ethanporcaro/eric-fulltext-meta huggingface dataset:
Collective Resources as a Precursor for Educating Children toward a Sustainable Global World
Author: Larsson, Jonna
Date: 2019-12-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Preschool Curriculum,Young Children,Foreign Countries,Preschool Teachers,Natural Resources,Ecology,Consciousness Raising,Educational Resources,Global Approach,Inservice Teacher Education,Shared Resources and Services,Cultural Awareness,Outdoor Education,Teacher Attitudes,Play

Purpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children's daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social-cultural, and economic. The purpose is to generate knowledge about preschool teachers' professional understanding of education for sustainable development (ESD) in early childhood education (ECE) by implementing and enhancing the operationalization of such work in four Swedish preschools. Design/Approach/Methods: The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the &quot;Environmental Rating Scale for Sustainable Development in Early Childhood&quot; (ERS-SDEC). The data consist of teachers' narratives and interviews, and a qualitative content analysis is used from which a number of themes emerged. Findings: The initial interviews foregrounded three themes: the value of collective resources, the wonders of nature, and a global world. At the end of the project, the teachers' expressions of their practice revealed three qualitatively transformed themes: broadened awareness of sustainability, ecology embracing culture, and expanded perspectives, as factors of ESD. Originality/Value: Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources. By that, their professional understandings of ESD in preschool developed.
Review of Quantitative Methods Used in Chinese Educational Research, 1978-2018
Author: Yue, Changjun
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Research,Educational History,Statistical Analysis,Technological Advancement,Computer Software,Foreign Countries

Purpose: This article reviews the development of quantitative methods in educational research in China since 1978. Design/Approach/Methods: For this summary and literature review, we used data from the China National Knowledge Infrastructure (CNKI), relevant books, and research output from the Graduate School of Education, Peking University. Findings: We divided the development of quantitative methods in Chinese educational research into four stages: the Startup Stage (1978-1988), the Gradual Application Stage (1989-1998), the Growth Spurt Stage (1999-2008), and the Integrated and Diverse Development Stage (2009-2018). Overall, the development of quantitative methods in Chinese educational research shows sustained innovation in numerous aspects, including research methods, data sources, utilization of advancements in computing technology and statistical software, and research topics. However, despite the relatively advanced state of quantitative methods, education measurement and evaluation require further attention. The questionnaire and experimental research data currently available indicate the need to improve the mining and utilization of big data. Moreover, while Chinese educational researchers have demonstrated their proficiency in using quantitative research methods, improvements remain to be made with respect to collaboration and sharing. Originality/Value: This article is the first to analyze systemically the development of quantitative methods in Chinese educational research. It provides an original summary of the development and characteristics of quantitative methods in educational research in China.
Chinese Educational Policy Research: The Arduous Formation of a Research Paradigm
Author: Lin, Xiaoying
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Policy,Educational Research,Decision Making,Foreign Countries,Policy Formation,Correlation,Educational Change,Educational Researchers,Intellectual Disciplines

Purpose: Through combing the 40 years' history of the development of Chinese educational policy research, this article attempts to sort out the efforts and lessons learned by researchers in the field of education policy in China. Design/Approach/Methods: As one of the earliest scholars engaged in the study of Chinese education policy, based on the academic publications, symposia, and thematic research, the author has found efforts in four directions in the field: proposals for policy-oriented research and research-oriented policy, disciplinization-based endeavors, empirical research on theory-guided educational policy, and guidance on major educational policy research topics and a think tank for educational policy decisions. Findings: This article argues that there is now a correspondence among the ideas, themes, forms, and frameworks of the educational reform promulgated by the government in recent years that have appeared in educational policy research, but there is no clear demarcation of what makes an educational policy researcher; no stable academic community has been formed that might strive together toward the foundation of a disciplinary paradigm, the rational organization of academic ideas, and the establishment and handing over of a theoretical framework to a succeeding generation. Originality/Value: This article takes a step back to claim that a paradigm for Chinese educational policy research is still nascent in the arduous process of formulation.
Developing a Pedagogy of Education for Sustainable Futures: Experiences and Observations from Danish Preschools
Author: Broström, Stig
Date: 2019-12-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Education,Sustainable Development,Environmental Education,Negative Attitudes,Positive Attitudes,Science Activities,Action Research,Play,Social Problems,Foreign Countries,Futures (of Society)

Purpose: This article aims to outline an approach to education for sustainability based on play and science activities. Design/Approach/Methods: While deviated from traditional academic articles, this article has combined knowledge drawn from various action research projects and personal observations from a number of preschool settings. Findings: The article results in the development of an educational method: a scientific playworld to support emergent science and sustainability. Originality/Value: The constructed educational approach is value-oriented and challenges children to strike a balance between pessimism and optimism in addressing major societal themes.
Probing School Image at High Schools: Scale Development and a Discriminant Analysis
Author: Çirak Kurt, Sevilay
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Reputation,Test Construction,Test Validity,Test Reliability,Institutional Characteristics,High School Students,Parent School Relationship,Art Activities,Athletics,Student Characteristics,Teacher Characteristics,Administrator Characteristics,Student Personnel Services,Educational Facilities

This study aimed at developing a valid and reliable measurement tool to determine school image at high schools and investigating the discrimination level of the scale among the students from different high school types in Turkey. Two studies were conducted to (a) develop a valid and reliable measurement tool and (b) to examine the discrimination power of the scale among students. The research was conducted in a province in Southeastern Turkey, and 668 students from six different high schools participated in the research in the 2017-2018 academic year. The construct validity of the scale was probed via exploratory and confirmatory factor analyses. The findings indicated that the School Image Scale (SIS) incorporated six factors (school-parent interaction, art-sports activities, student profile, teacher-administrator characteristics, student support services, and physical conditions) and 28 items. Results of discriminant analysis carried out with 300 students from 5 different high schools revealed that the sub-dimensions of the scale were effective in distinguishing between high schools. The most effective independent variable in distinguishing students studying at different school types was student profile, physical conditions, art-sports activities, teacher-administrator characteristics, student support services, and school-parent interaction variables, respectively. The related independent variables were discussed in order of importance in light of the relevant literature.
Challenges Faced by International Students at Kwantlen Polytechnic University
Author: Shah, Ashiq Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Foreign Students,English (Second Language),Adjustment (to Environment),Coping,Religion,Student Characteristics,Tuition,Fees,Money Management,Student Employment,Psychological Patterns,Family Relationship,Class Size,Student Satisfaction,Teacher Student Relationship,Peer Relationship,Cultural Influences,Problem Solving,Emotional Response,Undergraduate Students,Stress Variables

This study aimed to investigate the challenges international students face during their studies at Kwantlen polytechnic university. The research focused on the English language, study-related and financial issues, and adjustment to life in Canada. The participants were 25 females and 38 male students of 18-35 years old from China, India and the Middle East. The materials included a challenges questionnaire, coping and religiosity scales, adjustment in Canada and religious involvement scales, and a demographic questionnaire. The data were collected at three campuses of KPU. The main challenges reported by the majority of international students were high tuition fees, high rents, part-time work, and missing the families. Most international students liked small class sizes, were satisfied with the education, felt comfortable communicating with professors, were welcomed by their peers and had adjusted to Canadian culture. In general, international students who used both emotion-avoidance and problem-focused coping strategies were better at facing challenges.
Mixed Method Research: Theoretical Foundations, Designs and Its Use in Educational Research
Author: Sahin, Murat Dogan
Date: 2019-12-00
Type: Journal Articles
Subjects: Mixed Methods Research,Educational Research,Research Design,Research Problems

In educational sciences, 90s were the scene of the paradigmatic wars, as the researchers of quantitative or qualitative research only defended the ideas of the type of research they used and they constantly criticized the counter-paradigm. While this struggle is going on, mixed method research has emerged, a pragmatist approach that believes both methods of research are necessary and useful, and that these two methods can be used together when the research problem requires. In the 2000s, numerous studies on mixed method research have led this approach to be accepted as a third paradigm. From this history to the present, many studies have been carried out on this topic, from the philosophy of the mixed method to the genres, from the methodological substructure to the stages. Presenting a theoretical perspective, this study aims to scrutinize mixed method research with a special emphasis on its philosophical development and models. The weaknesses and strengths of mixed method as a research paradigm are also touched upon. Finally, its use in educational sciences and future directions regarding the development of this research method are discussed.
The Dual Roles of Higher Education Institutions in the Knowledge-Economy
Author: Barrett, Beverly
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Economy,College Role,Educational Policy,Change Agents,Educational Change,Higher Education,Competition,Social Integration,Economic Factors,Employment Qualifications,Student Mobility,International Cooperation,Educational Cooperation,Educational Trends,Global Approach,Study Abroad,Foreign Countries,International Education

There are dual roles of higher education institutions as recipients of higher education policy and as agents for change in the knowledge economy in their regions and in the world. In the case of academic institutions within the European Union, they are primarily the recipients of policy change influenced by the European level. Secondarily, they are agents of policy change in the knowledge-based economy, which is of increasing importance in the 21st century. This is a new kind of regional integration, influenced by Europeanization and intergovernmentalism in higher education policy, with the ultimate objectives for economic competitiveness and social cohesion attained by recognition of qualifications. The success of the European Commission's study abroad program, Erasmus, is provided as background to the development of the Bologna Process, for which there have been mobility objectives in higher education. The opportunity for greater mobility in international education corresponds with ongoing trends in globalization.
The Relationship between Teacher Perceptions of Distributed Leadership and Schools as Learning Organizations
Author: Ertürk, Ramazan
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Correlation,Instructional Leadership,Teacher Leadership,Secondary School Teachers,Measures (Individuals),Teamwork,Gender Differences,Schemata (Cognition),Teacher Participation,Foreign Countries,Reading Habits,Newspapers,School Role,Faculty Development,Mastery Learning

This study aimed to identify the relationship between teachers' distributed leadership and perceptions of schools as learning organizations. This study used correlational survey model and made use of correlations to determine the relationship between the two variables. Study population consisted of 600 teachers employed at secondary schools in the central district of Bolu in 2018-2019 academic year. The study was carried out on the population and therefore no sampling was required. Of the 600 scales distributed, 268 were returned and evaluated. The measurement tool used in the research consists of three parts. First part of the scale included demographic characteristics of teachers. The second part included the Distributed Leadership Scale and the third part consisted of the Learning School Scale. Some of the results of the research are as follows: Teachers have high perceptions of learning school and sub-dimensions such as team learning, mental models, shared vision, personal domination and shared leadership. Male and female teachers are similar in learning schools and sub-dimensions of learning in teams, mental models, shared vision and shared leadership perceptions. According to the results of the research, female teachers' perceptions of personal dominance dimension are higher than male teachers' perceptions. Teachers with different types of in-service participation and project numbers have similar characteristics to the learning school, learning as a team, mental models, shared vision and personal dominance sub-dimensions and shared leadership perceptions. The teachers' perceptions of teachers in schools whose schools have different number of teachers show different characteristics in other dimensions and shared leadership perceptions except for personal dominance dimension.
Building a Sustainable Future through International ECE Partnership Programmes
Author: Birkeland, Åsta
Date: 2019-12-00
Type: Journal Articles
Subjects: Sustainable Development,Futures (of Society),Partnerships in Education,Kindergarten,Graduate Students,Principals,Change Agents,Foreign Countries,Environmental Education,Program Descriptions,International Cooperation,Phenomenology,Teacher Attitudes,Administrator Attitudes,Ethics,Global Approach,Transformative Learning

Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens' participation in international partnership programmes as compelling vehicles for promoting &quot;early childhood education for sustainability&quot; (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers' and principals' experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers' and principals' reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote &quot;glocality&quot; in ECEfS (i.e., local situatedness with global awareness).
Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research
Author: Wang, Guangheng
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Sustainable Development,Teaching Methods,Science Education,Environmental Education,Relevance (Education),Conservation (Environment),Learning Activities,Ecology,Cultural Differences,Barriers,Developmentally Appropriate Practices

Purpose: This article was intended to share and reflect on experiences concerning the education for sustainable development (ESD) project at Hongqiao Kindergarten in Shanghai. The project aimed to explore how ESD could be implemented in a current curriculum and to provide useful examples of educational activities and experiences. Design/Approach/Methods: The action research included two cycles with four steps. The first cycle involved the integration of ESD into a traditional science curriculum. The second cycle involved the validation and optimization of the ESD objectives. The implementation strategies were reviewed and refined. Findings: First, a variety of strategies can be used to identify the theme and choose the content. Second, the objectives should be developed on children's life experiences and interests. Third, the idea of ESD can be implemented in multiple ways. Fourth, a reasonable objective system involving ESD was constructed for children by ages. Fifth, there were many effective ways to integrate ESD activities into other domains of curriculum. The challenges and implications were also discussed. Originality/Value: The study had a positive effect on teachers' ability to practice ESD. This was a pioneer project in early childhood education in China, which provided valuable information for those aiming to implement ESD practices in Chinese kindergartens.
Local Weather Events: Stories of Pedagogical Practice as Possible Cultures of Exploration
Author: Ødegaard, Elin Eriksen
Date: 2019-12-00
Type: Journal Articles
Subjects: Climate,Kindergarten,Artists,Preschool Teachers,Inquiry,Epistemology,Teaching Methods,Animals,Physiology,Coping,Adjustment (to Environment),Art,Dialogs (Language),Imagination,Sustainability,Environmental Education,Personal Autonomy,Interdisciplinary Approach,Foreign Countries

Purpose: This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities. It does so by following the work of a community artist, working as a kindergarten teacher, over 1 year. Design/Approach/Methods: Through a narrative inquiry approach, which also includes studies of archival data and field notes, we analyze how local and personally experienced weather events imply what we call &quot;cultures of exploration&quot; in institutional practices. The epistemologies cross the specter of cultural--historical, pragmatic, and deep ecological philosophy. Findings: Through this study, we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather, learning about danger in a wild natural landscape, and valuing species as a powerful practice. The descriptions exemplify &quot;cultures of exploration&quot; as a pedagogical approach. Originality/Value: In this time of an increasing climate crisis on our planet, the value of our findings is to foreground new insights, awareness, and knowledge relevant to children; to early-childhood education; and to life and societies at large. We can thus develop methods to better care for, protect, and educate children. This article has the potential to show how weather events are intertwined with everyday institutional practices--as well as how children, through exploration, learn to cope with seasonal weather landscapes and local cultural adaptations.
A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway
Author: Li, Minyi
Date: 2019-12-00
Type: Journal Articles
Subjects: Early Childhood Education,Cross Cultural Studies,Sustainability,Environmental Education,Foreign Countries,Change Agents,Teaching Methods,Social Influences,Cultural Influences,Economic Factors,Personal Autonomy,Comparative Education,Teacher Role,Family School Relationship,School Community Relationship,Preschool Curriculum

Purpose: This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability (ECEfS) in China and Norway. Design/Approach/Methods: Applying critical document analysis, the study explores a number of landmark curriculum documents from China and Norway, comparing the ways in which ECEfS is conceptualized, including the concept of sustainability, children as agents of change for sustainability, and sustainability in young children's everyday lives. Findings: Corresponding to the analytical framework, China and Norway attach different importance to the three dimensions of sustainability--social-cultural, economic, and environmental. For example, Norway has a more autonomous view of children's agency, while China gives more emphasis to teachers' support. The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions. The comparative document analysis argues that predominant cultural dimensions in each context, such as collectivist and individualistic factors, may shape the understandings of sustainability in each country's early years' curriculum documents. Originality/Values: By broadening the focus on the social-cultural aspects of sustainability, this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.