ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education Is a Multi-Faceted Concept
Author: Mitchell, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Needs Students,Disabilities,Inclusion,Strategic Planning,Student Placement,At Risk Students,Academic Accommodations (Disabilities),Testing Accommodations,Individualized Instruction,Teaching Methods,Student Rights,Accessibility (for Disabled),Related Services (Special Education),Educational Resources,Leadership,Fundamental Concepts

With the impetus of the UN Convention on the Rights of People with Disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested.
School--Possibility or (New) Risk for Young Females in Correctional Institutions
Author: Boric, Ivana Jedud
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Institutionalized Persons,Correctional Institutions,Females,Semi Structured Interviews,At Risk Students,Documentation,Content Analysis,Student Attitudes,Social Isolation,Behavior Problems

In this paper, the authors deal with the education of girls in a Croatian correctional institution as a risk factor for social exclusion based on the data obtained via semi-structured interviews with experts and the girls and via the documentation analysis method. In this regard, the paper deals with two perspectives, i.e. the girls' and experts', in the context of risks related to schooling, intertwining these risks through the past, present and future, according to the stories of the research participants. The authors compare the perspectives given and explore the questions related to possibilities of the education of girls in correctional institutions.
The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia
Author: Vujicic, Lidija
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Educational Practices,Educational Strategies,Models,Reflective Teaching,Transformative Learning,Educational Experience,Qualitative Research,Preschool Children,Learning Activities,Task Analysis,Training Methods,Capacity Building

&quot;Learning by doing&quot; within and together with a &quot;community that learns&quot; ought to become the fundamental method of learning--not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like? An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one's actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-)reflection competencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (re)definition of oneself and one's own pedagogical work.
Preschool Teaching Staff's Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields
Author: Zupancic, Tomaž
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Preschool Curriculum,Art Education,Teacher Aides,Kindergarten,Visual Arts,Art Activities,Intellectual Disciplines,Foreign Countries,Statistical Analysis,Educational Attitudes

This article presents preschool teachers' and assistant teachers' opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers' and assistant teachers' opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education.
L1 Use in EFL Classes with English-Only Policy: Insights from Triangulated Data
Author: Sa'd, Seyyed Hatam Tamimi
Date: 2015-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Observation,Focus Groups,Foreign Countries,Semi Structured Interviews,Educational Policy,Listening Skills,Oral Language,Questionnaires,Language Role,Student Attitudes,Indo European Languages

This study examines the role of the use of the L1 in EFL classes from the perspective of EFL learners. The triangulated data were collected using class observations, focus group semi-structured interviews and the learners' written reports of their perceptions and attitudes in a purpose-designed questionnaire. The participants consisted of sixty male Iranian EFL learners who constituted three classes. The results indicated a strong tendency among the participants toward L1 and its positive effects on language learning; while only a minority of the learners favoured an English-only policy, the majority supported the judicious, limited and occasional use of the L1, particularly on the part of the teacher. The participants mentioned the advantages as well as the disadvantages of the use/non-use of the L1. While the major advantage and the main purpose of L1 use was said to be the clarification and intelligibility of instructions, grammatical and lexical items, the main advantages of avoiding it were stated as being the improvement of speaking and listening skills, maximizing learners' exposure to English and their becoming accustomed to it. The study concludes that, overall and in line with the majority of the previous research studies, a judicious, occasional and limited use of the L1 is a better approach to take in EFL classes than to include or exclude it totally. In conclusion, a reexamination of the English-only policy and a reconsideration of the role of the L1 are recommended. Finally, the commonly held assumption that L1 is a hindrance and an impediment to the learners' language learning is challenged.
How Students of Preschool Education Perceive Their Play Competences--An Analysis of Their Involvement in Children's Play
Author: Vorkapic, Sanja Tatalovic
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Play,Competence,Preschool Education,Qualitative Research,Teaching Methods,Teacher Role,Well Being,Foreign Countries,Teacher Competencies,Planning,Observation

Preschool teachers play a very important but highly sensitive role in preschool children's play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children's play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students' preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children's play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education.
The Social Acceptance of Secondary School Students with Learning Disabilities (LD)
Author: Lorger, Teja
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Acceptance,Social Attitudes,Secondary School Students,Learning Disabilities,Vocational Education,Comparative Analysis,Inclusion,Sociometric Techniques,Interpersonal Competence,Self Efficacy,Foreign Countries,Student Characteristics,Questionnaires

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students, of whom 85 were students with LD. Based on sociometric analyses of all participating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected, students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students' social skills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.
The Benefits of Fine Art Integration into Mathematics in Primary School
Author: Brezovnik, Anja
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Fine Arts,Interdisciplinary Approach,Teaching Methods,Mathematics Instruction,Creative Thinking,Control Groups,Conventional Instruction,Experimental Groups,Mathematics Tests,Instructional Effectiveness,Hypothesis Testing,Foreign Countries,Comparative Analysis,Grade 5

The main purpose of the article is to research the effects of the integration of fine art content into mathematics on students at the primary school level. The theoretical part consists of the definition of arts integration into education, a discussion of the developmental process of creative mathematical thinking, an explanation of the position of art and mathematics in education today, and a summary of the benefits of arts integration and its positive effects on students. The empirical part reports on the findings of a pedagogical experiment involving two different ways of teaching fifth-grade students: the control group was taught mathematics in a traditional way, while the experimental group was taught with the integration of fine art content into the mathematics lessons. At the end of the teaching periods, four mathematics tests were administered in order to determine the difference in knowledge between the control group and the experimental group. The results of our study confirmed the hypotheses, as we found positive effects of fine art integration into mathematics, with the experimental group achieving higher marks in the mathematics tests than the control group. &quot;Our results are consistent with the findings&quot; of previous research and studies, which have demonstrated and confirmed that long-term participation in fine art activities offers advantages related to mathematical reasoning, such as intrinsic motivation, visual imagination and reflection on how to generate creative ideas.
Teacher Competencies through the Prism of Educational Research
Author: Peklaj, Cirila
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Teacher Competencies,Teaching Methods,Best Practices,Teacher Effectiveness,Literature Reviews,Meta Analysis,Cognitive Development,Cognitive Processes,Academic Achievement,Affective Objectives,Learning Motivation,Social Development,Educational Strategies,Student Development,Student Improvement

The present article focuses on teacher competencies as a major factor that impacts student learning. Ultimately, all attempts to improve education converge in the teacher and the quality of his/her work with students. With their teaching methods, their communication and their classroom management, teachers can structure the kind of learning environment that will either promote or hinder learning. The purpose of the article is to analyse research on educational productivity in order to select the most important teacher competencies that are related to student achievement. A model of teacher competencies is developed that serves as a framework for understanding the synergetic effects of teacher competencies on achievement thorough promoting students' cognitive, affective and social processes. The teacher competencies that impact each of the processes are described and their impact on student achievement is explained.
Grammar School Students' Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study
Author: Zupancic, Tomaž
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Student Attitudes,Secondary School Students,Secondary School Curriculum,Course Content,Student Interests,Comparative Analysis,Questionnaires

The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students' interests. The study is based on the descriptive and causal non-experimental method, with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
The Role of the Arts in Tagore's Concept of Schooling
Author: Lesar, Irena
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Education,Art Education,Role of Education,Individual Development,Personality Development,Educational Philosophy

The present article focuses particularly on the role and significance of the arts in the process of primary schooling in Tagore's school. He defined education as that which is one with life, and he believed that only education can give us real freedom. It is therefore essential that in the process of education we achieve the all-round development of the individual for harmonious adjustment to reality. The arts should be an essential part of life and of education, as it is only through the arts that it is possible to express one's experience and recognition of the harmonious connection between the universe, the individual reality and immortality, in addition to their being a source of pleasure. Only the arts (and nature as a teacher) enable the development of the entire personality, as well as the perception of reality and truth. Tagore thus understands the role of the arts in the life of the individual as a key factor in the formation of his/her personality, contributing to humanity.
Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level
Author: Vrhovec, Alenka Rot
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teaching Methods,Teacher Surveys,Elementary School Teachers,Teacher Role,Audio Equipment,Language Arts,Urban Schools,Rural Schools,Communicative Competence (Languages),Slavic Languages,Native Language Instruction

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers' awareness and encourage them to design and execute cooperative learning more frequently.
Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries
Author: Tsagari, Dina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,English Teachers,Second Language Instruction,English (Second Language),Primary Education,Educational Practices,Pedagogical Content Knowledge,Teaching Skills,Interviews,Language Tests,Student Evaluation,Summative Evaluation,Formative Evaluation,Knowledge Level,Teacher Education,Evaluation Methods,Mixed Methods Research,Grading,Feedback (Response),Standardized Tests,Alternative Assessment,Questionnaires

Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill &amp; McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students' performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers' CBLA literacy can be enhanced.
Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language
Author: Lah, Meta
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Adults,French,Competition,Guidelines,Writing (Composition),Elementary School Students,Student Characteristics,Second Language Learning,Second Language Instruction,Elective Courses,Foreign Countries,Spelling,Verbs,Language Proficiency,Language Usage,Grammar,Error Patterns,Vocabulary Development

The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners--mostly 14 years old--and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners' characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group.
Art Appreciation for Developing Communication Skills among Preschool Children
Author: Duh, Matjaž
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication Skills,Preschool Children,Art Appreciation,Teaching Methods,Creativity,Qualitative Research,Case Studies,Preschool Education,Student Reaction,Foreign Countries,Interviews

In the contemporary process of teaching fine arts, children's own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalization of works of art play an equally important role. In a qualitative empirical research study that takes the form of a case study, we studied the response of children to works of art and their demonstrated communication skills in this. The results have shown that children respond to works of art on multiple levels. With non-standardized narrative group interviews, we observed children's associations. Children perceived and internalized the given artworks and also put their emotions into words. The study has shown that systematic development of art appreciation among pre-school children can have a positive impact on their communication skills.
Between Teaching and Research: Challenges of the Academic Profession in Croatia
Author: Turk, Marko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Theory Practice Relationship,Educational Research,Teacher Researchers,Teacher Role,Role Perception,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Professional Identity,Job Satisfaction,College Faculty,Higher Education

Discussions about synergy or independence of teaching and research are present in many studies (Bilic, 2009; Brew &amp; Boud, 1995; Enders &amp; Teichler, 1997; Griffiths, 2004; Jakovljevic, 2010; Jenkins, 2000; Ramsden &amp; Moses, 1992). Humboldt's model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understanding of the teaching-research relationship between those who advocate their synergy (Brew &amp; Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie &amp; Marsh, 1996; Ramsden &amp; Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system.