ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Multiculturalism and Mono-Culturalism through the Infrastructure of Integration in Rotterdam, the Netherlands
Author: Long, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cultural Pluralism,Citizenship Education,Immigrants,Refugees,Muslims,Social Integration,Ethnography,Semi Structured Interviews,Field Studies,Participant Observation,Acculturation,Discourse Analysis,Social Values,Norms

This paper explores first-hand experiences of citizenship education specifically-designed for immigrants from the perspective of native Dutch settlement workers and volunteers in Rotterdam, the Netherlands. Based on eight months of ethnographic research and in-depth interviews with settlement workers, this article explores how these &quot;minor figures&quot; influence and inform the &quot;Infrastructure of Integration&quot; and reinterpret national Dutch cultural values and norms on a local level. Using past understandings of multiculturalism and the current project of assimilating all non-western Muslim immigrants into Dutch society, this article investigates how these minor figures reproduce exclusionary discourses of belonging to the imagined community of the Netherlands.
The Emergence of Interdisciplinarity from Epistemological Thought
Author: Welch, James, IV
Date: 2011-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Epistemology,Educational Philosophy,Phenomenology,Western Civilization,History,Innovation

Interdisciplinary studies has positioned itself as an innovative approach to comprehending, navigating, and transforming knowledge. The emphasis in recent scholarship upon complex systems and integration of insights from disciplinary perspectives mark decisive progress toward the development of a cohesive theory of interdisciplinarity. Such a theory would entail establishing an epistemology of complexity through epistemological negotiation. I argue that the interdisciplinary approach to knowledge is a logical evolution of the history of Western thought and an innovative answer to the epistemological project. This project was surveyed in Welch (2009) who described how the Western canonical lineage from Plato to Hegel developed epistemological strategies founded on the principles of duality, determinism, and absolute truth. The present essay carries that historical examination forward by examining the way these strategies were problematized by the recent approaches to epistemology taken by phenomenology, post-structuralism, pluralism, and pragmatism. These schools of thought are pertinent to understanding the contrasting origins and outlooks of the critical and instrumental modes of interdisciplinarity. This essay concludes that these epistemological schools of thought are not mutually exclusive; they entwine inextricably together into interdisciplinary theory as an emergent epistemological innovation. The deep historical context provided here grounds interdisciplinary theory, and gives it a voice in ongoing debates over knowledge itself.
Walking through the Revolution: A Spatial Reading of Literary Echoes
Author: Queiroz, Ana Isabel
Date: 2015-00-00
Type: Journal Articles
Subjects: Memory,Reading,Tourism,Geography,Fiction,Geographic Information Systems,Teaching Methods,Statistical Analysis,Foreign Countries,Comparative Analysis,Content Analysis,Geographic Location,War

This paper presents an embryo of a literary guide on the Carnation Revolution to be explored for educational historical excursions other than leisure and tourism. We propose a historical trail through the centre of Lisbon, city of the Carnation Revolution, called &quot;Walk through the Revolution.&quot; The trail aims to reinforce collective memory about the major events that occurred in the early moments leading to the coup. The trail is made up by nine places of rememberance, for which literary excerpts are suggested and which are supported by a digital research procedure. A set of seven fixed and observer-independent categories are used to analyse the literary contents of 23 literary works published up to 2013. These literary works refer to events that happened between the eve of April 25 and May 1, 1974. At the same time, literary descriptions are explored using a spatial approach in order to define the literary geography of the most iconic military actions and popular demonstrations that occurred in Lisbon and the surroundings. The literary geography and the cartography of the historical events are then compared. Data analysis and visualization benefit from the use of standardised and quantitative methods, including basic statistics and geographic information systems.
Something Essential about Interdisciplinary Thinking
Author: Dreyfuss, Simeon
Date: 2011-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Creative Thinking,Reflection,Learning Processes,Poetry,Figurative Language,Phenomenology,Thinking Skills,Philosophy,Critical Thinking,Epistemology,Ambiguity (Semantics)

The integrative thinking essential to interdisciplinary inquiry requires not only critical reflection concerning the points of convergence and dissonance between disciplinary insights, but also something more personal and less predictable that this paper describes as &quot;holding in relationship difference ways of knowing.&quot; Using the process of teaching a poem by Robert Hass as illustration and metaphor, this paper models its subject. Interdisciplinary &quot;truth,&quot; the paper asserts, is phenomenological in nature, always partial and provisional, emergent as opposed to fixed. The paper gives readers an experience of a dialectical and nonlinear learning process, tolerance for confusion in the midst of complexity, and tolerance for the inherent challenges of holding different ways of knowing simultaneously in one's mind, all of which are essential characteristics of interdisciplinary thought. Both a celebration of interdisciplinary and skeptical of intimations for exclusivity, the paper makes the case that the essential qualities of interdisciplinary thought are characteristics of creative thinking in many disciplines.
Social and Psycho-Political Impacts in the Social Construction of Political Memory of the Brazilian Military Dictatorship
Author: Ansara, Soraia
Date: 2015-00-00
Type: Journal Articles
Subjects: Authoritarianism,Foreign Countries,Social Influences,Political Issues,Urban Areas,Memory,World History,Community,Unions,Social Change,Conflict,Democracy,Psychology,Police,Civil Rights,Social Attitudes,Strikes,Mass Media Effects,Violence

This article refers to a research on the political memory of the military dictatorship in Brazil, held in three Brazilian cities (Belo Horizonte, Curitiba and São Paulo) in which we analyzed the social and psychopolitical impacts caused by the dictatorship as well as the redemocratization process in building the political memory of community and union leaders. The study revealed two important legacies that were found in the reports of interviewees: the first one refers to police repression, impunity, and authoritarianism still present in Brazilian society; the second legacy refers to the existence of a political memory built by social movements and communities that care about passing on, to the new generations, the events that occurred during the military dictatorship. Research has clearly shown that there is no single memory but several &quot;underground memories&quot; (Pollak, 1989), built by the popular classes, which contradict the versions disseminated by the official memory and enhance the social movements capacity of action as a strategy of resistance and political struggle of the movements today. To the extent that this fight is assumed by other spheres of Brazilian society it may contribute to memory policies in the fight against forgetting.
Knowledge and the Experience of Women Living Underground during the Portuguese Dictatorship
Author: Nogueira, Cristina Marques
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Authoritarianism,Individual Development,Conflict,Foreign Countries,Social Systems,Political Issues,Personal Narratives,Social Influences,Autobiographies,Interviews,Learning Processes,Knowledge Level,Risk,Institutionalized Persons,Correctional Institutions,Gender Issues

This paper assumes that formative processes are not limited to the school context or model but that other life contexts and experiences, even if not intentionally, have educational effects. These informal formative contexts and experiences can play a key role individual´s development, resulting not only in superficial changes, but also in deep changes in terms of subjectivity and identity. Our research involves clandestine militants of the Portuguese Communist Party during the dictatorship, and explores the type of knowledge acquired during their hiding experience (1940-1974) that allowed them to resist and survive over long periods. As our focus is the experience of women, based on narrative discourses of women (or about them) we will consider the role and status of women in hiding. The discourses were collected through several published autobiographical narratives and mainly interviews where we tried to identify the learning processes, the people seen as significant for knowledge acquisition, and also how knowing, knowing how to do and knowing how to be were constructed during living in hiding.
The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability
Author: Gül, Seray Olçay
Date: 2016-02-00
Type: Journal Articles
Subjects: Intellectual Disability,Interpersonal Competence,Social Development,Skill Development,Intervention,Video Technology,Modeling (Psychology),Story Telling,Adolescents,Program Effectiveness,Maintenance,Generalization,Semi Structured Interviews,Foreign Countries,Special Education,Special Schools

There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with intellectual disabilities in emerging adulthood, in teaching social skills. A multiple-probe design across participants was used to assess the effectiveness of the intervention package. Results showed that, all participants acquired the target social skills with 100% accuracy, maintained these skills over time, and generalized them across settings, conditions, and people. Additionally, social validity data collected with semi-structured interview were positive in general. Study findings were discussed within the framework of the literature and recommendations have been given regarding this intervention and further research.
A Comparison of the Results of Many-Facet Rasch Analyses Based on Crossed and Judge Pair Designs
Author: Ilhan, Mustafa
Date: 2016-04-00
Type: Journal Articles
Subjects: Item Response Theory,Achievement Tests,Scoring Rubrics,Judges,Test Items,Comparative Analysis,Grade 8,Foreign Countries

The aim of this study was to compare the results of many-facet Rasch analyses based on crossed and judge pair designs. The study was conducted with 168 eighth grade students and five judges. The study data were collected using an achievement test with open-ended questions and a holistic rubric that was used to rate the responses. In the data collection process, the achievement test was initially administered to students. The students' responses were rated by five judges; the ratings provided the data set for the crossed design. In the judge pair design, the students' responses to the test items were rated by any two of the five judges. Then the researcher conducted the many-facet Rasch analysis and compared the analysis outputs of the two designs. It was determined that the difference between the elements of the facets included in the analysis was demonstrated more effectively in the crossed design than the judge pair design. In the judge pair design, however, the study made significant distinctions between the elements of the facets. Moreover, the study found that the relative agreement between the ability estimations calculated based on crossed and judge pair designs was very high, and there was no significant difference between the ability estimations reported by the two designs. Therefore, it is preferable to choose judge pair design for examinations with a large number of participants as it will be less costly.
Peer Relations and Peer Deviance as Predictors of Reactive and Proactive Aggression among High School Girls
Author: Uz Bas, Asli
Date: 2016-02-00
Type: Journal Articles
Subjects: Peer Relationship,Self Disclosure (Individuals),Predictor Variables,Aggression,Peer Influence,Correlation,Females,High School Students,Measures (Individuals),Questionnaires,Student Attitudes,Foreign Countries,Factor Analysis,Multiple Regression Analysis

This study aimed to investigate associations between reactive and proactive aggression and peer relations and peer deviance among high school girls. A total of 442 high school students participated in this study. Reactive-Proactive Aggression Questionnaire, the Peer Relations Scale, and the Peer Deviance Scale were used to collect data. Results revealed that self-disclosure, loyalty, mild deviance, and serious deviance were significantly and positively correlated with both reactive and proactive aggression. Findings also indicated that self-disclosure, loyalty, and mild deviance among peers were significant predictors of reactive aggression, while loyalty and mild deviance were significant predictors of proactive aggression.
Coping Styles, Social Support, Relational Self-Construal, and Resilience in Predicting Students' Adjustment to University Life
Author: Rahat, Enes
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Coping,Social Support Groups,Self Concept,Resilience (Psychology),Predictor Variables,Student Adjustment,College Freshmen,Likert Scales,Measures (Individuals),Data Collection,Multiple Regression Analysis,Interpersonal Relationship,At Risk Students,Statistical Analysis

The purpose of the present study is to investigate how well coping styles, social support, relational self-construal, and resilience characteristics predict first year university students' ability to adjust to university life. Participants consisted of 527 at-risk students attending a state university in Turkey. The Personal Information Form, Risk Factors Defining List, Relational Interdependent Self-Construal Scale, Perceived Social Support Scale, Coping Styles Scale-Brief Form, and Resiliency Scale were used to collect data for the current study. In order to test the data, several hierarchical multiple regression analysis composed of seven different steps was conducted, the results of which indicate that relational self-construal, perceived social support, coping styles, and resilience in college students with certain risk characteristics have a significant predicting role on adjustment to university life. Among all independent variables, resilience characteristics were the most effective at predicting adjustment to university life and its sub-dimensions. Results were discussed in the light of the literature and various suggestions for future studies were included.
Pre-Service Teachers' Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course
Author: Sümen, Özlem Özçakir
Date: 2016-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Mapping,Student Teacher Attitudes,Opinions,STEM Education,Environmental Education,Undergraduate Students,Case Studies,Qualitative Research,Research Methodology,Semi Structured Interviews,Retention (Psychology),Learner Engagement,Educational Benefits,Content Analysis,Foreign Countries

This study aims to implement a science, technology, engineering, and mathematics (STEM) education approach in an environmental education course. The research involved the design and implementation of STEM activities by researchers, as part of the environmental education course taught in the second year of a Primary School Teaching undergraduate program. In this study--a case study using qualitative research methods--after the implementation of STEM activities, some mind maps and the views of the pre-service teachers regarding STEM education were examined. A total of 42 pre-service teachers participated in the study and an examination of their mind maps showed that they have a rich conceptual structure regarding STEM education and also associate STEM fields both with one another and with environmental education. In the interviews conducted following the activities, the pre-service teachers stated that they found STEM education to be efficient, easy to retain, and fun.
Reflections on High School Students' Graphing Skills and Their Conceptual Understanding of Drawing Chemistry Graphs
Author: Gültepe, Nejla
Date: 2016-02-00
Type: Journal Articles
Subjects: High School Students,Graphs,Chemistry,Skill Development,Scientific Concepts,Science Process Skills,Qualitative Research,Freehand Drawing,Foreign Countries,Grade 11,Data Collection,Science Achievement,Achievement Tests,Knowledge Level,Accuracy,Scientific Principles,Misconceptions,Phenomenology,Statistical Analysis,Comprehension

Graphing subjects in chemistry has been used to provide alternatives to verbal and algorithmic descriptions of a subject by handing students another way of improving their manipulation of concepts. Teachers should therefore know the level of students' graphing skills. Studies have identified that students have difficulty making connections with the graphs of different variables to chemistry concepts and the real world. This study has been conducted to establish how students who excel at chemistry graphing problems interpret them in order to determine whether those who are unsuccessful encounter problems due to concepts or a deficiency in graphing skills and to present students' levels with these problems. This is a qualitative study guided by the purposive sampling method with the aim of analyzing high school students' graphing skills and exploring how they relate these skills and conceptual understandings while drawing chemistry graphs. The sample (n = 67) included students in Turkey in the 11th grade. Data was collected using an achievement test. This test had five questions regarding chemical reaction, solubility, freezing depression of water, ionization of weak acids, and ionization energy. Each question was formed in two stages. The first stage consisted of five graphing questions independent of concepts in chemistry; the second stage involved composing five chemistry graphs. Students with good levels of conceptual understanding were concluded to have strong graphing skills and students with poor conceptual understanding were unsuccessful with their chemistry graphs. Drawing more accurate chemistry graphs was also discovered as a need of students who had excellent conceptual knowledge but were unable to apply accurate chemical principles or rules even though they had been capable of drawing the correct graph type. Misconceptions were also observed to underlie the challenges students encountered in drawing graphs.
Assimilation as a Co-Articulation Producer in Words and Pronunciation Problems for Turkish English Teachers
Author: Demirezen, Mehmet
Date: 2016-04-00
Type: Journal Articles
Subjects: Pronunciation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Articulation (Speech),Pretests Posttests,Vocabulary Development,Teaching Methods,Morphemes,College Freshmen,Teacher Education Programs,Foreign Countries,Connected Discourse

The aim of this research is to diagnose and help students overcome their problems through practice activities in English Language Education Departments in Turkey. This paper measures the perception of co-articulatory information in terms of consonant-to-consonant relations in the structure of vocabulary items and affixes of English. Thirty eight freshmen who are presently studying in the department of English language education at Hacettepe University are the participants, who were given a pretest on vocabulary items that include 25 questions, with five alternatives for the diagnosis of the secondary articulations in the words. Thereafter, a three-hour intense teaching and practicing process took place. After two weeks, the participants were given a posttest that included new vocabulary items not asked in the pretest. Results of data analysis revealed that co-articulation and secondary articulation connection in the creation of assimilations constituted a serious pronunciation problem due to consonantal and vowel assimilations for Turkish students of English Language Education. Results also indicated that the perception of assimilation is weak at the end of the pretest, but there is a remarkable development after the instruction on secondary articulation and coarticulation in relation to the perception of assimilation in connected speech in English utterances.
Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-Service Teachers
Author: Serdar Tülüce, Hande
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,Preservice Teacher Education,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Longitudinal Studies,Professional Development,Qualitative Research,Student Teacher Attitudes,Reflective Teaching,Video Technology,Microteaching,Learning Processes,Self Evaluation (Individuals),Pretests Posttests,Focus Groups,Simulation,Attitude Change,Case Studies,Psychological Patterns,Teaching Methods,Self Concept,Physical Characteristics,Transformative Learning

This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.