ethanporcaro/eric-fulltext-meta huggingface dataset:
Gendered Vocational Identities -- Female Students&apos; Strategies for Identity Formation during Workplace-Based Learning in Male-Dominated Work
Author: Ferm, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Secondary School Students,Females,Self Concept,Workplace Learning,Work Environment,Communities of Practice,Inclusion,Gender Issues,Gender Bias,Sex Stereotypes,Coping

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers. Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of -- and tied to -- a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A &quot;gendered vocational identity&quot; is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.
Programs&apos; Efficacy to Develop Employable Skills for People with Functional Diversity: A Meta-Analysis
Author: Gonzálvez, Carolina
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Employment Potential,Job Skills,Intellectual Disability,Meta Analysis,Transitional Programs,Effect Size

Purpose: Promoting the labour integration of people with functional diversity is a key element to achieve their social inclusion. This meta-analysis aims to examine the effectiveness of experimental programs in developing employable skills for people with disabilities. Methods: Literature searches up to June 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Studies that met the following criteria were selected: (1) The program should develop employable skills; (2) the participants should be people with functional diversity; (3) the study should have a design with an experimental group and a control group as well as pretest and posttest measurements; (4) the study had to provide enough data to calculate the effect sizes; and (5) the study had to be written in English or Spanish. 67 independent studies met the selection criteria, among 14 articles published between 1998 and 2019. Results: The results revealed mean effect sizes in favour of the experimental group for the set of all studies according to data reported by people with functional diversity, as well as according their relatives and teachers. The two dimensions of the programs with a significant effect size in favour of the experimental group were interview skills and career planning. Furthermore, it was found that the programs showed a higher degree of effectiveness in groups formed only by people with intellectual disabilities, with a lower educational level, whose duration ranged from six to twelve months. This was particularly the case with participants from Spain and Australia. Conclusion: Promoting the labour insertion of people with disability is a key element to achieve their social inclusion. Programs that support and develop employability and that are conducted upon experimental conditions do have a positive impact upon young people with functional diversity. Upon the results, we discuss practical implications for integrating disabled persons into the labour market.
A Literature Review on the Affective Factors That Influence Data-Driven Decision-Making
Author: Sebestyen, Edmond
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Psychological Patterns,Affective Behavior,Anxiety,Information Literacy

Data-driven decision-making (DDDM) has been playing an increasing role in contemporary teaching, since it includes systematic collection, analysis, and application of data to improve students' educational performance. However, little is known about the affective factors that influence this data-based practice. Thus, the purpose of this study was to systematically examine previous research on the affective factors that influence DDDM based on the following criteria: (1) the level of DDDM usage; (2) the emphasis of affective factors; and (3) the nature of the interventions and their effects on teachers. According to the findings, this literature review showed how little DDDM-related affective factors have been researched, even though the knowledge of DDDM can help expand its application in the educational field. For example, although the most widely used tool is the &quot;Data-Driven Decision-Making Efficacy and Anxiety Inventory&quot; (3D-MEA), which has shown promising results in terms of measuring the efficacy and development of data literacy, other affective components have yet to be tested, due to their novelty in the field. The implication of the findings is that obtaining more information about DDDM and its affective elements can help reduce teachers' anxiety toward this approach and ultimately enhance the overall educational process.
Analysis of Adolescent Satisfaction with the Quality of Their Physical Education Classes
Author: Kralova, Katerina
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Physics,Homework,Simulation,Active Learning,High School Students,Foreign Countries,Scaffolding (Teaching Technique),Student Attitudes

Objective: A lack of movement in adolescence is a pressing issue for modern society. Physical education at school can have a major influence on the movement habits of adolescents, since it can offer curriculum that gives students ideas for leisure time while entertaining them and also respecting physical fitness goals. The aim of this work is to analyze student satisfaction with physical education classes at secondary vocational schools. Methods: Categories were created based on week-long monitoring of walking. Based on the number of steps, students were divided into four categories: active girls/boys and hypoactive girls/boys. In another part of the study, the students filled out the questionnaire created by Antala et al. (2012). Responses to questions regarding questions about unpopular activities, dread of specific activities, and more frequent inclusion of specific activities in PE classes. A X[superscript 2] independence test was used to compare data between individual student categories in the combination table. Results: The health recommendations for minimum daily number of steps are met by 65.4% of boys and 75.8% of girls aged 15-16 years. Chi-squared test showed the greatest difference in satisfaction with physical education (P-value &lt;0.001) between the hypoactive groups of students. Hypoactive boys are significantly more satisfied with the activities in PE class than hypoactive girls. Dread is more often present among girls than boys and is particularly associated with gymnastics. Activities that students wanted to do more often included ball games (football for boys, volleyball for girls), strength training (listed by 32% of hypoactive boys) and exercise to music (listed by 49% of hypoactive girls). Conclusions: We believe that the proper choice of PE activities can increase the popularity of the class, and thus influence the exercise habits of adolescents, including those who are found to have insufficient physical activity.
A Study of the Impact of Athletic Scholarship on Football Achievement Motivation of University Students
Author: Muhammed Shittu, Abdul Rahman Balogun
Date: 2021-00-00
Type: Journal Articles
Subjects: College Athletics,Team Sports,Scholarships,Student Motivation,College Students,Academic Achievement,Recognition (Achievement)

Vividly, it is not an overstatement to say that football is the most prominent sport in the recent world. The present study is about the impact of athletic scholarship on football achievement motivation of university students. Athletic type of scholarship helps students to discover, improve and exhibit their football talent and skills. It makes effective contributions to the development of sport within the campus and prepares ambitious and hardworking college or university athletes for the challenges of actualizing their long-term ambitions to become professional footballers. Considering both empirical cum theoretical contributions of this study, the finding practically provides the following suggestions: (1) the finding pinpoints the insights and importance of athletic scholarship and encourage the stakeholders of the university to cultivate the idea of athletic scholarships by extending their scholarship schemes beyond merit and needy bases; (2) it gives an insight that athletic scholarship enables the students to study any academic program and have tendency of becoming professional footballers; and (3) importantly, it adds to the literature by investigating the impact of athletic scholarship on football achievement motivation of the students and how the stardoms of being a footballer in the campus affect the students' football interest.
How Do Master Teachers Plan to Renew Early Childhood Education in Hungary? -- The Five-Year Plans of the Master Programmes and Their Implementations
Author: Kovacs, Ivett Judit
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Master Teachers,Early Childhood Education,Masters Programs,Teacher Qualifications,Preschool Teachers,Kindergarten,Program Implementation

In Hungary, the teacher qualification and promotion system was extended with the missing Master teacher grade in 2016. The analysis of the five-year plans of the Master teacher candidates provides an opportunity to get an overview of the vision of experienced and highly qualified teachers about the current situation and the potentials of the educational sector. The research explores the Master programmes of 95 Master teacher candidates from the early years sector to understand what issues they identify in their everyday work, which motivates them for professional learning and for setting innovative goals. The qualitative research uses document analysis to explore the programmes that is followed by semi-structured interviews. The Master kindergarten teachers consider teacher fluctuation and the changes in the legislation the main issues that induce extra tasks to deal with. They also plan to enrich their practice with innovative methods. Collaborative methods for professional learning and planning are frequently mentioned in the programmes, but the terrain of knowledge sharing is mainly their community of practice. Even though opposition is visible in the teachers' attitude against the qualification network, the majority of the Master teachers claim to consider their master programme as an enhancement of their professional work.
A Case Study on Argumentation Based Teaching = Argümantasyona dayali ögretime iliskin bir durum çalismasi
Author: Gencel, Ilke Evin
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Student Attitudes,Grade 11,High School Students,Teaching Methods,Instructional Effectiveness,Barriers,Foreign Countries,Geography Instruction,Teacher Attitudes

This qualitative single holistic case study is the analysis of students' views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacy of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.
A Needs Analysis of Curriculum Design of the Human Rights, Citizenship, Democracy and Child Rights Course for Teacher Candidates = Ögretmen adaylari için insan haklari, yurttaslik, demokrasi ve çocuk haklarina yönelik ögretim programi tasariminin ihtiyaç analizi
Author: Leblebici, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Needs Assessment,Curriculum Design,Civil Rights,Citizenship Education,Democracy,Preservice Teacher Education,Preservice Teachers,Knowledge Level,Competence,Foreign Countries

The overall aims of this study are to conduct a needs analysis of curriculum design of the &quot;Human Rights, Citizenship and Democracy&quot; course for the teacher candidates at the Department of Primary School Education. Convergent parallel mixed methods design is used. Interviews with eight primary school teachers, three instructors and six 4th grade teacher candidates and a Questionnaire for 80 teacher candidates were administered. According to the results, it was seen that the teacher candidates were barely knowledgeable about the child rights; and that the teacher candidates appreciated the learning outcomes of the course design, and yet they considered themselves quite incompetent for these learning outcomes. The results also showed that an education program on human rights, citizenship and democracy should be offered to the teacher candidates as a must course. [This paper was presented at the 6th International Congress on Curriculum and Instruction held in Kars between 11-13 October 2018.]
Student and Family Factors That Are Associated with Grade 4 Reading Achievement in Azerbaijan
Author: Ganiyeva, Lala
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Characteristics,Family Influence,Grade 4,Reading Achievement,Foreign Countries,Predictor Variables,Achievement Tests,International Assessment,Reading Tests,Gender Differences

Aims of the study: Compared to other developing countries, the reading achievement of Azerbaijani students remains low. Using the Progress in International Reading Literacy Study (PIRLS) 2016 data, this study examines potential predictors of Grade 4 student reading achievement in Azerbaijan. Background of the research: The study is guided by an exploratory model and considers various student and family factors which could be influenced by the policies to improve student reading achievement in Azerbaijan. The study differs from previous research in that it simultaneously examines multiple predictors of student reading achievement in a previously under-researched country. Method: This study conducts a secondary analysis of the PIRLS 2016 data. Regression model is utilized to examine the effects of student and family factors on reading achievement. Results: The study finds that student characteristics (gender, liking reading, and confidence in reading) and family factors (home resources for learning, preschool attendance) are significantly associated with reading achievement of Grade 4 students in Azerbaijan. The model explains 17% of the variance in student reading achievement. Conclusion: This study discusses recommendations related to the effects of various factors on reading literacy scores.
Synergies in Subject Parallels: Coteaching &quot;Music-Drama&quot;
Author: Zimmerman Nilsson, Marie-Helene
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Interdisciplinary Approach,Team Teaching,Music,Drama,Experienced Teachers,Preschool Teachers,Teacher Educators,Teacher Education Programs,Educational Needs,Active Learning,Teaching Methods,Sociocultural Patterns,Learning Theories,Learning Processes,Trust (Psychology),Creativity,Student Attitudes

This case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together in higher education, more specifically in general preschool teacher education. The aim of the study is to analyse how two drama teachers and a music teacher reflect on their coteaching. Coteaching, when teachers teach together with shared responsibility to meet their students' learning needs, is a pedagogical approach to enable an active learning process. Research and practice in coteaching have emerged, mostly designed with coteachers within the same subject. However, more research is needed about teachers from different subjects coteaching together. The theoretical framework is sociocultural, with special emphasis on aspects of learning from 'the other' in praxis by working in a zone of proximal development (ZPD). Analysed data consist of field notes and audio-recorded teacher group conversations. Main findings show synergies in subject parallels, based on the analysis of coteachers' reflections as learning processes within their ZPD. In conclusion, a major contribution in terms of synergy in coteaching appears in subject parallels related to specific subject matter concepts, where music and drama are intertwined in the classroom as &quot;music-drama&quot;, as a new dimension.
Brand Names in the Mind of Hungarian, Russian, and Laotian Kindergarten Children: Evidence from Word Association Experiments
Author: Kovacs, Laszlo
Date: 2021-00-00
Type: Journal Articles
Subjects: Marketing,Merchandise Information,Consumer Economics,Psycholinguistics,Teaching Methods,Behavior Patterns,Purchasing,Interdisciplinary Approach,Kindergarten,Associative Learning,Correlation,Cultural Influences,Foreign Countries

Brand names are prevalent in our society: they influence consumption and future buying behaviour. As research has shown, children are also aware of brands and brand names, and brand names learned in childhood can influence their attitude towards the known brands. The collaboration of various scientific fields including pedagogy, psycholinguistics, and marketing communication enabled us to investigate the appearance of brand names in the verbal consciousness of 4-5-year-old kindergarten children of different nationalities. In the frames of this research, brand names were identified by the application of an interdisciplinary and comparative word association experiment conducted with 100 Hungarian, 100 Russian, and 100 Laotian children, from the 4-5-year-old age group. The experiment is a traditional word association experiment and the research design was not set into the context of any brands or consumption habits research. Results show that in the experiment, several globally known brand names were elicited (e.g. Lego, My Little Pony, Batman), however significant cross-cultural dissimilarities were also revealed. Most activated brand names can be connected to the world of children (e.g. toy brands), but in the experiment spontaneously elicited brands reflect not only the conception of childhood but also the society and culture surrounding the children.
Ko Nipa Africa! -- Teach about Africa! Challenging Stereotypes about Africa
Author: Karman, Marianna
Date: 2021-00-00
Type: Journal Articles
Subjects: Stereotypes,Foreign Countries,Consciousness Raising,Active Learning,Global Education,Kindergarten,Elementary School Students,Program Evaluation

Designed for three age groups, Ko Nipa Africa! -- Teach about Africa! awareness-raising and sensitization education program is aimed at developing social competencies, especially empathy, social sensitivity, and tolerance in childhood. In addition, its main task is to transform the misconceptions and prejudices about Africa present in Hungary with active learning. The series of programs seeks to bring the diverse cultural, natural, and historical values of the African continent closer to the younger generation using the approach of global education, and the method, and tools of experiential pedagogy. Since the founding of the program series in 2012, it has been tested, implemented, and reworked in dozens of educational institutions, and several studies have demonstrated positive changes in students' thinking as the result of sensitization.
The Status of the Education of Science for Children Aged 5-6 in Some Central Vietnamese Public Preschools
Author: Tran, Viet-Nhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Preschool Education,Teacher Attitudes,Educational Quality,Foreign Countries,Science Activities,Preschool Children,Discovery Learning,Educational Improvement,Toys,Equipment,Educational Facilities

The study aims to determine the status of organizing science activities for preschoolers aged 5-6 and teachers' views on improving science education quality for 5-6-year-olds in Vietnam. The research was undertaken on 150 preschool teachers working with 5-6 years old classes in 24 public preschools in 3 provinces, including Quang Binh, Quang Tri, and Thua Thien Hue. Mixed methods, including surveys, interviews with teachers, and observation of science discovery activities, were used. According to the study results, science education activities were regularly organized in the preschools with specific plans following the school-year curriculum and the national ECE framework of Vietnam. Teachers used various methods and forms for organizing scientific activities, but the classroom environment was dominant. The participation of family and society in science activities at preschools was limited. Teachers also highlight some measures to improve the quality of science education in preschools, including providing necessary facilities, equipment, toys for preschools and increasing modern teaching methods. The findings of this study provide necessary evidence on science education for preschool children in practical terms as the basis for further studies on solutions to improve the efficiency of science education for preschool children in Vietnam.