ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking Pedagogy: English Language Teaching Approaches
Author: Shotte, Gertrude
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Global Approach,Foreign Countries,Teaching Guides,Poetry,Music,Language Teachers,Elementary Secondary Education,Theory Practice Relationship

Education, pedagogy and change are watchwords of twenty-first century educators and researchers. They are interrelated on theoretical, as well as practical levels. The renewed attention given to pedagogical changes in the education sphere is propelled by globalisation and its knowledge economy forces. As the need to engage with these &quot;forces&quot; arises, so does the need for communication in a &quot;global language.&quot; This gives rise to this question: which language is a global language? As indicated by the work of &quot;scholars&quot; who have an interest in linguistics, that global language is English (Raine, 2012; Rosen, 2010; Crystal, 2010). This paper looks at English Language teaching approaches for learners whose Mother Tongue is not English. [For complete volume, see ED567118.]
Psychosocial Difficulties Experienced by People Diagnosed with Schizophrenia--Barriers to Social Inclusion
Author: Anczewska, Marta
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Schizophrenia,Psychological Patterns,Biological Influences,Classification,Clinical Diagnosis,Barriers,Inclusion,Social Integration,Quality of Life,Literature Reviews,Qualitative Research,Personal Narratives,Cognitive Processes,Interpersonal Competence,Employment,Social Life,Mental Health Programs,Intervention,Empowerment

Schizophrenia as mental illness is defined in terms of diagnostic criteria which do not include the full range of psychosocial difficulties that shape the lived experience of persons with this diagnosis and affect their quality of life. The biopsychosocial approach found in the World Health Organization's International Classification of Functioning, Disability and Health--ICF seems to be promising solution. The psychosocial difficulties (PSDs), as defined in it, are impairments, activity limitations and participation restrictions. Impairments and activity limitations are components of a person's health state. Participation restrictions go beyond the health state--they are restrictions in a person's functioning in his or her actual environment. Quality of life, on the other hand, is the subjective appraisal of impairments, activity limitations and participation restrictions. In the most recent systematic literature review the most relevant PSDs associated with schizophrenia are: cognitive functions and emotional functions, relationships with others, employment, participating in social activities. The themes from the patients' narratives indicate the same ones. The effective mental health services provision, as well as implementation of adequate social interventions should help users to overcome these difficulties. The idea of the training which focuses on common understanding regarding psychosocial difficulties as barriers to social inclusion, and guidance for future research seems to be obligatory in postgraduate curricula for mental health providers. [For complete volume, see ED567118.]
Lifelong Learning from Ethical Perspective
Author: Najder-Stefaniak, Krystyna
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Ethics,Learning Activities,Praxis,Role of Education,Bias,Educational Planning,Educational Strategies,Educational Philosophy

The author reflects upon the specific character of ethics as a domain of knowledge that came into being in order to gather truths, which would help human beings to wisely take care of themselves. She argues that the ethical perspective should be taken into account while planning the lifelong learning activities. Further, she notes that if the goal for lifelong education would only be the constant development of knowledge and professional skills, then it may pose a danger of treating people who participate in such programs as merely enhanced means to an end. In such cases praxeology seems to be more useful than ethics. The author writes about the relationship between education and subjectivity and describes the educational situation as an organized encounter in designed surrounding. She claims that the person planning the situation, the one carrying it out, and the one partaking in it as a pupil are all responsible for the result of the educational situation. She emphasizes that the &quot;ergon&quot; is necessary for creating ethical educational situations. The aim of the educational activity carried out within the lifelong learning system should be, she claims, the experience of truth, good, and beauty. [For complete volume, see ED567118.]
Contemporary Perspectives in Adult Education and Lifelong Learning -- Andragogical Model of Learning
Author: Blaszczak, Iwona
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Lifelong Learning,Andragogy,Foreign Countries,Knowledge Economy,Vocational Education,Educational Improvement,Academic Standards,Educational Objectives,Program Implementation,Models,Educational Practices

Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as &quot;knowledge society&quot; and &quot;knowledge-based economy&quot; exist in a great number of the Polish and European Union papers and documents and they are not only the reality, but also the challenge and programme of the future. In the period of various economic challenges and economic crisis there is a necessity to devise the educational strategy of counteraction to crisis. It may be achieved via rebuilding Polish vocational education system, improvement of the standards of teaching and creating a chain of institutions of lifelong education for adults. To obtain the aforementioned aims one ought to implement the andragogical model of learning to the process of vocational lifelong education. Andragogy remains one of the dominant models of adult learning. [For complete volume, see ED567118.]
Bologna Process Principles Integrated into Education System of Kazakhstan
Author: Nessipbayeva, Olga
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,International Cooperation,Educational Policy,Government Role,Access to Education,Educational Change

The purpose of this paper is to analyze the fulfillment of the parameters of the Bologna Process in the education system of Kazakhstan. The author gives short review of higher education system of the Republic of Kazakhstan with necessary data. And the weaknesses of the system of higher education are identified. Moreover, implementing recommendations of the Bologna Process based on international cooperation and academic exchange are given. [For complete volume, see ED567118.]
Restructuring Nigerian Tertiary (University) Education for Better Performance
Author: Oyebade, Stephen Adebanjo
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Educational Change,Colleges,Barriers,Governance,Financial Support,School Personnel,Information Management,College Students,International Cooperation,Government Role,Tests,Social Influences,Institutional Characteristics,Information Technology,Family Influence,Teacher Competencies,Teaching Methods,Educational Environment,College Housing,School Community Relationship,Academic Support Services,Student Personnel Services,Change Strategies,Access to Education

This study assesses the goals of university level of education, namely, development of high level manpower, scholarship and community service, and found that universities have not been able to achieve close to average. Problems range from social, political, financial as well as personnel issues. Specifically, they include problems of infrastructure, funding, staffing, record management and external interferences. Results include low quality outputs, poor state of infrastructure, poor international competitiveness, and hence the search for strategies to reconstruct and restructure rebuild the system to respond favourably to novel challenges of development. To redeem the system, the study prescribes that student and staff personnel needs be taken as priorities from henceforth. Also, international collaboration for students and staff exchanges, and expansion of access to qualified candidates, among others, be prioritised. [For complete volume, see ED567118.]
Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model
Author: Lazarowitz, Reuven
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Science Instruction,Peer Teaching,Small Group Instruction,Models,Biology,High School Students,Secondary School Science,Evolution,Teaching Methods,Teacher Role,Interpersonal Communication,Science Achievement,Interpersonal Relationship,Foreign Countries

The model of the six mirrors of the classroom and its use in teaching biology in a cooperative learning mode were implemented in high school classrooms. In this study we present: a) The model of the six mirrors of the classroom (MSMC). b) Cooperative learning settings: 1. The Group Investigation; 2. The Jigsaw Method; and 3. Peer Tutoring in Small Investigative Groups (PTSIG). c) Two biology topics: 1. Microorganism; 2. Evolution. The MSMC examines the processes of a) organization, b) learning tasks, c) teacher instructional behaviors, d) teachers' communicative behaviors, e) students' academic performance, and (f) students' social behaviors. Each mirror is described in terms of five levels of complexity from simple to complex. Both subjects were taught in Cooperative Leaning Methods: The Jigsaw Method, Group Investigation (GI) rooted in Dewey's (1927) philosophy, and Peer Tutoring in small Investigative Groups which is a combination of the Jigsaw method and Group Investigation. Two biology subjects were instructed through the MSCM and PTSIG: 1) Microorganisms, learning unit written in Arabic and Hebrew for 9th grade students in the STS approach structured around two biological principles: a) the unity of the life, b) the relationship between structure and function. 2) Evolution, learning unit for 12th grade students, included topics on Lamarck's, Darwin's and neutral theories, punctuated equilibrium, genetics diversity, natural selection, specialization and phylogenesis. The paper will include the subjects, research procedure and results. [For complete volume, see ED567118.]
Katie Gaebel at the Intersections of Resistance: Turkish Immigrant Women in German Schools
Author: Gaebel, Katie
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Immigrants,Females,Public Policy,Cultural Influences,Higher Education,Social Bias,Semi Structured Interviews,Gender Issues,Identification (Psychology),Access to Education,Educational Policy,Equal Education,Personal Narratives

This paper focuses on two main guiding questions: first, what are the experiences of Turkish women in the German educational system; second, to what extent do state policies, cultural pressure, and personal choice influence the decision to pursue higher education? Using intersectionality as a methodology, this paper elucidates how women navigate the educational system to reduce educational and social marginalization. These main topics are explored through document and cultural artifact analysis and semi-structured interviews with women of Turkish descent in Berlin. Results of this study reveal that, far from the reductionist view often held of the Turkish female population in Germany, which places them as victims of an oppressive and traditionally patriarchal culture, each woman provided unique perspectives on educational achievement, gendered family dynamics, and their self-identification. [For complete volume, see ED567118.]
Keeping Abreast of Continuous Change and Contradictory Discourses
Author: Myers, Marie J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Education Curriculum,Teacher Education Programs,Educational Objectives,Educational Change,Educational Practices,Context Effect,Teacher Competencies,Knowledge Base for Teaching,Capacity Building,State Standards

In the light of new developments for the teaching profession, teacher education requires constant adjustments. In Canada, education is a provincial responsibility and varies across the country, and with national specialists associations also dictating guidelines, we have to satisfy competing expectations. This presents a number of challenges. The Ministry of Education of Ontario advocates &quot;success for all learners&quot; with the overall functions of education aiming at supporting individuals, society and cultures, all in a tight weave with newcomer communities involved in schools. This agenda is dictated by our immigration culture and the need to be inclusive of diverse learners. There is also a national think-tank deciding on future directions for the country and they recently recommended a move from an emphasis on inter-personal intelligence, i.e. getting along in groups, to placing more emphasis on intra-personal intelligence with the objective of having all persons develop their own independent strengths. After a look at contextual issues we present a number of aspects that surfaced in a teacher education course. We account for the different agendas in our suggestions for improved outcomes. [For complete volume, see ED567118.]
Modernising Education: International Dialogue and Cooperation
Author: Orekhova, Elena
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: International Cooperation,Foreign Countries,International Education,Higher Education,Educational Policy,Educational Practices,Student Mobility,Universities,Nongovernmental Organizations,Faculty Mobility,Course Descriptions,Educational Change,Partnerships in Education,Institutional Cooperation

The paper deals with the internationalization of higher education and its consequences both for education policy and educational practice in Russia. The internationalization is considered to be not only a political and social process but also a cultural phenomenon having a considerable impact on the modernization of education. Within this context the authors discuss three main directions of internationalization in education: student and staff mobility, academic partnership and syllabi with international dimension. The paper shows how the higher education institutions in Russia contribute to the development of internationalization working together with the universities, international associations and non-governmental organizations from different countries. [For complete volume, see ED567118.]
Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence
Author: Popescu, Veronica Adriana
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Development,Universities,Total Quality Management,Educational Trends,Operations Research,Educational Quality,Quality Assurance,Academic Standards,College Administration,Educational Practices

The paper aims at providing a survey of the latest trends that exist nowadays in higher education systems, with direct reference to Romania's experience. It seeks to study the results obtain in terms of higher education and the impact that these results have in respect to Romania's development, in the general framework of global crisis. In order to analyze the development of higher education at an international and national level, a systematic literature review of journal articles mainly based on higher education processes is conducted. Furthermore, our interest mainly concerns the issues regarding process management in universities, seen as a recent perspective in the context of quality management oriented towards excellence. Standardization of process management in higher education, as well as quality management oriented towards excellence trends are shown to contribute to the society's future development, in this case in Romania. By finding key trends in terms of higher education process a general framework is created. Moreover, due to the belief that education, in general, is the key issue in any developed society in order to show its robust figures in terms of economical and social strengths, the paper seeks to provide clear solution for future development. Clarity and transparency in terms of rules and regulations in the higher education in Romania is needed, as well as quality assurance in this respect. In terms of research limitations and research implications, due to the fact that we performed a case study on only one university, as with every case study, the process of generalization of our findings is limited. At a practical implication level, the case study can be useful to other academics and researchers' interested in topics such as education, in general, higher education, economical and social issues. Clear indications and useful solutions of how to achieve a qualitative and competitive higher education system are given. The paper provides a clear definition of what process management in higher education, as well as quality management oriented towards excellence in higher education are and which its implications are in nowadays society, with a general overview on the Romanian experience. [For complete volume, see ED567118.]
Greek Primary Education in the Context of the European Life Long Learning Area
Author: Stamelos, George
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary Education,Lifelong Learning,Educational Policy,International Cooperation,Access to Education

The present paper argues that the adoption of the Lisbon Strategy--in the context of the formulation of the European Lifelong Learning area, through the Open Method of Coordination--resulted in the expansion of the EU competencies into an area regulated, until very recently exclusively by the Member States--that is Compulsory Education. Accordingly, the paper aims at identifying the potential linkages between the policy priorities set at the European level and the respective legislative initiatives introduced by the Greek government in relation to Primary Education. Finally, it comments on the new roles attributed to the Greek PE in the context of the European LLL area. [For complete volume, see ED567118.]
Instructional Objectives: Selecting and Devising Tasks
Author: Mileff, Milo
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Behavioral Objectives,Test Construction,Norm Referenced Tests,Criterion Referenced Tests,Task Analysis,Guidelines,Second Language Instruction,Test Items,Test Content,Selection Criteria

In the present paper and the discussion that follows, the author presents aspects of test construction and a careful description of instructional objectives. Constructing tests involves several stages such as describing language objectives, selecting appropriate test task, devising and assembling test tasks, and devising a scoring system for evaluation purposes. Tests can be classified according to their reference, that is, something external that serves to give test scores meaning. Thus, the author distinguishes between norm referenced and domain referenced testing. The former are in reference to performance and the latter to a general domain of skills and knowledge. In other instances, tests can derive significance through reference to more restricted domains such as those delineated in instructional plans and practices. These are called objective referenced tests. The focus here is on objective referenced tests because of their particular relevance to evaluation in second language classroom. The author also presents guidelines for devising closed-ended and open-ended test tasks. These guidelines are part of a larger process of devising valid tests that are compatible with the focus, range, and standards of performance specified or included in instructional objectives. [For complete volume, see ED567118.]
Breaking the Cycle of Poverty through Early Literacy Support and Teacher Empowerment in Early Childhood Education
Author: Ngwaru, J. Marriote
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Rural Areas,Poverty,Role of Education,Access to Education,Early Childhood Education,Preschool Teachers,Teaching Methods,Teacher Empowerment,Teacher Role,Literacy Education,Social Change

The majority of people in Southern and Eastern Africa (SEA) including Zimbabwe, Kenya and Uganda live in rural areas on less than two dollars a day. The countries however share education values based on the conviction that education will transform society and as a result have embraced the Millennium Development (MDG) and Education for All (EFA) Goals as benchmarks for their educational reform agenda. SEA countries are largely faced with a situation where families are saddled by and cannot break from the cycle of poverty partly because of lack of children's sustainable school access. Sustained access to meaningful learning is critical to long term improvements in productivity, the reduction of intergenerational cycles of poverty, demographic transition, preventive health care, the empowerment of women and reduction of poverty. This paper argues that this will depend very much on constructive early years teacher pedagogical practices among other factors. An expanded definition of education access includes concerns for attendance as well as enrolment, progression at the appropriate age, achievement of learning goals, equitable access to opportunities to learn and availability of an adequate learning environment. This paper uses the UNESCO Millennium Development Goals as its framework to advocate early years teachers' further in-school training and development. It utilizes a descriptive analytical methodology to contribute to the reflective discussion on educational reforms for transformation based mainly on examples from three countries in SEA given above. It mainly focuses on the role that teachers can play in enhancing sustainable access to Early Literacy through adequate training. The paper utilizes findings from studies in Zimbabwe, Kenya and Uganda as the backdrop of the challenges facing the education systems. The paper concludes that every effort is required to promote early years pedagogies that will lead to more sustainable school access and the escape from the poverty cycle in Southern and Eastern Africa. [For complete volume, see ED567118.]
The Effects of Educational Reform
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Policy,Social Change,Foreign Countries,Curriculum Design,Academic Achievement,School Effectiveness,Labor Market,Teaching Methods,School Administration

Educational reform implies questions of social production and of state regulation that are the key words in educational reform, education and educational policies. These reforms are always on the political agenda of countries and involve international organisms, since education is a vehicle of development for social progress. A point of departure is that all reform incorporates a certain level of consensus on the part of the actors involved, but that would be an ideal which rarely occurs, and then only when there is a national or regional vision. [For complete volume, see ED567118.]