ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of the Relationship between Positive Childhood Experiences and Family Values
Author: Arslan, Adem
Date: 2023-05-00
Type: Journal Articles
Subjects: Early Experience,Family Influence,College Students,Family Characteristics,Moral Values,Gender Differences,Family Income,Parent Child Relationship,Child Rearing,Attachment Behavior,Marriage,Student Attitudes

This study aims to investigate the relationship between the positive childhood experiences of young people and family values. In the quantitative research design, descriptive and relational screening method was used in the study, and the study group consisted of 753 university students aged 18-25. Data were collected using the Positive Childhood Experiences Scale and the Family Values Scale. T-test, ANAVO, and Pearson Correlation coefficient were used to analyze the data. As a result of the study, it was determined that females and individuals with a higher family income had higher levels of positive childhood experiences. Differences in family values were found according to the participants' gender, family structure, family income status, and whether they had the desire to start a family. It was found that as the participants' positive experiences with children increased, they attributed more importance to the mother in childcare, gave more importance to relatives, had a more positive view of extended family, believed that there should be a strong mother-child connection more, gave more importance to the role of child-rearing in the family, and their emotional attachment to the family increased, the importance they attached to marriage and the institution of marriage increased, they adopted unconventional values more, they evaluated the family as conventional, and their view that the decision-making process in the family should be democratic/participatory increased, justifying violence for &quot;family well-being&quot; and being in favor of more freedom in matters related to sexuality decreased. Some suggestions were developed by discussing the findings in light of the literature.
What Do Students Think about Differentiation and Within-Class Achievement Grouping?
Author: Prast, Emilie J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Individualized Instruction,Academic Achievement,Foreign Countries,Homogeneous Grouping,Elementary School Students,Mathematics Education,Grade 1,Grade 3,Grade 5,Difficulty Level,High Achievement,Low Achievement,Individual Differences

Differentiation and achievement grouping are frequently implemented practices to adapt education to students' varying educational needs based on achievement level. Potential didactical and socioemotional advantages and disadvantages of these practices have been discussed in the literature. However, little is known about the perspective of students themselves. This study examined how Dutch students (N = 428) perceived differentiation and within-class homogeneous achievement grouping in primary mathematics education, with attention for potential differences between students of diverse achievement levels. Students of Grades 1, 3 and 5 completed a questionnaire about various differentiated mathematics activities and (if applicable) within-class achievement grouping. In line with the didactical perspective on differentiation, extended instruction and less difficult tasks were appreciated most by low-achieving students whereas more difficult tasks were appreciated most by high-achieving students. Students of all achievement groups had largely positive attitudes about achievement grouping and about their own achievement group. However, some differences between achievement groups were found, with less favourable results for students placed in low achievement groups. Students' responses to open-ended questions provided additional insights into the reasons behind students' evaluations of differentiation and achievement grouping. Differences between grade levels were also explored.
Locus of Control on Mental Health of College Students in Guangxi, China: The Chain Mediating Effect of Grit and Self-Esteem
Author: Dong, Zhi-An
Date: 2023-05-00
Type: Journal Articles
Subjects: Mental Health,College Students,Self Esteem,Foreign Countries,Electronic Learning,Locus of Control,Resilience (Psychology),Persistence,Individual Characteristics

This study aims to explore the relationship between locus of control, grit, self-esteem and mental health among college students. A questionnaire survey was used to conduct a study on the mental health of 923 E-learning college students from 10 universities in Guangxi, China. In this study, Pearson correlation analysis was used to test the correlation between the study variables, and Bootstrap was used to test the mediating effect and effect ratio of grit and self-esteem. The results show that, locus of control, grit, and self-esteem can predict the mental health of college students. Grit plays a mediating role between locus of control and mental health; self-esteem plays a mediating role between locus of control and mental health; grit and self-esteem have a chain mediating effect between locus of control and mental health. Specifically, internal locus of control can effectively prevent college students from mental health problems through the chain mediation effect of grit and self-esteem. Powerful others and opportunity as the external locus of control will not only reduce the grit and self-esteem of college students, but also lead to more psychological problems. These research results provide suggestions to the university management on how to manage the mental health of E-learning students, especially those with psychological problems.
Ernst Papanek, Jewish Refugee Children during WWII and the Transatlantic Dispute about &quot;Children&apos;s Homes&quot;
Author: Jacob, Frank
Date: 2023-00-00
Type: Journal Articles
Subjects: Jews,Children,Refugees,Trauma,War,World History,Foreign Countries,Emergency Shelters,Housing,Resistance (Psychology),Social Work,Caseworkers,Barriers,Group Therapy

Ernst Papanek (1900-1973) was an Austrian pedagogue who, between 1938 and 1940, was responsible for children's homes in France he directed for the OSE (Oeuvre de secours aux en-fants). In these children's homes at Montmorency, close to Paris, Papanek tried to treat the traumatized children who had lost their homes, their parents, and those who struggled with their own identities that had been called into question by ideological propaganda and personal experiences alike. Papanek decided to give their souls a new home and not only intended to keep them physically alive but also to use a new form of therapy that was supposed to treat the children as a group. In 1940, Papanek had to escape from France, via Spain and Portugal, to the United States, and he tried to rescue the children by bringing them across the Atlantic as well. However, when he advocated for the idea to continue their treatment as a group in a children's home like the ones he had run in France, he met with resistance, as such approaches were uncommon in the United States, where social workers sought to separate the children and have them adopted into different foster families nationwide. This paper describes this transatlantic &quot;struggle of ideas&quot; when it comes to the role of group therapy for traumatized children and the positive impact of such children living collectively in homes.
Lost in Meaning: Validation of Understandings of Inclusive Education in Different Languages and Cultural Contexts
Author: Subasi, Seyda
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Context,Inclusion,Translation,Language Usage,Barriers,Cultural Differences,Foreign Countries,Deafness,Written Language,Sign Language,Multilingualism,Migrants,Educational Research,Disabilities

The term &quot;inclusive education&quot; has become a frequently used keyword for research due to the aim of achieving inclusivity in education and society. The term is used and translated in and across global documents that shape national policy and research as well as international research. The popularity, but also the emergency of, inclusion thus yields to international research that takes place in a multilingual context. However, this goes beyond the ability to speak such languages or translate research findings correctly. In this article, we will discuss the barriers toward translating &quot;inclusive education&quot; as a challenging concept across different languages and cultures. As an increasingly popular concept, &quot;inclusion&quot; is encountered as the topic of several studies from multiple disciplines. Transferring the meaning of &quot;inclusion&quot; can be challenging due to the global usage of the concept in several contexts. However, there are challenges even when the issue is confined to the educational context. This article will tackle the ways used to validate the translation based on three cases derived from three studies, respectively, international research set in multiple country contexts, research translating sign languages into written language, and multilingual research in a national context. The first case will focus on the barriers due to the cultural discrepancies between written and sign languages by concentrating on the pragmatic usages of &quot;inclusive education&quot; in Deaf culture in Austria, while the second case examines translingual processes while conducting research on &quot;inclusive education&quot; within the collaboration of Austria and Thailand and presenting research findings in native languages and English. The third case will tackle multilingual and multicultural research on &quot;inclusive education&quot; conducted with migrants in Austria.
The Adaptation and Cultural Translation of the Pedagogical Theory of Formal Stages in U.S. Discourse around 1900
Author: Scholz, Marcel
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Theories,Discourse Analysis,Educational History,Cognitive Processes,Cultural Influences

This paper uses a selected case study to show how the theoretical topos of formal stage theory of Herbartian provenance, which originated in the German-speaking world, underwent an adaptation and semantic shift in U.S. discourse around 1900. The findings presented here relate to the interpretation of the human cognitive process and the subsequent understanding of the formal stages by the U.S. educators Charles and Frank McMurry, which was shaped by the scientific-theoretical location within the natural science paradigm. In doing so, the McMurry brothers emphasized the parallel between the steps of the scientific approach and the formal steps of instruction, thus making instruction a (natural) science-based instruction. On the one hand, this interpretation can be explained by the possibility of communicative connectivity in discourse and thus the generation of communicative resonance. On the other hand, it was apparently a functional strategy to justify the scientific nature of pedagogy and thus provided a convincing argument for its position, while at the same time drawing on an internal logic of U.S. educational thought. First, the thematic framework is set, and the relevant persons are introduced. Subsequently, the theoretical location or perspective on which the present article is based will be explicated. Then, based on a text-hermeneutic analysis, the respective understandings of the formal stage theory are elaborated to subsequently carry out a comparison of the understandings in a comparative-constructive procedure. Based on this, the justification contexts for the adaptations and adaptations are extrapolated against the background of the theoretical perspective.
Varieties of &quot;Bildsamkeit&quot;
Author: Kivelä, Ari
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational Philosophy,Foreign Countries,Educational Anthropology

Every theory of education endorses an image of a human being as someone who can be educated and is capable of self-education and self-cultivation. Since J.F. Herbart, educationalists have been sketching this image under the title &quot;Bildsamkeit,&quot; which has become a central element of the specific German way of speaking about educational reality. Herbart famously claimed that the &quot;Bildsamkeit&quot; of the one who is to be educated is the basic concept of scientific pedagogy. In the first half of 20th century, W. Flitner claimed that &quot;Bildsamkeit&quot; is one of the key concepts of a general theory of education. &quot;Bildsamkeit&quot; is even more difficult to translate than &quot;Bildung.&quot; Possible candidates could be educability, malleability, perfectibility, and plasticity. While the richness of this notion cannot be exhaustively translated into a single term, and while the meaning of a concept is, after all, in its use, this article aims to make explicit how this concept is used in different contexts. First, the philosophical anthropology behind this concept will be discussed. Second, the focus will be on the question of how &quot;Bildsamkeit&quot; is entwined in educational interaction. Finally, the connections between &quot;Bildsamkeit&quot; subjectivity and individuality will be thematized. These contemplations might give some provisional guidelines for future translations of this concept.
Revisiting the Efficiency of Teaching Practicum: Voices from ELT Teacher Candidates
Author: Tekin, Serdar
Date: 2023-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Practicums,Preservice Teacher Education,Program Effectiveness,Language Teachers,English (Second Language),Barriers,Mentors

Practicum is one of the most important components of teacher education programs due to providing pre-service teachers with valuable experience and insights into teaching in a real-life context. However, it is necessary to examine the effectiveness of practicum at certain intervals from different aspects to maintain the high-quality teacher education. Considering the new curriculum implemented in practicum from 2021 on, this study scrutinized 32 pre-service English as a foreign language (EFL) teachers' views and experiences in four different types of practicum schools, including middle school, vocational training high school, Anatolian high school, and religious vocational high school. The study is qualitative in nature, utilizing reflection forms and semistructured interviews. Findings revealed a common agreement among participants on the benefits of practicum in terms of observation of mentor teachers, gaining teaching experience through individualized feedback, and realizing a theory and practice balance. However, findings showed some problems regarding several issues such as mentor teachers' lack of guidance and support as well as being a bad role model, insufficient feedback, insufficient technological infrastructure in the classrooms, and frequent occurrence of idle classes. Several recommendations are provided to improve practicum and hence teacher education.
Implementation of Educational Boardgame in the Topic of Personality Development for Srinakharinwirot University Students
Author: Janyarat, Sirirat
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Satisfaction,Program Effectiveness,Student Attitudes,Personality Development,Educational Games,Individual Development,Psychological Patterns,Academic Achievement

The objectives of this research were (1) to study the satisfaction of higher education students towards learning management by using Educational Boardgame in personality development course, (2) to compare the learning achievement of the students both the experimental group and the control group in before and after the learning management period by using research methods in an experimental research model. The sample group consisted of 60 students who enrolled in the Personality Development course which divided into an experimental group of 30 people and a control group of 30 people. The research tools were Educational Boardgame on personality development, Boardgame quality assessment form, the Educational Boardgame learning management satisfaction assessment form, and the pre- and post-test of learning achievement was to compare the learning achievement in the pre-experimental and post-experimental periods. The results showed that, the students were satisfied with the application of Educational Boardgame on personality development at a high level, and when comparing the students' learning achievement, it was found that the learning achievement in posttest of the experimental group was higher than pretest. In the control group, there was not much increase in efficacy in the posttest.
In-Service Training Needs of English Teachers for New Trends in Contemporary Methods and Techniques in Foreign Language Teaching
Author: Üzüm, Burhan
Date: 2023-06-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Inservice Teacher Education,Preservice Teacher Education,Knowledge Level,Educational Needs,Teaching Methods,Incidence,Teacher Attitudes,Foreign Countries

The paper tries to unveil English teachers' in-service training needs for contemporary approaches in foreign language teaching. Designed in descriptive model, this research was conducted to 140 English teachers working in Siirt city. A survey form, developed by the researcher, was used as data collection tool.Descriptive statistics were used for quantitative data and direct citations from participants' opinions are presented. According to the results of the study, more than half of the English teachers hadn't attended any in-service training course held by Ministry of National Education [MoNE]. Also, it was revealed that the majority of the participants didn't have any lesson on contemporary approaches in foreign language teaching during their university education.The frequency of the teachers participating in the research to feel the need to attend an in-service training course on contemporary approaches in foreign language teaching was quite high and their average level of perceived knowledge about contemporary approaches was found to be 1,82 out of 5. It was also found that 75% of the teachers did not find the foreign language education applied in schools contemporary.
Amalgamation of Technology Use and Collocation-Focused Tasks in the Expansion of Reading Comprehension Capability of Turkish EFL Learners after COVID-19 Period Biographical Information
Author: Farjami, Amir
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,COVID-19,Pandemics,Distance Education,Online Courses,Reading Comprehension,Technology Uses in Education,College Students,Instructional Effectiveness,English (Second Language),Second Language Instruction,Word Order,Language Usage

Drastic changes in education like depending on remote and online education during and after Corona Virus Disease 2019 (Covid-19) have been undergone globally. As a result, instructors and learners were convinced to pursue their objectives despite the complications of pandemic disease. To this end, this study focuses on the effect of extra-curricular collocation-based assignments on reading comprehension skill and the utilization of technology in the context of education. Thus, in this quasi-experimental study two homogeneous groups including sixty intermediate students from a state university in Turkey were selected. Reading comprehension instruction was given to both groups who participated in online education run by a Moodle Application.While the experimental group received additional collocation-focused education and assignments, the control group had traditional reading comprehension education without noticing the importance and conducive effect of collocations. To compare the means of the two groups pre and post-tests, and two independent T-tests were used. Ameaningful difference in the means of the groups on the post-test of reading comprehension performance was obvious in the results section. Last but not the least, assignment, as an academic extra-curricular activity, had a considerable impact on Turkish intermediate EFL learners' foreign language reading comprehension ability after the pandemic lockdown period.
Activity-Based Positioning and Playing Technique Instruction and Implementation in Amature Guitar Education
Author: Ceviz, Berk
Date: 2023-06-00
Type: Journal Articles
Subjects: Musical Instruments,Music Education,Teaching Methods,Instructional Effectiveness,Learning Activities,Performance,Skill Development,Music Techniques

The aim of this study is to prepare activity-based lesson plans for amateur guitar education to teach basic positioning and playing techniques, and to test the effectiveness of this teaching method. The research model is a single-group pretest-posttest design, and it was carried out with 5 students at the beginner level for 4 lessons of instructional process. The data obtained from performance tests were evaluated based on a 5-point Likert scale determined by three field experts, and the average success scores of the students for the relevant unit were determined. As a result of the evaluation, student achievements ranged between 87.19-100, and it was concluded that guitar education based on activity-based lesson plans was successful.
Effective Teacher Collaboration to Enhance Online Teaching Pedagogy for ELICOS Teachers
Author: Nguyen, Nhung
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Language Teachers,English (Second Language),Second Language Instruction,College Faculty,Cooperative Planning,Educational Technology,Teacher Attitudes,Foreign Countries,Online Courses,Technology Uses in Education,Barriers

A radical change has been witnessed in the English Language Intensive Courses for Overseas Students (ELICOS) sector since COVID-19 appeared. Against this background, this study investigated teachers' perceptions of their collaboration in an online educational platform. The English teachers at our college exploited collaborative online activities using a rostered lesson planning process. Through this process, the teachers took turns to prepare a lesson plan fortnightly for other teachers to use. This time-efficient practice resulted in teachers' strong sense of confidence in the virtual educational environment, a reduced workload, effective classroom delivery, and a sense of uniformity. These findings were derived from eight semi-structured teacher interviews, which were subsequently transcribed and then coded in NVIVO 12. The data was analysed based on Shakenova's (2017) teacher collaboration framework. The findings led to the design of a collaborative practice model that can be used by ELICOS teachers and educators.
The Competencies in School Administration of School Administrators as Perceived by Teachers in School under the Bangkok Secondary Educational Service Area Office (BSESAO), Thailand
Author: Riyaphan, Kusuma
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Qualifications,Competence,Teacher Attitudes,Principals,Instructional Leadership,Leadership Qualities,Administrator Role,School Personnel

The purposes of this research were to study and compare a competency in school administration of school administrators as perceived by teachers in school under the BSESAO. The study employed a survey research design with samples consisting of 308 teachers in the academic year 2022. The samples were categorized by using the Cohen' sample sizes which were selected by stratified random sampling. The instrument was a questionnaire with a reliability of 0.986. Mean, standard, t-test, One-way ANOVA, and Scheffe's multiple comparison method were used to analyze the data. The findings were as follows: 1) the results of competency in school administration of school administrators was at high level, considering each dimension of the opinion, all of them were also at high level; and 2) the comparison' s levels of school administrators: the opinions's competency in school administration of school administrators with different service area offices, academic standings, and school sizes were found to be no difference.