ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Organizational Prestige on Organizational Identification: A Case Study in Primary Schools
Author: Yildiz, Kaya
Date: 2018-00-00
Type: Journal Articles
Subjects: Reputation,Institutional Characteristics,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Identification (Psychology),Elementary Schools

The aim of this study is to determine the relationship between organizational prestige and organizational identification perceptions of primary school teachers. In this study, in which the relationship between organizational prestige and organizational identification perception of primary school teachers was examined, the predictive correlational research model, which is one of the subcategories of correlational research models, has been used. Study group of the research constitutes of primary school teachers working in 34 primary schools located in Bolu central province as of 2017 academic year. Study group of the research constitutes of a total of 258 primary school teachers. The research data has been collected by the &quot;Perceived Organizational Prestige Scale&quot; and &quot;Organizational Identification Scale. In the study, it was concluded that teachers' perceptions of organizational prestige were at &quot;moderate&quot; level. In the study, it was concluded that teachers' perceptions of organizational identification were at &quot;moderate&quot; level. In the research, it was found that there is a moderate and meaningful relationship between teachers' perceptions of the organizational prestige and organizational identification in the positive direction. Moreover, in the study, it was found out that organizational prestige is a significant predictor of organizational identification behaviors.
Are Generic and English Teacher Competencies Sufficient and Realistic Enough?
Author: Atmaca, Çagla
Date: 2018-04-18
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Preservice Teachers,English Teachers,Experienced Teachers,Knowledge Level,Teacher Education Programs,Comparative Analysis,Teacher Attitudes,Student Teacher Attitudes

This study aims to find out and compare the perspectives of both pre-service and in-service English teachers about the generic and field-specific teacher competencies in Turkish EFL context. 213 pre-service and 38 in-service English teachers participated in the study. Qualitative research methods were utilized to gather and analyse the data. The findings indicate that there is uniformity between the pre-service and in-service participants. It was also found that mostly the participant English teachers were uninformed about these competencies and they were found to have contrasting opinions about the related competencies because some of them do not find these competencies sufficient or realistic enough while some of them see these competencies as a way of professionalism. They also make some suggestions about how to integrate these competencies into existing teacher training system.
The Relationship between Eating Habits, Physical Activity and Socio-Economic Level in Children
Author: Güler, Dursun
Date: 2018-00-00
Type: Journal Articles
Subjects: Eating Habits,Physical Activity Level,Socioeconomic Status,High School Students,Foreign Countries,Educational Attainment,Parent Background,Family Income,Employment Level,Mothers,Fathers

The purpose of this study is to determine the socio-economic status of children between the ages of 16 and 18 in the secondary education institutions in the city of Amasya in relation to physical activity. High school in the center of Amasya to investigate 1,2,3, a total of 1000 volunteers, 500 girls and 500 boys participated in the study. Socio-Economic Structure and Physical Activity Level Questionnaire Form were used as instruments for collecting data. In the analysis of the data, Pearson Correlation analysis was used to determine the relationship between parental education, parental occupation, family income level, children's eating habits, presence of physical activity, and physical activity coverage. As a result of the evaluation, it was observed that there was physical activity between mother and father education, parental occupation, family income level and linear relationship with the number of daily meals (P &lt;0,05) and inverse relationship with physical activity extent (P &lt;0,05). As a result, it can be said that as maternal and paternal education and family income increase, as the occupation of parents increases to the highest level, children have physical activity and increased daily meals, but the duration of physical activity decreases.
Navigating a New Paradigm for International Student Recruitment. Report 10
Author: Schulmann, Paul
Date: 2018-06-00
Type: Reports - Research
Subjects: Foreign Students,Enrollment Trends,Higher Education,Political Issues,College Applicants,Student Recruitment,Surveys,Foreign Countries,College Admission,Student Personnel Services,Outreach Programs,Alumni,Partnerships in Education

In the nearly two years since the election of U.S. President Donald Trump, multiple studies have documented declines in international student enrollments at U.S. institutions. Entities that track developments in higher education have reported increased enrollments in other countries, especially those where costs are lower, quality and access are on the rise, and social and political environments are more welcoming. To better understand how these shifts affect enrollments, applications, and international recruiting at U.S. institutions, the World Education Services research team surveyed more than 270 higher education professionals in early 2018. The goal was to gain evidence-based insights into changes in enrollment patterns and to develop a set of practical recommendations. Key findings include: (1) Enrollments and applications are down on the majority of campuses; (2) Most respondents felt that the political environment is a cause of their international recruitment challenges; and (3) More than a quarter of respondents reported a year-over-year increase in international applications between 2016-17 and 2017-18. Recommendations include: (1) Diversify recruitment targets; (2) Emphasize a welcoming environment; (3) Provide support and resources; (4) Engage in virtual and social media outreach; (5) Engage the alumni network for recruitment; (6) Address students' financial resources; and (7) Develop and maintain partnerships that can either provide alternative routes to recruitment or facilitate entry.
We the People: The Citizen and the Constitution Summer Institute Evaluation Study
Author: Center for Civic Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Summer Programs,Program Evaluation,Elementary School Teachers,Secondary School Teachers,Faculty Development,Civics,Teacher Attitudes,Program Effectiveness,Pretests Posttests

This one-page fact sheet presents findings from a two-phase evaluation of the week-long We the People: The Citizen and the Constitution summer institutes during 2009. The institutes evaluated were the Grand Teton Institute, the Iowa Institute, the National Middle School Institute, and two National Elementary Institutes. Two hundred upper elementary, middle, and high school teachers participated in the study, completing a pre- and post-test designed to measure civic content knowledge. The teachers were later surveyed on pedagogical questions and the simulated congressional hearing. Some of the key findings include: (1) Teachers considered the major components of the institutes as strengths, specifically noting the scholar presentations; pedagogy sessions; team discussions; simulated congressional hearing; education resources and materials; and the development of professional relationships; (2) Participation significantly increased elementary and middle school teachers' knowledge of civil society and representative democracy; (3) More than ninety-four percent of teachers said that the professional development positively influenced their ability to lead meaningful classroom discussions of civics; (4) Ninety-three percent of teachers reported using the &quot;We the People: The Citizen &amp; the Constitution&quot; textbook after returning to their classrooms; and (5) Ninety-three percent of participants reported that their attendance at the institute improved their teaching methods upon returning to the classroom.
Education in Modern Society
Author: Steyn, Hennie
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Social Change,Educational Needs,Trend Analysis,Role of Education,Prevention,Health Education,Vocational Education,Traffic Safety,Safety Education,Educational Objectives,Informal Education

The paper substantiates the position that education and modern society, a 'society' in change because of present day developments in all the different sectors at local as well as national and international levels, are mutually dependent on each other. A modern national society expects its education system to provide in its differentiated education needs for their members to function effectively both in society and the international world. To effect this, society should, through the synchronizing participation of the coordinator, guide their education system according to the basic philosophy of education and should also formulate and prioritize their education needs. In addition, society should provide sufficient funding for providing for their education needs. The education system should apply its professional competencies to organize and strengthen the components and elements of that system in such a manner that the education needs can be provided for. Education should support the wellbeing of the community, but should not be regarded as the cure for every wrong. [For the complete Volume 16 proceedings, see ED586117.]
Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools
Author: Australian Government Department of Education and Training
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Quality,Educational Improvement,Student Development,Teacher Competencies,Administrator Qualifications,Educational Innovation,Parent Participation,Student Participation,Professional Development,Principals,Elementary Secondary Education

Recognising excellence in education as a national priority, the Australian Government established the Review to Achieve Educational Excellence in Australian Schools (the Review) in July 2017. Supported by an independent panel of experts drawn from different states, school systems and sector, the Review Panel examined ways that Australia could improve student outcomes, return to being one of the top education systems in the world, and ensure that school systems and schools truly prepare Australia's young people for an ever-changing world. The Review has focused on identifying reforms that build on existing improvement efforts. Its recommendations and findings reflect contributions from stakeholders and experts through consultations and nearly 300 submissions. These stakeholders included teachers, principals, professional associations, teacher unions, parents and carers, school systems, state and territory governments, researchers, universities, community organisations and business and industry. The key recommendations for reform are: (1) Deliver at least one year's growth in learning for every student every year; (2) Equip every student to be a creative, connected and engaged learner in a rapidly changing world; and (3) Cultivate an adaptive, innovative and continuously improving education system. Five chapters address: (1) Laying the foundations for learning; (2) Equipping every student to grow and succeed in a changing world; (3) Creating, supporting and valuing a profession of expert educators; (4) Empowering and supporting school leaders; and (5) Raising and achieving ambitions through innovation and continuous improvement. [The Review Panel included: David Gonski, Terrey Arcus, Ken Boston, Valerie Gould, Wendy Johnson, Lisa O'Brien, Lee-Anne Perry, and Michael Roberts.]
Building a Diverse Cybersecurity Talent Ecosystem to Address National Security Needs: The University System of Maryland Teams with Regional Employers to Create Innovative Pathways to Jobs. A BHEF Case Study
Author: Business-Higher Education Forum
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Colleges,School Business Relationship,Partnerships in Education,Community Colleges,Career Development,National Security,Workplace Learning,Public Agencies,Case Studies,Undergraduate Study,Information Security,Career Choice

Through the collaboration of its members, the Business-Higher Education Forum (BHEF) launched the National Higher Education and Workforce Initiative (HEWI) to support business-higher education partnerships that co-design community college and university pathways to careers in fields critical to innovation and national security, as well as maximize work-based learning to increase transfers, degree attainment, and connections to living-wage jobs. This case study looks at how BHEF member, the University System of Maryland (USM), collaborated with businesses and government agencies to develop cybersecurity pathways on multiple campuses to build a diverse regional cybersecurity talent ecosystem that can address national security needs. The case study also provides recommendations for stakeholders in government, business, and higher education on developing an ecosystem for cybersecurity skills needs--or one that can serve as a model for other fields. It builds upon BHEF's work to create new undergraduate pathways in high-skill, high-demand fields. As part of HEWI, BHEF received a $400,000 grant from the Alfred P. Sloan Foundation in 2012 to work with USM and the Northrop Grumman Corporation on the development of undergraduate pathways in cybersecurity. In partnership with BHEF, USM pursued a coordinated, system-level effort to create new cybersecurity pathways that would attract diverse students, engage them in cutting-edge learning experiences, and encourage them to build their careers in the region. [This work was funded by the University System of Maryland and five of its campuses: Bowie State University, Towson University, University of Maryland, Baltimore County, University of Maryland, College Park, and University of Maryland University College.]
German Dual System: A Model for Kazakhstan?
Author: Kenzhegaliyeva, Makhabbat
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Technology Transfer,Barriers,Models,Educational Policy,Decision Making,Program Implementation,Content Analysis,Comparative Education,Educational History,Foreign Countries,Economic Development,Labor Market,Educational Change

This paper deals with borrowing the German dual vocational training model in Kazakhstan. The aim of the paper is to identify the key issues and challenges of the transfer process. The analysis is based on the model proposed by Phillips and Ochs (2003, 2004) which outlines four stages of policy borrowing: (1) impulses, (2) decision, (3) implementation, and (4) internalization. Within this theoretical framework, a descriptive and comparative-historic method as well as content analysis are used to point out the development in Kazakhstan. [For the complete Volume 16 proceedings, see ED586117.]
The Impact of Formative Process-Oriented Art Assessment on Students with Special Needs in an Inclusive Elementary-Level Classroom
Author: Videira, Katherine
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Inclusion,Disabilities,Art Teachers,Art Education,Autism,Pervasive Developmental Disorders,Teaching Methods,Art Activities,Formative Evaluation,Elementary School Students,Evaluation Methods,Grade 3,Cartoons,Student Evaluation,Grade 2

How do art educators find out if the art lesson they just taught made sense to every student in their classroom? Due to the increasing prevalence of inclusion and need for accountability in schools, art teachers need information about how students with special needs interact with assessments. However, the literature that highlights the debate over the need for and merit of art assessment does not include a single study that looks specifically at students with special needs. This action-based research study shines a light on this issue by combining research from the fields of art education and special needs to discover the impacts that formative process-oriented art assessment has on students with special needs in an inclusive classroom. This comparative case study illustrates how three students, one who has Autism Spectrum Disorder and two neurotypical students, responded to a variety of process-oriented pre-assessments, continuous assessments, and post-assessments and how their teacher used this framework to reflect on her teaching instruction and implement accommodations and modifications more effectively. This assessment framework offered multiple opportunities for the students to reflect on their artmaking throughout an art unit and allowed the teacher to revise material as each lesson progressed in order to account for students' unique learning needs, which ultimately made the lesson material more accessible for all students.
&quot;Modern&quot; as Contested Concept in Comparative and International Education
Author: Wolhuter, Charl
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,International Education,Social Change,Educational History,Educational Theories,Futures (of Society),Educational Change

The aim of this paper is to clarify the concept and to recapture and to reassess its value to the field of Comparative and International Education at the present point in time. Despite the vision of founding father Jullien, from the interwar &quot;factors and forces stage&quot;, the field of Comparative and International Education got a strong tradition of focusing on the past. In the social science phase of the 1960s, Modernisation Theory made a forceful appearance in the field, and became the principal theoretical framework in the field. However, this trend was reversed during the next phase in the historical evolution of the field, the phase of heterodoxy in the 1970s. In this decade and subsequent times, Modernisation Theory fell out of fashion and even became discredited, as rival paradigms such as Dependency Theory, World Systems Analysis, and Neo-Colonialism, and finally Postmodernism became vogue. In view of the momentous societal changes currently taking place globally, calling for a reconceptualization of education, a future-orientation for the field Comparative and International Education is argued for. In this scheme of things, a re-appraisal of Modernisation Theory is called for. Rather than summarily discarding this theory, or on the other hand embracing it uncritically, a more nuanced place for Modernisation Theory in a Comparative and International Education relevant to and valuable for the twenty-first century world seems to be apt. [For the complete Volume 16 proceedings, see ED586117.]
Global Peace Education in 21st Century
Author: Moradi Sheykhjan, Tohid
Date: 2014-12-12
Type: Speeches/Meeting Papers
Subjects: Global Approach,Peace,Teaching Methods,Foreign Countries,Social Action,Educational Philosophy,Outcomes of Education,Educational Development

This article explores theoretical and practical issues related to education for global peace during the 21st century. The development of global peace education is discussed in this study. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi, who conceived peace as non-violence restored with justice and equity. By non-violent action Gandhi meant peaceful, constructive mass action. It is true that Gandhi did not write on global peace education in any very specific way, but his whole philosophy and life have been, of course, important in peace studies and peace education not only for India but for other nations of the world as well. His peace education must become part of all global education system.
Post Concussion Syndrome in College Athletes: Challenges for Counselors and Faculty in Higher Education
Author: Dansby-Giles, Gloria
Date: 2018-02-16
Type: Reports - Descriptive
Subjects: College Athletics,Athletes,Head Injuries,Brain,Symptoms (Individual Disorders),School Counselors,College Faculty,Knowledge Level,Intervention,College Students

Recently, attention has focused on professional athletes with concussions. With the NFL's skepticism regarding concussions, some of their officials have been slow to acknowledge that concussions are linked to problems. (Belson &amp; Schwarz, 2016). However, concussion related injuries in collegiate sports has taken on importance. When a cluster of symptoms occur in a persistent fashion following mild traumatic brain injury, post concussion syndrome can be suspected. This article will seek to define post concussion syndrome, identify symptoms and offer suggestions for counselors and professors in higher education who may come in contact with students with this condition. Counselors and faculty who work with college students who are currently involved in sports activities or may have been involved in the past, may find information about post concussion syndrome useful in providing services to these students. [Paper Published in the Conference Proceedings of NAAAS in February 12-17, 2018 in Dallas, Texas.]
Greek Language Education in Egypt: An Example in the Field of International Education
Author: Ieronimakis, John
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Greek,Second Language Learning,Cultural Influences,Ethnicity,Semi Structured Interviews,Second Language Instruction,Educational History,Political Influences,Social Influences,Graduates,Secondary School Teachers,High School Students

The educational content of the Greek language education in Egypt is drawn from the metropolitan centre (Greece) with the aim of developing a national consciousness based on a single ethno-cultural identity (see Greek). Such a choice is debatable as to its feasibility and results in the sense that it contrasts with the conditions of Greek children socialization in the host country (Egypt), which are bilingual, coming from two different cultures, while their education is ethnocentric or oriented around Greece. In our research we examine the reasons that led to an education cut off from the sociocultural reality of the Greeks of the Diaspora, as well as its consequences, given that the Greek community has lost its past dynamics and it is on a declining path. [For the complete Volume 16 proceedings, see ED586117.]