ethanporcaro/eric-fulltext-meta huggingface dataset:
Reliability and Validity of the &quot;Decision-Making Skills Instrument for Children&quot;
Author: Pekdogan, Serpil
Date: 2016-12-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Measures (Individuals),Decision Making Skills,Preschool Children,Likert Scales,Test Items,Foreign Countries,Parents,Factor Analysis,Construct Validity

The purpose of this study is to develop a valid and reliable data collection tool to assess the decision-making skills of children at the age of 5 to 6. The study group is composed of 300 children attending independent pre-schools located in the central district of Amasya province and their parents. In the study, four-factor and 29-item &quot;Decision-Making Skills Instrument-Child Form&quot; involving &quot;yes&quot; and &quot;no&quot; answers and Likert-type single-factor and nine-item &quot;Decision-Making Skills Instrument-Parent Form&quot; aimed at assessing children's decision making skills based on the parents' impressions involving the answers &quot;never,&quot; &quot;sometimes,&quot; &quot;sometimes,&quot; &quot;often,&quot; and &quot;always&quot; were developed. The findings showed that &quot;Decision-Making Skills Instrument-Child Form&quot; consisting 29 items and &quot;Decision-Making Skills Instrument-Parent Form&quot; consisting 9 items are reliable and valid measurement tools.
Analytical Study of Physics Education Websites' Content
Author: Elayyan, Shaher R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Web Sites,Content Analysis,Questionnaires,Credibility,Standards,Accuracy,Physics,Science Education,Likert Scales

The current study is compatible with the scientific mobility in dealing with the Internet as a source of knowledge. It aims to introduce the Physics Education Websites (PEWs) and guide their followers toward the most credibility of them by analyzing their content. The sample consisted of (36) websites which were selected according to specific criteria by using Alexa search engine. To collect data, a questionnaire was used as a tool of analysis including (25) items which were distributed to (5) standards: authority, coverage, currency, accuracy, and objectivity. The findings showed variations in the availability ratio of credibility standards and indicators in relevant websites. Finally, the study recommended that it is necessary to review and update the PEWs periodically; because physics as a natural science needs observing of its accelerating discoveries and activities.
Collaborative Teamwork in Crossdisciplinarity
Author: Laberge, Renée-Pascale
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Interdisciplinary Approach,Engineering Education,Student Projects,Meetings,Crisis Management,Feedback (Response),Specialists,Technical Education,Foreign Countries,Group Dynamics,Progress Monitoring,Postsecondary Education

Polytechnique Montréal has integrated an approach of teamwork in its twelve engineering programs, in the bachelor's degree program since 2005. Students must take a compulsory 45 hours course on teamwork and are then accompanied with team coaching throughout the four years program, in all the engineering integration projects. These integration projects are generally ones in which, over a session, the students work in teams to conceive an engineering project. From the creation of a model of a bridge, to the production of a miniature robot, or the design of an industrial product, the projects are as varied as the teams. Within the framework of these projects (1 per year), a group communication specialist meets every team for approximately 60 minutes. This process promotes the transfer of the accumulated knowledge acquired in the teamwork course to their projects and helps identify the group processes at play in their teamwork dynamics. These meetings incite the members of a team to explain their work method, their internal organization, their decision-making process, as well as to give feedback with the objective of finding solutions and taking action. The specialist, during this type of follow-up, acts as a mentor. Along with these meetings is added a service of &quot;crisis management&quot; for the teams in difficulty. The specialist attempts, with the team, to define as clearly as possible the dynamic and relational aspects of the problems and they focus on helping the group find a solution for better teamwork. During this type of follow-up, the specialist acts as an advisor. Hence, an experiential approach and a solution-oriented approach used throughout the learning process allow the development of skills in teamwork for the students. The objective pursued by this article is to present an innovative formula used by Polytechnique Montréal and to demonstrate by clear examples how it allows the development of skills in teamwork in all the scientific disciplines. In fact, the experiential approach and the approach oriented to the solutions used at Polytechnique Montréal could be transferred in disciplines as varied as design, computer science, engineering or even ergonomics.
Depression, Anxiety and Stress Scale (DASS): The Study of Validity and Reliability
Author: Basha, Ertan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Depression (Psychology),Anxiety,Stress Variables,Test Validity,Test Reliability,Indo European Languages,Factor Analysis,Statistical Analysis,Translation,Surveys

The purpose of this study is to examine validity and reliability of the Albanian version of the Depression, Anxiety and Stress Scale (DASS), which is developed by Lovibond and Lovibond (1995). The sample of this study is consisted of 555 subjects who were living in Kosovo. The results of confirmatory factor analysis indicated 42 items loaded on three factors (Depression, Anxiety and Stress). As it is shown in the original form, the scale is occurred by three factors. Factor's coefficients were as follows: for the depression 0.25 to 0.61, for anxiety 0.30 to 0.53 and for stress 0.31 to 0.51 for overall scale. Compliance validation points of DASS were respectively found between 0.85 and 0.81, and 0.80. Item total correlations were 0.25 to 0.61. Findings demonstrated that the Albanian version of DASS has similarity with other researches for reliability and validity scores.
Cultural Competence in Teaching Arabic as a Foreign Language
Author: Lewicka, Magdalena
Date: 2016-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Instruction,Cultural Awareness,Teacher Competencies,Arabs,Foreign Countries,Polish,Teaching Methods

The paper is dedicated to the characteristics of the proposal regarding the cultural and regional knowledge curriculum of the Arabic language area whose realization should be correlated with practical teaching of the Arabic Language, both in universities and in language courses. The prototype and the basis for the development of this curriculum proposal is the cultural program for teaching Polish as a foreign language written by Wladyslaw Miodunko, including the official guidelines regarding this matter and following other, similar concepts regarding the presentation of the cultural and regional knowledge material in the didactics of the foreign language teaching. The cultural program prepared by the authors includes many elements which compose the Arabic culture, especially in the context of its distinctness on the basis of the customs of the European societies and, what follows, the traditional, everlasting components, but also the ones which are a kind of novelty connected with the globalization and westernization processes coming around in the Arab world as a result of its contact with the West which causes gradual changes in the mentality and perception of the world by Arabs themselves. This elaboration also includes the method of teaching cultural and regional matters which--as Katarzyna Stankiewicz indicates--&quot;can be taught in many ways--as a collection of facts to be remembered, information allowing the learner to find himself in the foreign reality or, finally, as an encouragement to reflection on one's own culture&quot;.
Preparing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning
Author: Kopish, Michael A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Experiential Learning,Case Studies,Citizenship Education,Global Approach,Student Journals,Reflection,Learning Experience,Immigrants,Refugees,Student Attitudes,Attitude Change,Social Studies,Qualitative Research

This manuscript presents findings and implications from a case study of one global educator's attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global Citizenship Education served as the framing paradigm for the course and human experiences of immigrants and refugees served as the milieu for teacher candidates to learn critical inquiry. Teacher candidates also participated in several cross-cultural experiential learning opportunities designed to facilitate the development of global competencies (Longview, 2008) in teacher candidates. Students' reflective journals were analyzed to determine the personal significance of different learning experiences and the extent to which teacher candidates' perceptions of immigrants and refugees changed as a result of the course content and activities. The findings demonstrate the potential of critical inquiry and cross-cultural experiential learning as transformative teaching practices to develop globally competent teachers.
Global Citizenship Education in School Curricula. A Polish Perspective
Author: Leek, Joanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Citizenship Education,Educational Development,National Curriculum,Elementary Secondary Education,Educational History

The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula and other supporting documents published after 1945, to verify whether issues of global citizenship education in Poland are included in the curricula, and if so, what they highlight. I then argue that global citizenship education in Poland is based on a framework of world-centered perspectives within a national context. In this understanding, global citizenship education is aimed at creating citizens who are members of the world community, without giving up their own national identity. The Polish perspective on global citizenship education urges pupils to consider global problems as part of the challenges of their own country, and offers the perception of local and global problems being linked and complementary to each other.
Inquiry Circles as a Vehicle for Comprehending Informational Texts: Preservice Teachers' Reactions and Perceptions
Author: Diego-Medrano, Elsa
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Preservice Teachers,Teacher Response,Nonfiction,Learning Experience,Childrens Literature,Reading Comprehension,Reading Strategies,Communities of Practice,Relevance (Education),Critical Thinking,Teaching Methods,Qualitative Research,Case Studies,Online Surveys

This study was conducted to explore teacher candidates' reactions and perceptions regarding their participation in inquiry circles and to discover how the experience influenced their comprehension of an informational text. The 98 teacher candidates involved in this study were enrolled in a children's literature course at a four-year university. The three instructors routinely employ literature circles using fictional texts to expose their students to reading response techniques, but were interested in finding out how teacher candidates would transfer this learning to an informational text. The results of the study indicated that many of the teacher candidates were unaware of their own strategy use in regard to reading comprehension in general, but found inquiry circles to be a beneficial vehicle to increase their own understanding of informational texts, as well as a positive teaching method to utilize in their future classrooms.
Videoconferencing for Global Citizenship Education: Wise Practices for Social Studies Educators
Author: Krutka, Daniel G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Videoconferencing,Global Education,Citizenship Education,Social Studies,Teachers,Foreign Countries,Educational Technology,Technology Uses in Education

Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for global citizenship education and analyze those efforts towards cosmopolitan citizenship. Through our analysis of scholarly, popular, and practitioner sources, we present three general, and often overlapping, purposes for videoconferencing--intercultural experiences, intercultural projects, and learning about cultures--while providing a variety of examples and options from elementary to higher education. Educators encourage intercultural experiences when the primary purpose for participants' videoconferencing activities is to learn about the people, communities, and cultures with whom they engage. The primary aim of intercultural projects is for participants to utilize videoconferencing to complete some task together. Educators can help students learn about cultures by bringing in people from different countries or cultures to share their expert knowledge or perspectives. We hope educators can glean insights from the videoconferencing cases provided in the text so as to make decision appropriate to their unique students' needs. None of these approaches is necessarily superior to the others, but they may require different time and energy commitments. We also share technology requirements and common problems with videoconferencing. Finally, we conclude with implications for educators and researchers.
Connecting Schools and Families: Understanding the Influence of Home Literacy Practices
Author: Curry, Daphney L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Family School Relationship,Family Literacy,Qualitative Research,Socioeconomic Status,Mothers,Ethnography,Preschool Children,Interviews,Parent Attitudes,Student Attitudes,Educational Practices,Emergent Literacy,Video Technology,Case Studies,Parent Child Relationship

Home literacy practices are extremely important in developing early language and literacy skills. Children from lower socioeconomic status (SES) backgrounds may be at risk, not because their family literacy practices are inferior, but because their culturally defined literacy practices may not be consistent with school literacy expectations. To better understand the influence of family literacy, more research is needed on home literacy practices to maximize the literacy experiences of all children and to strengthen the home and school literacy connections. This qualitative investigation explores the early literacy events practiced by three low SES mothers and their preschoolers. Drawing on traditions of ethnography, mothers and their preschoolers were interviewed and audio recorded during shared reading interactions at home using familiar and unfamiliar picture storybooks. The interviews and shared reading transcripts revealed several practices that promote literacy development in young children; practices on which schools and teachers can build.
Arts-Integrated Literacy Instruction: Promising Practices for Preservice Teaching Professionals
Author: Sharp, Laurie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Art Education,Literacy,Preservice Teacher Education,Preservice Teachers,Pedagogical Content Knowledge,Teaching Skills,Capacity Building,Career Readiness,Best Practices,Educational Resources

Classroom teachers are facing increasing responsibility to integrate the arts during literacy instruction. In order to address the arts effectively, teachers require understandings, confidence, and competence with visual arts, music, dance, and theater. Therefore, educator preparation programs must develop the knowledge and skills of preservice teachers about the arts through their curriculum and programs. With the current definition of literacy in mind, the purpose of this article is to highlight three promising practices that educator preparation programs may implement to facilitate the development of requisite knowledge and skills of pre-service teachers for pedagogically sound arts-integrated literacy instruction.
The Use of Virtual Reality Tools in the Reading-Language Arts Classroom
Author: Pilgrim, J. Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Arts,Computer Simulation,Classroom Techniques,Educational Technology,Literacy,Experiential Learning,Scaffolding (Teaching Technique),Teaching Methods,Educational Resources,Reading Instruction,Student Motivation

This article presents virtual reality as a tool for classroom literacy instruction. Building on the traditional use of images as a way to scaffold prior knowledge, we extend this idea to share ways virtual reality enables experiential learning through field trip-like experiences. The use of technology tools such Google Street view, Google Expedition, and 3D glasses provides a way for teachers to engage students with content. For the reading/language arts teacher, virtual reality tools may provide an affordable way to support students through visual and experiential scaffolding.
National Writing Project's Multimodal Literacies and Teacher Collaboration: Enhanced Student Learning on Global Social Issues
Author: Iyengar, Kalpana
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Writing Processes,Literacy,Undergraduate Students,Writing Workshops,Teaching Methods,Global Education,Social Problems,Social Justice,Models,Technology Integration,Essays,Group Discussion

Iyengar and Hood, both teacher consultants with the San Antonio Writing Project (SAWP), and instructors of an undergraduate society and social issues class, collaborated to enhance their undergraduate students' writing experiences using the National Writing Project model (Lieberman &amp; Wood, 2003). Iyengar and Hood used strategies such as reflective essay writing, web-based tools (Hyler &amp; Hicks, 2014), debate groups, and a research paper. Traditionally, the course required students to read chapters and report on the topics of the course. By adapting the National Writing Project's teaching strategy of writing and multimodal writing workshop, we made the course student-led and thus more engaging. This project was conducted at a major Hispanic serving institution of higher education in the Southwest of the US during the spring semester of 2016 and involved 220 students from four different sections of the course. The course was designed for education majors; all of the three courses were taught using classroom instruction with supplemental online resources. The paper argues that writing workshop method and multimodal literacies along with teacher collaboration enabled heightened student learning of a variety of global issues. The researchers used pre and posttest surveys addressing students' responses to social justice issues. The post survey narrative responses indicated greater consciousness of the course concepts related to social issues.
Creating Spaces for Students to Position Themselves as Writers through Experiences with Digital Writing
Author: Zoch, Melody
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Skills,Student Writing Models,Electronic Publishing,Student Experience,Summer Programs,Elementary School Students,Writing Difficulties,Collaborative Writing,Personal Autonomy,Grade 4,Interviews,Transcripts (Written Records),Video Technology,Educational Technology,Writing Instruction,Teaching Methods,Case Studies

The authors present the experiences of Wyatt, a nine-year-old whose mother described him as a struggling writer, in a summer digital writing camp. The authors consider how Wyatt was positioned as a writer at camp and how this may have differed from his experiences at school. They found that for Wyatt, being able to compose with digital tools along with the freedom to collaborate with peers and the autonomy to have choice over his writing helped him see himself as a writer and have positive experiences with writing.
Using Digital Participatory Research to Foster Glocal Competence: Constructing Multimedia Projects as a Form of Global and Civic Citizenship
Author: Mathews, Sarah A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Participatory Research,Multimedia Materials,Photojournalism,Citizen Participation,Case Studies,Foreign Countries,Global Approach,Student Projects,Social Studies,Middle School Students,High School Students,Semi Structured Interviews,Discourse Analysis

Digital Participatory Research (DPR) combines grass-roots participatory research and photojournalism, asks students to investigate assets and issues within their community, and facilitates civic participation by using problem-posing and praxis-orientated methods. Although there is a vast amount of research documenting the impact of DPR at the local level, there is limited research about the use of this methodology to facilitate global competence. This study presents the results from a multi-case study analysis of two groups simultaneously engaging in the DPR project; one in Miami, Florida and one in Kingston, Jamaica. This research study examines whether this methodology helps contribute to glocal citizenship. In this case the term glocal citizenship mergers civic and global competence and helps students understand how local and global influences interact in their everyday lives. Westheimer and Kahne's (2004) three kinds of citizenship and Landarf and Doscher's (2015) three global outcomes were applied to individual interview data, observational field notes, and transcripts of digital media. This study found that students' projects often offered solutions at the personally-responsible and participatory level. When they addressed topics that would raise awareness about systemic global issues, they did not include information that would challenge systems of power and oppression. Also, while students did not learn substantive content to promote global awareness, they did participate in global engagement opportunities and recognized aspects that they shared with their international peers.