Education,High School Students,High School Teachers,Teacher Role,Identification (Psychology)

Global citizenship is a citizenship model that draws growing attention of practitioners and education theorists. Global identity is an important prerequisite for the development of global citizenship. This empirical study conducted in three social studies classrooms investigated whether social studies classroom discourse contributes to the emergence and development of students' global identities and what linguistic elements of discourse impact the development of students' global identities. Using the framework suggested by Bucholtz and Hall (2010), which analyzes identity as constituted in linguistic interaction, the study demonstrated how teacher mediated discourses are pertinent to the construction and development of global identity among students. By applying the indexicality principle, it was determined which linguistic symbols students identified as indexes of global identity. The study concluded that the use of words and phrases that relate indexically to global identity in the teacher's narrative or a textbook affects the development of students' global identities.
Analysis of the Image of Russia and Belarus Formed in the Union State Print Media (and Their Electronic Analogues)
Author: Vinogradova, Nadezhda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mass Media Effects,Electronic Publishing,Reputation,Social Attitudes,World History,Power Structure,Government Employees,Influences,Newspapers,Public Opinion

High-quality print press of Russia and Belarus is actively involved in the coverage of the communication process between these countries. At the present stage the legacy of the Soviet Union continues to influence on interaction between the countries. Both countries form their own identity on the basis of patriotism and love for their Homeland. These trends have a negative impact on the development of the Union State, as neither side is ready to sacrifice its identity, which will inevitably lead to a change in the format of relations. The aim of the study is to identify the image of Russia formed in the quality press of the Republic of Belarus, and the image of Belarus formed by the quality press of Russia. The author reveals the image of the country, which consists of a spatial image, the image of the population, the image of power and the image of the leader. The formation of the image is influenced by object, subject, spatial, temporal and communication factors. The analysis uses cognitive, behavioral, and emotional positions. Empirical base of research: during the study publications for the period 2015-2019 of three Russian newspapers -- &quot;Rossiyskaya Gazeta&quot;, &quot;Kommersant&quot;, &quot;Vedomosti&quot; and three Belarusian newspapers -- &quot;Belarus today&quot;, &quot;Belgazeta&quot;, &quot;Belarusian business newspaper&quot; were analyzed with method of qualitative and quantitative content analysis. For the quantitative analysis 11 462 messages in the qualitative press of the Union State were considered. Qualitative analysis showed the difference in the presentation of materials: in the communication space of the Republic of Belarus the image of Russia is shown neutrally, and in the Russian media the Republic of Belarus is presented positively and neutrally.
Student Participation in the Discourse of Polish Citizenship Education Textbooks for Upper Secondary School
Author: Kopinska, Violetta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Textbooks,Citizenship Education,Textbook Content,Secondary Education,Secondary School Students,Participative Decision Making,National Curriculum

Purpose: This paper aims to reconstruct the discoursive shape of student participation on the base of Polish school textbooks for citizenship education. Methodology: The main research question is: What image of student participation can be reconstructed by analyzing the texts of Polish citizenship education textbooks? The method of gathering data was finding secondary sources. The sample included all textbooks used to teach a basic program of civic education at the upper secondary level of education. The applied method of analysis comes from the group of approaches defined as Critical Discourse Analysis (CDA). The author adopted the approach represented by Ruth Wodak and Martin Reisigl. Findings: Through discursive exclusion and numerous mitigating cases, students become passive objects of adult policy and all forms of their agency are diminished and deprived of features that determine their strength.
Social Science Education (Samfunnsfag) in Norway: A Country Report
Author: Solhaug, Trond
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Elementary Secondary Education,History Instruction,Curriculum Development,Textbook Evaluation,Teacher Competencies,Educational Practices,National Curriculum,Interdisciplinary Approach,Foreign Countries,Teacher Education Programs,Educational Objectives

Purpose: The current article on social studies in primary and secondary education in Norway covers a range of relevant topics which starts with a brief context of Norwegian society, history and social studies framework. Main topics are the new (2020) curriculum, textbooks analyses, social studies teacher competence and practices followed by research in social studies. Findings: The original data on teacher practice reveal that teachers talking while using textbooks is (still) a dominant form of practice in Norway, but there is a great variety of practices both in and out of school (excursions). The textbooks still aim at being 'neutral' and less critical. A new national curriculum from November 2019 emphasises interdisciplinarity subjects, and have less goals than the previous 2006, but is still very specific and rather top down. Some research is presented, the field is under researched, and an outlook is discussed.
Inviting Autonomy: Common Roots and Beliefs of Self-Determination Theory and Invitational Education Theory
Author: Moss, Jennifer D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Determination,Educational Theories,Humanism,Beliefs,Personal Autonomy,Psychological Needs,Motivation,Teacher Student Relationship,Self Concept

Often, educational and psychological theories stand independently of one another, focusing on particular, discreet components of learning or motivation. However, there are many similarities between invitational educational theory, which examines motivation and education, and self-determination theory, a theory of motivation and personality. Both theories, when applied to educational settings, value respectful relationships between teachers and students. They encourage practitioners to incorporate choice into their plans and recognize the importance of a person's perception to that person's related behavior. Invitational education theory and self-determination theory were developed separately by different researchers. However, the two theories emerged during the early 1970s, at a time when educators and psychologists were rejecting behaviorism and, instead, beginning to value a human-centered approach. This paper aims to introduce invitational education and self-determination theory, describe their origins from a similar place and time via humanistic psychology, and highlight key similarities in their beliefs with the ultimate goal of enhancing knowledge in order to continue to improve classrooms world-wide.
Digital Literacy of Future Preschool Teachers
Author: Anisimova, Ellina Sergeevna
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Preschool Teachers,Futures (of Society),Preservice Teachers,Preservice Teacher Education,Information Technology,Animation,Programming,Universities,Foreign Countries,Technology Integration,Teaching Methods,Multimedia Instruction,Age Differences,Student Attitudes,Computer Games,Preschool Education

The basics of digital literacy begin to form at an early age, and as they grow older, digital literacy must continue to evolve, adapting to the rapidly changing digital world. The first (both in importance and in time) after the family cognitive social institution for most people is the educational system, or rather, the system of preschool education. The problem of increasing the digital literacy of preschool teachers, their willingness to use information technology in educational activities is clearly relevant. Studies have shown an insufficiently high level of digital literacy of future teachers. The goal of this work is to strengthen the digital literacy component in preparing future preschool educators. The authors of the article conducted an experimental study on the introduction of a new program of study of the discipline &quot;Information Technology&quot; at the Elabuga Institute of Kazan (Volga) Federal University. This program includes the following modules: &quot;Interactive Didactic Games&quot;, &quot;Animation Basics&quot;, &quot;Programming Basics&quot; and &quot;Network Technologies&quot;. Based on an analysis of the design work for each module, as well as a survey of 68 respondents of different age categories who took part in the study, an increase in the level of digital literacy of future teachers in all indicators, an increase in the number of people wishing to use information technology in their professional activities, as well as a positive attitude of future teachers to the proposed program.
Utilizing the Sanford Harmony Program for Children on the Autism Spectrum
Author: Kampmann, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Curriculum Implementation,Interpersonal Competence,Autism,Pervasive Developmental Disorders,Camps,Family Programs,Children,Play,School Counselors,Cooperation,Program Descriptions,Preschool Children,Parent Attitudes,Self Control,Measures (Individuals),Intervention,Program Effectiveness

This article introduces readers to a collaborative community of practice that implemented the Sanford Harmony curriculum, a curriculum that was implemented at a social skills camp for children who were &quot;typical developing,&quot; as well as children on the autism spectrum. Even though a small number of families enrolled in the camp, several positive results and benefits emerged after a two-week implementation period. In addition, several potential directions for using the Sanford Harmony curriculum emerged for this type of experience.
Implementing the SDLMI with Students with Significant Support Needs during Transition Planning
Author: Burke, Kathryn M.
Date: 2020-05-00
Type: Journal Articles
Subjects: Self Determination,Student Adjustment,Planning,Goal Orientation,Student Needs,Communication Problems,High School Students,Models,Teaching Methods,Special Needs Students

Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies. [For the corresponding grantee submission, see ED596342.]
Open Educational Resources from the Innovative Resources for Instructional Success Center
Author: Sayeski, Kristin L.
Date: 2020-05-00
Type: Journal Articles
Subjects: Open Educational Resources,Preservice Teacher Education,Teacher Educators,Instructional Innovation,Educational Planning,Media Selection

Since their launch in 2002, open educational resources (OER) developed by the Innovative Resources for Instructional Success, better known as the IRIS Center, have become a staple of teacher preparation programs. In the spring of 2019, a survey of users revealed a diversity of ways teacher educators incorporate IRIS Center OERs within their preparation programs. This article describes these innovative applications and presents a snapshot of who IRIS users are and which IRIS Center OERs are most frequently used.
Empowerment in Islamic Schools in Yogyakarta and Sydney
Author: Lessy, Zulkipli
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Case Studies,Coeducation,Foreign Countries,Teacher Attitudes,Parent Attitudes,Cross Cultural Studies,Disadvantaged,Minority Group Students,Student Empowerment,Public Schools,Educational Attitudes,Moral Development,Values Education,Institutional Characteristics,Extracurricular Activities,Access to Education,Poverty,Spiritual Development,Student Needs,Educational Resources

The function of empowerment is to equip people with the knowledge, skills, and perspectives that can sustain and improve both personal and societal well-being. Empowerment can occur by means of education, as well as by supportive programs in social work, community development, and philanthropy. Especially when intended for the poor, marginalized, or minority students, such programs should be well-focused on methods for building long-term capabilities and for strengthening societal participation. Our investigation documented empowerment methods and effects in three Islamic-based, partially state-funded, co-educational schools, one located in Yogyarkarta, Indonesia, and two located in Sydney, Australia. The study gathered individual and group accounts from teachers, academic staff, and parents at these schools. Their accounts were examined with reference to the educational precepts valued by the schools and their communities. This qualitative case-study used interviews, focus group discussions, and review of selected documents to examine the significance of education as implemented through curricula that includes moral education. The findings illustrate how such programs serve as empowerment for students toward fulfilling spiritual, economic, and social needs. Islamic moral education was seen to be embedded in many courses, including languages, arts, culture, social studies, sports, and science. This research found that there is an urgency for Islamic schools to grow their resources in order to remain viable, to provide powerless children with access to education, and to empower these students through curricular and extracurricular activities.
Teacher-Tool Relationship of Maldivian ESL Teachers: A Multiple Case Study
Author: Wadheefa, Aishath
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grade 6,Elementary School Students,Teaching Methods,Case Studies,Foreign Countries,Guidelines,Tourism,Urban Schools,Video Technology,Curriculum Development,Teacher Characteristics,Individual Characteristics,Educational Change,Language Teachers,Teacher Attitudes

A major curriculum reform was implemented in Maldives in 2015. Little is known about how the new curriculum has been used and implemented in classroom teaching. This qualitative multiple-case study aims to examine the teacher-tool relationship of six teachers teaching sixth grade English and the factors that shape the teacher-tool relationship. The teachers were situated in four schools with distinct contexts -- a densely populated urban context, a sparsely populated island with multi-grade classrooms, an island dependent on fishing and an island dependent on tourism. Data collected include three video-recorded observations of each teacher as well as post and pre-observation interviews. Brown's Design Capacity for Enactment Framework (DCEF) was used as a basis to see whether teachers offload, adapt or improvise the curriculum. In addition, an analysis of the descriptive data, across and within the cases was done to identify factors that shape the way teachers use the curriculum. The analysis revealed that teachers use the curriculum in distinctive ways and included multiple layers of offloading, adapting, improvising and omitting. The way teachers use the curriculum varies from one teacher to another, from one lesson to another, and from one activity to another. Curriculum tool features, individual characteristics as well as the island context played significant roles in shaping how teachers use the curriculum in their teaching. The results of the study can provide curriculum developers with a different perspective in designing curriculum tools, particularly to create flexible affordances within the curriculum to allow for differing teacher and locational characteristics.