ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Moral Judgment of Education Profession Ethics among Pre-Service Teachers of the School of Educational Sciences at the University of Jordan
Author: Al-Disi, Nisreen M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Preservice Teachers,Value Judgment,Ethics,Academic Achievement,Specialization,Moral Development,Majors (Students),Interviews,Values

This study aimed at identifying moral judgment for education profession ethics among pre-service teachers programs of the School of Educational Sciences at the University of Jordan. Accordingly, the researchers developed a Moral Judgment Scale based on Kohlberg (1984), and on the Adult Moral Judgment Scale localized by Abdul-Fattah (2001). The scale consisted of five dilemmas related to ethics in education profession. Validity and reliability of the scale were confirmed. Study population involved (420) students from (5) programs in the academic year 2018/2019. The results of the study showed that the prevailing moral judgement is the second level (conventional morality) of Kohlberg with (308) students of (89.3%), and the fourth stage (Upholding/enforcing norms and laws) with (245) students of (71%) of total students. No students were in the first level, stage 1, stage 2, nor in stage 6. However, significant differences were observed in the level of moral judgment attributable to the academic achievement variable, while no differences were attributable to the program specialization. Moreover, significant differences were found in the moral judgment stages attributable to the academic achievement and students' program. These findings argue for investment in pre-service teachers' education to increase their moral judgment during education profession.
The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development
Author: Alzahrani, Mona
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Child Development,Teacher Role,Teacher Student Relationship,Competence,Student Behavior,Academic Achievement,Academic Ability,Emotional Response,Self Control,Prosocial Behavior,Art Activities,Problem Solving,Parent Teacher Cooperation

In this paper, we explore the importance of the social-emotional competence on children's growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children's development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children's learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children's academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students' reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.
Predicting the Defeatists Behavior from Self-Esteem: Undergraduate Female Students Majoring in Kindergarten at Al-Hussein Bin Tala University
Author: Almohtadi, Reham
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Undergraduate Students,Females,Majors (Students),Kindergarten,Student Behavior,Correlation,Student Attitudes,Psychological Patterns

This present study aimed at predicting the defeatist behavior from self-esteem among the undergraduate female students major kindergarten at Al-Hussein Bin Talal University. The study used the descriptive correlative method, and study sample consisted of (41) female students from kindergarten major at Al-Hussein Bin Talal University for the academic year (2018/2019). For the purpose data collection two scales were used: The first one (Rosenberg, 1989) scale for self-esteem and the second scale (Kabatay, 1999) scale to measure the female students' defeatist behavior. Results of the study showed that self-esteem among the female students major kindergarten is at lower level than the medium level, also level of defeatist's behavior among the female students is medium. Also Results showed the presence of inverse correlation between self-esteem and the defeatist behavior.
The Trends in Authentic Learning Studies and the Role of Authentic Learning in Geography Education
Author: Karakas-Özür, Nazan
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Authentic Learning,Teaching Methods,Educational Philosophy,Content Analysis,Curriculum Development,Educational Trends,Role,Educational Principles,Foreign Countries

Schools are the basic environments where learning takes place. The quality of these environments and acquirement of the knowledge and skills expected by societies have caused the disconnection between real life and the school. One of the main subjects of education circles in the 21st century has been what to do in order to ensure the connection between real life and education. In this context, the subject of the study is the authentic learning strategy which aims to bring real life subjects and students together. Although this strategy was first introduced in studies conducted in the United States of America in the 1990s, its philosophical roots go back to the 19th century. According to authentic learning, students' encounter with real life situations or subjects in learning will be effective in raising effective citizens and increasing the quality of learning. The study focuses on how authentic learning is shaped in the literature and what place it takes in the Geography Curriculum of the Ministry of National Education (MoNE, 2018). The main features of authentic learning were determined, and a template was developed by means of the document review method and descriptive content analysis technique. The suitability of this template for the features was examined by reviewing the acquirements with the application principles of the GC 2018 and the explanations in the introduction section. In conclusion, it was determined that all the features required for authentic learning are present in the GC.
The Application Degree of Participative School Leaderships at Al-Ihsa Governorate and Its Correlation with Teachers&apos; Professional Development
Author: Nasser, Fathi Mohammed Abu
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Faculty Development,Instructional Leadership,Validity,Measures (Individuals),Foreign Countries,School Administration,Administrator Attitudes,Elementary Secondary Education

Participative leadership is one of the most important human trends of school leadership and institutions of education. The study aimed to identify the degree of application of participative leadership by school leaders at Ihsa governorate, Saudi Arabia, and its correlation to teacher's professional development in the light of some variables. The study sample comprised (241) education leaders from both sexes throughout the school year 2018/2019. To collect data, an important three-part instrument developed incorporating participative leadership and its correlation to teacher's professional development. Cronbach coefficient of instrument validation was (0.97). In analyzing data, arithmetic means, standard deviations, one way ANOVA, and correlation coefficient were calculated. Results of the study showed that the degree of application of the total process was high. They also showed that there was a relation with statistical significance at the level (0.01) between participative leadership with its dimension and professional development. The results also showed that there were no differences with statistical significance in answers of sample members which might be attributed to study variables at the level (a=0.01). The study recommended intensifying training courses for school leaders with regard to participative leadership, in addition to, supporting and widening teachers' participation in school leadership.
Johan Vilhelm Snellman&apos;s-Finnish Philosopher, Writer, Diplomat-Statement &quot;Science Centers for All&quot;
Author: Aydin, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Institutional Mission,Content Analysis,Web Sites,Futures (of Society),Cultural Education,Foreign Countries,Position Papers,Educational Philosophy,Educational Objectives,International Organizations,Organizations (Groups),Science Activities,Museums,Informal Education

&quot;Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind&quot; (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of &quot;cultural institutions will be a big part of human life&quot; (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.
A Suggested Approach to Overcoming Obstacles of Learning Chemistry for Ninth Grader Students in the Syrian Arab Republic-Idlib Suburb Refugee Camps as Perceived by Teachers and Students
Author: Anber, Anber M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Chemistry,Science Education,Refugees,Emergency Shelters,Student Attitudes,Science Laboratories,Instructional Materials,Textbook Content,Teaching Experience,Science Teachers,Teacher Qualifications,Foreign Countries,Grade 9,High School Students

This study aims to identify the obstacles of learning chemistry for ninth grade students in Syrian Arab Republic-Idlib Suburb Refugee camps and suggest solutions to overcome these obstacles. The study followed an analytical descriptive approach using two questionnaires of (58) items of questions for teachers and (18) for students. The population of the study included (27) teachers of chemistry and (91) ninth grade in schools in students in Idlib Refugee camps between 2016 and 2018. The SPSS program adopted for the analysis of data and the statistical study showed the following results: the obstacles identified by teachers included tools, materials, and structures of laboratories as the most significant, as well as the situation of schools and the education environment in the camps. Students also identified obstacles related to tools, materials, and the structure of laboratories, then difficulties with teachers, availability and content of chemistry textbooks, and finally personal or interpersonal difficulties. The results showed there are no statistically significant differences at the level (0.05) between the estimates of chemistry teachers or students regarding obstacles related to gender. Similarly there were no statistically significant differences at the level (0.05) between the estimates of chemistry teachers regarding the variable number of years of experience or degree of university qualification or variable number of schools in which teachers teach, and statistically significant difference at the level (0.01) due to variable number of schools in which teachers teach.
How Are CSU Advertising Students Being Prepared to Be Industry-Ready Graduates?
Author: Llewellynn, Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: Advertising,Employment Qualifications,Job Skills,College Graduates,Experiential Learning,Skill Development,Student Attitudes,Foreign Countries,Self Esteem,Teamwork,Work Environment

The need for University graduates to be industry-ready on completion of a tertiary degree is a topic which is being examined with increasing interest (Frawley &amp; Litchfield, 2009). There is concern that Australia is facing a shortage of professional, qualified talent in the advertising industry (Corlette, 2010; Ma, 2012; Hayes Quarterly Report, 2013), thus placing an increasing demand on universities to produce industry-ready graduates who can fulfil advertising jobs and make an immediate and meaningful contribution to their employers. In an effort to successfully prepare graduates to make a meaningful initial workplace contribution, Charles Sturt University (CSU) is adopting strategies that aim to close the gap between the lecture hall and the workplace. One such strategy enables Advertising students at Charles Sturt University to spend their final year in the on-campus student advertising agency, &quot;Kajulu Communications.&quot; To transition easily into full time employment, students must apply best industry knowledge, practice and skills to a range of authentic situations to develop the abilities employers require of them in order to enter the workforce industryready. Whilst much has been written about graduate employability and the skills and attributes students need (Andrews &amp; Higson, 2010; Boden &amp; Nedeva, 2010; Bridgstock, 2009; Lowden, Hall, Elliott &amp; Lewin 2011; Mason, Williams &amp; Cranmer, 2009; Thomson, 2013), this paper examines the students' perceptions of being industry-ready and identifies the key attributes relevant for course design.
Developing Indigenous Australian Cultural Competence: A Model for Implementing Indigenous Content into Curricula
Author: Flavell, Helen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Cultural Awareness,Health,Nursing Education,Obstetrics,College Students,Competence,Student Satisfaction,Student Motivation,Program Effectiveness,Pacific Islanders,Teaching Methods,Consciousness Raising

This case study describes the implementation of a stand-alone unit on Indigenous Australian culture and health within a nursing and midwifery program, and presents quantitative and qualitative data from the university's anonymous online student teaching and learning questionnaire. In doing so, this study aims to determine whether a single, compulsory unit has the capacity to develop graduate Indigenous Australian cultural competence. Qualitative data from the nine teaching periods over the five years the unit was taught is analysed to determine student satisfaction and motivation. A total of 1742 students enrolled in the unit over five years and 748 completed the online questionnaire (a response rate of 43%). Qualitative data from the same teaching and learning questionnaire is drawn on to highlight the impact of the unit on student attitudes towards Aboriginal and Torres Strait Islander peoples, as well as the pedagogical approaches adopted to teach compulsory Aboriginal studies to predominately non-Aboriginal students. Data suggests that overall students were satisfied and engaged with the unit. For many the experience was transformative, not having had prior experience with Indigenous Australians or Aboriginal studies' content. A discrete unit on Indigenous culture and health has the capacity to assist students to begin their journey to cultural competence. However, to be successful and sustainable, such a unit must be aligned with the three key areas identified in a Reconciliation Action Plan: relationships, respect and opportunities. Furthermore, key pedagogical approaches are required to ensure students are motivated to engage with the content. Keywords: Indigenous Australian cultural competency, cross-cultural graduate capability, Indigenising curricula, cross-cultural pedagogy, intercultural education It is with respect that we acknowledge the Nyungar people and their Elders, who are the custodians and guardians of this land on which we live. We thank the Elders for their continued guidance and support of the work that we do in the interests of improving outcomes for all Aboriginal and Torres Strait Islanders.
Practical Steps and Collegiality in the Building of Podiatry Curricula to Meet Accreditation and Health Sector Employability Demands
Author: Raspovic, Anita
Date: 2013-00-00
Type: Journal Articles
Subjects: Podiatry,Employment Qualifications,Medical Education,Accountability,Foreign Countries,Curriculum Development,Curriculum Design,Curriculum Implementation,Higher Education,Educational Objectives,Allied Health Occupations Education

Historically, mixed arrangements have been in place between educational institutions and podiatrist registration bodies to evaluate the capacity of courses to adequately prepare new graduates for clinical practice. The national scheme for the registration of health practitioners introduced in 2010, followed by a national system for accreditation of respective courses, has however seen significant legislative and policy change to requirements for evidencing effectiveness of podiatry courses. In addition, there has been a local and international change in emphasis by stakeholders in higher education, government, professional regulation, quality assurance and employment, towards measureable, explicit student learning outcomes. Curricula initiatives at La Trobe University, including large scale systematic review and redesign of all courses commencing in 2005 within the Faculty of Health Sciences, and a subsequent university wide 'Design for Learning' project (La Trobe University, 2009), provided a timely platform for podiatry staff to respond to critical emerging imperatives for increased program transparency and accountability.
Using Standards Rubrics to Assure Graduate Capabilities within the Context of Undergraduate Liberal Arts Programmes: Curriculum Design and Assessment
Author: Brook, Angus
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Liberal Arts,Standards,Scoring Rubrics,Theological Education,Philosophy,Program Descriptions,Ethics,Core Curriculum,Case Studies,Barriers,Program Development,Curriculum Design,Catholics,Church Related Colleges,Educational Objectives,Teaching Methods,Student Evaluation,Foreign Countries

In 2011 members of the School of Philosophy and Theology at The University of Notre Dame Australia (UNDA) Sydney campus, designed two standards rubrics as part of a project aimed at undertaking research within the area of assuring graduate attributes and capabilities in Australian universities. The standards rubrics designed were oriented towards developing particular graduate attributes intrinsic to the Core Curriculum programme in philosophy, ethics, and theology; all students at UNDA are required to undertake this programme, which reflects a 'liberal arts' or 'liberal education' approach to university education. In this paper, we engage in an institutional case study of this project, discussing the advantages and challenges of developing and using these standards rubrics with a specific focus on: how they have already been used, how we plan to use them in the continuing development of our Core Curriculum programme, and the particular challenges we face in developing standards rubrics within a 'liberal arts' or 'liberal education' environment. In doing so, we will attempt to demonstrate the usefulness of developing standards rubrics as a basis for careful and systematic review of our pedagogical approach, and curriculum and assessment design so as to assure the achievement of graduate attributes and capabilities. Given our focus on developing these standards rubrics within a Catholic liberal education environment, the paper will begin with a discussion of the tradition of liberal education. This tradition provides the immediate context for the graduate attributes and capabilities toward which our rubrics are oriented and helps explain the specific nature of the Core Curriculum programme. The article will then consider key theoretical problems that arise in attempting to assure graduate attributes and capabilities within a liberal education environment, including problems related to educating towards objectives or attributes that are difficult to assess or measure due to their generality. In the final part of the paper, we demonstrate the usefulness of developing standards rubrics as a means of reviewing our pedagogical approach and curriculum design for the purposes of fostering graduate attributes and designing assessments that enable students to demonstrate the degree to which they have attained graduate attributes.
Delivering Work-Ready Business Graduates -- Keeping Our Promises and Evaluating Our Performance
Author: Jackson, Denise
Date: 2013-00-00
Type: Journal Articles
Subjects: Career Readiness,Business Schools,Employment Potential,Skill Development,Job Skills,Evaluation Methods,Program Effectiveness,Undergraduate Students,Foreign Countries,Experiential Learning,Competency Based Education,21st Century Skills

Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready. This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed and is currently being implemented in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.