ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Creativity and Self-Esteem in Students with Employed and Household Mothers
Author: Safara, Maryam
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Creativity,Self Esteem,Foreign Countries,Questionnaires,Undergraduate Students,Mothers,Correlation,Factor Analysis

Objective: The present study was carried out to compare creativity and self-esteem in the university students with employed and household mothers in academic years 2014-2015. Method: This research is a descriptive one which is of comparative-casual type. The statistical population includes all undergraduate students of Azad universities of Roudhen, Shahr-e Ray Central Tehran and national universities of Al-Zahra, Shahid Beheshti and Vali-e Asr that among them 240 students (120 males and 120 females) were selected by random and available sampling method. To collect the data, Arjmand's (2003) questionnaire of creativity and Copper-Smith's (1967) self-esteem questionnaire were used. To test the hypotheses, independent t-test was used. Findings: The results showed that there is a significant difference between self-esteem in students with employed and household mothers. Also, a significant difference was not observed between the rate of creativity in students with employed and household mothers. Conclusion: The results of the present research can be used to provide proper strategies for mothers, instructors, and those who are relevant with educational affairs to enhance the quality of education, to nurture and flourish creativity and self-esteem in individuals.
Ideology, &quot;Truth&quot; and Spin: Dialectic Relations between the Neoliberal Think-Tank Movement and Academia in Australia
Author: Thompson, Lester
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ideology,Neoliberalism,Organizations (Groups),Educational Policy,Public Policy,Policy Formation,Universities,School Business Relationship,Partnerships in Education,Information Dissemination,Strategic Planning,Global Approach,School Role,Public Opinion,Attitude Change

The context of contemporary universities restrains their ability to drive public policy. Yet, currently, they confront the relative success of a global network of neoliberal institutes, referred to as think-tanks, promoting freedoms derived from particular ideologies. Neoliberal reasoning has so moulded classical ideas of individual freedom into a radical hegemony of market supremacy that, in one application, it discounts scientific acknowledgement of anthropogenic climate change and seeks to deny its existence. This article links think-tanks, commercial and government media within a neoliberal alliance, which aims to &quot;balance&quot; public information through ideological promulgations. It further contends that, largely of their own making, universities lack the philosophical positioning, will and the organisation effectively to meet this challenge. Situational analysis, strategy formulation and changes to practice are required before any meaningful response can be contemplated.
Careers of Professional Staff in Australian and UK Universities: A Mixed Methods Pilot Study
Author: Gander, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Careers,Professional Personnel,Mixed Methods Research,Pilot Projects,Online Surveys,Correlation,Attitude Measures,Work Attitudes,School Personnel,Likert Scales,Job Security,Promotion (Occupational),Occupational Mobility,Self Efficacy,Test Reliability

This article confirms the reliability of a protean and boundaryless career attitudes scale, tested in a pilot study. Additionally, it summarises the results of this study into the career attitudes of professional staff in Australian and UK universities. A mixed methods approach was taken using a survey consisting of both closed questions on a 5-point Likert type scale, and an open text question that asked for respondents' career stories. The convenience sample consisted of 19 staff from Australia and 12 from the UK. The findings suggest that professional staff create a hybrid approach to managing their career, showing aspects of protean, boundaryless and traditional career attitudes and that there are no significant differences between the career attitudes of these staff in Australia and the UK. There is a clear need for further research to test these results, which could be used to inform universities' human resource strategies.
Promoting Leadership in Australian Universities
Author: Bradley, Andrew P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,Leadership Styles,College Administration,Case Studies,Administrative Principles,Educational Practices,Governance,Search Committees (Personnel),Leadership Effectiveness,Leadership Qualities,Commercialization

In this paper we review current practices for developing and promoting academic leadership in universities. We consider the forms of leadership that are appropriate for academic organisations, while exploring the types of leadership favoured by recruitment and promotion committees. Using the Australian higher education context as a case study, we critique the current situation as promoting a restricted form of leadership focused on technical leadership within an academic discipline, rather than the broader array of leadership skills necessary for effective academic leadership. We go on to consider a number of ways in which this broad range of leadership skills can be fostered and developed within academe.
Program Development for Primary School Teachers' Critical Thinking
Author: Boonjeam, Waraporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Development,Elementary School Teachers,Critical Thinking,Skill Development,Statistical Analysis,Scores,Pretests Posttests,Faculty Development,Foreign Countries,Questionnaires,Interviews,Teacher Attitudes

The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers' critical thinking, and 4) to study the findings of usage in development program for primary school teachers' critical thinking by using Research and Development. The samples were 384 primary school teachers, and 34 volunteered teachers to participate in development by using questionnaire, evaluation form, and tests. The statistic using for data analysis included the percentage, mean, standard deviation, modified priority needs index (PNI[subscript modified]), and t-test. The research findings found that: 1) the elements and indicators of primary school teachers' critical thinking consisted of 3 elements and 12 indicators of critical thinking ability, and 6 elements and 24 indicators of critical thinking disposition, 2) the current situation of primary school teachers' critical thinking was in &quot;High&quot; level, for desirable situation, it was in &quot;The Highest&quot; level, 3) the development program, consisted of: the principles, objectives, contents, and development activities included 4 Parts, Part 1: the readiness preparation, Part 2: training, Part 3: integration with work practice, and Part 4: posttest, and measurement and evaluation. 4) The posttest score was significantly higher than the pretest score at 0.01 level.
Harnessing Emotions to Deliberative Argumentation in Classroom Discussions on Historical Issues in Multi-Cultural Contexts
Author: Goldberg, Tsafrir
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Persuasive Discourse,Classroom Communication,History Instruction,Multicultural Education,Self Expression,Expressive Language,Nationalism,Teaching Methods,Critical Thinking,Bias,Social Psychology,Hypothesis Testing,Problem Based Learning,Inquiry,Oral Language,Jews,Arabs,Students

This theoretical paper is about the role of emotions in historical reasoning in the context of classroom discussions. Peer deliberations around texts have become important practices in history education according to progressive pedagogies. However, in the context of issues involving emotions, such approaches may result in an obstacle for historical clairvoyance. The expression of strong emotions may bias the use of sources, compromise historical reasoning, and impede argumentative dialogue. Coping with emotions in the history classrooms is a new challenge in history education. In this paper, we suggest that rather than attempting to foster positive emotion only or to avoid emotions all together, we should look at ways of engaging with emotion in history teaching. We present examples of peer deliberations on charged historical topics according to three pedagogical approaches that address emotions in different ways. The protocols we present open numerous questions: (a) whether facilitating engagement with own and the other's emotions may lead to better processing of information and better deliberation of a historical question; (b) whether promoting national pride boosts reliance on collective narratives; and (c) whether adopting a critical teaching approach eliminates emotions and biases. Based on these examples and findings in social psychology, we bring forward working hypotheses according to which we suggest that instead of dodging emotional issues, teachers should harness emotions--not only positive but also negative ones, to critical and productive engagement in classroom activities.
Barriers to Education and School Attainment--Evidence from Secondary Schools in Rural Nepal
Author: Neupane, Pramila
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Regression (Statistics),Secondary Education,Gender Differences,Social Class,Interviews,Observation,Questionnaires,Disadvantaged,Fathers,Ethnic Groups,Community Characteristics,Teacher Student Relationship,Educational Attainment,Rural Areas,Correlation,Land Use,Sociocultural Patterns,Foreign Countries

This paper examines the inequality in secondary school attainment and its determinants across gender, caste, and ethnic group in rural Nepal. Using the primary data from a questionnaire survey, a series of interviews, and school observations, this study found that girls' school attainment is significantly lower than that of boys'. Similarly, &quot;Dalit&quot; (the lowest caste) and &quot;Janajati&quot; (indigenous, disadvantaged ethnic groups) students' school attainment is considerably lower than that of &quot;Brahman and Chhetri&quot; (high caste and privileged ethnic groups) students. Furthermore, the regression analysis using the education production function approach revealed that household chores, father's education, land sufficiency, student/teacher ratio, and local caste/ethnic composition are significant determinants affecting students' school attainment. However, students' desired level of education and the number of siblings they have were insignificant in this study. The results indicate that policy for inclusive education should be based on the local socio-cultural environment, especially with regard to the caste/ethnic composition of the local community.
Interactive Dynamics of Imagination in a Science Classroom
Author: Hilppö, Jaakko
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Imagination,Creativity,Elementary School Science,Teaching Methods,Elementary School Students,Scientific Concepts,Foreign Countries,Interaction,Video Technology,Group Discussion,Science Projects

In this paper, we introduce a conceptual framework for researching the dynamics of imagination in science classroom interactions. While educational interest in imagination has recently increased, prior research has not adequately accounted for how imagination is realized in and through classroom interactions, nor has it created a framework for its empirical investigation. Drawing on a theory of imagination situated in cultural psychology (Zittoun et al., 2013; Zittoun &amp; Gillespie, 2016), we propose such a framework. We illustrate our framework with a telling case (Mitchell, 1984) of imagination from a Finnish primary science classroom community. Our illustration focuses on the dynamics of imagination as it unfolds in classroom interactions and how qualitatively distinct loops of imagination are formed. In specific, we show how the students' meaning making expands in time and space and can become more refined and differentiated through loops of imagination and their dynamics. In all, our paper argues that imagination is a constitutive element of science learning. Our proposed conceptual framework provides potential avenues for further empirical research on the dynamics of imagination in science learning and teaching.
A Social Practice Theory of Learning and Becoming across Contexts and Time
Author: Penuel, William R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Theories,Learning Theories,Learning Processes,Adolescent Development,Case Studies,Longitudinal Studies,Student Interests,Cultural Context,Science Education,Independent Study,Learner Controlled Instruction,Learner Engagement,Transformative Learning,Museums,Science Teaching Centers,STEM Education

This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck &amp; Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal study of interest-related learning. A social practice theory calls out the ways people pursue diverse concerns, become aware of new possibilities for action as they move across settings of practice, and learn as they adjust contributions to the flow of ongoing activity and to fit demands and structures of local institutions. It also highlights the ways that existing institutional structures of practice frame the choices people make about how and where to participate in activities. This perspective on learning is potentially transformative, in that it provides a way to promote equity by surfacing issues associated with linkages among settings of practice, networks of actors who support persons' movement across settings, and diversities in structures of practices that shape opportunities to learn and become.
Revisiting Learning in Higher Education--Framing Notions Redefined through an Ecological Perspective
Author: Damsa, Crina
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning,Higher Education,Holistic Approach,Educational Research,Epistemology,Learning Processes

This article employs an ecological perspective as a means of revisiting the notion of learning, with a particular focus on learning in higher education. Learning is reconceptualised as a process entailing mutually constitutive, epistemic, social and affective relations in which knowledge, identity and agency become collective achievements of whole ecosystems. This conceptualisation implies that learning involves a trans-contextual and multimodal process, in which both learners and their social and material environments change. This article examines the implications of an ecological perspective on framing notions central to learning and current educational research, namely (a) knowledge co-construction and epistemic agency, (b) the role of (material) knowledge resources in the learning process and (c) the trans-contextuality that characterises learning in today's knowledge society. The discussion concludes by identifying prospects that an ecological perspective offers to education and research on learning in higher education. The insights emerging from this reconceptualisation imply changes in the ways we can enhance and analytically account for the transformative potential of education. They also indicate the necessity for further advancing our understanding of learners' ways of assembling the epistemic spaces necessary to engage in meaningful learning, their agency in this process and their relationship with the (social and material) environment.
Evaluating Educational Groups' Function of High Schools in Tehran on the Basis of Krek Patrick
Author: Banoofatemeh, Mohadeseh Sadat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Teachers,Questionnaires,Regression (Statistics),Program Effectiveness,Models,Access to Education,Gender Differences,Teacher Surveys

Nowadays, checking human sciences situation in valuation educational system in Iran is very important. They who educated in Iran's educational system, then tested higher education one of the most sophisticated countries, find well that one of the most important distinctions between two systems is difference of situation and human science value. The aim of this research is evaluating educational groups' function of human sciences area in high schools in Tehran due to Krek Patrick Model in 4 levels (reaction, behavior, learning an results). Statistical population of all teachers of educational groups of schools in Tehran by number… and sample volume according to Cochran formula is 359 that selected by clustered sampling among teachers who are members of educational groups of human sciences area. To collect data from questionnaire, researcher uses four above levels. Formal and content validity are accepted by 15 authorities and reliability that is calculated by using Cronbach Alpha in 4 levels (reaction, behavior, learning and results) is 0.823, 0.795, 0.861, and 0.742 respectively. Study method is descriptive and survey and adding to descriptive indexes, to analyze data, one group t, independent t, analyzing multivariable variance and regression are used. Results of one group t test showed that educational groups' function of human sciences area is suitable due to Krek Patrick Model in four studied levels. Also results of independent test t and analyzing multivariable variance showed that there is a meaningful difference in educational groups' function according to Krek Patrick Model and also in various levels among women and men. Finally, results of regression showed that history of work predicts educational groups' function according to Krek Patrick model.
Theorizing Space-Time Relations in Education: The Concept of Chronotope
Author: Ritella, Giuseppe
Date: 2016-00-00
Type: Journal Articles
Subjects: Time,Geographic Location,Teaching Methods,Social Influences,Context Effect,Space Utilization,Educational Practices,Knowledge Level

Due to ongoing cultural-historical transformations, the space-time of learning is radically changing, and theoretical conceptualizations are needed to investigate how such evolving space-time frames can function as a ground for learning. In this article, we argue that the concept of chronotope--from Greek chronos and topos, meaning time and place/space--lends itself well to reach this aim. In particular, we outline three features of chronotope: 1) its analytical focus includes the examination of the potential interdependency between space and time; 2) it allows us to examine space and time as social constructions, negotiated in dialogical interaction; 3) it involves the analysis of both the material organization and the discursive negotiation of space and time. We use examples from our own studies and from relevant literature to illustrate how these features of the concept allow us to examine the role that space-time relations play in educational practice. Finally, we draw our conclusions and briefly introduce the theoretical and methodological challenges to be addressed for a full development of the concept.
The Relationship between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusive Classrooms
Author: Garrote, Ariana
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Intellectual Disability,Inclusion,Friendship,Peer Relationship,Peer Acceptance,Foreign Countries,Questionnaires,Interviews,Rating Scales,Elementary School Students

Researchers claim that a lack of social skills might be the main reason why pupils with special educational needs (SEN) in inclusive classrooms often experience difficulties in social participation. However, studies that support this assumption are scarce, and none include pupils with an intellectual disability (ID). This article seeks to make an important contribution to this discussion. The social skills and social participation of pupils with ID and their typically developing (TD) peers in 38 general education classrooms were assessed with multidimensional instruments. The analyses indicate that the majority of pupils with ID were not popular but were socially accepted and had friends. Additionally, no significant relationship was found between social skills and the social participation of pupils with ID, although such pupils had lower levels of social skills compared with their TD peers. Thus, it appears that pupils with ID do not require high levels of social skills to be befriended or accepted by classmates. In contrast, social skills were associated with popularity and social acceptance within the group of TD pupils. In fact, popular TD pupils had the highest level of social skills. These findings support the assumption that in addition to low levels of social skills, there must be other mechanisms that influence the social participation of pupils with ID in inclusive classrooms.
Analysis of Person-Situation Interactions in Educational Settings via Cross-Classified Multilevel Longitudinal Modelling: Illustrated with the Example of Students' Stress Experience
Author: Kärner, Tobias
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Stress Variables,Hierarchical Linear Modeling,Learning Processes,Educational Experience,Interdisciplinary Approach,Personality Traits,Vocational Schools,Measurement,Academic Ability,Self Concept,Correlation,Physiology,Biochemistry,Foreign Countries,Video Technology,Coping,Statistical Analysis,Educational Environment

The investigation of learning processes by assessing students' experience along with objective characteristics within a classroom context has a long tradition in empirical learning process research (e.g. Sembill, 1984 et passim; Wild &amp; Krapp, 1996). However, most of the existing studies confine themselves to psychological variables that seem to be too narrowly considered, as there is theoretical and empirical evidence proving the involvement of somatic and psychological processes in learning and in stress reactions. Furthermore there is a lack of studies that investigate situation-related experience (states) as an outcome of interactions between relatively stable characteristics (traits) and continuously changing &quot;objective&quot; context conditions. Against this background, we will present an approach for cross-classified multilevel longitudinal modelling of person-situation interactions in naturalistic educational settings. We illustrated our model with the example of students' stress experience referring to empirical data that we measured within a multidisciplinary research project (pedagogy, psychology, adolescent medicine). 53 students at a public German vocational school were investigated during 9 lessons. There are up to 38 state measurements per person, resulting in 2,014 measurements in total. Taking into account that states are nested within persons and within situations we applied a cross-classified multilevel model to analyse effects on students' stress experience. The analysis shows significant person-situation interactions between academic self-concept and classroom demands and between baseline cortisol concentration and classroom demands: the relation between classroom demands and stress experience depends on relatively stable person-related characteristics. A deeper knowledge about the complex interrelations between traits, states, and continuously changing context conditions seems to be essential for a more holistic understanding of learning at school and for the identification of crucial aspects for an evidence-based design and implementation of teaching and learning arrangements.