ethanporcaro/eric-fulltext-meta huggingface dataset:
Confirmatory Factor Analysis of the Hewitt-Multidimensional Perfectionism Scale
Author: Barut, Yasar
Date: 2015-11-23
Type: Journal Articles
Subjects: Foreign Countries,Personality Measures,Personality Traits,Factor Analysis,Psychometrics,Questionnaires,Factor Structure,Test Validity,Test Reliability,Anxiety Disorders,Undergraduate Students,Statistical Analysis

Various studies on the conceptual framework of perfectionism construct use Hewitt Multi-dimensional Perfectionism Scale (HMPS), as a basic approach. The measure has a prominent role with respect to the theoretical considerations of perfectionism dimensions. This study aimed to evaluate the psychometric properties of the Turkish version of the scale. 479 undergraduate volunteers participated in this study. In this study, demographic questionnaire, Hewitt Multi-dimensional Perfectionism Scale (HMPS), Padua Inventory (PI_R), Obsessive Beliefs Questionnaire (OBQ-44) were administered. The original three factor structure was tested for the Turkish version of the scale by using confirmatory factor analysis. Convergent validity of the measure was evaluated. Internal consistency and 15-day temporal stability were computed in order to assess reliability of the measure. The confirmatory factor analysis replicated the validity of the three factor structure for the data obtained from Turkish sample. The measure has adequate reliability and validity in Turkish students.
An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators
Author: Scott, LaRon A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Special Education,Teacher Competencies,Preservice Teacher Education,Program Evaluation,Student Diversity,Masters Programs,Urban Schools,Mixed Methods Research,Evidence Based Practice,Questionnaires,Elementary Secondary Education,Disabilities

Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schools are facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-based practices in a master's program for teacher candidates seeking endorsement in special education. A cooperative-agreement was developed between one urban university and the U.S. Department of Education's Office of Special Education Programs (OSEP) to focus on infusing culturally and linguistically diverse evidence-based practices in a teacher preparation program. This study employed a mixed-method approach to describe the methodology, instrumentation, and progress made towards program improvements related to culturally diverse practices are discussed. Results suggest that while more opportunities for improvements to the program structure and program evaluation data collection are necessary, candidates are showing some evidence of improving skills related to culturally and linguistically diverse evidence-based practices. Although preliminary, the project methods of program revision provide helpful information for other programs on program revision and provide insight on the evaluation of program updates and interventions.
Resource Exploitation and Consumption in the Frame of Education for Sustainable Development in German Geography Textbooks
Author: Kowasch, Matthias
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Geography,Textbook Evaluation,Consciousness Raising,Sustainable Development,Ecology,Conservation (Environment),Environmental Education,National Curriculum,Natural Resources,Secondary Education,Energy Conservation,Classification,Competence,Content Analysis

This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.
Teachers&apos; Interests in Geography Topics and Regions--How They Differ from Students&apos; Interests? Empirical Findings
Author: Hemmer, Ingrid
Date: 2017-00-00
Type: Journal Articles
Subjects: Interests,Secondary School Teachers,Geography Instruction,Geographic Regions,Student Interests,Foreign Countries,Differences,Teacher Surveys,Student Surveys,Gender Differences,Secondary School Students,Topography,Human Geography,Physical Geography,Environment,Natural Disasters

Teachers' interest is a key influencing factor in geography class, development of curricula and writing textbooks and only little is known about it. A cross-sectional study along the lines of interest theory originating from educational psychology was carried out in Germany in the summer of 2015, in which 141 teachers at secondary schools completed a questionnaire about their interest in geography topics and regions. At the same time, 3400 students (ages 10-17) were surveyed. Teachers show high interest in a broad range of geography topics. They are very interested in natural disasters and topographic topics whereas there is only little interest in several traditional topics from the field of human geography. The significantly higher interests of teachers only partially correspond to those of students (e.g. natural disasters). Teachers have a high interest in (in descending order) the greater regions of Germany, Europe and outside Europe. Among students, regions outside Europe are placed first. Both groups show high interest in Western countries and low interest in Eastern regions on all scale levels. Gender turned out to be the most influential factor in interest, however not in the total amount of topics but rather in the subscales and individual topics and regions.
Relationship of Pupils&apos; Spatial Perception and Ability with Their Performance in Geography
Author: Likouri, Anna-Aikaterini
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Spatial Ability,Academic Achievement,Geography,Grade 6,Elementary School Students,Middle School Students,Foreign Countries,Knowledge Level,Student Evaluation,Tests,Scores,Technology Uses in Education,Gender Differences,Parent Background,Statistical Analysis

The aim of this study was to investigate the correlation between pupils' spatial perception and abilities and their performance in geography. The sample was 600 6th-grade pupils from various areas of Greece selected by the cluster sampling method. The study results showed that: a) the vast majority of pupils showed low spatial ability; b) there was a deficit of geographical knowledge (according to the curriculum), with satisfactory performance only in plan views and orientation; c) the pupils who showed higher performance in geography course assessment test and in geographical abilities test have better spatial perception; d) the school type (pilot school using new technologies, and traditional school) did not seem to cause any difference to the pupils spatial perception; e) Pupils' gender was not found to cause significant difference to spatial perception, or to their performance; f) parents' education was found to correlate with the pupils' performance in geography.
Discourses Governing Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Teachers&apos; Disclosure of Sexual Orientation and Gender History
Author: Bower-Phipps, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Civil Rights,Social Bias,Educational Environment,Social Theories,Social Attitudes,Semi Structured Interviews,Teacher Attitudes,Self Disclosure (Individuals),Qualitative Research,Elementary Secondary Education,Comparative Analysis,Decision Making,Safety,Attitude Measures,Privacy

Significant progress has been made in equal rights for lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) individuals, yet schools remain institutions where sexual and gender diversity are marginalized and/or silenced. Queer theory, a non-linear theory that disrupts dominant beliefs about gender and sexuality and what constitutes &quot;natural&quot; or &quot;normal&quot; gender and sexual expressions is a productive tool for identifying normalizing discourses that shape LGBTQIA teachers' decisions around disclosure of sexual orientation and/or gender history. The study presented in this article employed a qualitative, interpretivist framework. Queer theory informed this methodology by maintaining a focus on how notions of normal and deviant are constructed within school settings, exploring participants' understanding of discourses within their schools and communities, and how these discourses serve to normalize certain behaviors and identities while pathologizing others. A total of 20 LGBTQIA educators volunteered, and all were included in the study. Each participant engaged in a semi-structured interview focused on their decisions around disclosure within schools and communities, factors that influenced their decisions around disclosure, desired levels of outness, and advice for LGBTQIA pre-service teachers. Participants related diverse choices regarding disclosure of sexual orientation and/or gender history, ranging from being completely out to students, their families, and other school personnel to actively hiding any markers of diverse sexual identities or gender histories.
Comparing the Plate-Tectonics-Related Misconceptions of High School Students and University Undergraduates
Author: Kàdàr, Anett
Date: 2017-00-00
Type: Journal Articles
Subjects: Plate Tectonics,Comparative Analysis,Misconceptions,High School Students,Undergraduate Students,Foreign Countries,Geography,Grade 9,Content Analysis,Scientific Concepts,Concept Formation,Science Education,Qualitative Research

International research into the nature, emergence, and development of geographical misconceptions is substantial. However, Hungarian educational research lags behind in exploring this phenomenon in detail. The present study identified some plate-tectonics-related misconceptions of three distinctive groups of students: ninth-grade secondary school students as well as university undergraduates consisting of geography B.Sc. students and B.A. students. Employing a cross-case-based approach, multiple kinds of data were collected for triangulation. A three-part diagnostic test was administered to students, and results were evaluated by comparative content analysis. While culturally induced misconceptions were not present, mistakes in textbooks, the linguistic characteristics of the Hungarian language as well as extensive media coverage of certain topics and informal learning interfere in the emergence of geographical misconceptions. The authors argue that both secondary and tertiary education should move to a more practical and innovative pedagogy where geographical knowledge is organically anchored into everyday life with the direct refutation of possible misconceptions.
Cultivating Geographical Thinking: A Framework for Student-Led Research on Food Waste
Author: Finlayson, Caitlin
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Research,Food,Wastes,Geography Instruction,Case Studies,Preferences,Undergraduate Students,Statistical Analysis,Qualitative Research,Student Projects,Thinking Skills

Research has consistently demonstrated the wide-ranging benefits of student-led research, from increased student engagement to higher retention and graduation rates. Despite these calls to increase research opportunities for students, however, the availability of practical, easy-to-implement research frameworks in disciplinary-specific settings remains limited. For geographers, in particular, student-led research provides an opportunity for students to engage in the craft of geography, learning how to solve spatial problems in a real-world context. This paper presents a practical guide to working with students to develop and analyze a case study on food preferences and food waste. The subject of food waste provides an accessible framework for analyzing a range of geographic issues, from culture to globalization to industry. Specifically, this paper builds on the methodology utilized by a team of undergraduate researchers who examined the issue of food waste using both quantitative and qualitative techniques and adapts this project so it could be used in a variety of classroom settings. Student-led research can and should be expanded in geography, offering students a deeper understanding of spatial problem solving and a better understanding of geography as a discipline.
3D and 4D Simulations for Landscape Reconstruction and Damage Scenarios: GIS Pilot Applications
Author: Pesaresi, Cristano
Date: 2017-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Simulated Environment,Natural Disasters,Geometric Concepts,Spatial Ability,Databases,Emergency Programs,Risk Management,Urban Areas,Buildings,Safety,Foreign Countries,Geography,Data Collection,Maps,Topography

The project &quot;3D and 4D Simulations for Landscape Reconstruction and Damage Scenarios: GIS Pilot Applications&quot; has been devised with the intention to deal with the demand for research, innovation and applicative methodology on the part of the international programme, requiring concrete results to increase the capacity to know, anticipate and respond to a natural disaster. This project therefore sets out to develop an experimental methodology, a wide geodatabase, a connected performant GIS platform and multifunctional scenarios able to profitably relate the added values deriving from different geotechnologies, aimed at a series of crucial steps regarding landscape reconstruction, event simulation, damage evaluation, emergency management, multi-temporal analysis. The Vesuvius area has been chosen for the pilot application owing to such an impressive number of people and buildings subject to volcanic risk that one could speak in terms of a possible national disaster. The steps of the project move around the following core elements: creation of models that reproduce the territorial and anthropic structure of the past periods, and reconstruction of the urbanized area, with temporal distinctions; three-dimensional representation of the Vesuvius area in terms of infrastructuralresidential aspects; GIS simulation of the expected event; first examination of the healthcareepidemiological consequences; educational proposals. This paper represents a proactive contribution which describes the aims of the project, the steps which constitute a set of specific procedures for the methodology which we are experimenting, and some thoughts regarding the geodatabase useful to &quot;package&quot; illustrative elaborations. Since the involvement of the population and adequate hazard preparedness are very important aspects, some educational and communicational considerations are presented in connection with the use of geotechnologies to promote the knowledge of risk.
The Paper Implementation of the German Educational Standards in Geography for the Intermediate School Certificate in the German Federal States
Author: Schöps, Andreas
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,National Standards,Geography Instruction,Program Implementation,Secondary School Curriculum,Research Tools,Case Studies

Up to the publication of the results of Germany's first participation in the PISA study in 2001, there had been no national educational standards in Germany's 16 federal states. In the aftermath of the discussions about the disappointing outcomes, Germany's federal states decided to develop national standards, yet focusing on &quot;core subjects&quot; and leaving geography disregarded. Consequently, the DGfG, which is the governing body of all professional geography associations in Germany, agreed on solving the problem on its own and published its own Educational Standards in Geography in 2006. Even though there have been countless efforts to foster the implementation of these widely-accepted, yet without legislative validation, standards we do not know exactly to what extent they have been implemented in the particular German federal states. The study presented here addresses this research gap bifid: Firstly, a research tool designed to analyze the paper implementation (i.e., putting into place new policies and procedures with the adoption of an innovation as the rationale for the policies and procedures, Fixsen et al., 2005, p. 6) of standards in curricula is introduced. Secondly, the results of a thorough examination of all curricula valid for the grammar schools in Germany are presented and discussed. As it becomes obvious, the Educational Standards have become increasingly implemented within the past years despite a lack of support by the legislations of the 16 federal states. However, there are some gaps that remain to be closed in order to ensure a complete, entirely successful paper implementation, ranging from particular areas of competence within the curricula in some states that have not adopted standards based geography instruction.
The Topic Not Included in Geography Curriculum in Turkey: Geographical Indications
Author: Önal, Hakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Geographic Regions,Rural Development,Economic Factors,Documentation,Content Analysis,Secondary Education,Geography Instruction,Grade 11,Grade 12,Sustainable Development

Almost all countries periodically review and discuss their educational systems and their content due to the growing importance attached to educational activities. The goal here is to allow the use of innovative and different methodologies and to reflect scientific advances and social developments and innovations on school life which is one of the main dynamics of society. However, there are some topics that are never included in teaching curriculums although their content is directly related to the other topics in the curriculum. One of these topics is &quot;Geographical Indications&quot; (&quot;GI&quot;). Literature shows the fact that one of the most crucial parts of country and regional development both in scientific and political areas is rural development as emphasized in all platforms. The simplest way to ensure rural development is to make use and market the goods and values produced in rural environments. Based on this, it can be claimed that protecting the goods via GI, which aims to ensure the protection of goods which possess a certain reputation, is actually protecting the producer. Providing value for the product in markets will satisfy the producer in economic terms and the area will develop since the producer will not leave the present location. Therefore, the economy of the country will also benefit. Since GI does not only aim to protect the producer but also the consumer; the producer, consumers and all people in a nation will benefit from this protection. Although it is a rather well established process historically, such a significant program which has come to the fore in the past 30 years in our country is not directly or indirectly included in geography curriculums in Turkey. This study which utilized document review, a qualitative research method, addresses the topic of GI and presents suggestions as to how GI can be included in Secondary School Geography Curriculum for 11th and 12th grades and what learning outcomes it can entail.
Undergraduate Students&apos; Use of Online Information in World Geography: Source Types and Selection Criteria
Author: Hong, Jung Eun
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Sources,Information Seeking,Internet,World Geography,Selection Criteria,Online Searching,Information Literacy,Pilot Projects,Evaluation Criteria,Access to Information

Offering up-to-date information and diverse perspectives on issues, online information can be a valuable resource that supplements traditional course materials like textbooks. In this paper, the source types that students' use for a course assignment and the criteria they apply to determine usefulness of the online information are examined. Sixty-five undergraduate students enrolled in a world geography course in fall 2015 were asked to search for 20 sources of online information about recent changes in oil prices and then to rank the sources based on their usefulness for understanding the topic. The findings will provide instructors with insights for guiding students' appropriate use of online information for academic tasks and lifelong learning.
Introduction of Geographical Information Systems (GIS) in Technical University Education in Ghana: Challenges and the Way Forward
Author: Acquah, Prince C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Information Systems,Educational Technology,Technology Uses in Education,Higher Education,Technical Education,Program Implementation,Barriers,Engineering Education,Geography,Environmental Education,Questionnaires,College Faculty,Teacher Surveys,Statistical Analysis,Internet,Laboratories,Access to Computers,Technological Literacy

Geographic Information System (GIS) continue to play very important role in improving spatial thinking skills of graduates from higher educational institutions. However, teaching and learning of GIS at the technical university level in Ghana remains very limited due to some implementation challenges. This paper reviews the implementation of GIS in higher education in Ghana and also highlights the major implementation challenges of teaching and learning of GIS at the technical universities in Ghana. The status of GIS education in the technical universities in Ghana is also highlighted. An exploratory and descriptive research approach was adopted for the study focusing on the implementation challenges of teaching and learning of GIS in technical universities in Ghana. The findings of the study reveal the wide acceptance and the need for GIS education in engineering and built environment departments in the technical universities in Ghana. The paper then concludes with some recommendations that would help to improve teaching and learning of GIS technology at the technical universities in particular and higher education in Ghana in general.