ethanporcaro/eric-fulltext-meta huggingface dataset:
Place of Some Cultural Objects in 7th Grade Social Sciences Textbooks
Author: Dogutas, Aysun
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Education,Middle School Students,Grade 7,Social Sciences,Textbooks,Textbook Content,Cultural Traits,Social Values,Family Life,Life Style,Traditionalism,Ceremonies,Holidays,Visual Aids

Nations that have strong connections with their past can reach their objectives more reliable and secure. This can be achieved through culture. Culture is transmitted to new generations mostly by education. Educational institutions undertake the role of transmitting culture to new generations, developing and changing the culture of that society. Schools are the most important educational institutions of one's life. Schools use different kinds of materials while carrying on this goal. Textbooks are the most important element of these materials. Aim of this study was to examine Social Sciences' textbooks which are being used in 7th grade classes in public schools; recommended by National Education authorities, in terms of selected cultural values which are determined as: family life, lifestyle, traditions, ceremonies, and holidays. This study was implemented by document analysis which is one of the qualitative studies. This study was based on a descriptive analysis and descriptive study model which investigates cultural objects within specified textbooks in regard to visual and textual respects. After the inspection of 7th grade social sciences textbooks of Ministry of National Education, it can be concluded that some cultural objects were mentioned but these are not enough. Especially for social science course culture should be more emphasized. Social sciences course is not only a history course but also a course that should include culture as well.
Turning Gender Inside-Out: Delivering Higher Education in Women&apos;s Carceral Spaces
Author: Zampini, Giulia
Date: 2019-00-00
Type: Journal Articles
Subjects: Correctional Education,Institutionalized Persons,Females,Higher Education,Exchange Programs,Foreign Countries,Sex Role,Gender Issues,Femininity,Masculinity,Single Sex Classes,Feminism

This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women's prison in England. One major reflection is that learning in a group of &quot;inside&quot; and &quot;outside&quot; students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique dynamics. This included working with both collectiveness and difference, gender-aligned expectations about behaviour, and experiences of control, criminal justice and higher education. Additionally, all four authors' experiences of delivering various higher education courses under different prison-education partnership models in both men and women's prisons allows for comparison and reflection on the institutional reproduction of gender norms. These reflections point to the conclusion that, despite the strong presence of intersectional divisions, gender can become a uniting force when working with an all-women student group, fostering critical thinking and engagement with challenging structural issues. However, further reflection considers that being gender-conscious in the classroom should not be limited to all-women student cohorts, as this is exactly what may enable facilitators to tackle some of the issues produced by hegemonic masculinity in a mixed prison classroom.
Relational Collaborative Autoethnography: Post-Doctoral Fellowship in South Africa
Author: Nel, N. M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Ethnography,Mentors,Distance Education,Cooperation,Fellowships,Postdoctoral Education,Doctoral Programs,Foreign Countries,Open Universities

During a relational collaborative autoethnographic process, a postdoctoral fellow (PDF) and his mentor, reflect on their challenges and experiences as mentor and mentee during a two-year PDF programme at an open and distance learning (ODL) university. They recognise the benefits of the PDF programme from both a mentor and mentee perspective, despite the challenges they faced. Credit is awarded to the sound relationship that they forged within a collaborative climate where they agreed upon common goals, which were beneficial for both parties. The focus for the PDF was the research area since great emphasis is placed it at the hosting university. Since the dominant mode of enquiry is a relational collaborative autoethnography, they were able to lay a good foundation and lean on positive psychology and mentoring and learning theories to solidify the message of their stories. In so doing they believe that the research question has been addressed and that it may lend strength to the notion of an improved PDF programme to be offered at the particular university.
Assessing Online Viewing Practices among College Students
Author: Threadgill, Elizabeth J.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Measures (Individuals),Likert Scales,Media Literacy,Evaluative Thinking,Advertising,Psychometrics,Factor Analysis,Item Response Theory,Factor Structure,Test Reliability,Test Validity,Scores,Audience Awareness,Credibility,Internet

This article focuses on media literacy education for college students. First, we conducted psychometric analyses to verify the properties of the &quot;Critical Evaluation and Analysis of Media (CEAM)&quot; scale. CEAM measures college students' self-reported practices for critically evaluating and analyzing the credibility, audience, and technical design elements of online media, such as news, advertisement, and entertainment media. Using CEAM, our second goal was to identify trends in critical viewing practices among first-year students enrolled in college. Results of &quot;confirmatory factor analysis (CFA)&quot; and &quot;item response theory (IRT)&quot; supported a three-factor structure for the CEAM scale. Composite score reliability for all items comprising the total scale displayed strong evidence for the internal consistency of the scale with a Coefficient Alpha (a) of 0.91. Score reliability estimates for each subscale follow: (a) Questioning Credibility (a = 0.80), (b) Recognizing Audience (a = 0.78), and (c) Recognizing Design (a = 0.81). Findings from the study indicate that while firstyear college students generally perceive they have adequate practices in recognizing audience in media messages and questioning the credibility of news, there is room for improvement in questioning the credibility of advertisements, suggesting that college instructors should focus more on advertising literacy.
Personal and Social Values in Primary Grade Children&apos;s Books
Author: Sahin, Ayfer
Date: 2019-06-00
Type: Journal Articles
Subjects: Values,Social Values,Elementary School Students,Books,Childrens Literature,Values Education,Elementary Education,Foreign Countries

One requirement of realizing the aims of Turkish National Education is educating individuals that adopt the values of Turkish Nation. Families, educational institutions, and teaching materials have important roles to raise individuals who adopt social values and put them into practice. One of the important materials is written children books. In this context, the aim of the study is to determine the personal and social values dealt with in primary grade children's books. One of the qualitative methods, document analysis method was used in the study. Universe of the study was consisted of written children's books of elementary grades. Sample was consisted of children books that are sold in the city center of Kirsehir. The sample a total of 210 children from domestic and foreign authors who were selected by random sampling among the children's books belonging to different publishing house offered for sale in book stories in the city center of Kirsehir were created from the book. To collect data, &quot;Values Control List&quot; was developed and used by the researcher. Study findings showed that the children's books commonly include individual values are &quot;responsibility, love, goodness, diligence, animal love and trust&quot; and social values are &quot;friendship, helpfulness and unity of family&quot;. The least mentioned individual values are &quot;cleanliness, being patient, frugality, loyalty, being tactful and morality&quot; and social values are &quot;patriotism, peace, empathy, love of nature and freedom&quot;.
A Qualitative Study on the Problems Encountered by Secondary School Students on the Net
Author: Toraman, Lale
Date: 2018-12-00
Type: Journal Articles
Subjects: Internet,Problems,Computer Use,Student Attitudes,Parent Attitudes,Foreign Countries,Middle School Students

In this study, secondary school students views related to use of the internet and the problems that they are faced on the internet were investigated. In this context students' and parents' views related to the use of internet by secondary school students were examined. In this study, qualitative researching method was used. This study was applied to secondary school students and parents in 2016-2017 educational years. As collecting data tool; &quot;Personal Information Form&quot; and &quot;SemiStructured Interview Form&quot; were used. Content analysis technique was used to analysis of data. According to the results obtained from the research, the following data has been reached. A high percentage of the students involved in the research (79,16 %) know nothing about the cyberbullying and the things to be done within their rights when encountered with it. 31,5 % of them use the net to study or do homework, 20,5 % for social networking sites and 17,1 % to play online games. It was also concluded that the most common problem encountered is the messages and demands from the people they do not know, in which case the parents know somehow and tend to solve the problem by taking necessary precautions, filing a petition or taking action legally.
Conceptions and Misconceptions of Instructors Pertaining to Their Roles and Competencies in Distance Education: A Qualitative Case Study
Author: Kara, Mehmet
Date: 2018-12-00
Type: Journal Articles
Subjects: Misconceptions,Teacher Attitudes,Teacher Competencies,Distance Education,College Faculty,Public Colleges,Synchronous Communication,Integrated Learning Systems,Role Perception,Planning,Technological Literacy,Instructional Materials,Delivery Systems,Foreign Countries

The purpose of this study is to investigate the conceptions and misconceptions of instructors pertaining to their roles and competencies in distance education. Case study research design was adopted within the study. The participants, nine instructors in a public university delivering the courses in fully distance programs, was selected by using typical case sampling strategy. The data were collected through semi-structured interviews and observations on distance courses. The collected data were analysed through constant comparison analysis. The qualitative analysis revealed instructors' conceptions of roles, competencies, and misconceptions in distance education. Roles included planning and delivery. Planning sub-theme covered the roles of environmental/technical planning and instructional design. Delivery sub-theme covered the roles of lecturing, evaluation, guidance, motivation, and material development. Participants' conceptions of competencies included ICT competency, communication skills, and subject expertise. Finally, the study findings identified the misconceptions of the instructors. The identified misconceptions were identified as use of the same materials with face-to-face education, sufficient materials, lack of role for interaction among students, ineffectiveness of distance education, having the same roles with face-to-face education, and impossibility of distance collaboration among students. The findings imply that the instructors' conceptions of roles and competencies are based on their experience in both face-to-face and distance education and this base unsurprisingly caused misconceptions regarding teaching in distance education.
The Nitty-Gritty of Language Learners&apos; Errors -- Contrastive Analysis, Error Analysis and Interlanguage
Author: Al-Sobhi, Bandar Mohammad Saeed
Date: 2019-07-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Error Analysis (Language),Native Language,Second Language Learning,Interlanguage,Language Research,Definitions,Taxonomy,Identification,Classification,Error Patterns,Criticism

The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.
Listening Comprehension through Culturally Familiar Contexts: A Case Study in Japan
Author: Carson, Gordon
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Listening Comprehension,Recall (Psychology),Grammar,Language Tests,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Student Needs,Barriers,Vocabulary,Context Effect,Pretests Posttests,Difficulty Level,Student Attitudes

Around the world, English language educators are increasingly turning to localized and culturally-oriented learning materials to adapt to the needs of their learners. Along with this trend, a small but growing number of studies support the notion that culturally familiar contexts in English as a Foreign Language (EFL) learning have positive outcomes for language acquisition. However, scant research has been conducted on non-linguistic variables such as doubt and perceived difficulty in comprehending culturally non-familiar listening components. Therefore, this study investigates the effect that cultural familiarity can have on lowering barriers to listening comprehension for English language learners. To achieve this purpose, a series of preliminary and secondary tests were administered on intermediate-level learners at a Japanese university. Through a crossover analysis, two groups were presented near identical listening passages that reflected either a Japanese or foreign context. Analysis of variance (ANOVA) tests gauged the effectiveness of recall of vocabulary, grammar, and context comprehension between a sequence of pre- and post-tests. Paired sample t-tests measured students' perceived difficulty between the tests. The results suggest that active filters and perceived barriers are significantly higher for those presented with culturally non-familiar passages. However, such inhibitions can be diminished after instruction, resulting in near equal gains to those who receive culturally familiar listening passages.
Politeness Strategies in Teacher-Student WhatsApp Communication
Author: Mulyono, Herri
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Pragmatics,Social Class,English (Second Language),Second Language Learning,Second Language Instruction,Social Status,Foreign Countries,Teacher Student Relationship,Communication Strategies,Asynchronous Communication,Student Attitudes,Social Differences,Secondary School Students,Language Teachers

One of the emerging issues of the use of text-messaging over the WhatsApp application, among teachers and students is concerned with students' impoliteness. A body of literature has extensively argued that students are less polite language users when sending texts to their teachers, and the current study sought to examine the politeness strategies used by the two groups. Specifically, it aimed to examine whether or not there is a significant difference between English as a Foreign Language (EFL) teachers and students in the use of politeness strategies in sending text messages to each other. To this end, the study addresses secondary EFL teacher-student WhatsAppp communication and presents an analysis of politeness strategies from a total of 200 WhatsApp texts. The analysis of the politeness strategies was based upon on Brown and Levinson's (1987) politeness framework. Findings of the study revealed that students employed more politeness strategies than their teachers. With the emphasis on age and social status, Indonesian EFL learners perceived teachers to be of a higher social class where students were required to highly respect them.
School Climate and Academic Growth: Investigating One State&apos;s School Performance Report
Author: Fancera, Samuel F.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Effectiveness,Educational Environment,Mathematics Achievement,Language Arts,Elementary Schools,Middle Schools,Reports,Public Schools,Charter Schools,Low Income Students,Outcomes of Education,Academic Achievement,Student Improvement

The purpose of this study was to examine relationships between six school climate proxies included in the 2015-2016 New Jersey School Performance Report (SPR) and median school growth percentiles in English language arts and math, and to assess the predictive value of these proxies on academic growth. I collected and analyzed data from the SPR for 1,618 elementary and middle schools. Results indicate the school climate proxies are weakly related with academic performance, and the prediction models explained little of the variance in school growth. I discuss the educational significance of these findings for policymakers and practitioners in all schools.
Striving toward the Promise of P-16 Reform: Political, Organizational, and Leadership Challenges
Author: Thachik, Stefani
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Educational Change,Leadership Responsibility,Governance,Educational Policy,College Readiness,Career Readiness,Policy Formation,Educational History,Social Influences,Cultural Influences

This article examines the development and implementation of P-16 education reform in Texas and aims to understand leadership meaning-making at state and local levels. Findings suggest goal attainment and sustainability varied statewide according to how political actors defined problems and solutions, the type of and extent to which human and financial resources were deployed, and how local actors designed and employed these unique organizational structures. A comparison of both surviving and thriving P-16 governance councils leads to recommendations to better align educational systems across the U.S., improve student achievement, and bolster educational attainment across the preschool to postsecondary pipeline.
Sensitivity and Accuracy of the Mantel-Haenszel Method and Standardization Method: Detection of Item Functioning Differential
Author: Rustam, Ahmad
Date: 2019-07-00
Type: Journal Articles
Subjects: Statistical Analysis,Test Bias,Accuracy,Multiple Choice Tests,Foreign Countries

Detection of differential item functioning (DIF) is needed in the development of tests to obtain useful items. The Mantel-Haenszel method and standardization are tools for DIF detection based on classical theory assumptions. The study was conducted to highlight the sensitivity and accuracy between the Mantel-Haenszel method and the standardization method in DIF detection. Simulation design (a) test participants consisted of 1000 responses in both the reference and focus groups, (b) the size of the proportion of DIF (0.1; 0.25; 0.50; and 0.75), and (c) the length of the multiple choice test with 40 choices the answer. Research shows that the Mantel-Haenszel method has the same sensitivity as the standardization method in DIF proportions of 10% and 25%, however, when the ratio of DIF proportions above 25% the standardization method is less sensitive, and conversely the sensitivity of the Mantel-Haenszel method increases. The standardization method has higher accuracy than the Mantel-Haenszel method in the DIF proportion of 10%, however, when the size of the DIF proportion above 10% the accuracy of the standardization method decreases, the accuracy of the Mantel-Haenszel method is higher than the standardization method. Thus, if the ratio of DIF is detected by the standardization method of (=0.10), then the results of the standardization method are preferred as a reference. Conversely, if the proportion of DIF detected by the standardization method is (=0.10), then the result of the Mantel-Haenszel method is chosen as a reference.
The Impact of World Bank and Other International Organizations on Higher Education System in Nigeria
Author: Oladele, Ogunniran Moses
Date: 2019-07-00
Type: Journal Articles
Subjects: International Organizations,Higher Education,Foreign Countries,Developing Nations,Educational Demand,Educational Finance,Institutional Role,Educational Quality,Costs,Banking,Outcomes of Education

Education is an essential tool for human, economical, societal and technological development. When education is properly utilized and financed, learning outcomes with higher quality are achieved. Under-funding is the critical challenge facing the Nigerian higher education (NHE) system. There is considerable increase in the demand for NHE and government could no longer adequately finance it because of this increasing-demand. This paper attempts to assess the impact of international organization in NHE system. Among the key important international organizations operating in Nigerian Education (NE) are the World Bank, IMF, EU, UNICEF, UNESCO and many NGOs operating from both in and out of the country. The paper concludes by recommending that adequate consecration should be given to higher education since basic education and secondary level have so far benefitted more from the World Bank. It is also recommended that all other international organizations and other sectors should focus on impacting NHE if truly high quality education is desired for Nigerian university students.
A Developmental Lens on Social Justice Leadership: Exploring the Connection between Meaning Making and Practice
Author: Drago-Severson, Eleanor
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership,Leadership Styles,Instructional Leadership,Administrator Role,Theories,Knowledge Level,Principals,Teacher Leadership,Assistant Principals,Superintendents,Elementary Secondary Education

This article draws from the first phase of a larger, qualitative and developmental study with educational leaders (n=50), as well as nearly three decades of research and teaching, to explore how constructive-developmental theory offers new insights about enacting and supporting social justice leadership in our schools and districts. Specifically, we argue that developing deeper understanding of leaders' developmental diversity can help expand and support social justice leadership throughout the educational system. Findings suggest that educational leaders' qualitatively different developmental orientations (i.e., ways of knowing or making sense of the world) influence their thinking about, and practice of, school leadership for social justice. The article describes the overarching orientations of--and effective developmental supports for--educational leaders who make meaning with four different ways of knowing.