ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya
Author: Vanner, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: School Safety,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Teacher Role,Gender Bias,Child Safety,Foreign Countries,Violence,Child Abuse,Equal Education,Social Influences,Sexual Abuse,Educational Policy,Common Core State Standards

This article introduces Stein, Tolman, Porche, and Spencer's concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers' efforts were, however, constrained by competing discourses emphasizing hierarchical administration and a narrow understanding of the school's responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers' collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4's commitments to gender equality and child protection in schools.
Use of Information Technology for Communication and Learning in Secondary School Students with a Hearing Disability
Author: Lersilp, Theeratorn
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Hearing Impairments,Special Schools,Deafness,Telecommunications,Handheld Devices,Student Attitudes,Knowledge Level,Communication Strategies,Social Media,Foreign Countries,Secondary School Students

Information technology (IT) is important to meet the needs of students with a hearing disability in special Thai school settings. The aim of this paper was to research the use and opinion of IT for communication and learning from students with a hearing disability in schools for the deaf. The IT in this study included information devices such as mobile phones, smartphones, and tablets. This study used the stratified random sampling method for enrolling its participants. Data collected from 192 students with a hearing disability using self-administered questionnaires. Results found that most of these students knew about chat applications, for example, Line, Facebook, Messenger and face-to-face conversation apps. Furthermore, most of these students contacted people with hearing problems by sending messages through Facebook, Line and face-to-face applications. The main reasons why they used IT was for convenience and general conversation. A study of opinions on the use of IT by students with a hearing disability found that most of them agreed that IT equipment contributed to their participation in various activities, including conversations with their relatives and friends on social networking. Conclusion and discussions were included.
Promoting Mindfulness about the Environment through the Use of Drama in the Primary Classroom: Greek Teachers&apos; Views and Attitudes
Author: Andrikopoulou, Evanthia
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Conservation (Environment),Environmental Education,Teacher Attitudes,Drama,Teaching Methods,Elementary School Teachers,Learning Activities,Program Effectiveness,Foreign Countries,Elementary School Students,Beliefs,Consciousness Raising

The present questionnaire-based study examines Greek teachers' views and attitudes towards drama-based activities in primary education classrooms when conducting Environmental Education programs. More specifically, 330 teachers provided information about (i) how the development of drama-based activities in the classroom facilitates the effective attainment of Environmental Education objectives, (ii) the expected cognitive and socio-affective benefits for the students, and (iii) their suggestions for improvements when they assess the students' professional performance during drama-based activities. The results of the study show that, when Environmental Education is based on drama activities, it has a significant impact on students. Teachers believe that it increases resourcefulness, generates deeper understanding, empathy, willingness to participate in social actions, sharing responsibility and commitment, as well as sensitivity. However, the research shows that teachers need to be well trained, sufficiently motivated, inspired, and supported if drama-based activities in Environmental Education are expected to have the above-mentioned impact.
Technology-Enhanced Learning in Audiovisual Education: The Case of Radio Journalism Course Design
Author: Matsiola, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Journalism Education,Radio,Technology Uses in Education,Foreign Countries,Undergraduate Students,Audio Equipment,Student Satisfaction,Usability

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the needs of each type of medium. The aim of this paper is to present the incorporated technologies in the radio journalism undergraduate course of the School of Journalism and Mass Communications at the Aristotle University of Thessaloniki and evaluate their necessity according to the students themselves. After the completion of the course, which involves the use of specialized technological tools in audio recording and editing, a survey employing quantitative method based on the technology acceptance model was conducted. The results indicate that the students, despite the difficulties that were encountered due to the initial lack of knowledge on the technology applied, evaluated very highly both their satisfaction with the produced outcome and the usefulness of the procedure. In fact, the major result is that perceived usefulness is a key factor that determines the utilization of specialized technology.
Different Grouping Strategies for Cooperative Learning in English Majored Seniors and Juniors at Can Tho University, Vietnam
Author: Nhan, Hien
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Majors (Students),English (Second Language),Second Language Instruction,Student Attitudes,College Students,Grouping (Instructional Purposes),Teaching Methods,Homogeneous Grouping,Heterogeneous Grouping,Group Dynamics

We present research on the attitudes of seniors and juniors doing a major in English toward different grouping strategies for cooperative learning at Can Tho University, Can Tho city, Vietnam. The collected data is analyzed by a means of quantitative approach. The findings not only facilitate the further understanding of English majors' opinions on different grouping strategies, but also provide teachers and lecturers who employ cooperative learning as one of their teaching strategies with useful clues on which group formation they should use. More importantly, we hope to give an insight to the characteristics of different grouping strategies, in order to find out the group forming method(s) that simultaneously boosts group dynamics, students' satisfaction, and academic achievements.
Democracy and Education through the Eyes of Kuwaiti Politicians: A Phenomenological Study
Author: Alnufaishan, Sara
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Educational Attitudes,Public Officials,Citizenship Education,Legislators,Civil Rights,Opinions,Islam,Religious Factors,Cultural Influences

Kuwait's Constitution defines the small Arab Gulf nation as a constitutional democracy led by a hereditary emirate, although outside observers have questioned the degree to which it is indeed democratic. Despite such scepticism, Kuwait has undoubtedly taken some steps to promote democratization, including the introduction of the Constitution and Human Rights (CHR) module to the national curriculum to teach high students about civics, democracy and rights. While previous studies have explored the perspectives of Kuwaiti students and teachers towards democracy in general and the CHR in particular, the perspectives of Kuwaiti politicians have not been previously explored. To better understand their perspectives of and experiences towards democracy and education for democracy, this study employed a phenomenological approach involving 15-to-30-min semi-structured interviews with five Kuwait politicians who have served as either Members of the Kuwaiti National Assembly or Ministers or both. The themes that emerged included Active Versus Passive Democracy, Homegrown Versus Imported Democracy, Culture and Democracy and Education for Democracy, which are discussed in greater detail in the article.
Visualizing the Greenhouse Effect: Restructuring Mental Models of Climate Change through a Guided Online Simulation
Author: Thacker, Ian
Date: 2019-00-00
Type: Journal Articles
Subjects: Visualization,Climate,Computer Simulation,Environmental Education,Science Education,Undergraduate Students,Misconceptions,Inferences,Concept Formation,Cognitive Processes,Science Process Skills,Schemata (Cognition),Outcomes of Education

The purpose of this design based research study was to better understand and build from students' perceptual experiences of visual representations of the greenhouse effect. Twenty undergraduate students were interviewed as they engaged with an online visualization for the learning of the greenhouse effect. We found that, even though all students agreed that climate change is happening, a majority initially held a misconception about how it works. Upon engaging with the visualization, students made perceptual inferences and formulated causal rules that culminated in an improved description of how climate change works. This trajectory was supported with prompts from the interviewer to make predictions, observe specific interactions in the visualization and revise their causal inferences based on these observations. A case study is presented to illustrate a typical learning trajectory.
Experience in the Use of Social Software to Support Student Learning in University Courses of Science and Engineering Degrees
Author: Díez-Pascual, Ana María
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Software,Feedback (Response),Learner Engagement,Web Sites,Collaborative Writing,College Students,Science Education,Engineering Education,Program Implementation,Chemistry,Active Learning,Telecommunications,Student Participation,Self Management,Educational Benefits,Skill Development,Academic Achievement,Glossaries

A &quot;wiki&quot; is an easy-to-use online tool for teachers and students, as it is a collaborative website that provides the opportunity to develop and modify its content to every member in an interactive and fast way. This paper comparatively describes experiences in the implementation of &quot;wikis&quot; as voluntary activities in first-year courses in a degree in Chemistry and third-year courses in a degree in Telecommunication System Engineering. The main goal of using the wikis was to achieve collaboration among students to generate knowledge. The developed methodology was applied to the resolution of exercises, problems, and test questions, as well as to the elaboration of class notes and a bilingual glossary. The approach turned the students into active learners, increasing their interest in the course contents, promoting knowledge exchange among students and encouraging the self-management of their learning process. The role of the teacher was to provide feedback to the students in order to ensure the accuracy of the contents. Four different patterns were distinguished among the students according to their participation level in the wiki. The students who were most committed to the courses were also the most involved in the &quot;wikis&quot;, and the combination resulted in the students' success. The results obtained for the degree in Chemistry were better than those of the degree in Telecommunication System Engineering, which was ascribed to the increased connection among the first-year students. The didactic strategy was very positive, although the percentage of participation in the &quot;wikis&quot; was somewhat low, in particular for the third-year students, who were more independent and self-organized. Initially, the number of wiki visits increased suddenly, and then moved to a long period of lower activity in the degree of Chemistry and lethargy in the degree of Telecommunication System Engineering. Therefore, it is desirable to introduce modifications in the approach, such as flexible and consensual planning with the students in order to ensure their full engagement.
Pre-Service Teachers&apos; Knowledge of Relational Structure of Physics Concepts: Finding Key Concepts of Electricity and Magnetism
Author: Koponen, Ismo T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Preservice Teachers,Scientific Concepts,Knowledge Level,Energy,Magnets,Networks,Group Activities,Science Education,Global Approach

Relational interlinked dependencies between concepts constitute the structure of abstract knowledge and are crucial in learning conceptual knowledge and the meaning of concepts. To explore pre-service teachers' declarative knowledge of physics concepts, we have analyzed concept networks, which agglomerate 12 pre-service teacher students' representations of the key elements in electricity and magnetism. We show that by using network-based methods, the interlinked connections of nodes, locally and globally, can be analyzed to reveal how different elements of the network are supported through their connections to other nodes in the network. Nodes with high global connectivity initialize contiguous concept patchworks within the network and are thus most often found to be abstract, general, and advanced concepts. Locally cohesive concepts, on the other hand, are nearly always auxiliary supporting concepts, related to specific textbook-type experiments and model-type conceptional elements. Comparisons of group-level knowledge and individual pre-service teacher students' knowledge in the form of networks shows that while in group-level the aggregated knowledge is expert-like, at the individual level pre-service teacher students possess only a fraction of that knowledge.
Project Management Competences by Teaching and Research Staff for the Sustained Success of Engineering Education
Author: Cerezo-Narváez, Alberto
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Program Administration,College Faculty,Researchers,Job Skills,Delphi Technique,Foreign Countries,Teacher Competencies,Research Skills,Research Universities

Projects have become an essential instrument for the success of universities. In a context of globalization and increasing complexity, they must sharpen their resourcefulness to face these challenges and adapt to this changing environment. To reach these objectives, they undertake a series of activities of a unique, concrete and temporary nature, not always technical but managerial ones. If universities work with people on projects in the production, transmission and dissemination of knowledge, then they link with society to solve its problems. For this reason, teaching and research staff (TRS) should promote a range of professional project management (PM) competences in different areas for the proper management of the projects in which they take part. Through a Delphi technique, a panel of twenty-four accredited teaching experts who are carrying out significant research and holding directive roles, measured the importance of acquiring and/or improving professional PM competences by their TRS. Consensus and stability reached after two rounds of consultation confirmed there are a series of crucial competences for the practice of relevant teaching and pioneer research. Results obtained are the basis for a gap plan that allows the TRS to participate in and/or lead university projects with greater self-confidence and personal motivation.
Does High-Quality Preschool Benefit Children? What the Research Shows
Author: Morgan, Hani
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Preschool Education,Program Effectiveness,Preschool Children,Educational Finance,Educational Improvement,Access to Education,Child Development,Educational Policy,Low Income Groups,Elementary Secondary Education,Costs

Despite research showing that high-quality early education can be extremely beneficial, a large percentage of American children do not attend preschool. In addition, children from low-income families are less likely to enroll in preschool and more likely to attend low-quality early education programs. One reason for this outcome involves low spending on early education. In comparison with many industrialized nations, the United States spends little on preschool education, allowing other countries to be ahead in this area. This paper summarizes the findings of research on preschool education. It also offers a few ideas on improving early education programs and reasons for implementing universal preschool.
The Influence of Teacher Expectancy Improvement Strategies on Student Attitude and Achievement in English Courses (An Action Research Sample)
Author: Toksoy, Selnur
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Influence,Educational Improvement,Teacher Student Relationship,Student Attitudes,Academic Achievement,Action Research,English (Second Language),Second Language Instruction,Teacher Expectations of Students,Foreign Countries,Grade 6,Grade 8,Measures (Individuals),Educational Strategies

The aim of this study is to investigate the influence of teacher expectancy improvement strategies on student achievements and attitudes in English courses. We investigated the existing situation, and have presented a method that can provide the educational processes necessary to bring about the required changes. For this reason, the emancipatory/improving/critical action research model was used. The study was carried out on a sample group consisting of 87 students, 43 sixth graders, and 44 eighth graders, attending a school located in Düzce's city center during the 2015-2016 academic year. In order to collect the data, the &quot;Teacher Expectancy Scale&quot; that was developed by the researchers, as well as the &quot;Attitude Scale towards English Course&quot;, and a further seven tests, which were prepared by the Turkish Ministry of National Education (MoNE), were used. The study was conducted for a total of 48 hours over 12 weeks, for four hours per week. As a result of the study, it was revealed that teacher expectations influenced the attitudes of the students towards the English lesson in a positive way, and increased their academic achievements.
Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation
Author: Melo, Veriene
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Freedom,Critical Theory,Social Action,Inclusion,Slums,Foreign Countries,Empowerment,Social Environment,Community Development,Youth Programs,Nonformal Education,Scaffolding (Teaching Technique),Workshops,Capacity Building,Disadvantaged Youth,Student Projects,Relevance (Education),Problem Based Learning,Change Agents,Consciousness Raising,Creative Activities,Social Problems

Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of critical pedagogy, both in practice and in theory. Drawing from a case study of an NGO-led initiative enabling hundreds of young people from the favelas of Rio de Janeiro to formulate and implement their own ideas for social action, the article examines the links between the program's objectives and practices and the aspects of the negotiated curriculum, problem-posing education, dialogical learning, and praxis that form the theoretical underpinnings of emancipatory education. The case study findings, which highlight the stages of the educational program, reveal how young people are empowered to challenge prevailing environments of exclusion and advance practices of positive community social regeneration. The study, thus, provides evidence of a form of education for social transformation (EST) which can contribute meaningfully to a peaceful struggle for social change while simultaneously redefining and humanizing education as a practice of emancipation.
Female School Leaders&apos; Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia
Author: Alyami, Rfah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Participative Decision Making,Women Administrators,Females,Administrative Organization,Educational Change,Administrator Attitudes,Single Sex Schools,Secondary Schools,Principals,Women Faculty,Teacher Attitudes,Teacher Leadership

While school reform has been the subject of much research globally, few studies have examined &quot;on the ground&quot; educational reform in the Kingdom of Saudi Arabia (KSA), especially in relation to the &quot;Tatweer&quot; System, an initiative which purports to transform education and lead educational change within the country. This paper aims to address this knowledge gap and reports on a study which examined female leaders' perceptions and experiences of the system. A qualitative case study of three Tatweer schools was conducted, with data being drawn from one-on-one interviews (n = 16), focus group interviews (n = 4) and documentary analysis. Our findings suggest that the Tatweer system is what can be termed &quot;semi-decentralised&quot;, which appears to be linked to issues of accountability, trust, and perceived staff competence. However, at the local level, major breakthroughs seem to have taken place in relation to distributing leadership responsibilities and decision-making processes within these female-led schools.