ethanporcaro/eric-fulltext-meta huggingface dataset:
The Models of Higher Education in Russia and European Countries at the Beginning of the XXIst Century: The Main Directions of Development
Author: Dudin, Mikhail N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Higher Education,Cultural Differences,National Standards,Educational History,European History

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a &quot;bachelor's degree&quot; which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.
University Graduates&apos; Soft Skills: The Employers&apos; Opinion
Author: Gruzdev, Mikhail V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Job Skills,College Graduates,Labor Market,Foreign Countries,Education Work Relationship,Critical Thinking,Program Administration,Problem Solving,Teamwork,Leadership,Business Communication,Cultural Awareness,Time Management,Lifelong Learning,Physical Health

The relevance of the issues addressed in the article is determined by the importance of organizing the dialogue between education and business to ensure the high quality of training specialists. Soft skills are considered from the standpoint of the unity of requirements for training, evaluation and development of human resources. The main focus is on analyzing the attitude of employers towards soft skills, approved by the Ministry of Education and Science of the Russian Federation for the preparation of bachelors and masters: the significance of soft skills for employees of the enterprise (organization); the level of the formation of soft skills among university graduates who apply or work at the enterprise; functions (tasks), in which the relevant competences are important. This article presents the results of a survey of employers on the soft skills of university graduates, in which 36 people took part -- heads of organizations and representatives of personnel services from different spheres (health, culture, education, radio electronics, petro chemistry, housing and communal services, tourism, construction, etc.), different forms of ownership and the enterprise (organization) size. The survey was conducted in the form of an individual interview. The key positions of the interview were to identify the employers' opinion on the importance of soft skills for the employees of the enterprise (organization); the level of the formation of soft skills among university graduates who apply or work at the enterprise; functions (tasks), in which the relevant competences are important.
The Soft Dimension of the Shanghai Cooperation Organization&apos;s Fight against the &quot;Three Evil Forces&quot;. Insights on Counterterrorism Preventive Measures and Youth Education
Author: Valleau, Annick
Date: 2018-00-00
Type: Journal Articles
Subjects: Terrorism,Agency Cooperation,Cultural Awareness,Patriotism,Citizenship,Ethnicity,Religion,Social Change,International Cooperation,International Programs,Foreign Countries,Crime,Violence,Ideology,Global Approach,Citizenship Education,Social Values

This article examines the comprehensive and participatory component of the Shanghai Cooperation Organization's (SCO) approach to the fight against the &quot;Three Evil Forces&quot; within the theoretical framework of smart counterterrorism. After analyzing the problematic definitions of the concepts of terrorism and extremism, the authors choose to focus on the non-coercive preventive pillar of the SCO's counterterrorism strategy through the prism of youth education. The emphasis is placed on the strikingly similar practices of SCO Member States in this field, whereby state and non-state actors foster partnerships to conduct cultural activities promoting the same values of patriotism, civic identity, interethnic and interfaith dialogue as a counter-ideology to the dissemination of radical ideas among the youth. The experience of SCO Member States in implementing inclusive counterterrorism programs serves as a basis for the evolution of SCO's soft diplomacy, which has very recently entered a new phase in its development, following the first SCO Youth Assembly and Uzbekistan's decision to support the SCO Youth Council. In this paper, the youth is analyzed as the primary target and actor of the SCO's preventive counterterrorism efforts.
The Relationship between Exercise Addiction, Physical Activity Level and Body Mass Index of the Students Who Are Studying at Physical Education and Sports College
Author: Gun, Adem
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Exercise,Addictive Behavior,Body Composition,Physical Activity Level,Physical Education,Gender Differences,College Students,Foreign Countries

Context: The aim of the study was to identify the relationship between exercise addiction (EA) and physical activity levels (PAL) and body mass index (BMI) of students of Physical Education and Sports College (PESC). Methods: The study consists of 204 male and 101 female from Erzincan University PESC. Personal Information Form, Exercise Dependence Scale-21 and Physical Activity Survey were used. The data were analyzed in SPSS22.0 for windows. KruskalWallis-H, Mann-Whitney-U and Spearman Correlation tests were used. Results: It was detected that % 13,2 of male students of PESC, 15.8% of female students and 14.1% of students in general were exercise addicted, while there was no significant difference between BMI according to the EA status of male students of PESC, the PAL of exercise addicted and candidate of addiction was statistically significantly higher in comparison with non-addict, according to the EA status of female students of PESC there was no significant difference between neither MBI nor PAL, the BMI of male students of PESC is significantly higher, the PAL values of candidates of EA is significantly higher, there was no significant differences between BMI and PAL values of the students according to the family economic level, there was no significant relationship neither male nor female students between BMI and PAL according to the EA levels. Conclusion: It was extrapolated that, few of the students are EA; the students who are high in EA are also high in PAL values, the family economic, level on the students' EA level is not an effective factor, and also there was no significant relationship between BMI and PAL according to the EA status.
Vietnamese Teachers&apos; Perceptions of Social-Emotional Learning Education in Primary Schools
Author: Van Huynh, Son
Date: 2018-00-00
Type: Journal Articles
Subjects: Vietnamese,Teacher Attitudes,Social Development,Emotional Development,Sustainability,Elementary School Teachers,Barriers,Program Implementation,Measures (Individuals),Foreign Countries,Teaching Experience,Program Evaluation,Educational Background

Teachers are the primary deliverers of Social-Emotional Learning (SEL) program, and therefore their beliefs, attitudes, and support towards SEL influence the adoption, sustainability, and impacts of this program. The aim of the present research is to measure the perception of social emotional learning education among Vietnamese primary school teachers. A group of 250 Vietnamese primary school teachers (142 males and 108 females) participated in the survey. They completed the Teachers' Perceptions of Social Emotional Learning scale (TPSEL). The scale included four subscales which are the Teachers' perceived level of the necessity of SEL education in primary schools (TPN), the Teachers' perceived level of the importance of SEL education in primary schools (TPI), the Teachers' perceived level of concern about SEL education in primary schools (TPC), and the Barriers to the Implementation of SEL Programs (BISEL). Results showed significant differences in BISEL among the teachers with different years of teaching experience. Moreover, various educational backgrounds affected TPN and BISEL considerably. The interaction effect on TPN and BISEL was found. The results suggested that regardless of the differences in educational backgrounds and years of experience, the teachers were all aware of the necessity as well as the challenges when implementing SEL in classrooms in primary schools.
Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap
Author: Alasmary, Abdullah A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Phrase Structure,Language Processing,Teaching Methods,Language Patterns,Learning Activities,Language Role,Native Language,Internet,Indexes,Bilingualism,Grammar,Task Analysis,Computational Linguistics

Strong claims are made regarding the significant role that multiword sequences play in the comprehension and production of speech and writing. Although the literature is replete with research-informed, evidence-based guidelines on how to maximize the learning of such sequences, such guidelines need to be synthesized, analyzed and evaluated for learning purposes. This paper attempts to fill this gap, addressing the numerous instructional options that ESL/EFL practitioners, curriculum designers and materials authors have at their disposal while dealing with lexically bundled sequences in several learning contexts. Another purpose of this paper, is to explain the problems that may arise as a result of teaching these sequences and the ways to solve them. The bulk of discussion will be centered on the tasks, activities and techniques suggested by researchers for deepening learners' understanding of these patterns across a wide range of contexts.
It&apos;s Not Only What You Say, but How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher&apos;s Talk
Author: Hämäläinen, Raija
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Discussion (Teaching Technique),Discourse Analysis,Intonation,Suprasegmentals,Teacher Student Relationship,Interaction,Science Teachers,Dialogs (Language),Interpersonal Communication,Acoustics,Teacher Behavior,Public Speaking

In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment focuses on the prosodic perspective of teacher's talk to shed light on classrooms interactions. We present a case in which we align prosodic features with the content of teacher's talk during a nine-week physics course. This article shows that prosodic analyses may have added value for research on learning and professional development. Namely, we illustrate that acting in an authentic classroom setting might trigger specific prosodic aspects in teacher's talk. We further found indications that the teacher applied different voice prosody regarding certain patterns of classroom talk. For the future, we suggest that a combination of content and prosodic analysis is a promising tool for gaining new insights into classroom interactions.
Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Academic Education -- The Role of Workplace Factors
Author: Nagele, Christof
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Academic Education,Higher Education,Work Environment,Predictor Variables,Motivation,Educational Attitudes,Socioeconomic Status,Citizenship,Gender Differences,Age Differences,Participation

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis. Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age--from younger to older--between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual's value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.
Learning on the Job: Rethinks and Realizations about Eye Tracking in Music-Reading Studies
Author: Puurtinen, Marjaana
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Music Reading,Expertise,Research Methodology,Research Problems,Data Collection,Research Design,Data Analysis

The application of new methods and measures in domains with few methodological traditions of that kind often presents researchers with a challenge; they may have to take up the task of developing their understanding of the phenomenon while, at the same time, creating the practices for its study. For us, the method was eye tracking, and the topic, music reading. One key characteristic of music reading is that the music reader's gaze moves slightly ahead of the current point of performance. This gap allows the performer to prepare for the upcoming motoric responses. In this paper, we present our 10-year-long path, describing the steps we have taken while studying this &quot;looking ahead&quot; in music reading. We will point out how we have, after both advances as well as setbacks, come to change our views on how best to explain the various components affecting this specific act and how it is best measured. Finally, we discuss some of the lessons we have learned, hoping in this way to provide practical suggestions for others who plan to take up methods from other domains and use them in novel ones.
Examination of the Correlation between Dynamic Balance and Leg Strength of 11 and 12-Year-Old Children Who Have Fencing Training
Author: Gülaç, Meryem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preadolescents,Muscular Strength,Human Body,Athletics,Training,Correlation,Exercise Physiology,Foreign Countries,Competition

In this study, it is aimed to examine the relationship between leg strength and dynamic balance of children who have fencing training. 59 epee athletes who are 11 and 12 years old (33 11-year-old, 26 12-year-old) participated in research groups. Star Excursion Balance Test was used to determine balance performances and Baseline brand leg-dynamometer used to determine the leg strength of athletes who had fencing training. First, the Shapiro-Wilk test was used to determine if the data obtained during the study had a normal distribution. Pearson Correlation test was performed for all data displaying a normal distribution. Significance levels were taken as P&lt;0,05 According to the research findings it was determined that there is a meaningful relationship between leg strength and balance test of athletes who have fencing training. As a result, it was seen that balance test values increase as the leg strength increases.
Minorities in Higher Education in the United States: Their Status and Disparities in Student and Faculty Representation in a Midwest Research I University
Author: Luster-Edward, Shatomi
Date: 2019-00-00
Type: Journal Articles
Subjects: Minority Group Students,Minority Group Teachers,College Students,College Faculty,Disproportionate Representation,Research Universities,Student Diversity,Diversity (Faculty),Leadership,Inclusion,School Culture,School Policy

This paper investigated diversity disparity in high education relating to faculty and the student body. The research identified the perceived leadership behaviors, policies, and procedures determined by minority faculty and students contributing to minority populations disparities within the University. The conclusions suggested higher education leaders should embrace and encourage differences and implement strategies that will adequately support inclusive policies within the higher education system to increase the organizational value of diversity through equitable populations.
Ubiquitous Flipped Classroom Instructional Model with Learning Process of Scientific to Enhance Problem-Solving Skills for Higher Education (UFC-PS Model)
Author: Srilaphat, Ekkharin
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,Teaching Methods,Problem Solving,College Students,Scaffolding (Teaching Technique),Inquiry,Foreign Countries,Science Process Skills

This research aimed at proposing an ubiquitous flipped classroom instructional model with learning process of scientific to enhance problem-solving skills for higher education (UFC-PS model). The UFC-PS model was developed based on the review of the literature, the expert's interview and evaluated by five experts. The research results were found that the UFC-PS model consists of three components were (1) Ubiquitous Learning Environment, (2) Ubiquitous Scaffolding, and (3) flipped classroom through scientific inquiry. The experts also evaluated which step of the UFC-PS model was most suitable for the development of the respective aspects of problem-solving skills.
Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe
Author: Markowitsch, Jorg
Date: 2018-12-00
Type: Journal Articles
Subjects: Feedback (Response),Vocational Education,Cross Cultural Studies,Labor Market,Case Studies,Comparative Analysis,Foreign Countries,Governance,Models,Apprenticeships,Social Systems,Welfare Services,Education Work Relationship,Job Skills,Job Training

Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as 'feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised 'feedback mechanisms' between VET and the labour market. Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different 'formal feedback mechanisms' in Germany, France, England, and Austria. Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria. Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful