ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Professional Identity during Pre-Service Teacher Education
Author: Torres-Cladera, Gemma
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Practicums,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Tutors,Teacher Educators,Elementary School Teachers,College School Cooperation,Foreign Countries,Role Models

This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher's professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.
Development of Executive Functions and Support Systems for Student Teachers in Thailand
Author: Manowaluilou, Nongluck
Date: 2021-00-00
Type: Journal Articles
Subjects: Executive Function,Student Teachers,Foreign Countries,Student Motivation,Student Development,Field Experience Programs,Preservice Teacher Education,Instructional Materials

This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers' EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.
On the Roles of World-Class Universities and the Sustainability Agenda in Africa: A Case Study of Two Universities in South Africa and Egypt
Author: Mutinda, Gladys
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Reputation,College Role,Sustainable Development,Environmental Education,Social Responsibility,Campuses,Educational Innovation,Agenda Setting,Research,Partnerships in Education,Comparative Education,Technological Advancement,Foreign Countries

In the past decade, the World Class University discussion has become rampant due to the integral role that higher education plays in any economy's aspiration to compete globally while still pursuing sustainability. This article reports on a study that explored the roles played by world-class universities (WCUs) in fostering sustainability initiatives and practices in the African context. The article harnesses a document review approach that facilitates in-depth document analysis using two world-class institutions in Africa: The University of Cape Town in South Africa and American University in Cairo in Egypt as case studies. This study finds that world-class institutions in the two countries have rigorous, comprehensive sustainability organisations, synthesised and adopted from international agreements and concepts. The sustainability organisation is characterised by a less hierarchical approach to its management and leadership. Sustainability in research is fostered through environmental research and other key research areas such as food and medicine. Sustainable teaching is fostered through living-learning labs, redesigned curriculums, targeted degree programs and lecturer development through training and awards as incentives. Tangible, sustainable technology and innovation initiatives are also evident. This article comprehensively establishes the links and roles played by WCUs in fostering sustainability. It aids potential WCUs in Africa to understand and adopt sustainable initiatives within different and dynamic institutional contexts.
Teacher Educators&apos; Professional Identity in English-Medium Instruction at a Finnish University
Author: Pappa, Sotiria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Teacher Attitudes,English (Second Language),Second Language Learning,Teaching Methods,Teacher Educators,Language of Instruction,Work Attitudes,Metalinguistics,Language Role,Language Attitudes,Teacher Student Relationship,College Students,Teacher Education Programs

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators' orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the 'Englishisation' of higher education.
Teachers&apos; Self-Efficacy Based on Symptoms of Attention Deficit Hyperactivity Disorder in Primary School Pupils
Author: Vlah, Nataša
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Attention Deficit Hyperactivity Disorder,Teacher Competencies,Self Efficacy,Teacher Effectiveness,Elementary School Teachers,Elementary School Students,Behavior Problems,Student Characteristics,Predictor Variables,Time,Academic Achievement,Instructional Program Divisions,Foreign Countries

Both the quality and quantity of teachers' experiences of self-competence in dealing with pupils with symptoms of Attention Deficit Hyperactivity Disorder have been the subject of a great deal of research. The permanent monitoring of the levels at which teachers accomplish such competencies, which have a positive effect on the improvement of teaching, is one of the tasks of educational science. The present paper determines how teachers self-assess their efficacy in teaching pupils with behavioural difficulties based on the pupils' symptoms of attention disorder and hyperactivity. Primary school teachers from 12 counties of the Republic of Croatia participated in the research. The teachers provided data for a total of 1,383 pupils in whom they subjectively detected behavioural difficulties. The research reveals that the characteristics of the pupil best predict the teacher's self-efficacy. More time spent in the classroom with the teacher, better academic achievement, and a lower school grade indicate higher self-efficacy in teachers.
The Conceptual and Methodological Construction of a &apos;Global&apos; Teacher Identity through TALIS
Author: Tahirsylaj, Armend
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Surveys,Administrator Surveys,Professional Identity,Teacher Attitudes,Teaching Methods,Educational Philosophy,Teacher Effectiveness,Cultural Context,Global Approach,Teacher Role,Cross Cultural Studies,Teacher Responsibility,Constructivism (Learning),Measurement,Faculty Development,Pedagogical Content Knowledge,Curriculum Development

The present article investigates the construction of a 'global' teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. We critically examine TALIS-related conceptual frameworks, survey questionnaires and statistically driven scales of teachers' professional attitudes internationally. A theoretical, education-based framing of didaktik and curriculum pedagogical traditions is used to discuss conceptual bias in TALIS conceptual frameworks as well as the sociologically based idea of TALIS as a pedagogic device used as a technology to gain symbolic power for making the teachers of tomorrow. Methodologically relying on document analysis, we examine TALIS 2008, 2013 and 2018 background documents to highlight the ideologically driven construction of a certain model of effective teachers, and refer to associated TALIS technical reports to examine validity issues in scales that are methodologically and statistically driven in order to increase the robustness of the results. The article identifies biases in the OECD's construction of a 'global' teacher identity that are reflected in TALIS conceptual frameworks and survey questions and statistically justified through associated scales.
The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation
Author: Zabeli, Naser
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Regular and Special Education Relationship,Teacher Attitudes,Knowledge Level,Program Implementation,Barriers,Program Effectiveness,Social Development,Peer Influence,Student Behavior,Academic Achievement,Individualized Instruction,Student Needs,Teacher Competencies

The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher's work.
Translation and Validation of the Kaufman Domains of Creativity Scale on a Croatian Sample of Early Childhood and Preschool Education Students
Author: Benic, Marijana Županic
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Translation,Self Evaluation (Individuals),Creativity Tests,Preservice Teachers,Early Childhood Education,Preservice Teacher Education,Young Adults,Foreign Countries,Goodness of Fit,Factor Analysis

The current literature describes creativity as a domain-specific phenomenon. According to Kaufman's five-factor model, creativity can manifest in the following distinctive domains: Self/Everyday, Scholarly, Performance, Mechanical/Scientific and Artistic. The purpose of the present study was to validate the Croatian version of the Kaufman Domains of Creativity Scale. The scale was administered to a sample of early childhood and preschool education students (N = 222). The results of the exploratory factor analysis showed that certain Self/Everyday tasks did not load on any of the scales, whereas some music-related tasks separated from other Performance tasks into a separate factor. These results could be explained by the characteristics of the convenience sample recruited for the study. The confirmatory factor analysis of the five-factor model and goodness-of-fit tests yielded results that are as satisfactory and consistent as previous validations. The Kaufman Domains of Creativity Scale is therefore considered to be a potentially feasible scale for assessing creativity as a domain-specific phenomenon. Additional research is needed to confirm the validity of the Croatian version of the scale with a representative random sample.
Engaging Corporate Partners to Build Your 4-H Program: Tips for Success
Author: Staffen, Marissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Youth Programs,Corporations,Corporate Support,Community Programs,Extension Education,Partnerships in Education,Volunteers,Experiential Learning,STEM Education,Social Problems

This article discusses best practices learned from a corporate partnership between Bayer, 4-H county programs in Missouri, New Jersey, and Pennsylvania; and National 4-H Council. This corporate partnership has blossomed into a multi-level engagement that is offering unique opportunities for both Bayer and 4-H programs at the local and state level. Authors share lessons learned that can be utilized for colleagues to leverage mutually beneficial corporate partnership to expand their work in the community.
Floral Arrangement Collaboration Sharpens Consumer Connection to Locally Grown Flowers
Author: DelPrince, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Workshops,Demonstrations (Educational),Agricultural Occupations,Horticulture,Training,Community Programs,Experiential Learning

Our statewide floral design training program aimed to raise consumer awareness and appreciation of locally grown fresh flowers and to promote extension floral programs through delivery of workshops and demonstrations. Initially, trainees used artificial rather than fresh flowers, necessitating development of a streamlined floral design project plan. Through collaboration with three flower farmers, we developed a floral design prototype. Our growers produced the flowers based on this model and extension provided registration support and media that facilitated locally grown flowers use in workshops. As a result, we connected 47 consumers directly to our producers. Flower growers felt the project was worthwhile and desire future extension partnerships.
&quot;Boots on the Ground&quot;: The Authority-Power Dynamic of Regional Service Centers in the Standards Era
Author: Pak, Katie
Date: 2021-03-15
Type: Journal Articles
Subjects: Educational Change,Academic Standards,State Standards,Education Service Centers,Administrator Attitudes,Program Implementation,Students with Disabilities,English Language Learners,Power Structure,Trust (Psychology),School Districts

The current context of standards-based reform has positioned regional service centers (RSCs), intermediary governmental agencies that support state policy implementation in local districts, as a critical source of professional development (PD). In this article, we ask how a governing body that districts often interact with during challenging reform processes manages maintain strong relationships with district and school staff, and thus maintain their image as trustworthy experts on standards implementation. We explore these questions using data from 108 interviews of state, district, and regional administrators in education agencies in Ohio, Texas, and California over a three-year period. We illustrate that by providing districts with (a) differentiated support specific to their unique needs, (b) materials and tools consistent with state content standards, and (c) expertise in supporting students with disabilities and English learners in standards-based environments, RSC staff become, in the words of one state leader, the state's trusted &quot;boots on the ground.&quot; [For the corresponding grantee submission, see ED616594.]
All Children Thriving: A New Purpose for Education
Author: Cantor, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Role of Education,Well Being,Child Development,Talent Identification,Public Education,Misconceptions,Educational Attitudes,Evidence Based Practice,Skill Development,Cognitive Style,Learning Processes,Equal Education,Transformative Learning,Holistic Approach,Interdisciplinary Approach,Service Learning,Student Projects,Active Learning

&quot;Whole-child development&quot; can mean different things to educators, researchers, other child- and youth-serving professionals, and policymakers. Multiple bodies of research and methods of analysis affirm that child development (and human development in general) is dynamic, bi-directional (i.e., the child and context influence each other), and individualized. It results from each person's biology, developing brain and body, psychology (social, emotional, and cognitive development), and gene expression, and from each person's parental, familial, educational, communal, environmental, cultural, and societal influences. The takeaway? Learning happens everywhere all the time, among all young people in all settings. But no single system--neither public schools nor youth development organizations--can fully address the whole child or involve the whole community. This is because education leaders and equity advocates, like the leaders of related systems (such as child welfare, family supports, juvenile justice, and youth employment), think, see, and act using the language, goals, and metrics of their individual systems. Typically, they do not have the capacity or incentives to integrate broader youth ecosystems aimed at learning and thriving. In this article, and in the real-world school- and community-based work it represents, Pamela Cantor and her colleagues have chosen to focus on thriving because they believe that their approach to whole-child development will enable programs and policies (both in and out of school) to promote positive and healthy development for all young people, including those who have experienced significant adversity and oppression. Everyone involved will need to understand, believe in, and embrace the dynamism and complexity of learning, development, and thriving as integrated processes and not seek to oversimplify them at the expense of many learners. Cantor begins with a discussion of some current misconceptions and distinctions about resilience and thriving, why current educational systems demand so much resilience from least-advantaged youth, and thus why resilience is not enough. She then offers a more comprehensive description of the her vision for whole-child development.
Creative Learning Design in Social Studies to Promote Productive Citizenship of Secondary School Students
Author: Chanchumni, Rattikorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Citizenship Education,Citizen Participation,Secondary School Students,Creative Teaching,Curriculum Development

The purposes of this research are: 1) to study the creative learning in social studies to promote productive citizenship of secondary school students; and 2) to design the guidelines for such learning. This research implements the methodology of action research, consisting of 8 samples: 1) 1 school principal and 2 social studies teachers; and 2) 5 learning management experts. The samples are chosen by the purposive sampling method. Research tools consist of 1) unstructured interview form; and 2) appropriateness assessment form for the guidelines of creative learning in social studies to promote productive citizenship of secondary school students. Methods of data analysis consists of content analysis, and descriptive analysis, in addition to calculation of the means and standard deviation. Study results revealed that: 1. Creative learning in social studies to promote productive citizenship of secondary school students consists of the development of 4 minds, including: 1) critical mind; 2) creative mind; 3) productive mind; and 4) responsible mind. And 2. The guidelines of creative learning in social studies to promote productive citizenship of secondary school students consist of 4 subjects and 8 learning management plans. The effectiveness of the guidelines in terms of the learning management was evaluated as excellent.
Level up the Life!! Leisure Involvement, Basic Psychological Need Satisfaction and Life Satisfaction among University Students
Author: Kara, Feyza Meryem
Date: 2021-00-00
Type: Journal Articles
Subjects: Leisure Time,Psychological Needs,Life Satisfaction,College Students,Exercise,Predictor Variables,Foreign Countries

Leisure participation, life satisfaction, and psychological needs stand out as concepts that are closely related to each other especially in exercise participation. The purpose of this study is to determine and analyze leisure involvement, basic psychological need satisfaction, and life satisfaction level concerning some variables among university students who are regular exercise participants. Study participants comprised a total of 428 university students who were regular exercise participants. The participants, who were chosen using a convenience sampling method, completed the &quot;Modified Involvement Scale&quot; (MIS), &quot;Basic Psychological Needs in Exercise Scale&quot; (BPNES) and Life Satisfaction Scale&quot; (LSS). T-test, MANOVA, and correlation analysis were used to analyze the data. Results indicated that the main effect of gender was significant on &quot;MIS&quot; &quot;BPNES&quot; and &quot;LSS&quot; in favor of male participants. There were significant effects of type of exercise in favor of individual exercise participants. Further, there were statistically significant correlations between all scales. Participation in leisure activities positively affects the person's perspectives on all areas of life and determines the individual's feelings like autonomy, competency, and feeling more related to their lives. The findings of this study also give useful insights into exercise psychology research and provide suggestions for future research.