ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Educational Policies for Migrants: A Case Study in the Swiss Canton of Geneva
Author: Fouquet-Chauprade, Barbara
Date: 2021-05-24
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Public Policy,Migrants,Case Studies,Migrant Education,Elementary School Students,Educational Change,Resistance to Change,Social Integration

The Swiss context presents a specific pattern being a confederal country relying on a subsidiarity principle. Thus, the cantons operate in a framework of a reduced power of central authority (Boulenger et al., 2012; Revaz, 2020) and are autonomous regarding education policies at local level (Akkari, 2019). However, since the adoption of a new law in 2005, the Federal Council, cantons, municipalities and cities officially collaborate on migration policy (Chifelle, 2018; Facchinetti, 2012). In this particular context, the confederation developed migration policies giving guidance to cantonal governments. Our research aimed at analyzing a confederal policy guidance on migrants' education and its interpretation in the canton of Geneva. In particular, we examined the &quot;decoupling&quot; between general guidance from the Confederation and the implementation at local level. For this purpose, we studied the implementation of a cantonal program named &quot;L'école des mamans&quot; (mothers' school) dedicated to prepare migrants' families for their children enrolment in primary school. Our main results show that there is a distortion between policy objectives and the implementation phase. We also observe a model of resistance to change with no modification of actors' practices towards migrants' parents despite the new integration policy guidance.
Relationships among Childhood Experiences, Happiness and Social Media Addictions in Adolescents
Author: Demir, Yasin
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Early Experience,Psychological Patterns,Social Media,Addictive Behavior,Adolescents,Foreign Countries,High School Students,Grade 9,Grade 10,Grade 11

Background/purpose: The use of social media has become commonplace among adolescents. However, excessive use of social media causes addiction in some cases. In this context, it is considered important to investigate the factors related to social media addiction. The aim of this study is to investigate the relationships among childhood experiences, happiness, and social media addiction in adolescents. Materials/methods: In the study, correlations between childhood experiences, happiness, and social media addiction among adolescents were tested with the structural equation model. The research involved 314 adolescents, and the Social Media Disorder Scale (SMDS), The Oxford Happiness Questionnaire Short Form (OHQ-SF), and the Childhood Experiences Questionnaire (CEQ) were used as data collection tools. SPSS 21 and AMOS programs were used for data analysis. Results: The results of the path analysis indicated that negative childhood experiences negatively and directly affect happiness, whilst happiness negatively and directly affects social media addictions, negative childhood experiences positively and indirectly affect social media addictions, negative childhood experiences negatively affects happiness, and unhappiness positively affects social media addiction. Conclusion: The current study's results have shown that negative perceived childhood experiences can negatively affect individuals emotionally and behaviorally during adolescence.
Creative Leadership
Author: Sisk, Dorothy A.
Date: 2013-12-00
Type: Journal Articles
Subjects: Creativity,Leadership Styles,Leadership Role,Social Change,Models,Biographies,Leadership Training,Metacognition,Problem Solving,Awards,Facilitators (Individuals)

Creative leadership is basically about connecting people, and in a sense creative leadership is a form of servant leadership in which the leader's task is to connect different people, ideas, and ways of thinking. Leaders further develop the skills of their co-workers and co-create and co-sense problems of their organizations. Creative leadership comes from a deep-rooted passion that was illustrated in the four individuals presented in this article: (1) Maria Helena Novaes; (2) Sid Parnes; (3) Annemarie Roeper; and (4) Sylvia Ashton Warner. All four of these individuals manifested the seven Cs of the &quot;Social Change Model&quot; (SCM).
A Corpus-Based Proposal for the Vocabulary to Be Taught at A1 Level in the Teaching of Turkish as a Foreign Language
Author: Simsek, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Vocabulary Development,Textbooks,Word Lists,Incidence,Nouns,Verbs,Form Classes (Languages)

While the significance of corpus-based research in the teaching of foreign language and native language is increasing, the need for such studies is also increasing accordingly. The priority of the vocabulary taught in language education are identified through corpus-based studies in line with the international criteria set in the relevant field. Corpora and sub-corpora consisting of many layers, written and oral, improve the efficiency of the teaching/learning process for both teachers and learners. Corpus-based studies aiming to create word lists to be taught at the basic level are significant in this context to meet the needs of learners and teachers. In this study, 7 different A1 level textbooks and about 114-thousand-word data set used in teaching Turkish as a foreign language were examined based on the relevant corpus, and the type/token ratios of the sub-corpus were identified. The most frequently used words in A1 corpus in the field of Turkish teaching as a foreign language are classified according to their types. Frequency lists of the words that are considered to be functional and useful in the teaching of Turkish as a foreign language for both teachers and learners have been prepared; 250 most frequently used nouns, adjectives and verbs; 750 different words, which are considered to be a fairly comprehensive number for the basic level, are presented as suggestions within the scope of this study.
The Impact of the COVID-19 Epidemic on Higher Education: Opportunities and Implications for Policy and Practice
Author: Karakose, Turgut
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Change,Online Courses,School Closing,Distance Education

Background/purpose: Besides many psychological, sociocultural, political, and economic problems, the COVID-19 pandemic has also led to radical changes in education systems worldwide, and the current pandemic has probably revealed the biggest education crisis in human history. The COVID-19 pandemic also offered significant opportunities to redesign higher education and to develop and implement effective teaching-learning strategies. The purpose of this article is to discuss the effects of the COVID-19 pandemic on higher education from a global perspective. Materials/methods: This paper is a review article; presenting a brief literature review on the COVID-19 pandemic and higher education. Practical implications: This article is aimed at inspiring both researchers and practitioners with regards to future research perspectives on COVID-19 and higher education. In this context, the responses of higher education institutions to the global education crisis caused by the current pandemic were examined, and some solution proposals were developed for policymakers and higher education professionals. Conclusion: The COVID-19 pandemic resulted in the worldwide education community acknowledging the fact that urgent adoption of an online emergency remote teaching approach was both necessary and inevitable.
The Relationship between Problematic Online Game Usage, Depression, and Life Satisfaction among University Students
Author: Yazici, Zuhtiye Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Depression (Psychology),Life Satisfaction,Correlation,Measures (Individuals),Gender Differences,Instructional Program Divisions,Student Characteristics,Undergraduate Students,Psychological Patterns

Background/purpose: In this study, the relationship between problematic online game usage, and depression and life satisfaction levels of university students was examined. Materials/methods: The research was conducted according to the relational screening model, with a sample consisting of 401 university students. The research data were obtained using the Beck Depression Inventory, the Problematic Online Game Use Scale, the Contentment with Life Assessment Scale, and a Personal Information Form prepared by the researchers. The data obtained were analyzed using Pearson Correlation Analysis, Independent Sample t-test, and One-Way Analysis of Variance (ANOVA). Results: The results of the study show that the relationship between students' use of problematic online games and their depression levels to be moderately positive, and revealed a low-level, negative relationship between life satisfaction levels. In addition, students' problematic online game use, depression, and life satisfaction levels were analyzed according to the variables of gender and grade level, and statistically significant differences were found to exist between them. Conclusion: The study's results revealed that as the use of problematic online games increased, the university students' depression levels increased in parallel, and that the depression levels of female students were higher than for their male counterparts. Lastly, it was observed that as the university students' use of problematic online games increased, their life satisfaction levels decreased.
Critical Discourse Analysis on the Effects of COVID-19 on the Future of Teaching Turkish as a Foreign Language
Author: Yesilyurt, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,COVID-19,Pandemics,Preservice Teachers,Teacher Education Programs,Language Teachers,Student Attitudes,School Closing,Distance Education,Online Courses

The aim of this study is to analyse the discourses of prospective teachers who were taking teaching Turkish to foreigners course about the effects of COVID-19 on the future of teaching Turkish as a foreign language. Analysing the discourses of prospective teachers who will teach in the field about the effects of COVID-19 on the future of teaching Turkish as a foreign language is important in terms of providing a more quality language education during and after COVID-19 process. The presents study is a qualitative study. The study group consists of 59 students studying at Zonguldak Bülent Ecevit University, Eregli Faculty of Education, department of Turkish language teaching since they were receiving teaching Turkish as a foreign language course and they will graduate from the related department. Open-ended questions are applied to the participants in the study. Critical discourse analysis was carried out to analyse the discourses of the participants. As a result of the study, it was concluded that although COVID-19 had a negative influence on language teaching activities, with positive state policies and with more frequent use of distance education and online education, these problems have been overcome and more people can be interested in Turkish in the future.
Education for the Cultivation of Emotions through Textbooks: The Example of Croatian High School History Textbooks
Author: Kardum, Rona Bušljeta
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,History Instruction,High Schools,Emotional Development,Emotional Response,Empathy

Background/purpose: Contemporary teaching focuses on the students' active role in the acquisition of knowledge and largely neglects the role of emotions. Given the importance of empathy when it comes to the emotional development of the individual, and the opportunities offered by history as a subject with regard to encouraging empathy, the main purpose of research is to analyze the extent to which history textbooks contribute to empathy as one of key competencies of today's world. Materials/methods: In the research, &quot;qualitative and quantitative content analysis&quot; was used. The analysis includes only one didactic-methodical toolkit of the textbook - &quot;questions and tasks&quot; by the formulation of which it is possible to identify in which direction the teaching process &quot;moves&quot; and to what extent it encourages the cultivation of emotions. Results: The results suggest that high school history textbooks overemphasize the cognitive aspect of the learning process while simultaneously inadequately putting students in a position that would also allow them to be more emotionally engaged with the historical events and to thereby develop empathy. Conclusion: It is necessary to develop detailed guidelines with clear instructions on how to encourage students' emotional engagement in individual subjects and teaching units.
Development of Curriculum Changes Perception Scale and Teachers&apos; Perceptions of Curriculum Changes
Author: Kayir, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,Teacher Attitudes,Test Construction,Content Validity,Factor Analysis,Foreign Countries,Preschool Teachers,Elementary School Teachers,Test Reliability

This study aims to develop a scale to measure teachers' perceptions of curriculum changes. The experimental form created for this purpose was presented to the experts for their opinions. The content validity rates of the items were determined in line with the feedback from experts. Items with a content validity rate of less than .80 were excluded from the study. The 11-item trial form was applied to 162 Turkish teachers from different branches. Sampling was selected through convenient sampling method. With the Exploratory Factor Analyses (EFA), a two-dimensional structure consisting of 11 items, namely &quot;Resistance to Program Changes&quot; and &quot;The Effect of Program Changes on Learning Environments&quot;, was reached. The relationship between the subscales of the scale was examined in the analyzes and it was found that the factors were in a significant relationship with each other. It has been verified as a result of the analysis that the sub-dimensions are components of a structure that includes positive and negative perceptions called teacher perceptions against curriculum changes and that they together form a superstructure. It was determined that the model's goodness of fit indexes were quite high. Confirmatory factor analysis also confirmed the EFA results. The internal consistency coefficient obtained for the whole scale was determined as 0.95.
Entrepreneurship Skill in the Context of Teaching Programs: Case of Poland
Author: Tarhan, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Entrepreneurship,Foreign Countries,Educational Practices,Content Analysis,Program Content,Guidelines,Outcomes of Education,Evaluation Criteria,Student Evaluation,Economics Education,Money Management,Labor Market,Business Administration,Elementary Secondary Education,Higher Education

It can be said that entrepreneurship education is effective in realizing career plans that will shape the lives of individuals. This situation causes people to give importance to entrepreneurship. The knowledge and skills gained in the entrepreneurship education process benefit people's lives. Entrepreneurship education has an undeniable effect on human life and the success of countries in social, economic, cultural and technological fields. For this reason, countries attach importance to entrepreneurship education and include this course in their education and training programs. In this study, the education system of Poland, which is one of the successful countries in research results such as PISA and TIMSS, is discussed in terms of entrepreneurship education. Entrepreneurship education in Poland is compulsory at some grade levels. Therefore, it is considered important to evaluate the entrepreneurship education practices in this country. Qualitative research method was used in the research. The data were obtained with the document review form, descriptive analysis and content analysis methods were used in the analysis of the data. The findings were interpreted under three headings: 1. The content of the teaching programs within the framework of entrepreneurship education. 2. Evaluation of learning outcomes in teaching programs within the framework of entrepreneurship education. 3. Evaluation criteria of students in the process of entrepreneurship education.
Exploring &apos;Next Practice&apos;: Principals&apos; Perceptions of Graduate Skills and Attributes for Future Classrooms
Author: Fitzgerald, Angela
Date: 2021-05-00
Type: Journal Articles
Subjects: Best Practices,Principals,Administrator Attitudes,Teaching Methods,Student Needs,Teacher Education Programs,Teacher Competencies,Teaching Skills,Elementary Schools,Secondary Schools,Foreign Countries,Program Content,Interpersonal Competence,Teacher Role,Teamwork,Cooperation,Technology Uses in Education,Educational Technology,Interdisciplinary Approach,Well Being

The phrase 'next practice' was coined to indicate a shift from the notion of best practice to thinking more broadly about the needs of future learners and the ways in which teaching practice might align to support these needs. In understanding what next practice means for the classroom, this study was particularly interested in examining how initial teacher education (ITE) could respond through their graduate preparation. The presented data presented is derived from an Australian small-scale qualitative study that sought to explore principals' perceptions of graduate skills and attributes for future classrooms which captured the perspectives of six primary and secondary school principals using in-depth interviews. Emerging from these subsequent narratives were seven themes that could be clustered around areas such as affective attributes, pedagogical considerations and personal wellbeing. In providing insights into the skills and attributes required by future teachers, this work raises questions how ITE providers might respond.
Learning Transformation Perceptions of Preservice Second Career Teachers
Author: Leshem, Shosh
Date: 2021-05-00
Type: Journal Articles
Subjects: Transformative Learning,Attitude Change,Teaching (Occupation),Career Change,Preservice Teachers,Language Teachers,English (Second Language),Adult Students,Teacher Education Programs,Program Length,Acceleration (Education),Retraining,Alternative Teacher Certification,Prior Learning,Professional Identity,Sense of Community,Transfer of Training,Foreign Countries

Teachers' shortage has become a critical issue in most countries in the world. One of the solutions has been the initiation of short-term teacher education programmes which attract adult career changers who enter the programme with prior working experiences and world knowledge. However, the process of transferring previous knowledge is challenging and teachers need to navigate new horizons. The aim of the study is to identify shifts in students' perceptions regarding the teaching profession, and what experiences prompted the shifts. The research was conducted among 15 students in a teacher education college in Israel. The analysis of interviews exposed five main themes where students displayed shifts of perceptions. The themes relate directly to the two interrelated key concepts of second career teachers and transformative learning. The synergy between the two concepts created tension, dilemmas and dissonances which generated spaces for learning and fertile ground for shifting in frame of reference.
Problems of Narcissism in Education: The Culture of Narcissism as a Dangerous Global Phenomenon for the Future
Author: Podzimek, Michal
Date: 2019-00-00
Type: Journal Articles
Subjects: Postmodernism,Cultural Context,Social Values,Social Change,Individualism,Pathology,Learning Problems,Antisocial Behavior

Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evident in the quality of education, and man's subsequent relation towards work as a result. Schools have become social institutions in which learners spend their time in the role of served clients. The teacher is therefore assigned the social role of the servant, in which he is to primarily satisfy the pupil in his personal needs. This kind of relationship stems from the phenomenon of narcissism, which is already a cultural phenomenon. Studies of cultural narcissism are presented here, sampling relevant research of American provenience (with special focus on the USA). These studies suggest that cultural narcissism may become a global phenomenon in the future.
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
Author: Feinauer, Erika
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Preservice Teacher Education,Study Abroad,Multicultural Education,Field Experience Programs,Elementary Schools,Student Placement,Poverty,Minority Group Students,Power Structure,Culturally Relevant Education,Cultural Awareness,Cultural Differences,Teaching Methods

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.