ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Intercultural Competence by Participating in Intensive Intercultural Service-Learning
Author: De Leon, Nadia
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Quasiexperimental Design,Undergraduate Students,Cultural Pluralism,Interpersonal Competence,Cultural Awareness,Intercultural Communication,Statistical Analysis,Community Services,Comparative Analysis,Correlation,College Students,College Faculty,Multivariate Analysis,Experimental Groups

This quasi-experimental study investigates the effects of an intensive intercultural service-learning program on the intercultural competence of undergraduate students by utilizing pre- and post-course assessments of intercultural competence as measured by the cultural intelligence (Van Dyne, Koh, &amp; Ang, 2008) and intercultural sensitivity (Chen &amp; Starosta, 2000) scales. The intercultural service-learning course utilized The $100 Solution™ model with immigrant and refugee families. It was implemented in treatment sections (n = 52) of a general education course on cultural diversity in the U.S. Comparison sections (n = 118) of the same course implemented the same curriculum without the service-learning experience. Statistical analysis confirmed that service-learning had a significant positive effect on students' intercultural competence, particularly their intercultural strategy and action, although not on their intercultural knowledge, motivation, or sensitivity. The investment of time and effort required to implement high-quality, intensive, intercultural service-learning programs enhances some aspects of students' intercultural competence.
&quot;Rekindle and Recapture the Love&quot;: Establishing System-Wide Indicators of Progress in Community Engagement and Economic Development
Author: Janke, Emily M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Economic Development,School Community Relationship,Community Involvement,Multicampus Colleges,Partnerships in Education,Service Learning,Learner Engagement,College Students,College Faculty

In May 2012, University of North Carolina (UNC) President Tom Ross simultaneously commissioned two task forces to develop indicators that all UNC campuses could use to measure &quot;progress in community engagement and economic development.&quot; The charge to the Community Engagement Task Force and the Economic Development Task Force was to develop metrics that were both meaningful as a demonstration of the impact of the UNC system on the State of North Carolina and practical to collect given the limited fiscal and personnel resources available to campuses. The separate, multi-campus task forces ultimately produced one combined Report to draw attention to the interconnections between community engagement and economic development, as well as to create data collection and reporting efficiencies. This article shares the trial process through which six criteria for selecting metrics and measures were established, as well as discusses challenges and opportunities of developing system-wide metrics on community engagement and economic development. Analysis of this collective effort within the UNC system may inform future efforts to identify and implement institution- or system-wide measures and metrics that capture indicators of progress in community engagement and economic development.
&quot;If I Should Stop Teaching Now, Where Will I Go?&quot; Turnover Intentions among High School Teachers in Ghana
Author: Adusei, Henry
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Secondary School Teachers,Foreign Countries,Interviews,Content Analysis,Teacher Motivation,Job Satisfaction,Labor Turnover,Semi Structured Interviews,Qualitative Research,Intention,Teaching (Occupation)

Teachers form one of the essential professional groups in the development domain of every country. Although most senior high school teachers in Ghana complains about poor conditions of service, a lot of them are still at post. The key research goal was to explore the retaining factors of senior high school teachers, within their existing demotivating Ghanaian socioeconomic context. Eighteen individual interviews were conducted among senior high school teachers in the Eastern Region using an interview guide. By means of an Inductive Content Analysis, three major themes emerged: (a) teachers' retention factors; (b) teachers' motivation factors; and (c) Helping factors. It is remarkable that, motivation to these participants did not necessarily mean job satisfaction and job retention. Intrinsic motivation was rather perceived as influencing job performance while extrinsic motivations were needed to retain them. In general, the absence of these extrinsic motives were replaced with other retention factors like less tress at work, increasing liberty at work, and absence of alternative employment opportunities.
An Analysis of Pre-Service Teachers' Attitudes and Opinions Regarding the Teaching Profession via Q-Methodology
Author: Demir, Servet
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Teaching (Occupation),Q Methodology,Positive Attitudes,Qualitative Research,Student Characteristics

One of the factors influential on teacher achievement is their attitudes towards the profession. Teacher attitude influences a teacher's satisfaction with their profession, devotion to the profession, belief in the necessity and importance of the teaching profession, and belief in professional development. General evaluation of pre-service teachers' attitudes has yielded positive and high results in a lot of studies. It is believed that pre-service teachers having high attitudes will also have job satisfaction, which will be promising for the future of the teaching profession. However, there are also studies indicating low levels of attitudes among pre-service teachers. In this study, Q-methodology, a reliable method that takes individuals' unique perspectives, was employed to determine students' opinions and perceptions. The present study was carried out with the fourth year students (i.e. pre-service teachers) studying at a university located in the southern part of Turkey. Q-sort results indicate that majority of the pre-service teachers have positive attitudes towards the teaching profession. Qualitative analyses indicate that they have both positive and negative perceptions. Furthermore, three different groups of teachers were formed in the study: idealists, forced teachers, and confused teachers.
Democratic and Social Justice Goals in Service-Learning Evaluation: Contemporary Challenges and Conceptual Resources
Author: Meens, David E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Evaluation,School Community Relationship,Citizen Participation,Citizenship,Citizenship Education,Higher Education,Democracy,Outcomes of Education,College Students,College Faculty,Alumni,Neoliberalism

This paper is part of a study on the long-term effects of participation in a comprehensive service-learning program on alumni knowledge, skills, and dispositions necessary for effective democratic citizenship. In this article, the larger research project is introduced and its central questions are put into historical context. I contend that critical consideration of the changing context of higher education in recent decades--especially the advent of neoliberalism and a transformation in the meaning of the terms &quot;civic&quot; and &quot;citizenship&quot;--indicates the need for a more robust normative conceptual framework if democratic and justice goals of service-learning are to be incorporated meaningfully into evaluation work. Based on these historical/ideological challenges, I identify some core theoretical problems that must be addressed in evaluating service-learning's outcomes vis-à-vis democracy and social justice, and then explore conceptual resources for developing an adequate framework.
Systematic Approach to the Goalsetting of Higher Education in the Field of Tourism and Hospitality
Author: Romanova, Galina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Hospitality Occupations,Trade and Industrial Education,Goal Orientation,Educational Objectives,Higher Education,Systems Approach

The article deals with key problems and contradictions of training of university graduates for the tourism and hospitality industry in Russia, primarily associated with the setting of educational goals. The article formulates the discussion points related to the updating of the existing educational standards for the enlarged &quot;Service and Tourism&quot; group. A systematic approach to the formulation of goals of higher education in the sphere of service and tourism is introduced. It features the designing of a multi-level system of both invariant and variable targets. The proposed approach generalizes the best domestic and foreign practice of training for the industry; in setting the objectives of the industry development trends it allows to take into account issues in the global and regional scale, the labor market requirements of specific businesses of tourism and hospitality industry, the specifics and possibilities of an educational institution and individual characteristics of future specialist, to induce him to self-design his professional career; improve the quality of higher education. Article submissions may be used for the improvement of higher education for the tourism and hospitality industry, the establishment of productive cooperation of the educational organizations and enterprises in the sphere of tourism and hospitality.
The Shadows of Reading: Reasons for the Bad Results of Bulgarians in PISA Studies
Author: Tsvetkova, Milena I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Reading Achievement,Reading Tests,Literacy,Illiteracy,Reading Attitudes,Stereotypes,Sociology,Reading

The subject of this article are the factors and reasons for the bad results in reading of the Bulgarian 15-year-old students in PISA's international studies. The reference points of the analysis are the critical results from the last four studies--2000, 2006, 2009 and 2012. The aim of this analysis is to bring up for discussion unformulated topics and reading angles which have not been covered, which may explain the reason for the critical results in reading, including in the European Union as a whole. The goals of the report are to look for arguments and evidence in communication theory, in the conclusions of sociological studies and to summarize the factors which may lessen the ongoing preoccupation with &quot;mass non-reading&quot; or the &quot;drop in reader's literacy&quot;. Eight reasons for the critical state of reading literacy have been drawn: (1) basic illiteracies which stem from the incorrect attitude towards reading as a cultural technology; (2) the stereotype &quot;book = literature&quot;; (3) the stereotype &quot;book = paper&quot;; (4) helplessness of sociological tools; (5) the manipulative side of reading; (6) the harmful side of reading; (7) reading mutations; and (8) the erroneous statement &quot;Young people do not read&quot;. The scientists are presented with proposals to concentrate on two academic points: &quot;Theory and practice of reading&quot; classes on each educational level and focusing research efforts to improve readership culture of adults, including development of the so called &quot;Acmeology of reading&quot;.
Reform of Higher Education in Russia: Habitus Conflict
Author: Babintsev, Valentin P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,Administrative Organization,College Administration,Standards,Conflict,Questionnaires,Interviews,Expertise,Administrators,College Faculty

This article discusses changes that actually occur in the Russian Higher Education in the process of reform. The thesis that the functioning of the educational system increasingly detects formal rationality, not focused on the senses, and their imitation. It is noted that the Russian system of higher education refers to a specific type, which can be rightly defined as &quot;culture-centric&quot;. This type have a number of traits: dominance conception of education as a complex of practices, with the aim of translation of cultural codes from older to younger generations; the idea of the sacred nature of the educational process as a student-deterministic; installation of universality, according to which university graduates must be not only professionally prepared and fully developed; priority of content and semantic aspects of education in relation to formal, often even to the detriment of the latter; belief in the special position of the higher education sector, as well as education in general in relation to other spheres of activity. It is emphasized that the logical consequence of the transition to the formal rationality becomes a management simulation in which real values and meanings are replaced and replaced by a formal reproduction of operations and procedures, followed by their demonstration, declaration and decoration. It is proved that the main source of formal rationalization is a corporate bureaucracy. What evidence, unwarranted expansion of the administrative apparatus of the university, which is a logical consequence of the formalization of the educational process, excessive standardization and regulation of educational activities, as well as the deformation of the controlling function.
Pedagogical Experience on Formation of Tolerant and Multicultural Consciousness of Students
Author: Naumenko, Evgeny A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Cultural Awareness,Prosocial Behavior,Barriers,Psychological Patterns,Intergroup Relations,Individual Characteristics,Religious Cultural Groups,Futures (of Society),Teaching Methods,Ethnic Groups,History,Geographic Regions,Cultural Influences,Course Content,Muslims,Christianity,Islam,Control Groups,Experimental Groups,Foreign Countries

This article is based on the data cultivated from a teaching experiment carried out in one of the institutions in the city of Tyumen. The purpose of the experiment was to determine the necessity for education of religious and national tolerance through the study of special disciplines of the confessional and ethno-cultural content, for removing psychological barriers to religious and formation of a multicultural consciousness in the future. The authors emphasize that the increase in tolerance level involves the use of teaching methods rooted into the structure of the educational process, the result of which would be the change of personal characteristics within an individual. Such personality changes included the system of relations, values and general outlook. This article deals with the impact of forms and methodical possibilities on the correction of inter-ethnic and inter-religious interaction of students, their normal behavior in different social situations. To appreciate the realization of this purpose, the authors developed a course on &quot;Religions of the region under study&quot;. He emphasized the requirements of the educational standard which determines the necessity to study history, culture and religion of the region under study for the specialty &quot;Regional studies&quot; in the sphere of religious and interfaith relations. Historical and cultural aspects of the course content are harmoniously integrated into the context of religious relations. The experiment had been running for over four years and had shown positive benefits in the dynamics of formation confessional tolerance for students and elements of a multicultural consciousness.
Pushing Boundaries: Introduction to the Global Service-Learning Special Section
Author: Hartman, Eric
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Approach,Service Learning,Partnerships in Education,School Community Relationship,Global Education,Citizenship Education,Multicultural Education,Cross Cultural Studies,Community Involvement

In this introduction to the &quot;Michigan Journal of Community Service Learning's&quot; Special Section: &quot;Global Service-Learning&quot; (GSL), Hartman and Kiely describe how they each came to the field of GSL, some of its emphases and values that drew them to and sustain their commitment with this work, discuss some highlights of what GSL practice can learn from other bodies of literature and practice, share a few thoughts on the interplay of the local and the global, identify five themes distinguishing domestic service-learning (SL) from GSL, and introduce some noteworthy past and current work on GSL including the globalsl.org Web site aimed at advancing GSL research and practice. Hartman and Kiely end by describing the evolution of and process they used for this special section on GSL and introduce the two articles selected for this issue.
Contemporary Didactics in Higher Education in Russia
Author: Shershneva, Victoria A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Competency Based Education,Educational Theories,Interdisciplinary Approach,Universities,Teaching Methods,Electronic Learning,Learning Processes,Educational Principles,Animation

The article presents the theoretical framework for a competency-based approach in higher education. It shows that the general didactic principles of professional direction, interdisciplinary connections, fundamentalization and informatization form the didactic basis for the competency-based training in university. The article also actualizes the integrated use of effective approaches to training, namely, competency-based, contextual, interdisciplinary, fundamental and subject-information approaches to training, among which the competency-based approach is leading. The basic organizational and pedagogical conditions promoting the formation of competence are defined in the form of the organization of polycontextual modules in training. Besides, the article outlines the ways to enhance the effectiveness of e-learning in the future.
&quot;Learning Service&quot; in International Contexts: Partnership-Based Service-Learning and Research in Cape Town, South Africa
Author: McMillan, Janice
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Study Abroad,Foreign Countries,Teaching Methods,Partnerships in Education,Ethics,Program Design,Cooperative Learning,Seminars,Learning Activities,Interdisciplinary Approach,Institutional Characteristics,Program Descriptions

In this paper we explore an approach to developing and implementing service-learning and community-based research in a study-abroad program in Cape Town, South Africa. Drawing on a notion of partnerships reflecting the values of accompaniment and transparency, and influenced by the importance of learning service, we outline an intentional, engaged pedagogy and program design emphasizing collaborative inquiry and partnership development. However, such an approach is challenging and demands that we include an ontological project as part of our work. This, we believe, is crucial if global service-learning (GSL), often taking place in the Global South, is to become a robust, critical, and ethical practice.
Anxiety towards Mathematics and Educational Level: A Study on Means Differences
Author: Escalera-Chávez, Milka Elena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Instructional Program Divisions,Elementary Secondary Education,Student Evaluation,Mathematical Concepts,Mathematics Skills,Age Differences,Hypothesis Testing,Multivariate Analysis,Statistical Analysis

The aim of this research work is to analyze whether there is a difference in the degree of anxiety towards mathematics among students of different educational levels. The study is not experimental and cross sectional, and it is based on difference of means between groups. The sample is not probabilistic, and consisted of 226 students from Tuxtepec, Mexico of different educational levels: basic, middle, upper-middle and upper. For this purpose, the questionnaire designed by Muñoz and Mato-Vázquez (2007) was utilized. It comprises five factors: anxiety toward evaluation, anxiety toward temporality, anxiety toward understanding of mathematical problems, anxiety about numbers and mathematical operations, anxiety toward mathematical situations of the real life. The results shows that anxiety toward mathematics is different by level of study, that significant differences exist between groups, and that anxiety toward assessment is higher among upper, upper-middle and middle levels, while for elementary students there is no perceptible anxiety toward mathematics.
What Counts as Outcomes? Community Perspectives of an Engineering Partnership
Author: Reynolds, Nora Pillard
Date: 2014-00-00
Type: Journal Articles
Subjects: School Community Relationship,Outcomes of Education,Community Attitudes,Partnerships in Education,Engineering Education,Foreign Countries,Community Involvement,Service Learning,Social Justice,Municipalities,College Administration,College Faculty,College Students,Mixed Methods Research,Semi Structured Interviews

This study explored the perspectives of community organization representatives and community residents about a partnership between a College of Engineering and a rural municipality in Nicaragua. The intended community outcomes described by university participants during interviews corresponded with tangible project outcomes, such as access to clean drinking water and electricity as well as improved access to healthcare services. However, the community participants also described the following community outcomes: confianza, sense of pride, and consciencia. Comments about using the community as a laboratory illuminate how categorizing outcomes as positive or negative represents an oversimplification and draw attention to the importance of community participation in various ways including data analysis. Findings are analyzed using Fraser's framework for social justice and provide a model for enacting global service-learning partnerships with the potential to advance social justice.
Curricula for Media Literacy Education According to International Experts
Author: Fedorov, Alexander
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Literacy Education,Expertise,Surveys,Curriculum,Foreign Countries,Preschool Education,Elementary Secondary Education,Higher Education,Teacher Education

The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications records (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students' media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development of high-level research and curriculum proposals.