ethanporcaro/eric-fulltext-meta huggingface dataset:
Building of Projecting Competence among Future Teachers in the Conditions of Introduction of Inclusive Education
Author: Ketrish, Evgeniya V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,Inclusion,Foreign Countries,Physical Education,Physical Education Teachers,Special Education,Special Needs Students,Professional Training,Disabilities,Vocational Education,Readiness,Competency Based Teacher Education,Teacher Competencies,Educational Environment

The relevance of the researched problem is caused by the need of consideration of teachers' readiness for work in the conditions of inclusive education, and change of process of their professional training (on the example of specialists in the sphere of physical education). The purpose of publication consists in the development of pedagogical model of the projecting competence building which will provide effective forecasting, modeling and planning of educational process. The leading approach to the research of a problem is the system-based approach which allows us to analyze the process of building of projecting competence as pedagogical system, and on the basis of it to determine its structural and functional characteristics. The results of the research on identification of the relation of future physical education (PE) teachers to a possibility of work in the conditions of inclusive education are provided; the pedagogical model of projecting competence building among teachers including target, substantial, organizational and estimative-productive components is offered. Materials of the publication can be useful to the scientists while studying questions of implementation of an inclusive education in the Russian education system, to the specialists who are engaged in the organization of training of future teachers, to the teachers working in the educational organizations of various types, to students of pedagogical higher education institutions.
3D Printing &amp; Service Learning: Social Manufacturing as a Vehicle for Developing Social Awareness
Author: Suchow, Ray
Date: 2016-10-00
Type: Journal Articles
Subjects: Service Learning,Secondary School Teachers,Educational Environment,Catholic Schools,Printing,Technology Uses in Education,Technology Integration,Design Crafts,Computer Graphics,Program Descriptions,Program Implementation,Teamwork,Foreign Countries

This article describes how a team of educators in a Catholic secondary school integrated 3D printing into the learning environment.
A Muslim Woman Visits Catholic Kindergarten: Ecumenical Practices and Lessons to Be Learned
Author: Bronkhorst, Suzanne
Date: 2016-10-00
Type: Journal Articles
Subjects: Muslims,Females,Kindergarten,Catholic Schools,Personal Narratives,Preschool Teachers,Cultural Awareness,Religious Factors,Religion

This article tells the story of a Muslim woman's visit to a kindergarten classroom in a Catholic school and describes lessons learned by the teacher and the students.
An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities
Author: Boyle, Michael J.
Date: 2016-10-00
Type: Journal Articles
Subjects: Catholic Schools,Principals,Attitude Measures,Administrator Attitudes,Disabilities,Attitudes toward Disabilities,Inclusion,Correlation,Experience,Enrollment,Elementary Schools,Administrator Surveys,Regular and Special Education Relationship,Statistical Analysis,Symptoms (Individual Disorders),Faculty Development,Qualitative Research

Catholic school principals typically serve as the prime decision-makers in admission and enrollment issues. A key factor in this decision-making can be the principals' perceptions and attitudes about servicing students with disabilities within a Catholic school context. The purpose of the present study is to investigate the attitudes and perceptions of Catholic school principals toward inclusion of students with disabilities in Catholic schools. Overall, a majority of surveyed principals reported a positive attitude toward including students with disabilities. Some significant relationships were found between principal's pervious experiences with students with disabilities and the principals' willingness to enroll students with disabilities. Implications for practice are presented.
Functional Dependence for Calculation of Additional Real-Power Losses in a Double-Wound Supply Transformer Caused by Unbalanced Active Inductive Load in a Star Connection with an Insulated Neutral
Author: Kostinskiy, Sergey S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Equipment,Comparative Analysis,Energy,Power Technology,Computation,Mathematical Formulas

This article deals with the problem of calculating the additional real-power losses in double-wound supply transformers with voltage class 6 (10)/0,4 kV, caused by unbalanced active inductive load connected in a star connection with an insulated neutral. When solving the problem, authors used the theory of electric circuits, method of balanced components, field and comparative experiment, modern devices for the analysis and synthesis of electric circuits. With the research results authors obtained the functional dependence, allowing calculating the additional losses in the transformer caused by unbalanced load, which differ from the similar ones due to the use phase resistance. In order to confirm the obtained functional dependence, researchers measured current, voltage and real power for each phase of &quot;distribution transformer-unbalanced load&quot; module. The experiment results allowed making a conclusion that the real-power losses, calculated according to the classical formula, should be adjusted in accordance with the developed functional dependence. The application of functional dependence is possible in organizations involved in the design, replacement and upgrading of transformer substations of urban and industrial distribution networks of electric power systems in order to increase energy savings in them.
A Multiple Case Study of Preservice Science Teachers' TPACK: Embedded in a Comprehensive Belief System
Author: Günes, Erhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Case Studies,Preservice Teachers,Foreign Countries,Technology Integration,Science Instruction,Semi Structured Interviews,Content Analysis,Epistemology,Beliefs,Qualitative Research,Research Design,Science Teachers,Teacher Education Programs,Educational Technology,Science Education,Likert Scales

Integrating technology into science education provides opportunities to foster students' meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers' (PST) beliefs on their TPACK level. Multiple case study method was implemented. Multiple cases of the study were: low, medium and high confidence of TPACK. Purposive sampling was adapted to select cases. Data was collected through individual semi-structured interviews and lesson plans of PSTs. Content analysis was used in order to analyze the data. Holistic and embedded analyses were implemented to grasp each case entirely and comparing specific aspects and relations of the cases. According to findings there was a positive relationship between PST's TPACK confidence and TPACK level. The PSTs' belief systems consistently related to their TPACK levels in terms of several respects. When epistemological beliefs were not taken into consideration, relationships among other variables of the study showed consistency with previous research findings related to relationship between self and conceptions of teaching and learning. Implicational suggestions for future research and science teacher education programs were presented.
Does Outdoor Education Make Any Difference in Environmental Literacy of Pre-Service Classroom Teachers?
Author: Derman, Aysegul
Date: 2016-00-00
Type: Journal Articles
Subjects: Outdoor Education,Preservice Teachers,Foreign Countries,Environmental Education,Teaching Methods,Research Design,Control Groups,Experimental Groups,Content Analysis,Pretests Posttests,Literacy,Statistical Analysis,Statistical Significance

The aim of this research is to determine the effects of various teaching methods and activities, which are used in environmental education lessons, on the environmental literacy level of classroom pre-service teachers. This study was carried out including the classroom pre-service teachers, who took the environmental education course in the academic year of 2012-2013. In this study, an experimental design was used. The Environmental Literacy Scale and the Evaluation of the Environmental Education Outcome Scale, which was developed by the researchers, were utilized as data collection instruments. The implementations were carried out throughout the semester. During the semester, traditional teaching methods (lecture type) were used in the control group, while teaching methods in which the pre-service teachers were active in the outdoor and indoor were used in the experimental group. Regarding the quantitative data, descriptive analysis, paired-samples t-test, Independent Samples T-Test analysis were utilized. Content analysis was used for the analysis of the data obtained from the open-ended questions. The findings showed that there was a statistically significant difference in favor of the experimental group with respect to the &quot;attitudes&quot;, &quot;uses,&quot; and &quot;concern&quot; dimensions of the environmental literacy. When the pre-test and post-test results of the control group were compared within the group, no any significant difference was found. Yet, a significant difference in the dimensions of &quot;attitudes&quot; and &quot;uses&quot; was found when the pre-test and the post-test results were compared within the experimental group. The classroom pre-service teachers in the control group gave very positive feedback on the issues of &quot;the outcomes they obtained from the environmental education course&quot;, &quot;teaching topics related to environmental education when become teachers,&quot; and &quot;environmental problems.&quot; Richer codes and higher frequencies were obtained from the experimental group on these categories.
Foreign Experience of Formation of Anti-Corruption Strategies
Author: Almaganbetov, Pernebay
Date: 2016-00-00
Type: Journal Articles
Subjects: Deception,Economic Development,Social Change,Developing Nations,Program Development,Scientific Research,Crime,Public Policy,Policy Formation,Foreign Countries

Corruption is the main obstacle on the way toward state's economic and political growth. Corrupt practices are one of the oldest forms of crime that arose with an appearance of nationhood. Nowadays, corruption harms the economies of developing countries that are undergoing a process of an economic model transformation. Kazakhstan is among these countries. In order to form an effective policy to fight against corruption in Kazakhstan, it is necessary to study and generalize the experience of developed and developing countries. This paper studies the attitude of society towards manifestations of corruption, on the example of the countries of Asia, Africa, Europe and Latin America. Scientific researches on the problem of corruption practices were considered in the article. Corruption is the main limiting factor on the way toward reforming the state. At this time, social movements counteract corruption in developing countries. This article summarizes the problems of corrupt practices in developing countries, which would help to develop an effective program to fight against corruption in further researches.
Characteristics of the Essence of Volunteering in Psychology
Author: Shagurova, Angelina Alexandrovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Volunteers,Psychology,Foreign Countries,Psychological Studies,Altruism,Motivation

The article discusses the basic ideas of volunteering; it analyzes the data of psychological studies on social activity and it highlights the importance of studying the motivational part of volunteering. The conclusion on structure and content of volunteering is made. Key focus is on the fact that volunteering is of particular importance in the social sphere and is considered as an activity aimed at positive social change through charity, peacekeeping and humanitarian support to members of society. Lots of definitions are characterized as volunteering activities. However, not only the characteristics of this activity, its content, forms and methods are important, but also the goals and results.
A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students
Author: Alvi, Effat
Date: 2016-08-00
Type: Journal Articles
Subjects: Qualitative Research,Self Management,Learning Strategies,Focus Groups,Social Cognition,Goal Orientation,Metacognition,Student Satisfaction,Motivation Techniques,Resource Allocation,Models,Student Attitudes,Foreign Countries,Graduate Students,Masters Programs,Semi Structured Interviews

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments. Framed within the social cognitive perspective, it focuses on a group of students from an under-researched population. Focus group interviews were used to elicit information about the nature of SRL strategies and contexts for their use. The findings reveal that students employ a range of SRL strategies, from shallow to cognitively rich and deep processing. Furthermore, the use of SRL strategies alters under different contextual influences such as personal goals, SRL phase specific conditions, semester and academic capabilities.
Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research
Author: Sharma, Umesh
Date: 2016-08-00
Type: Journal Articles
Subjects: Teacher Aides,Inclusion,Regular and Special Education Relationship,Paraprofessional School Personnel,Role,Literature Reviews,Program Effectiveness,Work Environment,Staff Development,Cooperation,Foreign Countries,Search Strategies

This article reviewed international data from English-language peer-reviewed studies on the use of TAs in inclusive classrooms from the past 10 years concerning: (a) the roles of TAs; (b) the impact of TAs on students, educators, and inclusive education; and (c) the factors that influence the performance of TAs. These studies suggest that unclear professional roles, limited communication and opportunities for collaboration and training for TAs and teachers contribute to TAs assuming significant instructional, classroom management, and socialization roles, and providing ineffective and separate instruction that inadvertently undermine the inclusion, learning, socialization and independence of students with disabilities and the pedagogical roles of their teachers. Recommendations to inform decisions about whether to employ TAs and ways to enhance the efficacy and the practices of TAs and the professionals who work with them are discussed as well as the limitations of this review and implications for future research.
Three Key Conditions to Revitialise an ePortfolio Program in Response to Increasing Regulation of Teacher Education
Author: Kertesz, John Leslie
Date: 2016-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Electronic Publishing,Portfolios (Background Materials),Program Implementation,Evidence Based Practice,Teacher Competencies,Capacity Building,Teacher Educators,Educational Practices,Educational Strategies,Change Strategies,Qualitative Research,Teacher Surveys,Foreign Countries

This paper describes a study undertaken within the education faculty of a mid-sized university in response to the recommendations of the Teacher Education Ministerial Advisory Group (TEMAG) (2014) that initial teacher education (ITE) graduates emerge with an evidence-based professional standards-focused portfolio of teaching competency. In concluding that current teacher educator usage of, and attitudes to, ePortfolios limit the capacity of this particular faculty to respond to this challenge, the paper proposes three critical conditions to revitalise a stalled ePortfolio program and prepare for an increasingly demanding future. In sharing this experience, the paper seeks to support discussion of how teacher educators can respond best to the professional portfolio challenge in an environment of increasing regulation.
Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key
Author: Nilsson, Nina L.
Date: 2016-08-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Best Practices,Secondary School Teachers,English Language Learners,Barriers,Cultural Influences,Environmental Influences,Teacher Competencies,Teacher Collaboration,Journal Writing,Observation,Electronic Mail,Networks,English Teachers,High Schools,Semi Structured Interviews

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown &amp; Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (&quot;external challenges&quot;), as well as her own uncertainties as a novice ELL teacher (&quot;internal challenges&quot;). Supportive networking with others outside the workplace facilitated beginning changes in the teacher's instructional practice when support at her school was not available. Communications between the teacher and professors occurred regularly throughout an entire school year via emails, face-to-face meetings, phone calls, and class visits with feedback. Based on analyses of data (e.g., teacher reflective journal, observation field notes, email correspondence, interview data), the authors conclude, though not easy or automatic, the transfer of culturally responsive practices learned from a university course to classroom practice is possible, but supportive networking may be helpful, or even necessary.
Research as a Respectful Practice: An Exploration of the Practice of Respect in Qualitative Research
Author: O'Grady, Emmanuel
Date: 2016-10-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Practices,Research Methodology,Teacher Student Relationship,Interpersonal Relationship,Student Experience,Self Esteem,Interviews,Practicums,Preservice Teachers,Beginning Teachers,Student Teacher Attitudes

This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach
Author: Prieto-Rodriguez, Elena
Date: 2016-08-00
Type: Journal Articles
Subjects: Evidence Based Practice,Online Courses,Electronic Learning,Instructional Effectiveness,Educational Quality,Mathematics Curriculum,Preservice Teacher Education,Preservice Teachers,Case Studies,Teaching Models,Content Analysis,Curriculum Design,Knowledge Base for Teaching,Computer Mediated Communication,Transcripts (Written Records),Masters Programs,Foreign Countries

Online learning is increasingly ubiquitous in higher education. However, research regarding online teaching often focuses on the affordances of the online environment rather than on the quality of pedagogy. In this paper we consider how online learning could be enhanced using rich pedagogical models that are consistent with a wealth of existing knowledge on pedagogy for face-to-face settings. To do so, we apply an established framework, the Quality Teaching model, to explore pedagogy in the online environment and illustrate its potential benefits using a case study of 60 students in a tertiary mathematics teacher education program. We conclude that the use of an evidence-based pedagogical model can help guide online instructors in the development of high quality online courses.
The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning
Author: Henderson, Lesley
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Standards,Faculty Development,National Curriculum,Educational Quality,Student Educational Objectives,Knowledge Base for Teaching,Teacher Effectiveness,Student Needs,Inclusion,Literature Reviews

The Australian Curriculum (ACARA, 2016, v.8.2) acknowledges that gifted and talented students are diverse and require educational provisions that meet their special needs. However, without professional learning in gifted education, teachers are ill-equipped to understand, identify and provide for gifted students. This paper reviews the literature in the field to argue for consideration of a &quot;gifted dimension&quot; as an elaboration of the Australian Professional Standards for Teachers (AITSL, 2011). As all teachers will teach gifted and talented children, it is important to define the elements of quality teaching that are inclusive of high ability students in the Australian context and contribute to a professional learning agenda for all teachers.
An Examination of Prospective Elementary Science Teachers' Perspective towards Socio-Scientific Argumentation
Author: Kutluca, Ali Yigit
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Elementary School Science,Elementary School Teachers,Science Education,Science Instruction,Teacher Attitudes,Persuasive Discourse,Science Curriculum,Case Studies,Foreign Countries,Content Analysis,Interviews

The purpose of this study was to examine the altering perceptions and opinions of prospective elementary science teachers regarding argumentation while they were engaged in argumentative discourse. The participating teachers were engaged in socio-scientific argumentation for 9 weeks involving a 6-step process on a course &quot;Special Topics in Physics&quot;. Two sets of interview questions were addressed to participants at the beginning and end of the process. The data obtained through sets of questions were analyzed by means of inductive content analysis. Argumentation skills included in the sets of questions were analyzed by means of Toulmin's Argument Model. The results achieved showed that the socio-scientific argumentation processes created qualified learning environments in terms of science education. Positive changes occurred in the opinions of the participating teachers with respect to science education. It was also revealed that the participants improved their argumentation skills.