ethanporcaro/eric-fulltext-meta huggingface dataset:
The Turkish Adaptation of the Burnout Measure-Short Version (BMS) and Couple Burnout Measure-Short Version (CBMS) and the Relationship between Career and Couple Burnout Based on Psychoanalytic-Existential Perspective
Author: Capri, Burhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Burnout,Measures (Individuals),Test Validity,Test Reliability,Correlation,Careers,Marriage,Factor Analysis,Statistical Analysis,Gender Differences

The purpose of this research is to carry out the Turkish adaptation, validity, and reliability studies of Burnout Measure-Short Form (BMS) and Couple Burnout Measure-Short Form (CBMS) and also to analyze the correlation between the careers and couple burnout scores of the participants from the psychoanalytic-existential perspective. This research included married individuals who have been living in Mersin and working as a nurse, teacher and school administrators. In the research &quot;Burnout Measure-Short Version (BMS)&quot;, &quot;Couple Burnout Measure-Short Version (CBMS)&quot;, &quot;Maslach Burnout Inventory (MBI)&quot; and an &quot;Individual Knowledge Form&quot; which was prepared by the researcher were used. In data analysis, principal components factor analysis, the criterion related validity, test-retest reliability, item-total test correlations and Cronbach's Alpha coefficients were calculated. Moreover, the Pearson Product Moment Correlation Coefficient was used to calculate the relationships among the variables and t-test and one-way ANOVA was used to investigate the difference between the BMS and the CBMS scores in terms of gender and occupation. As a result of analysis, while the BMS and the CBMS were seen to be used in a valid and reliable way in Turkey, significant differences in terms of gender and occupation variables were found out and significant relations were found between participants' career and couple burnout scores.
Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of &quot;Effect of Human on Environment&quot; Subject in the Process of Teaching Practice
Author: Calik, Muammer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Elementary School Science,Methods Courses,Preservice Teacher Education,Lesson Plans,Observation,Semi Structured Interviews,Content Analysis,Environmental Education,Grade 5,Case Studies,Scoring Rubrics

The principal aim of this study is to determine what the extent of the prospective primary teachers' (PPT) pedagogical content knowledge (PCK) is on &quot;effect of human on environment&quot; subject in grade 5 science and technology curriculum before and after &quot;Teaching Practice&quot; course. Within case study research methodology, the study sample consisted of 6 senior PPTs selected from 49 trainees who attended &quot;Teaching Practice-II&quot; course in spring semester of 2009-2010 schooling year in the programme of primary teacher education in Rize University. To collect data, lesson plans, observations, and semi-structured interviews were used. While the data obtained from lesson plans and observations were analyzed by means of rubrics developed, those from semi-structured interviews were analyzed using content analysis. It was found that the PPTs did not have sufficient idea of sub-components of the PCK, especially curriculum knowledge, and knowledge of students' learning difficulties. Nevertheless, it was determined that the PPTs had adequate idea of pedagogical knowledge in context of the PCK. However, it was drawn out that although they had sufficient theoretical knowledge about instructional methods, techniques, strategies, measurement and assessment, they encountered some problems in transferring the theoretical knowledge into practicum. In the light of the results, it is suggested that the PPTs should be given more opportunities for practicing complementary measurement-assessment techniques. Furthermore, it is recommended that the PPTs with their own lesson plans ought to be given more opportunities to transfer their PCK into related subject matter one.
Searching for the Exit in a Maze? Or Setting Sail for New Horizons? Metaphors by Twelfth Grade Students for Learning Mathematics
Author: Guner, Necdet
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 12,High School Students,Figurative Language,Mathematics Education,Vocational High Schools,Gender Differences,Institutional Characteristics,Differences,Mixed Methods Research,Questionnaires

This study examines and classifies the metaphors that twelfth grade students formulated to describe the concept of &quot;learning mathematics&quot;. The sample of the study consists of 669 twelfth grade students (317 female, 352 male) of two Anatolian and two vocational high schools located in the city center of Denizli. The following questions guided this study: What metaphors do students use to describe the concept of &quot;learning mathematics&quot;? What conceptual categories can be derived from these metaphorical images? How these conceptual categories differ by high school type? How these conceptual categories differ by students' gender? The data were analyzed both qualitatively and quantitatively. According to the results, 76 valid metaphors and eight main conceptual categories were identified. These main conceptual categories are: discovering an unknown, learning a new skill, solving a puzzle, learning the rules and playing a game, using a tool, difficulties of learning mathematics, pleasure of learning mathematics, having a hardship. According to Pearson chi square calculations Anatolian high school students and girls produced more metaphors about enjoying mathematics than vocational high school students and boys. Also, vocational high school students and boys produced more metaphors about difficulties of learning mathematics and having a hardship than Anatolian high school students and girls.
Examination on the View of School Administrators and Teachers to School Counselor (Psychological Counselor)
Author: Camadan, Fatih
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrators,Elementary School Teachers,School Counselors,Comparative Analysis,Content Analysis,Qualitative Research,Counselor Characteristics,Figurative Language,Measures (Individuals),Leadership,Problem Solving,Friendship

The main purpose of this study is to examine the view of school administrators and teachers to school counselor (Psychological Counselor) by metaphor analysis. Comparison method of relational screening models has been followed during the research. Content analysis of qualitative analysis methods has been followed to analyze collected data. Study group of the research had total 390 individuals, 181 of which were school administrators and 209 of which were teachers who worked in the elementary schools in Rize city center and districts in the academic year of 2011-2012. In the form prepared for a data collection tool concerning the research, the participants were asked to complete the sentence &quot;A school counselor (Psychological Counselor) is like ..., because ...&quot; in order to reveal the perceptions of school counselor (Psychological Counselor) content analysis method and Pearson chi[superscript 2] test was used for the assessment of participants' statements. When the statements of participants were analyzed, eight total conceptual categories were created from the metaphors they produce. It was shown that school administrators respectively stated the categories in which more metaphors were produced like &quot;Guiding,&quot; &quot;Problem Solving,&quot; &quot;Developing,&quot; &quot;Discovering,&quot; &quot;Friend,&quot; &quot;Leader,&quot; &quot;Protector and Ineffective&quot;; teachers respectively stated like &quot;Guiding,&quot; &quot;Developing,&quot; &quot;Problem Solving,&quot; &quot;Friend,&quot; &quot;Discovering,&quot; &quot;Ineffective,&quot; &quot;Leader&quot; and &quot;Protector.&quot; It was also understood that conceptual categories did not show any significant difference depending on the variables of staff type (school administrator and teacher) and gender.
Indigenous Teacher Education as Cultural Brokerage: A University/First Nations Partnership to Prepare Nishnawbe Aski Teachers
Author: Kitchen, Julian
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Teacher Education Programs,Foreign Countries,Partnerships in Education,Indigenous Knowledge,Educational Principles,Teaching Methods,Western Civilization,Teacher Educators,Preservice Teachers,Student Attitudes,Teacher Attitudes,Program Descriptions,American Indians,Online Courses,Family Life,Caring,Teacher Student Relationship,American Indian Culture,Culturally Relevant Education,College Faculty,Semi Structured Interviews

This paper studies a community-based Indigenous teacher education program in Northwestern Ontario in Canada. This program, the result of a partnership between the Northern Nishnawbe Education Council and Brock University, was designed to prepare Nishnawbe Aski to teach through a Two Worlds Orientation: unique Indigenous understandings combined with Western educational principles. The program characteristics and structure are outlined. The strengths of the program, as identified by teacher candidates and teacher educators, are explored. Challenges to teacher candidate success are also considered.
Professional Education in Postcolonial Democracies: Indigenous Rights, Universities, and Graduate Attributes
Author: Ma Rhea, Zane
Date: 2013-00-00
Type: Journal Articles
Subjects: Professional Education,Civil Rights,Indigenous Populations,Educational Policy,Universities,Educational Finance,College Graduates,Foreign Countries,Pacific Islanders,Strategic Planning,Equal Education,Cultural Pluralism,Organizational Culture,Corporations,Social Justice

This paper examines the nexus between Indigenous rights, the modern university, and graduate attributes and theorises the potential of the university in postcolonial democracies to address Indigenous rights in its professional education programs. It posits the postcolonial professional as one who has been educated about internationally recognised human rights and economic justice mechanisms, provisions and frameworks within a supportive university policy environment that has focussed both academic work and the formulation of graduate attributes in order that new professionals, emerging from the modern university, will have the skills and knowledge to proactively contribute to the engagement of the professions within postcolonial states. In an era where government funding for universities is becoming increasingly tied to them being able to help businesses and governments to achieve desirable socioeconomic outcomes, and with myriad government policy drivers focussed on improvement of provision of opportunities and services to Indigenous and other traditionally oriented communities globally, this paper investigates the link between graduate attributes and a university's organisational culture to examine the capacity of professional education in the modern university and the new graduates it produces to reorientate from a colonial to a postcolonial engagement with Indigenous peoples. The paper describes international corporate social justice and Indigenous rights mechanisms and their significance for the education of professionals. The paper finds that a university focus on graduate attributes has an influence.
Quality Teachers for Indigenous Students: An Imperative for the Twenty-First Century
Author: Thaman, Konai Helu
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Teacher Effectiveness,Culturally Relevant Education,Pacific Islanders,Educational Practices,Conflict,Teaching Methods,Learning Strategies,Educational Strategies,Foreign Countries,Teacher Competencies,Prior Learning,Cultural Differences,Teacher Education,Teacher Education Curriculum,Educational Assessment,Teaching Skills,Educational Researchers

This paper argues that all learners need teachers who are not only professionally qualified but also culturally competent. This is particularly so with teachers of indigenous students, who face the conflicting expectations of schools and those of their home cultures. References to Pacific students will be used to illustrate some of the conflicts as well as attempts to address teaching and learning issues in Pacific Island Countries (PICs).
&quot;Crack in the Pavement&quot;: Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals
Author: McLaughlin, Juliana
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Moral Values,Teaching Methods,Indigenous Populations,Social Responsibility,Indigenous Knowledge,Critical Theory,Race,Criticism,Foreign Countries,Ethics,Epistemology,College Faculty,Political Attitudes,Social Justice

This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the existence of Indigenous knowledges in Australian university curricula and pedagogy demands personal and political activism (Dei, 2008) as it requires educators to critique both personal and discipline-based knowledge systems. The paper interrogates the experiences of non-Indigenous educators involved in this contested epistemological space (Nakata, 2002), and concludes by arguing for a political and ethical commitment by educators towards embedding Indigenous knowledges towards educating culturally competent professionals.
The Effect of Organizational Citizenship Behaviours of Primary School Teachers on Their Burnout
Author: Inandi, Yusuf
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Burnout,Teacher Behavior,Citizenship,Correlation,Multiple Regression Analysis

It was examined in this study whether organizational citizenship behaviours of primary school teachers predict the level of their burnout. Correlation and multi regression analysis were used for this. Survey model was used in this descriptive study. Data were collected from 1699 primary school teachers working in Mersin. Maslach Burnout Inventory and Organizational Citizenship Scale were used in the study. It is seen that teachers' behaviours of organizational citizenship effect their burnout at a low level and these two variables are in a negative relation. Almost all dimensions of organizational citizenship behaviours that teachers show by adopting the work environment and caring about colleagues have effect on their burnout level. Considering the teachers with burnout indications have negative influences on both themselves and their students, positive work conditions resulting from teachers' behaviours of organizational citizenship will contribute to school staff and students positively. In this respect, increasing organizational citizenship can be seen as an element decreasing burnout of employees.
Raising Awareness of Australian Aboriginal Peoples Reality: Embedding Aboriginal Knowledge in Social Work Education through the Use of Field Experiences
Author: Duthie, Deb
Date: 2013-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Foreign Countries,Indigenous Populations,Social Work,Masters Programs,Counselor Training,Communication Skills,Cultural Awareness,Whites,Foreign Policy,Trauma,Counseling Techniques,Safety,Field Experience Programs,Program Descriptions,Community Resources,Qualitative Research,Student Surveys

Effective social work practice with Aboriginal peoples and communities requires knowledge of operational communication skills and practice methods. In addition, there is also a need for practitioners to be aware of the history surrounding white engagement with Aboriginal communities and their cultures. Indeed, the Australian Association of Social Workers (AASW) acknowledges the importance of social workers practising cultural safety. Engendering knowledge of cultural safety for social work students is the opportunity to listen and talk with Aboriginal people who have experienced the destructive impacts of colonisation and the subsequent disruption to family and community. This article discusses the use of field experiences within a Masters of Social Work (Qualifying) Program (MSW) as an educational method aimed at increasing student awareness of contemporary Aboriginal issues and how to practice effectively and within a culturally safe manner.
Reflections on Teaching a First-Year Indigenous Australian Studies Subject
Author: Heckenberg, Robyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Introductory Courses,Elective Courses,Course Descriptions,Teacher Attitudes,College Faculty,Teaching Methods,Educational Philosophy,Whites,Cultural Awareness,Reflection

Robyn Heckenberg and Andrew Gunstone team taught a first-year subject in Indigenous Australian Studies at Monash University for eight years. The significant majority of students undertaking this subject are non-Indigenous students who are studying the subject as an elective rather than as part of an Indigenous Studies course. In this paper, we discuss our experiences and reflections in teaching this subject, including our teaching philosophies and approaches, the various successes and challenges that we have encountered, and our views of the usefulness and potential of this subject in preparing students to genuinely work and engage with Aboriginal and Torres Strait Islander peoples and communities.
Desert Harmony: Stories of Collaboration between Indigenous Musicians and University Students
Author: Bartleet, Brydie-Leigh
Date: 2013-00-00
Type: Journal Articles
Subjects: Musicians,Cooperation,Indigenous Populations,Foreign Countries,Service Learning,Partnerships in Education,Music Education,College Students,Interviews,Observation,Cultural Maintenance,Cultural Awareness,Diaries,Reflection,Student Attitudes,Program Descriptions,Experiential Learning

This article will discuss the ways in which community service learning programs in music can foster meaningful collaborations between universities and Indigenous communities. Drawing on recent pedagogical literature on service learning and insights from a four-year partnership between Australian Indigenous musicians at the Winanjjikari Music Centre in Tennant Creek and music students from Queensland Conservatorium Griffith University, it will describe how such programs can facilitate significant cross-cultural exchanges between students and Indigenous communities. By drawing on observations and interview data from those involved in the project, this paper argues that these partnerships can both assist communities with activities such as cultural maintenance, and provide students with intercultural experiences that have the potential to transform their understandings of Indigenous culture.
Connecting Indigenous Ainu, University and Local Industry in Japan: The Urespa Project
Author: Maeda, Koji
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Benchmarking,Indigenous Populations,Private Sector,Cooperation,School Business Relationship,School Community Relationship,Case Studies,Higher Education,Scholarships,Asian Culture,Asians,Local Issues,Educational Attitudes,Civil Rights,Disadvantaged,History,Acculturation,Public Policy

This paper examines how collaboration amongst university, indigenous community and private sector companies can promote Ainu participation in higher education, drawing on a case study of the Urespa Project in Sapporo University, Japan. In this project, the university offers scholarships to Ainu students, requiring them to take a special course in Ainu culture and history and develop collaborations with partner private sector companies. We suggest that &quot;the two-way learning&quot; that the Urespa Project advocates signifies a challenge to the conventional approach to Ainu education, which has long centred on the majority wajin providing uni-directional assistance to the Ainu in order to help them achieve the national educational benchmarks. The &quot;mutual learning&quot; approach (sodateai in Japanese, urespa in the Ainu language) stresses a nurturing environment in which both Ainu and non-Ainu students feel included. That such initiatives came from private universities, rather than the national government, is indicative of how Ainu education is perceived as a local, rather than national, issue in Japan.
Problems, Expectations, and Suggestions of Elementary Teachers Regarding Inclusion
Author: Sadioglu, Omur
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Expectation,Teacher Attitudes,Elementary School Teachers,Qualitative Research,Semi Structured Interviews,Negative Attitudes,Inservice Teacher Education,Special Needs Students,Disabilities,Special Education,Validity,Reliability,Academic Accommodations (Disabilities),Educational Facilities,Educational Environment,Individualized Education Programs

The purpose of the present study is to display a detailed investigation of the views of the elementary teachers in the specification of defections in the inclusive education applications and in the evaluation of success. In accordance with this aim, in 16 different cities of Turkey, 23 teachers who have been working in schools where inclusive education is applied in relation with Ministry of Education and who have willingly participated to the study are interviewed. In the study, where descriptive method from among the qualitative research methods is used, inductive analysis of the research data gathered with semi-structured interviews is conducted through Nvivo 8 qualitative data analysis program. The findings indicate that elementary teachers generally have a negative opinion regarding the inclusive education applications in our country, that they are inadequate in this subject and need a great deal of sustenance particularly expert support, that they find pre-service and in-service training insufficient and experience problems due to the physical conditions of the classrooms and schools they work at. For the improvement of inclusive education applications, elementary teachers suggest the presence of separate teaching environments and part-time inclusive education, the organization of qualified and effective pre-service and in-service training and providing them material support.
Closing the Gap: Using Graduate Attributes to Improve Indigenous Education
Author: Anderson, Peter J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Preservice Teacher Education,Academic Standards,Knowledge Base for Teaching,Teaching Skills,Teacher Competencies,Case Studies,Culturally Relevant Education,Lesson Plans,School Community Relationship,Teacher Student Relationship,Parents,Teacher Attitudes,Video Technology,Cultural Awareness,Dance

Peter J. Anderson and Bernadette Atkinson teach Indigenous and Traditionally Education in a Global World as a fourth year unit in the Faculty of Education at Monash University, Clayton. This paper is a self reflective piece of work where they discuss the use of graduate attributes relating to Indigenous Education, put forward by the Australian Institute of Teaching and School Leadership (AITSL). These standards have the potential to improve pre-service teachers knowledge in relation to Indigenous education, therefore equipping them with the necessary skills and tools required to teach effectively to Indigenous and non-Indigenous students. The focus of this paper pertains specifically to AITSL focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians discussing how pre-service teachers can promote reconciliation and teach Indigenous subject matter in a respectful manner to non-Indigenous students.