ethanporcaro/eric-fulltext-meta huggingface dataset:
Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It
Author: Sadownik, Alicja R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Teacher Education Programs,Undergraduate Study,Student Attitudes,Student Development,Motivation,Educational Practices,Cultural Influences,Knowledge Base for Teaching,Competence,Teaching Skills,Leadership Qualities,Cooperation,Faculty Development,Ethics,Teacher Characteristics,Language Usage

This article presents Norwegian and Croatian students' perspectives on conditions for their professional growth during undergraduate kindergarten teacher education. The data gathered through focus group interviews are theorized using the cultural-historical wholeness approach that identifies institutional conditions for the development of certain motivations and acts. Since the students from the two countries generally perceive the institutional conditions for their learning as insufficient, the conclusions refer to certain institutional practices that could strengthen the development of competences that students recognize as the most relevant. These competences to act grow at the intersection of theory and practice.
Observation -- A Part of Kindergarten Teachers&apos; Professional Skill Set
Author: Birkeland, Johanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Observation,Kindergarten,Preschool Teachers,Foreign Countries,Teacher Education Programs,Teacher Competencies,Knowledge Level,Skills,Curriculum

Knowledge and skills in observation form part of the qualifications a kindergarten teacher needs to become a professional. In this article, I will focus on the theme of observation in kindergarten teacher education (KTE) in Norway. One of the largest educational institutions in the country is used as reference for this study. By means of document analysis, the intended learning outcomes in observation are studied at a societal and institutional level. The purpose of the study is to gain insight into the rationale for observation in the educational context, to identify which observational methods are emphasized, and what students should focus on in their observation work. The results reveal that the intended learning outcomes in observation vary depending on the disciplinary profiles the students have chosen. The study also reveals shortcomings between the societal and institutional levels, as well as a need for discussion and clarification of key observation methods in a profession-oriented education, in line with recent perspectives on children, where children are seen as participants. The results might raise questions about the organization of KTE and whether the theme of observation is research-based and profession-oriented.
The Difficult Conversation: Facilitating Students&apos; Professional Learning and Development
Author: Bakken, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,Student Attitudes,Program Effectiveness,Parents,Empathy,Parent Teacher Cooperation,Kindergarten,Teacher Education Programs,Teacher Competencies,Diversity,Foreign Countries,Preschool Teachers,Well Being,Child Development,Child Welfare,Preservice Teacher Education

This paper reports on student experiences with an interdisciplinary project entitled &quot;The Difficult Conversation&quot;, the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were reconstructed by analyzing 43 sets of reflection notes developed by second-year students who participated in the project in February and November 2015, and in January and November 2016. The students argued strongly in favor of the value of &quot;The Difficult Conversation&quot; reporting that it linked theory with practice, permitted them to develop empathy for parents, and provided them with a better understanding of parents from different cultural backgrounds. The conclusions refer to creating conditions for this aspect of professional learning in kindergarten teacher education programs.
Social Narratives (SN). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Evidence Based Practice,Cues,Expectation,Student Behavior,Interpersonal Competence,Social Development,Preschool Education,Elementary Secondary Education

Social narratives describe social situations for learners with autism spectrum disorder (ASD) by providing relevant cues, explanation of the feelings and thoughts of others in the social situation, and descriptions of appropriate behavior expectations. Typically, social narratives are individualized based upon the needs of the learner, short, and written from the perspective of the learner. This evidence-based practice (EBP) overview on Social Narratives (SN) includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students&apos; Motivation: A Mixed Methods Study
Author: Scales, Peter C.
Date: 2019-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Middle School Students,High School Students,Student Motivation,Student Attitudes,Educational Environment,Educational Quality,Grade Point Average,Poverty,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students' GPAs but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students' motivation, engagement, and performance. [This paper has been accepted by the &quot;Journal of Early Adolescence.&quot;]
Awareness of Clean India Mission among Higher Secondary Students in Kaniyakumari District
Author: Padmakala, S.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Teaching Methods,Gender Differences,Geographic Location,Sanitation,Public Health,Grade 11,Grade 12,Knowledge Level,Language Usage,Dravidian Languages,English (Second Language),Language of Instruction,Rural Urban Differences,Environment

The present study was conducted to explore the awareness of the Clean India Mission among higher secondary students of Kanya Kumari District. The objective was to find out the level of awareness and to find out the significant difference in the awareness of the Clean India Mission among higher secondary students of KanyaKumari District in relation to the medium of instruction, gender and locality of higher secondary students.
Task Analysis (TA). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Evidence Based Practice,Task Analysis,Skill Development,Daily Living Skills,Elementary Secondary Education,Behavior

Learners with Autism Spectrum Disorder (ASD) often struggle with learning new skills or behaviors, especially when these behaviors are complex or have multiple components. Task analysis (TA) can be used to help break down and teach these chained behaviors. Chained behaviors are behaviors or skills which consist of multiple steps such as tying shoes, grocery shopping, writing a paper, or cooking. Once chained behaviors are broken into smaller steps, team members work with the learner to systematically teach the individual steps. As the learner masters the individual steps, the learner will gradually become more independent using the target skill or behavior. This evidence-based practice (EBP) overview on TA includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Technology-Aided Instruction &amp; Intervention (TAII). EBP Brief Packet
Author: Hedges, S.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Technology Uses in Education,Autism,Pervasive Developmental Disorders,Teaching Methods,Evidence Based Practice,Preschool Education,Elementary Secondary Education

Technology-aided instruction and intervention (TAII) refers to instruction or intervention in which technology is the central feature supporting the acquisition of a goal for the learner. Technology is defined as &quot;any electronic item, equipment, application, or virtual network that is used intentionally to increase/maintain, and/or improve daily living, work/productivity, and recreation/leisure capabilities of children with autism spectrum disorders.&quot; Some of the forms of technology included in the definition are smart phones, tablets, laptops, desktop computers, speech generating devices, interactive white boards, software for computers, and the internet. This evidence-based practice (EBP) overview on TAII includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Newspapers in Bioethics Education: A Case Study
Author: Özer Keskin, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Newspapers,Biology,Ethics,Biological Sciences,Instructional Materials,Vocational High Schools,High School Students,Grade 10,Health Education,Student Attitudes,Pregnancy

While the idea of using newspapers in education dates back to as early as the 1890's. It has been significantly promoted in various circles since the first half of the 20th century. Newspapers are considered to be important learning materials as they focus on current affairs, address a wide range of audiences, and provide students with a learning environment other than the classroom setting. Increasing numbers of studies highlight the effectiveness of it. The present study investigates the effects of the use of news items from newspapers as learning materials in bioethics education. The internet archives of the newspapers with the highest circulation in the national press were screened for news items on surrogacy. One was selected for the process of bioethics education. The study was implemented with a total of 112 pupils in their tenth year at a public vocational secondary school of health services in Ankara. The bioethics education model developed by [13] was used in the study. At the end of the implementation, semi-structured interviews were held with pupils in order to identify their opinions on the processes of bioethics education and the use of news in the classroom.
Primary School Teachers&apos; Views on Communication Skills and Organizational Citizenship
Author: Ugurlu, Celal Teyyar
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Communication Skills,Citizenship,Organizational Culture,Predictor Variables,Gender Differences

The aim of this study was to determine the perception levels of primary school teachers on communication skills and organizational citizenship behaviors and also to determine the relationship between these two variables. This study was conducted via a descriptive qualitative relational scanning model. The participants in the study were selected from among primary school teachers who were working in Sivas, Turkey, via a simple random sampling method. In the course of the study, the data was collected via a &quot;communication skills rating scale&quot; and an &quot;organizational citizenship scale&quot;. In the analysis of the data, the arithmetical average and standard deviation values were calculated. Independent sampling t-test, one way analysis of variance and regression analysis were also carried out. It was concluded from the study that the variable of the period of service posed a significant difference for the behaviors of the conscientiousness dimension, which is one of the sub-dimensions of organizational citizenship. It was also concluded that the communication skills of primary school teachers significantly predicted their organizational citizenship behaviors.
Does the New Kindergarten Teacher Education Program in Norway Provide Good Conditions for Professional Kindergarten Teachers?
Author: Aasen, Wenche
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Teacher Education Programs,Preschool Teachers,Program Effectiveness,Teacher Competencies,Evidence Based Practice,Educational Quality,Training,Faculty Development

This partly descriptive, partly critically reflective, argumentative article analyses the Norwegian kindergarten teacher education program through the three concepts that are mentioned in its national guidelines: research-based, profession-oriented, and practice-related education. An inseparable correlation between these at the level of higher educational institutions is a condition for the development of professionalism and competences to act that are, again, a condition for exercising professional knowledge in practice in kindergartens. A question that is posed continually in this chapter is how the various aspects of profession-oriented, research-based, and practice-related kindergarten teacher education can become conditions for educating professional kindergarten teachers. The conclusions address both the institutional and national levels at which certain improvements can be implemented to strengthen the professional growth of kindergarten teachers and, thereby, kindergarten quality.
Researching into a Course of Information Technologies and Software in the Context of Digital Citizenship through Student Opinions
Author: Korucu, Agâh Tugrul
Date: 2019-06-00
Type: Journal Articles
Subjects: Information Technology,Computer Software,Citizenship,Student Attitudes,Information Literacy,Course Evaluation,Public Schools,Secondary School Students,Instructional Effectiveness,Knowledge Level,Social Class,Gender Differences,Socioeconomic Status,Access to Information,Internet,Required Courses,Family Environment,Student Characteristics,Foreign Countries

Information technologies literate is an individual who produces information, can use it functionally in life, can solve problems, think critically, has entrepreneurial, stable, communication skills, empathizes, contributes to society and culture etc. The purpose of this research is to examine the effectiveness of &quot;Information Technologies and Software Course (ITS)&quot; in gaining knowledge, skills and values of digital citizenship with student views. Mixed research method has been adopted in the research. The sample of the study consisted of 150 students attending the 5th and 6th grade students in a public secondary school in Aksaray province in the 2018-2019 academic year. 50 students (33.3%) were in the fifth grade and 100 (66.7%) were in the sixth grade and 86 (57.3%) were female and 64 (42.7%) were male. &quot;Digital Citizenship Scale (DCS) in ITS Scale&quot; developed by Elci and Sari (2016) was used as a measurement tool. The obtained data were interpreted by using independent sample t-test and one-way analysis of variance in the analysis programs. As a result of the research; in the ITS course of the students, it has been observed that students have differentiated according to the variables of gaining knowledge, skills and values of digital citizenship, class, gender, socioeconomic status and having Internet access. However, it was found that there were no differences in terms of computer ownership status, mothers' education level and fathers' education level.
Child Poverty in Rich Countries, 2005. Innocenti Report Card No. 6
Author: Adamson, Peter
Date: 2005-00-00
Type: Reports - Research
Subjects: Poverty,Children,Developed Nations,Social Justice,Taxes,Low Income Groups,Public Policy,Government Role,Foreign Countries,Family Income,Social Influences,Measurement,Family Influence,Wages,Labor Market

This review of child poverty in rich countries finds that the proportion of children living in poverty in the developed world has risen in 17 out of the 24 OECD nations for which data are available. No matter which of the commonly-used poverty measures is applied, the situation of children is seen to have deteriorated over the last decade. UNICEF believes that reversing this trend is a priority for the OECD countries. Allowing the kind of poverty that denies a child the opportunities that most children consider normal is a breach of the United Nations &quot;Convention on the Rights of the Child&quot; to which almost all OECD countries are committed. Reducing child poverty is also a measure of progress towards social cohesion, equality of opportunity, and investment in both today's children and tomorrow's world. This report explores one means of making more visible the real impact of government tax and transfer policies on children in low-income families, and warns that in some countries the net result of current policies may be to support early retirement over investing in children. Most fundamentally, the report urges all OECD governments to establish credible targets and timetables for the progressive reduction of child poverty. This publication is the sixth in a series of Innocenti Report Cards designed to monitor and compare the performance of the OECD countries in meeting the needs of their children. It is also the first in a series of annual Innocenti Reports on Child Poverty in Rich Countries.
Quest for Quality: An Indicator System for Teaching. Equity in Education Series. Policy Notes
Author: Sykes, Gary
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational Quality,Equal Education,Educational Indicators,National Surveys,International Assessment,Health Services

There is a missing link regarding the connection of students to teachers. From a learning perspective, that critical link is the quality of instruction that students receive. It matters who teachers are, but it matters even more what they do in their interactions with students and the subjects that students are learning. The pursuit of educational quality or educational equity cannot be guided absent an understanding of how learning is achieved through the interactions of teachers and students--in the classroom, around worthwhile content. To address this missing link, the authors propose the development of indicators of teaching quality. Indicators must meet certain criteria; they have proven to be an important resource in other fields, such as health care. To assess the standing of indicators in education, the authors analyze existing indicators used in major surveys administered by the federal government. They conclude with thoughts about the future of indicators for teaching.
Skills and the Earnings of College Graduates. The Impact of Human Capital in the American Labor Market Series
Author: Fogg, Neeta
Date: 2019-03-00
Type: Reports - Research
Subjects: College Graduates,Labor Market,Outcomes of Education,Job Skills,Literacy,Numeracy,Occupations,Adults,Educational Attainment,Majors (Students),Employment Level,Gender Differences

In this paper, the second in the &quot;Impact of Human Capital in the American Labor Market&quot; series, the authors reveal that there are large groups of college graduates who lose out on the seemingly automatic earnings premium from their degree, and that their failure is related to a lack of skills. One of every five bachelor's degree holders among employed college graduates ages 21 to 65 lacks some important skills in literacy. For numeracy, the number is one in three. Furthermore, the authors determined that access to college labor market, or CLM, occupations is critical. Working in an occupation that utilizes the skills, knowledge, and abilities that are typically developed with a college education reaps large earnings premiums. But those who wind up mal-employed--working in jobs that do not require those types of skills--get no premium at all. This report amplifies a crucial message emanating from a wider series of reports by the ETS Center for Research on Human Capital and Education: the importance of human capital and the cost to a large number of individuals--and to society itself--when levels of it are lacking. Specifically, this report examines the relationship between Programme for the International Assessment of Adult Competencies (PIAAC), an assessment measuring achievement for countries across the world, measures of human capital traits and the earnings of 21- to 65-year-old employed college graduates in the United States. It begins with an examination of the basic demographic characteristics of employed college graduates, level of college degree completion, college major field of study, literacy and numeracy proficiencies, access to college level jobs, and intensity of employment (weekly hours of work). The next section contains a descriptive analysis of the mean earnings of college graduates by key characteristics including college degree and major, literacy and numeracy proficiencies, and access to employment in CLM occupations. Following the descriptive analysis, the report presents findings from human capital earnings functions designed to estimate the independent effect of human capital traits and other covariates on the earnings of employed college graduates in the United States. [This report was co-produced by Education Research and Development, Educational Testing Service. For the first report in this series, see ED593028.]