ethanporcaro/eric-fulltext-meta huggingface dataset:
The Start of Something New: A Relationship between the AASL Framework for Learners and IB Approaches to Learning
Author: Gilstrap, Calypso
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Advanced Placement Programs,Academic Standards,Middle Schools,Career Readiness,21st Century Skills,Teaching Methods,Discussion (Teaching Technique),Reflection,Notetaking

After spending the summer aligning the AASL Standards Framework for Learners with state standards and county learner profile, author Calypso Gilstrap claims a new passion for the impact school librarians have in teaching students the workplace skills employers desire. According to research conducted recently for the Association of American Colleges and Universities, the learning priority of executives who are hiring is increasingly becoming workplace skills (like communication, critical thinking, and collaboration) over content knowledge and technical capabilities (IBO 2014). If the goal is to create graduates who are ready for citizenship and careers, our students must learn more than the content needed to pass standardized assessments. Students must practice desired workplace skills, including the ability to adapt to new technologies and to communicate, collaborate, and think, while maintaining a high level of research skills. The question is though, how to help learners develop such skills, and furthermore, how to assess them. Gilstrap writes here that she works in a middle school that offers the International Baccalaureate (IB) Middle Years Programme. Being new to the IB community, she was offered the opportunity to attend a workshop in the fall of 2018, that covered the Approaches to Learning (ATL) that the International Baccalaureate Organization (IBO) endorses. This organization has long believed skills are just as important to develop and assess as content knowledge is. In support of that end, the IBO offers educational programs for schools worldwide aiming to create a better, more peaceful world. By the end of day one of the workshop, Gilstrap saw a strong correlation between the AASL Standards Framework for Learners and the IB's ATL. Here she describes some the vast and tested resources available from the IB community to help educators and learners develop and assess ATL skills that have opened a new toolbox of resources, serving as a catalyst of assessment ideas to apply to her school's new framework.
Patriotic Celebrations in Educational Commemoration Practices in Ukraine
Author: Verbytska, Polina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Patriotism,Holidays,Ceremonies,Civics,Citizenship Education,Democratic Values,Learning Activities

Purpose: This study aims to provide information on the main tendencies across the transformation of the official holidays calendar in Ukraine over the last decades and to demonstrate its influence on school celebrations. Also discussed here is the role of these factors in the parallel but sometimes contradictory processes of the students' civic identity formation. Design/Methodology/Approach: The article is based on documentary analysis, an interdisciplinary literature review and an examination of current practices with regard to national holidays in Ukraine. Patriotic rituals are analyzed through examples and evidence of school celebrations of the main calendar dates, including audiovisual materials in different school settings. The authors' observations have been corroborated with evidence from Ukrainian students and teachers as seen in the results of the questionnaire. These reflect their perception and experience of school celebrations. Findings: The results demonstrate that the transformation of the official holidays calendar in Ukraine has had an impact on school commemoration practices. This in turn has become a factor in the formation of students' civic identity. School patriotic rituals reflect a contradiction between the discourses of citizenship, patriotism and national upbringing in an emergent democracy in the continuing context of military conflict.
Studying Politics or Being Political? High School Students&apos; Assessment of the Welfare State
Author: Sandahl, Johan
Date: 2019-00-00
Type: Journal Articles
Subjects: Political Science,Teaching Methods,Social Systems,Welfare Services,Political Issues,Political Attitudes,Student Attitudes,High School Students,Social Sciences,Thinking Skills,Socialization,Attribution Theory,Perspective Taking,Foreign Countries,Content Analysis,Task Analysis,Writing (Composition),Beliefs,Educational Objectives

Purpose: This article examines high school students' understanding of the welfare state as a political issue and discusses how it can be approached in the classroom. The study was conducted within a social-science educational context and departs from a perspective from which educational goals can be seen as intrinsic (goals closely connected to the academic disciplines) or extrinsic (goals formulated by the political sphere, e.g. students' deliberation on political issues). These variant goals can pose a dilemma for teachers and students alike as they engage in highly political topics. Design &amp; methodology: To explain the structure of the dilemmas of teaching issues that can be understood politically in a social-science context, this paper focuses on students' assessment of such topics before teaching and how they generally reason different political views on the welfare state. The data consist of written documents produced by tenth-year students in response to two accounts of the best welfare state. Using a qualitative content analysis, the data were analysed to identify students' approaches to a political issue and their normative reasoning. Findings: The results display an understanding of the welfare state that is consistent with extrinsic goals, i.e. as an issue to engage with as a political entity rather than exclusively as a social scientist. It was noted that students experience difficulty in recognising the difference between politics and the study of politics. Practical implications: The study contributes to an understanding of the influence of normativity on students' thinking and represents an attempt to bridge the difficulty of combining intrinsic and extrinsic goals in social-science education.
The Phenomenon of Banished Soldiers in Polish Schools as an Example of the Politics of Memory
Author: Bacia, Ewa
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,Case Studies,Politics,Memory,Educational Change,Curriculum Development,Democracy,Core Curriculum,Teaching Methods,Patriotism,Controversial Issues (Course Content),Foreign Countries,Military Personnel,Holidays,Teacher Attitudes,War,Self Determination

Purpose: The article intends to analyse the manner in which banished soldiers are presented in the new history curriculum at schools in Poland as an example of the politics of memory. Design/methodology/approach: The analysis is a case study of the phenomenon of banished soldiers in the Polish public discourse. It includes the following issues: the history of banished soldiers, the core history curriculum after the education reform in Poland, its objectives and goals (with particular emphasis on banished soldiers), the manner of presenting the banished soldiers in educational, public and social environments in Poland today, the impact of new historical politics on the Polish society and democracy. Findings: The manner of presenting the issue of banished soldiers in the core curriculum for teaching history in Polish schools exemplifies the efforts to introduce a new political paradigm into the educational context. The primary purposes of teaching history at schools have become to stir up patriotic emotions and strengthen bonds with the Polish nation. These goals are to be reached by promoting distinguished figures in the country. However, any controversies related to the &quot;heroes&quot; are deliberately ignored, which is especially evident in the case of banished soldiers. Patriotism is identified with a black and white vision of history that emphasizes the good acts of &quot;Poles&quot; and the cruel acts of &quot;others&quot;. The simplified vision of history, which expressly ignores controversies and is reluctant to discuss dilemmas, is a real threat to the future of Polish democracy.
Anxiety in Prospective Teachers: Determining the Cut-Off Score with Different Methods in Multi-Scoring Scales
Author: Sahin Sarkin, D. Bahar
Date: 2019-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Measures (Individuals),Cutting Scores,Foreign Countries,Likert Scales,Undergraduate Students,Judges,Test Validity,Test Reliability,Test Anxiety,Psychological Testing,Probability,Prediction,Stress Variables

This study contributes to validity studies by determining the cut-off point of an inventory measuring university students' anxiety levels with Angoff, ROC, and Borderline methods and by examining high/low anxiety levels according to these methods point. The study is regarded as a basic research due to the newly-added data in a multi-scoring inventory which validity and reliability studies were previously performed. This study included 290 participants who studied at the Education Faculty of a state university and were planning to take the Public Personel Selection Examination. Trait Anxiety and Test Anxiety Scales were applied to the students. Findings obtained from this study show that the cut-off scores (48 and 48.5) calculated by Angoff and ROC analyses are very close to each other. The consistency coefficient among the judges was examined to prove the reliability of the cut-off points determined by Angoff and Borderline methods. According to the AUC (area under the curve) value obtained in the study, it is seen that the Trait Anxiety Inventory could correctly classify high anxious and low anxious individuals at the rate of 73% (moderate level). It is shown that the scale is quite likely to determine anxiety levels when it is used for screening rather than diagnosis. As a conclusion, the study indicates that when ROC analysis is used to determine the cut-off score of a multi-scoring psychological measuring instrument, such characteristics as sensitivity, specificity, and positive/ negative predictive values that other methods do not have provide more detailed and objective information.
A Study on the Effects to Students&apos; STEM Academic Achievement with Chinese Parents&apos; Participative Styles in School Education
Author: An, Guiqing
Date: 2019-02-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Parent Participation,Parent Child Relationship,Family Environment,Foreign Countries,Socioeconomic Influences,Parent Background,Educational Attainment,Parenting Styles,Correlation,Family Income,Family Characteristics,Elementary Secondary Education,Grades (Scholastic)

There is currently a significant body of research confirming that parental participation in school education has a positive influence on students' academic achievement. However, more research is needed concerning how different styles of parents' participation and parents' demographic characteristics influence academic achievement in STEM subjects, especially considering empirical evidence from China's social context. This research is conducted to explore the influence of family environment and parents' cognitive, emotional and behavioral participation in children' school education on students' overall STEM academic achievement. In general, in the socioeconomic environment of a family, parents' education level has the greatest impact on the academic achievement of children, and the impact of family income is relatively weak. In the three models in which parents participate in their children's school education, emotional participation has the greatest impact on children' STEM academic achievement, and can compensate for the negative effects brought about by some adverse family factors.
An Investigation of Drop-Out in Open and Distance Education
Author: Aydin, Sinan
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Dropout Attitudes,Dropouts,College Students,Open Universities,Distance Education,Open Education,Dropout Rate,Enrollment Influences,Dropout Characteristics,Decision Making,Student Needs

This study aims to investigate the reasons for learners to drop-out of Open Education System of Anadolu University, Turkey, between 2012-2015. This study uses an exploratory sequential mixed method. The general structure is divided into two phases. In the first phase, the data is collected by semi-structured face-to-face interviews. The results of those interviews are used to design the second phase of the study. According to knowledge gained from the interviews, the reasons of students to drop-out of the Open Education System is organized into categories such as personal, system-related, and environmental. The second phase of the study consists of collecting data via a questionnaire that is created by the knowledge gained in the first phase of the study and from the similar studies in literature. 14,972 learners who had dropped out from the Open Education System, Anadolu University answered the online questionnaire. Some of the results for learners to drop-out might be: unsatisfactory results in exams, lack of knowledge about the open education system, time management issues, unsuitability of the registered program, interference of daily life routines on studies, and some personal problems. Determining the reasons of drop-out of the system and act making the necessary arrangements and updates, may be useful for having a more quality learning experience. Thus, the rates of open and distance learners to drop-out of the system might be reduced.
Improvement of Preservice Turkish Teachers&apos; Perceived Writing Self-Efficacy Beliefs
Author: Aydin, Ibrahim Seçkin
Date: 2019-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teacher Attitudes,Beliefs,Writing Skills,Attitude Change,Writing Improvement,Revision (Written Composition),Writing Processes,Metacognition,Foreign Countries,Editing,Achievement Gains,Self Evaluation (Individuals),Language Teachers

The concept of self-efficacy is built upon the theory of Social Cognitive Learning by Bandura. Based on this theory, one could posit that an individual's belief on his/her self-efficacy at any given subject is of high importance. A body of research shows that people with high self-efficacy levels have higher performance levels. In parallel to this, writing self-efficacy perception describes the belief one has in his/her writing skills. In this scope, this study aimed to determine the improvement of self-efficacy perceptions of preservice Turkish teachers on their writing skills during undergraduate education. The study group consisted of 94 preservice teachers. For the research, conducted based on the mixed methods research, quantitative data were collected both at the beginning and end of the undergraduate program, followed by collection of qualitative data through open-ended questions posed to 39 participants. The results of the analyses revealed that the perception of preservice Turkish teachers on their writing self-efficacy improved throughout the education they had received, that they showed progress in items of prewriting and draft; and that however there was no significant difference in revising and editing, i.e. one of the most important processes in writing. The responses provided by the participants to the open-ended questions also proved this argument to be true. Seeing that the participants did not make any considerable progress in revising and editing process at the end of the undergraduate education is an important indication that there exist challenges in both language learning and teaching and that preservice teachers cannot develop an adequate level of awareness on this process.
The Artificial Neural Network Modeling of Language Learning Challenges of French-Speaking Students Learning Turkish as a Foreign Language: The Case of France
Author: Kartal, Erdogan
Date: 2019-02-00
Type: Journal Articles
Subjects: Turkish,French,Second Language Learning,Second Language Instruction,Grammar,Syntax,Foreign Countries,Models,College Students,Difficulty Level,Native Language,Semitic Languages,Barriers,Content Analysis,Student Attitudes,Artificial Intelligence,Morphemes,Computer Software,Teaching Methods,Brain Hemisphere Functions,Psycholinguistics

This study is about artificial neural network modeling of the linguistic challenges encountered by students learning Turkish as a foreign language in universities in France. The study was conducted in four universities where Turkish is taught as an optional foreign language. Sixty-six students whose mother tongues were either Arabic or French constituted the study group. Planned on a background of an integrated single-case pattern, this study was conducted using a mixed research method which involved gathering and joint interpretation of qualitative and quantitative data groups with an objective to better understand the gaps in knowledge encountered in this research field. The research data were collected through participants' answers to the following open-ended question prepared by the researcher: What are the challenges you encounter when learning Turkish? Data were analyzed using the content analysis method. The results indicated that students find the linguistic elements the most challenging, followed by the aspects of &quot;suffixes,&quot; &quot;grammar&quot; and &quot;syntax.&quot; In line with these results, an artificial neural network model using the MATLAB computing environment software was created based on the students' mother tongues and linguistic challenges, and the application of this modeling in teaching environments is explained in detail.
A Study on the Relationship among Knowledge Acquisition Sources at the Teacher- and College-Level, Student Absorptive Capacity and Learning Outcomes: Using Student Prior Knowledge as a Moderator
Author: Peng, Michael Yao-Ping
Date: 2019-04-00
Type: Journal Articles
Subjects: Correlation,Learning,Outcomes of Education,Teacher Student Relationship,Prior Learning,Transfer of Training,School Orientation,Foreign Countries,Academic Achievement,College Students

There are a multitude of factors influencing the learning outcomes of students, with all previous studies basing their conclusions upon predetermined variables according to different theories and exploring the relevance between them. In this study, two important antecedents--the transfer of teachers' knowledge and student orientation--are put forward based on the knowledge conversion theory and marketing concepts to explore the conspicuousness between various factors within the structural model. This study uses students from colleges in Taiwan as its research samples. Purposive sampling is adopted to acquire the samples required for statistics. A total of 801 participants are involved in this study. The results indicate that knowledge transfer at the teacher level plays a significant role in students' absorptive capacity and learning outcomes, that student orientation at college levels has a great influence on students' absorptive capacity, and that the prior knowledge of students has a positive moderating effect on the influence of teachers' knowledge transfer on students' absorptive capacities. Based on these results, the study provides suggestions for relevant theoretical and practical implications to indicate the contributions of this research.
Factors Influencing Postgraduate Students&apos; Performance: A High Order Top Down Structural Equation Modelling Approach
Author: Hadi, Noor Ul
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Academic Achievement,Mentors,College Faculty,Teacher Student Relationship,Student Characteristics,Institutional Characteristics,Universities,Performance Factors

Given the influx of new courses and programmes, an increase in the number of local and international students, as well as an upsurge in the number of universities in Malaysia, higher education has become a significant sector. Therefore, this study seeks to identify the factors affecting postgraduate research students' performance. For this purpose, we identified and statistically analysed 41 indicators and 112 valid responses using exploratory factor analysis. We found the existence of higher-order factors, which were statistically evaluated and validated using variance-based structural equation modelling. The study found positive and significant relationships between research students' performance and institutional factor, students' personal factor, and supervisor-related factor. Additionally, our results indicated that students' personal factor had a crucial influence on research students' performance, followed by institutional factor, and supervisor-related factor. Thus, the study provides empirical evidence in support of student development theory and social learning theory. In the larger picture, the study offers a comprehensive model for future research.
The Current State of Instructional Materials Education: Aligning Policy, Standards, and Teacher Education Curriculum
Author: Tekir, Serpil
Date: 2019-02-00
Type: Journal Articles
Subjects: Instructional Materials,Alignment (Education),Teacher Education Curriculum,Educational Policy,Foreign Countries,Teacher Competencies,Language Teachers,Standards,Teacher Effectiveness,Preservice Teachers,Course Descriptions,English (Second Language),Curriculum Evaluation,Curriculum Development,Elementary Secondary Education,Teacher Education Programs

Effective use of instructional materials is stated as an important professional competence that foreign language teachers should have in the policy documents of Turkish Higher Education Council, and in the standards documents of Turkish Ministry of National Education. In spite of this emphasis on the policy and standards, beginning teachers continue to demonstrate low competence in instructional materials. This may result from limited instructional materials education that is potentially misaligned to teacher education policies and professional teaching standards. Accordingly, the purpose of this study is to analyze the alignment between teacher education policy, professional standards for teacher practice and preservice instructional materials course curriculum through a curriculum alignment methodology. The study concludes with a discussion on the current state of instructional materials education with implications for enhancing teacher preparation in this area and future research on materials education.
Epidemiology of Cyberbullying across Europe: Differences between Countries and Genders
Author: Sorrentino, Anna
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Epidemiology,Bullying,Computer Mediated Communication,Cross Cultural Studies,Comparative Education,Gender Differences,Victims,Incidence,Elementary School Students,Secondary School Students,Internet

Epidemiological studies on the prevalence of cyberbullying and cybervictimization in different countries, using the same procedure and the same measures, are of relevance in understanding differences in results that are not due to methodological factors. The current study was conducted in 8 European countries (Bulgaria, Cyprus, France, Greece, Hungary, Italy, Poland, and Spain), involving a total of 4,847 students, using an online anonymous questionnaire (the Tabby online questionnaire). The results were analyzed by comparing differences between countries and between genders. Cyberbullying and cybervictimization were most prevalent in Bulgaria and Hungary and least prevalent in Spain. Boys committed more cyberbullying than girls in all countries, but there were no overall gender differences in cybervictimization. However, girls were more often cybervictims in four countries and boys were more often cybervictims in the other four countries. The results are discussed with regard to the importance of cross-national studies of cyberbullying and cybervictimization and the use of online data collection in order to reduce methodological bias.