ethanporcaro/eric-fulltext-meta huggingface dataset:
Education and the Paradigm of Tolerance
Author: Chistolini, Sandra
Date: 2017-03-00
Type: Journal Articles
Subjects: Prosocial Behavior,Beliefs,Freedom,Relevance (Education),Peace,Conflict,Humanism,Values Education,Citizenship,Civil Rights,Cultural Pluralism,Laws,Cultural Influences,Foreign Countries,Religion,War,Self Concept,Philosophy

Living alongside one another in a spirit of acceptance evokes the concept of tolerance that, from Erasmus da Rotterdam to Voltaire to Primo Mazzolari, calls upon us to understand that the only possible choice for mankind, from time immemorial, has been to educate towards coexistence within milieus that increasingly differ by culture, customs, ways of thinking and behaviours. Beliefs and concepts sometimes refer to values that may also be quite remote from and unlike ours and, as a result, our capacity to find points of contact with other persons becomes the condition, not only for survival, but for growth itself as a human person. To know how to interpret and yet keep one's own points of reference is a constant challenge to our intelligence guided by the will to do good. The concept of free will is based precisely on the strength of the human will, driven to dedicate itself to whatever safeguards, or to turn away from the search for salvation. Freedom cannot exist if we replace it with new absolutisms and mental blocks that hinder the realisation of that growing humanisation plan, founded on responsibility and care. This paper broaches the subject of the relevance of education to tolerance: on one hand, a plan for detecting the limits within us and, on the other, the need for creating a human community, with the purpose of defining a common interest to live for and commit ourselves. So, it is a matter of choosing whether to live through another cold war or shift towards much more promising horizons of encounter and solidarity.
The Effect of Transformational Leadership on Middle School Students&apos; Intrinsic Motivation and Expectancy-Value in Physical Education
Author: Kim, Minhyun
Date: 2017-06-00
Type: Journal Articles
Subjects: Transformational Leadership,Middle School Students,Student Motivation,Expectation,Physical Education Teachers,Teacher Leadership,Teacher Student Relationship,Teaching Styles,School District Size,Private Schools,Leadership Effectiveness,Intellectual Development

The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students' learning. The main purpose of this study was to explore the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, a total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, and multiple regression. According to regression analyses, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Additionally, based on multiple regression, intellectual stimulation was a common factor that positively affected students' expectancy-value and intrinsic motivation. The results of the study supported the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. It is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.
Factorial Invariance of Self-Efficacy in the Sociocultural Sphere Scale on Men and Women University Students
Author: Pando, Veronica Benavides
Date: 2017-03-00
Type: Journal Articles
Subjects: College Students,Self Efficacy,Factor Structure,Psychometrics,Factor Analysis,Foreign Countries,Cultural Influences,Test Validity,Gender Differences

The present study analyses the psychometric properties of the Self-efficacy in the Sociocultural Sphere Scale in men and women university students. The overall sample consisted of 1545 subjects: 616 women and 929 men, with a mean age of 18.11 years (SD= 0.69) and 18.27 years (SD= 0.75) respectively. Psychometric analysis showed that two-factorial structure (promotion of the culture and cultural identity) was viable and adequate for both populations (men and woman) according to the established psychometric requirements when the informers are the students themselves. The results showed that factor structure, factor loadings and intercepts of the instrument could be considered invariant across groups; however, there are differences between groups for the means of factors promotion of the culture and cultural identity.
Drug Use and Sources of Drug Information among Secondary School Students in Imo State, Nigeria
Author: Ilo, Cajetan I.
Date: 2017-03-00
Type: Journal Articles
Subjects: Drug Use,Information Sources,Secondary School Students,Drug Therapy,Stimulants,Drinking,Sleep,Mass Media,Gender Differences,Drug Education,Foreign Countries,Case Studies,Questionnaires,Substance Abuse

This study was an investigation into drug use and sources of drug information among secondary school students in Imo State, Nigeria. A sample of 1400 students, aged 16-17 years was studied. Percentages were used to describe the students' drug use and sources of drug information. Chi square was used to verify the four hypotheses postulated for the study. Results showed that the main drugs the students who took part in the study used included analgesics, stimulants, anti-malaria, alcohol, worm expellants, nasal decongestants, sleeping pills, laxatives, and anti-biotics and their main sources of drug information included print media, television, radio, and friends and peers. Chi-square tests indicated that the differences in the use of drugs between boys and girls were significant in most cases. It is recommended that drug education be made an integral part of secondary school curriculum.
Overweight and Obese College Students&apos; Perceived Barriers and Motivators for a Healthy Lifestyle
Author: Oh, Yoonsin
Date: 2016-12-00
Type: Journal Articles
Subjects: Obesity,College Students,Student Attitudes,Barriers,Life Style,Body Composition,Time Management,Physical Activity Level,Eating Habits,Knowledge Level,Self Concept,Dietetics,Nutrition,Self Motivation,Health Behavior

This qualitative study explored overweight and obese college students' experiences of obesity. Overweight and obese university students (BMI 25 or higher) from a southwestern regional university in the United States were recruited for in-depth qualitative interviews. Interviews were conducted face-to-face in a private room during the academic year 2013-14. A team of trained qualitative researchers used conversational interviews to discuss the students' experiences for 45-60 minutes. Interviews were audio-recorded and transcribed. Data analysis used qualitative emergent themes and categorization. Researchers analyzed the data at team meetings for triangulation and validation. Nineteen overweight or obese university students (female=11 and male=8) participated in the study. Sixty-three percent (12 out of 19) were obese and the remainder were overweight. Seventy-three percent (14 out of 19) did not meet the physical activity guidelines for Americans. Time and motivation were barriers for physical activity. Seventy-three percent (14 out of 19) reported eating unhealthy foods. Lack of time and convenience were barriers to eating healthier. They showed a lack of knowledge on how to make healthy food choices. Eleven out of nineteen (57%) participants were self-conscious about their body, and half were having trouble finding clothes that fit. These results support the previous literature on psychological issues, lack of daily physical activity, and lack of a healthy diet. This suggests that health promotion is needed for college students to foster healthier lifestyles.
Adolescents&apos; and Parents&apos; Perceptions about Core Values to Individual and Family Life: A Cross-Sectional Study Involving Seven European Countries
Author: Vieira, Cristina C.
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescent Attitudes,Parent Attitudes,Family Life,Values,Citizenship,Gender Differences,Critical Thinking,Cross Cultural Studies

Family, community and school are privileged contexts to acquire and consolidate fundamental values for governing individual life and interpersonal relations across lifespan, and such learning is more effective if there is congruence in the messages learned, and if children and adolescents are stimulated to develop critical thinking competences to deal with information. Involving a convenience sample of 889 subjects, 446 adolescents and 443 parents from seven European countries to whom a self-administered questionnaire was applied, this paper presents the main results of cross-comparisons between and within countries about the perceived importance of values for family. Participants were also asked to do a self-evaluation of themselves as models of citizenship for others. Overall, mothers tend to consider that values are more promoted in families than fathers, but there are no differences in the opinions of adolescent boys and girls. When males and females are compared with no distinction of generations, the latter agreed more with the significance of values for the family than the former. There are some specific differences between and within countries and sample groups in the evaluation of values and self-perceptions of citizenship performance. Despite the limited number of participants in each country, the discussion of results highlights the importance of debating the values that guide personal and societal principles inside and outside the family, in an effort to construct a world free of prejudice and discrimination and where every person, regardless of cultural, religious or ethnical identities, is invited to contribute to the common well-being. [This article was written in collaboration with: Harald Seeber, Elisabeth Brueggl, Aziza Majri, Diane Licoppe, Christos Kolozof, Cristina Costa, Isabel Cristina Borges, Isabel Pratas, Laura Cruceat, Jana Mlakar, and Köksal Sezgin.]
The Development of Education in Kosovo by the End of Serbian Dominion and in the Beginnings of Ottoman Rule
Author: Loka, Nikolle
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Educational History,Catholics,Islam,Cultural Influences,Religion,War,Social Change,Religious Education

The condition of education in Albanian territories before and after ottoman invasion of the country reflects the change of existing social structures and the beginning of the process of building new ones. These changes were reflected in education system as well. Due to the contradiction that Papati and catholic powers of Europe made upon Ottoman invasion in Balkan, the High Gate held a hostile attitude towards catholic church, while Patriarchana recognized the Ottoman rule and the rights of the orthodox people to govern a spiritual life for themselves. In the first years of Ottoman rule, the Catholic Church and schools financed from it, survived only in several civic centers and in rural areas where the authority of Ottoman administration was not settled yet. Meanwhile, schools that were kept from orthodox clerics still continued their activities, although they decreased in number, as a result of the dominion. In the meantime, with the beginning of the process of Islamization the first Ottoman schools were born. The presence of Muslim religious schools in Turkish-Arab languages, of catholic ones in Latin and orthodox ones in Slavic, influenced a growth in the educational level of population. But, the presence of Slavic schools in pressure conditions of Islamization made that a part of Albanian community to assimilate in Serbs. In these occurrences, religious education of this period was linked tight with the development of the events in the land and had a distinct political character. In this case it should be emphasized that due to the the specifications of the historical development in Kosovo, islamic education did not follow the natural process of transition to national education. In conclusion, it ought to be noted that, in the brink of the ottoman conquest and in the first years of the Ottoman rule, it continued educational tradition and Albanians had their clerics and their educated men, who performed the function of the teacher and they gave the education in foreign language the features of the environment and of the Albanian tradition.
Sustainability Education through Active-Learning in Large Lecture Settings: Evaluation of Four Out-of-Class Exercises
Author: Baldwin, Jeff
Date: 2016-12-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Active Learning,Lecture Method,Class Size,Experimental Curriculum,State Universities,Consciousness Raising,Behavior Change,Food,Transportation,Introductory Courses,Student Centered Learning,Climate,Learning Activities,Relevance (Education),Campuses,Undergraduate Students

Large classes on sustainable development present certain challenges. Often high student to instructor ratios encourage passive learning pedagogies. However, because sustainability education seeks to increase awareness and help students shift to more sustainable behaviors, more active learning is often prescribed by pedagogical experts. This study provides analysis of four out-of-classroom activities undertaken by students in recent offerings of an experimental course on sustainable development taught at Sonoma State University in California, USA. Those activities, innovated specifically for this course, attempt to increase learner centered activities in large classes that averaged 124 students. Analysis of open-ended reflections indicates that many students experienced raised awareness of sustainability issues. Beyond aspirational statements, student reflections and actual behavioral tracking indicate some shifts to lower carbon food choices in just four weeks.
The Effect of Teacher&apos;s Proxemic Aspects on Didactic Relationship in Swimming
Author: Sghaier, Donia
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Aquatic Sports,Physical Education Teachers,Physical Education,Proximity,Teacher Student Relationship,Interaction,Teaching Experience

This article is interesting in didactic distances (Forest, 2001) of two Physical Education (PE) teachers of Swimming in Tunisia. Its objective is to determine the different proxemic distances (Hall, 1966) of teachers at the time of didactic regulation. We postulate that proxemic distances represent a revealing of didactic relationship. The methodology of this research is qualitative and clinic. It could be registered within the frame of clinic didactic interactions of PE and on the clinic analysis of experimented and novice teacher's practice glimpsing &quot;case by case&quot; and to apprehend the singular subject in didactics (Terrisse, 1999). Data collection and analysis are organized according to the clinic didactic methodology. This temporal methodology differs by three different times and crusaders. From methodological point of view, this study limits itself to the second time analysis, that of the test (Terrisse, 2000). We make the choice to focus on the qualitative study of proxemic distances scale (Hall, 1966). Results put in evidence that the practice of different proxemic modes by teachers have effect on the didactic relationship.
Opening Many Locks with a Master Key: Six EFL Games Played with a Set of Cards
Author: Cesur, Kürsat
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Educational Games,Web Sites,Language Teachers,Elementary School Students

Being a lucky child, I played lots of games, as my parents were primary-school teachers, and playing games is a natural part of growing up and learning. More recently, I took the opportunity to create new games while teaching a course called &quot;Teaching English to Young Learners&quot; to preservice teachers of English. Among these games, there are more than 20 that can be played using only one set of cards, including those described online at TenTen 4 Kids (2018a); teachers and students can make these cards by using the example template in the Appendix. In this article, I describe six of these games that I have either adapted or created.
Online Reading Strategies for the Classroom
Author: Brun-Mercer, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Reading Processes,Reading Rate,Information Technology,Reading Difficulties,Teaching Methods,Information Seeking,Online Searching,Credibility,Web Sites,Check Lists,Information Sources,Electronic Publishing

Literacy today requires not only the comprehension of traditional print texts, but also proficiency in twenty-first century technology (International Reading Association 2009). While reading online has become commonplace and in many instances mandatory, readers are not necessarily engaging with digital texts effectively or efficiently. Instructors can help their students improve online reading speed and comprehension by understanding the distinctive challenges of online reading and providing sufficient strategy training and digital-reading practice. The goal of this article is to outline some of the difficulties of reading online, describe several strategies for overcoming those difficulties, and provide hands-on activities to help students practice the strategies.
Relationship between Social Challenges and the Education of the Girl-Child as Perceived by Female Academics in the Tertiary Institutions of Edo State, Nigeria
Author: Osarenren-Osaghae, R. I.
Date: 2019-11-00
Type: Journal Articles
Subjects: Social Problems,Barriers,Females,Women Faculty,College Faculty,Teacher Attitudes,Reliability,Correlation,Foreign Countries,Educational Attainment,Poverty,Illiteracy,Parent Child Relationship,Gender Differences,Religious Factors,Cultural Influences,Womens Education

The study looked at some social challenges confronting the education of the girl-child as perceived by female academics in the tertiary institutions in Edo State. To guide this study, seven research questions were raised and one hypothesis was formulated. The population was made up of all the female academics in all the tertiary institutions in Edo State, Nigeria. Three hundred and fifty females made up the sample of study through the purposive sampling technique. The instrument used to collect data was the questionnaire which was content validated by experts and had a reliability value of 0.72. Three hundred and eleven retrieved questionnaires were analyzed using frequency and percentage for research questions and Pearson product moment correlation co-efficient (r) for the hypothesis. There was a strong positive relationship (r=0.932, p&lt;0.05) between social challenges and the education of the girl-child in Edo state, Nigeria. Based on these findings, recommendations were made.
The Influence of Learning Styles on Academic Performance among Science Education Undergraduates at the University of Calabar
Author: Nja, Cecilia Obi
Date: 2019-11-00
Type: Journal Articles
Subjects: Cognitive Style,Academic Achievement,Science Education,Undergraduate Students,Foreign Countries,Learning Modalities,Preferences,Correlation,Teaching Methods,Gender Differences,Visual Learning,Aural Learning

This research work investigated the influence of learning styles on academic performance among Science Education undergraduates of the University of Calabar, Nigeria. The learning model used for this study comprised, visual, auditory, kindergarten, global analytical impulsive, reflective, individual and group models. Expo facto design was used for the study. The target population included all Science Education students in the University of Calabar. Two instruments were used for the study, Learning Styles Questionnaire (LSQ) and 2017/2018 second semester examination raw scores of Introduction to Science Education Result (ISER). The Cronbach's Alpha reliability coefficient was used for LSQ and the reliability coefficient was calculated, ranging from 0.62 to 0.82. Proportionate stratified and random sampling techniques were employed to get the sample. A total of two-hundred Science Education undergraduate students were chosen at random from the population. Findings showed that students have different learning styles preference. Data analysed revealed that there was a significant difference in student's choice of learning styles. There was a positive correlation between learning styles and academic performance of students. It was therefore recommended that teachers vary in their teaching methods and strategies to pave way for students to use different learning styles.
Teachers&apos; Pedagogical Competence as Determinants of Students&apos; Attitude towards Basic Science in South West Nigeria
Author: Adegbola, Funmi Florence
Date: 2019-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teacher Competencies,Student Attitudes,Foreign Countries,Teaching Styles,Teacher Influence,Faculty Development,Instructional Effectiveness,Instructional Materials,Secondary School Science,Secondary School Teachers,Secondary School Students

This study investigated teachers' pedagogical competence as determinant of students' attitude towards Basic Science in South-West Nigeria. The study was a descriptive survey type study. Participants were 2160 students randomly selected from 108 secondary schools across four States in South-West Nigeria together. 324 teachers teaching Basic Science in Junior Secondary Schools were purposively selected for the study. Two instruments were used for data collection. The first was a 25 item questionnaire titled &quot;Basic Science Teachers pedagogical Competence Questionnaire (BSPCQ) and the second instrument was also a questionnaire with 25 structured item questions titled &quot;Students' Attitudinal Questionnaire&quot; (SAQ). The reliability of the instruments was determined through test and re-test method which yielded a correlation co-efficient of 0.87 and 0.89 for BSPCQ and SAQ, respectively at 0.05 level of significance. Mean and Ranking Order and Multiple Regression analysis were used to analyze the data. Findings revealed that, teachers' pedagogical competence can significantly influence students' attitude towards Basic Science. It was recommended that, emphasis should be laid on teachers' qualifications while employing Basic Science teachers. Teachers should also intensify efforts in using various teaching styles which could influence students' attitude. It was also recommended that adequate measures should be taken by the teachers to ensure that students benefit from their teaching. In addition, the government and other educational stakeholders should arrange for seminars and workshops for their teachers to boost their levels of competence in the classroom. Teachers should also exhibit positive attitude that can influence students' attitude towards Basic Science.