ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Gross Motor Skills of 8-10 Years Old Students Active in Different Sport Branches
Author: Aydin, Ebru
Date: 2019-00-00
Type: Journal Articles
Subjects: Motor Development,Elementary School Students,Comparative Analysis,Gender Differences,Team Sports,Athletes,Tests,Training Methods,Age Differences,Physiology,Foreign Countries

The aim of this study was to investigate the basic motor skill levels of 8-10 years old children active in different sports branches according to TGMD-III test depending on the levels of gender and sports branches. The study encompassed 239 athletes of 8-10 age groups on a voluntary basis who had been doing sports for at least one year. The data required to achieve the objectives determined in the research were obtained using TGMD-III test protocol. Kurtosis-Skewness and Kolmagorov-Smirnov analyses were performed for normality test of data and it was found that the data were not distributed normally and so nonparametric tests were used. Mann Whitney U test was used for paired groups and Kruskal Wallis analysis was used for comparison of the others. In TGMD-III gender comparison of the athletes, a significant difference was found in total Locomotor tests, total object control and total TGMD-III (p&lt;0.01). There are significant differences in the comparison of TGMD-III sports branch of the athletes in Locomotor tests total, object control tests total and TGMD-III overall total (p&lt;0.01). As a result, the gross motor skills of the footballers were found to be significantly better compared to the other branches. It is thought that the difference between the branches resulted from the motoric and physiological characteristics required by the structures of the branches. In addition, sports age and training styles of the athletes are thought to have affected the measurement results.
Investigation of the Attitudes of Academicians towards Sports
Author: Karahuseyinoglu, M. Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Athletics,Teacher Attitudes,Foreign Countries,Academic Rank (Professional),Teacher Participation,Age Groups,Health Behavior,Role Models,College Students

The purpose of this study is to investigate the attitudes of academicians towards sports at Firat University, 191 academicians participated in the investigation as part of our study. &quot;Attitude Scale towards Sports&quot; was used to determine the attitudes of the academicians participating in the study towards sports. The scale is designed in likert type 5 grading, consisting of 22 substances and &quot;Psychosocial, Physical and Mental Development&quot; consisting of 3 sub-dimensions. In line with the study findings, academicians at Firat University have a general score of 1 to 5 scale scoring is x[bar] = 3.93, &quot;Mental Development&quot; sub-dimension size is x[bar] = 3.53, &quot;Psycho-social Development&quot; subdimension size is x[bar] = 3.98, and &quot;Physical Development&quot; sub-dimension size with an average of x[bar] = 4.08 was observed to have high attitude levels towards sports. There was a statistically significant difference in terms of attitude levels towards sports and age, participation in sports, title and working year variables for Academicians at Firat University. According to the gender variable, it was not found that the attitudes of academicians towards sports were not statistically significant. Academicians' attitudes towards sports are very important. Students often see their instructors as their cult figure. Academicians' attitudes towards sports are thought to make them feel good about themselves in terms of health and will be a positive example for students who consider themselves cult figures.
Australia&apos;s Literacy and Numeracy Test for Initial Teacher Education Students: Trends in Numeracy for Low- and High-Achieving Students
Author: Hall, Jennifer
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Preservice Teacher Education,Low Achievement,High Achievement,Mathematics Tests,Scores,Mathematics Skills,Outcomes of Education,Literacy,Calculators,Test Preparation

The numeracy capabilities of pre-service teachers are a recent focus in the Australian educational system. In this article, we discuss findings from an analysis of data from the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE), which is administered by the Australian Council for Educational Research. In our analysis, we considered numeracy test data from 20 students from one Australian university: those who achieved the 10 highest and the 10 lowest overall numeracy scores in 2016 at this university on their first attempt of the test. We found that these groups clearly have particular characteristics that were linked to their success or failure on the numeracy test. We discuss programs and resources that the university has made available for students in preparation for the LANTITE and provide additional suggestions to support such students going forward.
&quot;Hopefully, I Will Gain Confidence&quot;: Hope in Pre-Service Teachers&apos; Mathematics and Numeracy Testing
Author: Wilson, Anat
Date: 2019-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Numeracy,Literacy,Mathematics Tests,Teacher Education Programs,Mathematics Anxiety,Student Attitudes,High Stakes Tests,Units of Study,Self Efficacy,Pedagogical Content Knowledge,Positive Attitudes,Individual Differences,Metacognition,Learning Processes,Foreign Countries

The recent introduction of a personal literacy and numeracy test (LANTITE) has been part of tighter accreditation of Initial Teacher Education programs across Australia. This article focuses on pre-service teachers' experiences, beliefs and feelings about the new high-stakes testing regime. The data are drawn from a six-month project intended to evaluate students' experience in a first-year university mathematics unit. The focus in the present article is on students' responses to open-ended questions about their expectations of the unit, their level of confidence in areas of using and teaching mathematics and their thoughts and feelings about their own skill level being assessed. Results from 85 participants indicate that alongside experiencing high levels of mathematics related anxiety, positive and hopeful attitudes towards testing strongly appeared. Individual differences and self-regulated learning processes were also dominant in participants' responses as reported in this article. These findings contribute to the growing body of research on the importance of growth mindset and instilling hope and optimism in pre-service teachers.
Inequality and Opportunity in a Perfect Storm of Graduate Student Debt
Author: Pyne, Jaymes
Date: 2020-01-00
Type: Journal Articles
Subjects: Educational Opportunities,Student Financial Aid,Debt (Financial),Graduate Students,Professional Education,Social Differences,Disadvantaged,Disproportionate Representation,Educational Attainment,Costs,Educational Finance,Career Choice,Higher Education,Enrollment Trends,Undergraduate Students,Advantaged,Minority Group Students,Gender Differences,Socioeconomic Status,Race

Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor's degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost for entry. We speculate that the ongoing personal financing of advanced degrees, changes to funding in higher education, and increasing returns to and demand for postbaccalaureate degrees have created a perfect storm for those seeking degrees beyond college. We find that aggregate increases in borrowing among advanced degree students between 1996 and 2016 can be explained in part by increasing enrollment rates, particularly among master's degree students, and large, secular increases in graduate and professional students' undergraduate and graduate borrowing. In contrast to undergraduate debt alone, the burden of educational debt among graduate borrowers appears to have fallen on students from lower socioeconomic backgrounds and historically underserved students of color more so than their more advantaged counterparts and on women more so than men. However, we also find that median advanced degree wage premia over those of bachelor's degree holders are substantial for many who graduate with advanced degrees but are particularly high for African American and low socioeconomic status graduates, complicating simple conclusions about the stratification of debt at the postgraduate level.
Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades
Author: Kreamer, H. Michelle
Date: 2020-01-00
Type: Journal Articles
Subjects: Academically Gifted,Elementary School Teachers,Elementary School Students,Student Needs,Reading Skills,Advanced Students,Reading Strategies,Teaching Methods,Student Participation,Peer Relationship,Data Collection,Formative Evaluation,Planning,Literacy Education,Reading Instruction,Ownership

The tool, &quot;Elevating Instruction: A Planning Tool,&quot; was designed to aid teachers in improving literacy instruction to best meet the academic needs of all students, including advanced readers in the primary classroom. It is crucial for teachers to elevate reading practices for advanced readers during the time when young learners are developing skills to be lifelong readers. Teachers can do this by promoting authentic choice, encouraging student agency and ownership, supporting meaningful peer interactions, and collecting and using formative data. To this end, the authors address these four instructional components within the scope of a literacy block in an elementary classroom using an easy-to-access and easy-to-implement planning tool, which teachers can use to enhance instruction for all students. The use of this tool is depicted by a classroom teacher working with a gifted resource teacher (GRT), demonstrating how the tool can be used to support teachers as they work to improve and elevate literacy instruction.
Indigenous Education Leads&apos; Stories of Policy Enactment: A Sociomaterial Inquiry
Author: Burm, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Educational Policy,Elementary Secondary Education,Faculty Development,Culturally Relevant Education,Stakeholders

Investing in Indigenous education has been identified as a key priority by provinces and territories across Canada. In response, the Ontario Ministry of Education (OME) introduced the &quot;Ontario First Nation, Métis, and Inuit Education Policy Framework&quot; (the Framework). This policy directive outlines the OME's commitment to working in partnership with Indigenous and non-Indigenous educational stakeholders to increase the capacity of the public education system to respond to the learning and cultural needs of the estimated 50,312 Indigenous students who attend Ontario's 5,000 elementary and secondary schools. While substantial progress has been made since the Framework's release, more work is needed to ensure all students gain an understanding of, and appreciation for, Indigenous cultures, experiences, and perspectives. One way the OME has shown their continued investment is through the sustained allocation of funds for Indigenous Education Leads (Leads). Since the Framework's release in 2007, these individuals have played an invaluable role in supporting the implementation of the Framework. However, little is known about their lived experiences. Thus, the purpose of this qualitative paper is to share Leads' stories of policy enactment, particularly their approaches to fulfilling a provincial mandate that carries with it the legacy of historical and contemporary trauma and mistrust between Indigenous and non-Indigenous peoples. The principles of Critical Narrative Research (CNR) combined with the sensibilities of Actor-Network Theory (ANT) are drawn on to foreground how Leads understand their own actions and interactions throughout the policy implementation process, as well as how they come to understand the actions, interactions, and intentions of other materialities of practice (e.g., professionals, standardized tests, curricula, bodies, and routines) within their milieus.
The Closure of Rideau High School: A Case Study in the Political Economy of Urban Education in Ontario
Author: Butler, Jesse K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Closing,Board of Education Policy,Declining Enrollment,Neighborhoods,Immigrants,Refugees,Reputation,Transfer Policy,Disadvantaged Schools,School Community Relationship,Socioeconomic Influences,Place of Residence,Racial Distribution,Blacks,Canada Natives,High School Students,Urban Education

In 2017, school board trustees in Ottawa, Ontario, voted to close Rideau High School, an urban secondary school in a historically marginalized neighbourhood. The school board had argued that low enrolment at Rideau HS, and the resultant inability of the school to offer a full range of course choices, made closure the only viable option. To many people in the affected communities, however, the closure decision was seen as a form of discrimination against the school's marginalized student population, which included many new immigrants, refugees, and Indigenous students. This article draws upon research from the US and the UK that emphasizes the spatial dimensions of urban education, along with the existing research on school closures in Ontario in order to explore this particular school closure decision from an urban, political, socioeconomic, and historical perspective. By focusing on a case study area in eastern Ottawa, this article incorporates both a narrative history of Ottawa school board policies and a quantitative analysis of local demographic data. The argument here is that the closure of Rideau HS should be understood in the context of a series of interconnected challenges faced by the school, including a marginalized student population, a negative reputation, and low student enrolment. In turn, these challenges should be understood in the context of socioeconomic disparities between neighbourhoods in the area and a history of ineffective policies at the school-board level, including relatively lax student transfer policies. These findings indicate the inadequacy of the narrow economic measures that Ontario school boards use to determine school closure decisions, and suggest that school boards should engage in more robust community engagement before closing marginalized urban schools. A proposal to establish an official &quot;community hub&quot; within the active high school, which was supported by the community but not by the school board, is examined as a concrete alternative to closure.
An Overview of Teaching Physics for Undergraduates in Engineering Environments
Author: Zalewski, Janusz
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Engineering Education,Undergraduate Students,Educational History,Teaching Methods,Problem Based Learning,Active Learning,Educational Technology,Technology Uses in Education,Student Evaluation,Evaluation Methods,College Science

This paper is an overview of approaches to teaching physics courses delivered to students of engineering disciplines. It addresses, first, the history of teaching physics to engineering students starting in the early 20th century, then reviews the main issues presented and discussed over the last decade in a series of conferences on Physics Teaching in Engineering Education (PTEE). Finally, this paper discusses more contemporary views on the subject, including the latest technologies and new methodologies. It is not a critical review of teaching physics to engineering students, but rather a summary of various views and approaches over the span of the entire century. The common denominator of the study is the relevance to the competency-based approach: how the papers focus on teaching engineers the principles of physics in a manner that contributes to success in their professional careers.
Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers&apos; Perceptions
Author: Cañabate, Dolors
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Preservice Teachers,Student Attitudes,Self Efficacy,Feedback (Response),Personal Autonomy,Student Motivation,Peer Relationship,Preschool Education,Primary Education,Foreign Countries,Cooperative Learning,Student Development,Metacognition,Bachelors Degrees

To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers' perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor's degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.
A Study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims
Author: Kjeldsen, Karna
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Religious Education,Cultural Pluralism,Critical Theory,History Instruction,Cross Cultural Studies,Educational History,Guidelines,Elementary Secondary Education,Skill Development,Foreign Countries,Citizenship Education,National Curriculum,Educational Attitudes,Knowledge Level

Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the 'map of history' developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.
&apos;Knowledge about Religions&apos; and Analytical Skills in Religious Education: Reflections from a Norwegian Context
Author: Andreassen, Bengt-Ove
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Correlation,Thinking Skills,Foreign Countries,21st Century Skills,Epistemology,Knowledge Level,Literacy,Teaching Methods,Global Approach

Religious education appears in many different models and varies between educational systems and national contexts. Theoretically, religious education is usually divided into confessional and non-confessional models. However, as several researchers have pointed out, the nonconfessional models can be 'marinated' in confessional religion. In most national contexts, regardless of the model on which it is based, religious education is intended to serve the promotion of social cohesion by way of promoting knowledge and understanding of the new multi-religious world. However, in official documents and scholarly literature, there is a taken-for-granted relationship between 'knowledge of religion' and such general aims. In the article, critical questions concerning this relationship will be raised.
Promoting Youth Entrepreneurship and Employability through Non-Formal and Informal Learning: The Latvia Case
Author: Pigozne, Tamara
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Youth Employment,Employment Potential,Nonformal Education,Informal Education,Young Adults,Adult Students,Instructional Effectiveness,Internship Programs,Unemployment,Student Attitudes,Gender Differences,Educational Attainment,Self Employment,Labor Market

This paper presents some results of the research on 'Adult education resources to reduce youth unemployment', which is a part of the project 'Implementation of the European agenda for adult learning'. The research applies a mixed-method approach (quantitative and qualitative data analysis). The purpose of the paper is to identify the most/least-efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia as well as to show the relationship between the profile of young adults and their opinion on these methods, forms, and initiatives. The findings show that the young adults stressed the importance of cooperation with employers in organising educational activities, field trips as well as the necessity of having internships, projects, and meetings with entrepreneurs to learn from their experience. The most efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia are as follows: internship in a company or institution, projects, other persons' experience and success stories, and training enterprises. The least efficient ones are mentoring, business incubators, coaching, individual work/action plan for the young people, business clubs, and business start-up funds/grants. The opinion of young adults on all aspects of non-formal and informal learning methods, forms, and initiatives depends on their profile (gender, education level, employment status, learning experience, etc.).