ethanporcaro/eric-fulltext-meta huggingface dataset:
Caste Relations in Student Diversity: Thinking through Dr Ambedkar&apos;s Perspective towards a Civic Learning Approach in Higher Education
Author: Sabharwal, Nidhi Sadana
Date: 2020-00-00
Type: Journal Articles
Subjects: Democracy,Social Change,Higher Education,Democratic Values,Peace,Intergroup Relations,Administrator Attitudes,Constitutional Law,Foreign Countries,Peer Groups,Self Concept,Social Discrimination,Student Diversity,Role,Civics,Learning Processes,Social Class,Social Differences,Civil Rights,Affirmative Action,Role of Education,School Culture

The chairman of the drafting committee of the modern Indian Constitution, Dr Bhim Rao Ambedkar, emphasized that education cultivates democracy in society, strengthens the roots of democracy, and brings about social transformation. The social transformation includes a way of life that will promote liberty, equality, and fraternity, which are Dr Ambedkar's &quot;key elements of an ideal society&quot;. This paper discusses the implications for higher education campuses for achieving an ideal society in light of the emerging evidence on peer group formation around identities and issues of discrimination associated with caste in the context of increasing student diversity. The paper also emphasizes the important role of a civic-learning approach to higher education; meaning an active engagement with values of liberty, equality, and fraternity. There is a shared belief that higher education has a great potential to be a social laboratory for civic learning and to inculcate democratic values and foster peaceful interactions among members of diverse groups.
Effectiveness of Flipped Learning: Improving Pre-Service Teachers&apos; Prowess in Producing Videos
Author: Almutairi, Faisal M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Blended Learning,Preservice Teacher Education,Preservice Teachers,Film Production,Video Technology,Foreign Countries,Pretests Posttests,Scores,Experimental Groups,Control Groups,Skill Development,Knowledge Level,Conventional Instruction,Teaching Methods,Student Improvement,Constructivism (Learning),Experiential Learning

In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers' skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning. This research was conducted within a workshop course for six weeks period during the summer semester of the 2018-2019 academic year at a teacher training college in Kuwait. In the study, pre-test/post-test quasi-experimental design with control group was applied. The experiment involved applying a flipped learning approach to the experimental group while the courses were carried out using traditional lectures in the control group. A questionnaire was also administered to the experimental group to acquire feedback on the effectiveness of flipped learning activity. Descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. The results obtained from Mann Whitney U Test and Wilcoxon Sign Test suggests that there is no significant difference between the pre-test and post-test scores of the experimental group and the control group. Descriptive data also demonstrated that the use of the flipped learning method in the curriculum had significantly increased the skill levels and knowledge of the experimental group pre-service teachers. The study recommends that care should be taken when structuring courses in pre-service teachers' education when applying flipped learning.
Gandhi, the Freedom Fighter and Educator: A Southern Theorist
Author: Ghosh, Ratna
Date: 2020-00-00
Type: Journal Articles
Subjects: Indians,Foreign Policy,Developing Nations,Global Approach,Social Change,Sociocultural Patterns,Moral Values,Social Action,Prosocial Behavior,Educational Theories,Economic Development,Violence,Local Issues,Foreign Countries,Public Officials

The concept of Southern Theory is a response to Northern sociological theory, which is considered to be incomplete because it does not consider global dynamics, which would include the life-experiences of people of the South and the impact of socio-cultural changes brought about by colonialism and globalization. Raewyn Connell introduced the term Southern Theory to emphasize the intellectual power and political relevance of social thought emanating from formerly colonized countries. The term Southern Theory can be confusing, overarching theories that incorporate new ideas that would represent the experiences of unequal development are imperative in a globalized world. The ideas of non-violence and moral togetherness that Gandhi represented are discussed in this paper along with his education experiments and theories. Being radical, his educational ideas were not accepted in India after independence because the country needed to &quot;catch-up&quot; with the development of industrialized countries after centuries of colonial subjugation. But his profoundly different ideas of achieving social/political change through non-violence, and his ideas on education for working towards a social order free from exploitation and violence, represented local needs and a new way of looking at society and education.
The Relationship between Teacher Candidates&apos; Self-Efficacy and Attitudes of Sports History
Author: Akinci, Abdullah Yavuz
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Physical Education,Athletics,History,Foreign Countries,Correlation,Achievement,Activities

The objective of the present study is to analyze the relationship between physical education and sports teacher candidates' academic self-efficacy and attitudes towards the course of sports history. The population of the present study consists of 240 junior and senior teacher candidates studying at School of Physical Education and Sports at Yozgat Bozok University and Faculty of Sports Sciences at Erciyes University and Mehmet Akif Ersoy University. The sample group consists of 138 participants randomly selected from the population. A Personal Information Form developed by the researcher, academic self-efficacy scale developed by Jerusalem and Schwarzer (1981) and adapted to Turkish context by Yilmaz, Gürçay, and Ekici (2007), and the attitude scale towards the course of sports history developed by Yilmaz, Namli, and Kan (2013) were used for data collection. The data obtained in the study were analyzed using a personal computer. Numbers, percentages, mean values and standard deviations were used as descriptive statistical methods in the data analysis. Pearson correlation analysis was applied to the continuous variables of the study. As a result, a positive correlation was found between physical education teacher candidates' self-efficacy and attitudes towards the course of sports history. It can be suggested that this tendency stems from teacher candidates' academic development during their education as a university student, which is a transition to a professional life, and their belief in the importance of transferring their academic development to younger generations during their professional career.
Graduate Students Academic Persistence: Academic and Social Integration Intertwined with Self-Directed Learning
Author: Lew, Moi Mooi
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Persistence,Social Integration,Student Adjustment,Teacher Student Relationship,Faculty Advisers,Peer Relationship,Independent Study,Learning Readiness

This study aimed to explore influential personal factors that could affect graduate students' academic persistence. Data were collected with an online questionnaire and one-on-one interviews. The findings indicated that graduate students had integrated into the academic environment and established a positive relationship with advisors and program coordinators. Participants have limited social interactions with classmates. This factor decreased the importance of social integration on persistence. Data indicated that participants' self-directed learning readiness was moderately high. This study suggests that these three personal factors are intertwined in influencing graduate students' decision to persist in the academic programs.
Adaptation of the STEM Value-Expectancy Assessment Scale to Turkish Culture
Author: Aciksoz, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Expectation,Value Judgment,Student Motivation,Preservice Teachers,Attitude Measures,Test Validity,Test Reliability,Science Careers,Career Choice,Culture Fair Tests,Foreign Countries,Self Efficacy,Success

This study aimed to obtain a measurement tool in Turkish culture to determine the motivation of university students (pre-service teachers) toward STEM based on the expectancy-value theory. For this purpose, the validity and reliability studies of the Turkish version of the STEM Value-Expectancy Assessment Scale developed by Appianing and Van Eck (2018) were conducted. A confirmatory factor analysis (CFA) was undertaken to check the validity of the scale administered to 196 pre-service science teachers selected by purposeful sampling and Cronbach's alpha internal consistency coefficients were examined for the reliability evaluation. One item that showed a tendency to be loaded on two factors in CFA was removed, and the repeated CFA confirmed a good fit for the two-factor structure as in the original scale. In the reliability analysis, the internal consistency coefficients were calculated as 0.87 for the whole scale, 0.82 for the perceived value component, and 0.82 for the expectations of success in STEM careers component. When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was measurement tool that has high validity and reliability that could be administered to prospective teachers.
Parametric or Non-Parametric: Skewness to Test Normality for Mean Comparison
Author: Orcan, Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Nonparametric Statistics,Statistical Analysis,Comparative Analysis,Statistical Distributions

Checking the normality assumption is necessary to decide whether a parametric or non-parametric test needs to be used. Different ways are suggested in literature to use for checking normality. Skewness and kurtosis values are one of them. However, there is no consensus which values indicated a normal distribution. Therefore, the effects of different criteria in terms of skewness values were simulated in this study. Specifically, the results of t-test and U-test are compared under different skewness values. The results showed that t-test and U-test give different results when the data showed skewness. Based on the results, using skewness values alone to decide about normality of a dataset may not be enough. Therefore, the use of non-parametric tests might be inevitable.
A Short Teaching Residency Spanning 1,657 Miles
Author: Shuster, Michèle
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Education,Mentors,Program Implementation,Doctoral Degrees,Synchronous Communication,Computer Mediated Communication,Active Learning,Employment Opportunities,Teacher Education Programs,Program Descriptions,Undergraduate Students,Student Evaluation of Teacher Performance

In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (&quot;postdocs&quot;) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evidence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substantive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.
Designing Competitive Discussions for Equity and Inclusion
Author: Howard, Craig D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Competition,Computer Mediated Communication,Synchronous Communication,Business Communication,Business Schools,Group Discussion,Class Size,Interaction,Inclusion,Student Evaluation,Grading

In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited constructive feedback and limited learner participation; however, the combination of a (1) time-constrained asynchronous CMC activity, along with (2) strategically selected smaller groups, created an interactive space that matched the designer's values of equity and inclusion that he wanted to bring to the design. The case chronicles a number of unforeseen consequences of logical design moves, and presents a multimodal re-conception of what it means to discuss in the context of modern business school.
An Approach to Reggaeton&apos;s Songs: A Co-Educational and Pedagogical Proposal with Teenagers
Author: Campo, Sandra Soler
Date: 2020-00-00
Type: Journal Articles
Subjects: Music,Coeducation,Music Appreciation,Secondary School Students,Foreign Countries,Stereotypes,Teaching Methods,Gender Bias,Language Usage

Currently there is a great variety of musical styles that coexist in our society. We can access music in very different ways and with immediacy never before imagined. For teenagers, music is a key element in defining their identity, socializing and taking refuge in their inner world. This communication focuses on the analysis of songs from the Reggaeton music genre and the way in which students receive them. The co-educational proposal carried out in a private secondary school in Barcelona will be explained. Its main objectives will be, on the one hand, to foster a critical spirit in the students towards these types of songs and, on the other hand, to offer an education in terms of equality that deconstructs myths and stereotypes.
Factors Affecting Academic Self-Efficacy of Syrian Refugee Students: A Path Analysis Model
Author: Sari, Hasibe Yahsi
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Refugees,Undergraduate Students,Academic Achievement,Foreign Countries,Resilience (Psychology),Social Support Groups,Student Attitudes,Life Satisfaction,Self Management,Correlation,Psychological Needs

In this study, the effect of resilience, perceived social support, life satisfaction and self-regulation variables on the academic self-efficacy of Syrian refugee undergraduate students were examined with a path analysis model. The sample consisted of Syrian undergraduate students living in Turkey. The sample of the research was randomly selected and participation was voluntarily. Data collection tools used were demographic information form, Arabic versions of academic self-efficacy, resilience, perceived social support, life satisfaction and self-regulation scales. In the data analysis, self-regulation and perceived social support selected as the exogenous variables, academic self-efficacy was selected as the endogenous variable, and resilience and life satisfaction were selected as the mediator variables. In the study, the direct and indirect effects from exogenous variables to academic self-efficacy were examined. The findings of the research revealed that self-regulation and perceived social support directly affected academic self-efficacy, life satisfaction had a mediating effect on perceived social support, and resilience had self-regulation. It is concluded that in order to increase the academic self-efficacy of refugee students, self-regulation and social support from the society should be increased, as well as life satisfaction and resilience against difficulties.
Investigation of Measurement Invariance of Science Motivation and Self-Efficacy Model: PISA 2015 Turkey Sample
Author: Gungor, Metehan
Date: 2020-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,Secondary School Students,Gender Differences,Geographic Regions,Test Validity,Measurement Techniques,Test Bias,Self Efficacy,Science Achievement

Measurement invariance analyses are carried out in order to find evidence for the structural validity of the measurement tools used in the field of educational sciences and psychology. The purpose of this research is to examine the measurement invariance of Science Motivation and Self-Efficacy Model constructed by Instrumental Motivation to Learn Science and Science Self-Efficacy subscales found in the PISA 2015 Student Questionnaire across different groups in the Turkish sample survey. The analysis was carried out with the data obtained from 4583 students that met the analysis assumptions. The measurement invariance of the model in terms of gender and statistical regional groups was examined by the structural equation modeling (SEM) technique. Firstly, the data was examined to determine whether the assumptions for the analyses were met. Then, measurement models were verified by performing confirmatory factor analysis (CFA). The measurement invariance across genders and statistical regions was tested by multi-group confirmatory factor analysis (MGCFA). Unweighted Least Squares (ULS) method was used as the estimation method in CFA and MGCFA stages. In order to make final decisions about the stage of measurement invariance models hold, Comparative Fit Index (CFI) was used. The results of the study show that the research model ensures all stages of invariance across gender groups and regions. Science Motivation and Self-Efficacy Model illustrates that it is valid to make comparisons between scores of male and female students or students from different regions of Turkey. According to the findings, the research model could provide complete measurement invariance.
Psychometric Characteristics of Written Response Instruments Used in Postgraduate Theses Completed in Special Education
Author: Sarikas, Gamze
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Doctoral Students,Doctoral Dissertations,Special Education,Masters Theses,Feedback (Response),Error Patterns,Validity,Reliability,Graduate Students,Data Collection,Questionnaires,Achievement Tests,Rating Scales

The purpose of this study is to examine the written response instruments used in postgraduate theses completed in the field of special education in Turkey between 2015 and 2018 and explore the psychometric profiles of these instruments. In the study, a total of 137 master's theses and 37 dissertations were reviewed using the Data Collection Instrument Review Form. Categorical and frequency analyses were used in the analysis of the data. Also, the relevant categories were discussed by citing remarkable examples of errors or deficiencies. According to the research findings, a total of 387 written response instruments were used in the theses reviewed. Most of the written response instruments were developed by the researchers themselves and of these instruments, the most frequently used were the personal information forms and scales. In the theses, most of the written response instruments were not introduced or only partly introduced and the validity and reliability of these instruments were either not reported or only partly reported. The results of the research showed that there were crucial deficiencies and errors in reporting the basic methodological information about the written response instruments used in the theses and this situation was repeated in the theses. In parallel with the results of the research, the related problems and their causes were discussed, and suggestions offered.
Knowledge and Participation: Empowering Indian Urban Poor to Access Public Services
Author: Bandyopadhyay, Kaustuv Kanti
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Population,Economically Disadvantaged,Participatory Research,Indigenous Knowledge,Community Development,Community Attitudes,Empowerment,Slums,Site Analysis,Community Action,Validity

The paper focusses on three aspects of our work with the urban poor: utilization of participatory research methodologies to elicit local knowledge in forms that do not require traditional education; building capacities to create active organized citizenry through catalysing Settlement Improvement Committees, which are representative bodies (involving youth, women and men) of the urban poor aimed at advocating interests of the community, and planning for collective positive action; and enabling communities and their organizations to utilize technology-enabled mobile surveys to collect their own data, leading to the demystification of technology and allowing for utilization of data for planning (for individual and community-level action), monitoring the implementation of these plans, as well as seeking access to services from state actors. This paper was presented in an International Research Symposium on &quot;Other ways of knowing and doing&quot;, organized by the O.P Jindal Global University. The symposium was an opportunity to discuss the utilization of technology combined with participatory methods for the production of knowledge, and catalyzing social change actions by the urban poor in selected Indian cities.
Texts of Tagore and Tagore as Text: A Framework for Diversity and Inclusion in the Twenty-First Century
Author: Dasgupta, Sanjukta
Date: 2020-00-00
Type: Journal Articles
Subjects: Poets,Foreign Policy,Foreign Countries,Institutional Mission,Educational History,Universities,Intellectual Freedom,Global Approach,Experimental Colleges,Educational Philosophy,Novels,Diversity,Inclusion

Rabindranath Tagore (1861--1941) is primarily known worldwide as the first Asian poet to receive the Nobel Prize in literature, in 1913. He lived and died in colonial India as a British subject. However, any engagement with studies of Tagore would reveal that, despite his outstanding achievements in creative writing and music, he deserves to be remembered as the only poet of international standing who not only founded a self-funded university, but also designed a curriculum which radicalized traditional institutionalized education in colonial India. This essay endeavours to explore Tagore's re-imagining of the process of institutionalized instruction and the objectives of education. Undoubtedly, the concepts and models of the teaching-learning process outlined by Tagore bear the stamp of a poet-philosopher who tried to distance himself from the public educational sector, epitomized in colonial times as the formidable University of Calcutta, under British administration. Historically, Tagore's Visva-Bharati University at Santiniketan, obviously a private sector enterprise, is regarded as a unique experiment in inclusive education that debunks rote learning and fragmented knowledge, though its viability in the 21st century is open to debate.