ethanporcaro/eric-fulltext-meta huggingface dataset:
Introducing Global Citizenship Education into Classroom Practice: A Study on Italian 8th Grade Students
Author: Damiani, Valeria
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Citizenship Education,Global Approach,Teaching Methods,Curriculum,Holistic Approach,Knowledge Level,Program Effectiveness,Student Attitudes,Secondary School Students

The implementation of global citizenship education (GCE) represents a challenge for the school system in Italy in terms of curriculum planning, teaching methods and contents. After a thorough overview of the Italian educational scenario on GCE, this article aims to present a learning unit on GCE related issues implemented in an Italian 8th-grade class. The study then highlights the educational implications in translating GCE international models into the Italian classroom practice. Its main assumptions focus on the key elements for students' effective learning and on the limitations that characterise the Italian educational system in relation to GCE at the curriculum, school and teaching levels. The implications highlighted in this article are strongly intertwined with the need to plan and implement GCE jointly, within a whole-school approach, and the relevance of the modalities in which GCE instructional contents are selected and presented.
Exploring the Personal Mastery of Educational Leaders: FieldTransFormation[superscript 360] and Its Validation in the Austrian Leadership Academy
Author: Gregorzewski, Malte
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leaders,Transformational Leadership,Models,Faculty Development

This paper introduces the innovative model FieldTransFormation[superscript 360] and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory application in an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratory application in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation[superscript 360] as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.
Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning
Author: Kovacs, Helena
Date: 2018-00-00
Type: Journal Articles
Subjects: Transformative Learning,Foreign Countries,Teacher Collaboration,Educational Change,Faculty Development,Leadership Effectiveness,Qualitative Research,Inquiry,Teacher Education,Reflection

In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collected through a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and need of change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions in which it embraces an everlasting reflective and transformative character.
An Investigation of Fine Arts Students&apos; Attitudes towards Art Education Based on Some Variables
Author: Saygi Gerçeker, Ceren
Date: 2018-09-25
Type: Journal Articles
Subjects: Fine Arts,Student Attitudes,Art Education,College Students,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Parent Background,Educational Attainment,Mothers,Family Income,Art Activities,High Schools,Fathers,Neighborhoods,Employment Level,Scholarships,Foreign Countries

The purpose of the present study is to examine fine arts students' attitudes towards art education based on some variables. The data were collected through the &quot;Attitude Scale towards Art Education&quot; developed by Ayaydin and Kurtuldu and &quot;Personal Information Form&quot; developed by the researcher. Cronbach's alpha reliability coefficient of the 32-item-scale is 0.90. The research consists of 234 students in the Art Teaching and Music Education Department, Faculty of Education, Fine Arts Education, Adnan Menderes University in 2017-2018 academic year. In the study, a descriptive screening model was used. Statistical analyses were performed using SPSS Version 21. Since the data were not normally distributed, differences between the groups were analyzed with the Mann-Whitney U test for comparison of 2 groups and the Kruskal-Wallis test for comparison of more than 2 groups. It was found that participants' attitude scores significantly varied with their gender, grade level, department, mothers' educational level, parents' income level and their frequency of attending art events. On the other hand, their attitude towards art education did not significantly vary based on the type of high school they graduated from, fathers' educational level, long-time neighborhood, employment status and whether or not receiving scholarship.
Developing Next Generation of Innovators: Teaching Entrepreneurial Mindset Elements across Disciplines
Author: Nadelson, Louis S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Innovation,Knowledge Level,College Faculty,Teacher Attitudes,Thinking Skills,Intellectual Disciplines,Faculty Development,Teaching Methods,Creativity,Resilience (Psychology),Personality Traits,Teacher Motivation

The purpose of our project was to explore the explicit or implicit engagement of faculty members across the curriculum in teaching the entrepreneurial mindset. We begin by defining entrepreneurship on a spectrum, recognizing the contextual nature and psychological development associated with entrepreneurial thinking. We developed a self-report survey containing a combination of quantitative and qualitative items to determine faculty member knowledge of entrepreneurship and their engagement in teaching elements of the entrepreneurial mindset. We surveyed the faculty at a primarily teaching university in the western United States. Sixty-four faculty members (~20%) with representation from across the disciplines completed our survey. We found constrained knowledge of entrepreneurship, indications of teaching elements of the entrepreneurial mindset, and approaches to assignments that were limited in scope for fostering entrepreneurial thinking. The implications of our research are a need for professional development to enhance faculty members' knowledge of entrepreneurial thinking and support for instructional and content choices that could enhance student development of an entrepreneurial mindset.
Gender Equality in Turkish Higher Education
Author: Çobanoglu, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Civil Rights,Females,Gender Bias,Sex Fairness,Womens Education,Higher Education,Employment Level,Access to Education,Participative Decision Making,Educational Attainment,Women Faculty,Foreign Countries,Undergraduate Study,Graduate Study

The moulds of masculinity and femininity determined by society are not only determinants of the way in which individuals behave in society, but also determinants of the production and distribution of the resources. The steady development of societies can be achieved when men and women have the equal power with equal opportunities and resources to shape their own lives and to contribute to their families, societies and countries. The internationally recognized indicators of aforesaid gender mainstreaming are the areas of Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment. In Turkey, even though the legal basis of equality of women and men in these areas have been strengthened through legislative regulations enforced, the need to overcome the obstacles women face when participating to social life as complete and equal individuals and taking all precautions for this is still ongoing. In this study, gender equality in the Turkish higher education system was examined. For this purpose, the schooling rates in higher education, employment rates and participation rates in decision making mechanisms in management of women were examined in the light of gender equality indicators. In this study, which was conducted by document reviewing among qualitative research methods, official websites and documents of international organizations and Turkish official institutions were examined in order to access reliable documents related to Turkish Higher Education and gender equality variables. The survey concluded that while the schooling rates in the Turkish higher education and employment rates of women are high, the proportion of female academicians decreased as the academic degrees increased and that the horizontal disintegration patterns between the scientific areas are more visible on the basis of sub-branches. Furthermore, it has been found out that women are not adequately represented in decision-making mechanisms, even though they provide the necessary conditions.
Meaningful Classroom Talk: Supporting English Learners&apos; Oral Language Development
Author: Walqui, Aída
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Oral Language,Classroom Communication,Classroom Environment,Language Usage,English (Second Language),Course Content,Teaching Methods,Second Language Learning,Lesson Plans,Scaffolding (Teaching Technique),Student Participation,Learning Activities,Literacy Education,Error Correction,Feedback (Response),Teacher Student Relationship,Misconceptions,Guidelines

For English language learners (ELLs) to productively engage in classroom discussions that foster language development, content knowledge, and analytical practices, teachers must create a trusting classroom culture. How do we ensure that all ELLs have opportunities to productively use oral language in academic settings? And how do we ensure that teachers leverage the power of classroom interactions to simultaneously foster language development, content knowledge, and analytical practices? In this article, the authors offer answers to these questions--and clarify common misconceptions--by presenting guidelines supported by both research and classroom practice. As teachers plan to engage students in oral interactions, the framework provided in this article can help guide their support for their students' work and language development. The framework comprises six interconnected levels: (1) Design lessons that involve ELLs' participation in subject-specific and substantive oral practice to accomplish clearly defined lesson goals; (2) Construct tasks that appropriately scaffold student participation and growth; (3) Make sure the task is designed to meet its purposes and the materials used are appropriate to support students working at the edge of their competence successfully; (4) Make sure that activities or tasks follow and precede others logically to build coherent lessons; (5) Integrate reading and writing into oral development activities; and (6) Be selective in addressing errors and intentional in providing feedback.
Use of Slowmation in Biology Teaching
Author: Karakoyun, Ferit
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Education,Educational Technology,Technology Uses in Education,Computer Software,Teaching Methods,Design,Biology,Photography,Student Attitudes

The purpose of the study was to investigate the views of preservice teachers about use of slowmation in biology teaching. In the study, descriptive model was used. The participants were 12 third-grade preservice teachers in the department of Biology Education at Ziya Gökalp Education Faculty of Dicle University in the Spring Term of the academic year of 2016-2017. The research data were collected via observations and semi-structured interviews. In the research process slowmation activities were carried out with preservice biology teachers and at the end of these activities the preservice teachers' views about the activities were determined. The data collected in the study were analyzed using the content analysis method. As revealed by the analysis of the data, the preservice teachers thought that the slowmation activities contributed to the development of some 21st century skills such as creativity, communication and cooperation skills, information literacy, research skills, technology and media literacy skills. In addition, the preservice teachers reported that the process of creating slowmation was interesting and that they entertained in the process. On the other hand, the preservice teachers also stated that it was difficult to create scenarios and that they experienced problems with the materials used. Moreover, it was seen that the preservice teachers faced problems with the video editing software and that they experienced disputes regarding the distribution of duties during group works. The preservice teachers also put forward suggestions regarding the use of slowmation activities in biology teaching saying that teachers and students could work together in the application process; that activities could be carried out to summarize the subject and to increase permanency; and that different tools and software programs could be used.
Using Technology in Education from the Pre-Service Science and Mathematics Teachers&apos; Perspectives
Author: Saylan, Asli
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Science Teachers,Mathematics Teachers,Teaching Methods,Educational Resources,Access to Computers,Foreign Countries,Student Attitudes

The purpose of this study is to find out pre-service teachers' views about the use of technology in science and middle school mathematics courses. For this purpose, semi-structured interviews were conducted with 30 pre-service teachers studying in a university in Central Anatolia Region during the spring semester of 2017-2018 academic year. The obtained data were analyzed using content analysis by the researchers. According to the findings, pre-service teachers thought that computer, smart board, projector, laboratory equipment, notebook, and pencil are the main technologies that can be used in the classroom. The participants also thought that presentation and video processing programs make course interesting and enjoyable, visualize the topic, make learning easier, and enable the permanent learning. However, they also stated that preparing a presentation and video processing program may be time consuming and boring if it is used throughout the course; and the program may not be useful for every subject. The participants found blogs and web pages useful since they give opportunities to share course content, materials, and information, make announcements to make students prepared for the course. Almost all the participants believed that technological equipment of their classroom definitely affect their teaching. Namely, in an ill-equipped class, the students would have difficulty in learning, tend to memorize things; also their attitudes, interests, and motivations towards the course, and participation in the lesson would be affected; and their learning would not be permanent.
Towards Increasing Upper Egyptian Student Teachers&apos; Potentials to Emerge into the 21st Education Platform
Author: El-Halawany, Hanan Salah El-Deen Mohammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Education Programs,Foreign Countries,Information Technology,Technological Literacy,Educational Experience,Technology Integration,Technology Uses in Education,Student Teacher Attitudes

The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs). The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers. The current research is evolved to answer the following questions: (1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes?; (2) How Asyut student teachers describe their ICTs competencies?; and (3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies? Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process. The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers' preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.
The Utilization of Educational Robotics in Saudi Schools: Potentials and Barriers from the Perspective of Saudi Teachers
Author: Alsoliman, Badr Salman H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Robotics,Teaching Methods,Barriers,Teacher Attitudes,Correlation,Educational Policy,Incentives,Intelligent Tutoring Systems,Case Studies,Computer Assisted Instruction

Objective: The study aims to determine the barriers and potentials of educational robotics in Saudi schools based on the perceptions of Saudi school teachers. Methods: Both qualitative and quantitative research approaches were opted to assess the aim of the study. An open-ended survey has been conducted among the teachers, who use robotics in their teaching practices. Chi-square test was applied to evaluate the significance of participant's opinion and the association between their characteristics and responses to the survey items. Thematic analysis was further used to evaluate the results qualitatively. Results: Lack of knowledge was observed regarding robotics' application in education. Utilizing robots in education has a positive impact on students' education in Saudi schools. Lack of skills, knowledge, teaching strategies, incentives, adequate infrastructure and policies related to the use of robotics were evaluated as some barriers. Conclusion: Saudi government engaged with the ministry of education must put more efforts to promote the use of robotics in Saudi educational system.
Learning Style Preferences among College Students
Author: Alkooheji, Lamya
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Foreign Countries,College Students,Visual Learning,Individual Differences,Age Differences,Gender Differences,Preferences,Student Attitudes,Teaching Styles

The purpose of this study was to determine what factors other than individual preferences affect undergraduate students' learning style preferences, if learning style is influenced by gender, age, college affiliation and/or type of activities. A total of 185 students from the University of Bahrain, Bahrain, participated in an online VARK (Visual, Aural, Read/Write and Kinesthetic) for younger people questionnaire. The questionnaire consisted of 16 items about learning style preferences and three about participants' demographics. The results showed that participants generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most preferred while Reading/Writing was the least preferred. Furthermore, there were statistically significant differences between students learning styles based on age and gender, but it was a moderate difference. What mostly affected the preferences, however, was the type of activities or tasks, something which in turn resulted in some difference among colleges. This suggests that VARK preferences need to be related to activity type rather than be observed at individual reference. Recommendations were provided at the end of the study.
Relationship between Individual Social Responsibilities and Personal Values of Teacher Candidates
Author: Saracaloglu, Asuman Seda
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Responsibility,Preservice Teachers,Foreign Countries,Elementary School Teachers,Music Teachers,Values,Gender Differences,Intellectual Disciplines,Instructional Program Divisions

The aim of this study is to reveal the relationship between individual social responsibilities and personal values of primary school and music teacher candidates on the basis of gender, school grade and department variables. Survey model among quantitative methods was used in the research. The research sample consist of 162 (69.8%) primary school teacher candidates and 70 (30.2%) music teacher candidates receiving education in Adnan Menderes University Faculty of Education. 146 (62.9%) of the participants are female, and 86 (37.1%) were male teacher candidates. Also 104 (44.8%) freshman and 128 (55.2%) senior students were joined into the research. Questionnaire on Individual Social Responsibility and Questionnaire on Personal values were used as data collection tools. SPSS 21.00 statistics software was used for data analysis. Due to the normal distribution of data, t-test and one-way analysis of variance were conducted, then Pearson correlation coefficients were calculated and regression analysis was performed. According to the obtained findings, personal values total scores of the participating teacher candidates did not significantly differ based on their gender and department, whereas they significantly differed in a school-grade based evaluation. The individual social responsibility total scores of the teacher candidates did not show a statistically significant difference on the basis of gender. Individual social responsibility levels were found to differ significantly based on school grade and department variables. Statistically significant positive and low level (between 0.18 and 0.39) correlations were found between the teacher candidates' social responsibilities and academic average and personal values subscales.