ethanporcaro/eric-fulltext-meta huggingface dataset:
A Farmer Becomes a Social Pedagogue: A Psycho-Societal Approach
Author: Mellon, Karsten
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Students,College Students,Adult Learning,Biographies,Career Change,Professional Identity,Learning Processes,Social Sciences,Social Influences,Teaching Methods,Adult Education,Adult Students,Qualitative Research

In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary for bachelor programmes. This article examines the case of a woman named Amy, a mature, nontraditional university college student who becomes a social pedagogue. Because of severe allergies, Amy had to quit her job as a farmer and began to study to become a social pedagogue. Becoming a social pedagogue is a tremendously complex process that involves taking on a new professional identity and acquiring new skills. In order to ascertain the extent of this complexity, this article uses a psychosocietal approach derived from a Danish/German life history research approach. This article offers a brief presentation of the theoretical and methodological framework applied before analysing the process Amy undergoes to become a social pedagogue. The analysis demonstrates that this type of significant career change is demanding and, for Amy, filled with feelings of ambivalence and defensiveness.
Classifying the Standards via Revised Bloom's Taxonomy: A Comparison of Pre-Service and In- Service Teachers
Author: Kocakaya, Serhat
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Objectives,Behavioral Objectives,Classification,Visual Aids,Standards,Preservice Teachers,Teachers,Grade 10,Physics,Secondary School Science,Course Descriptions,Foreign Countries,Comparative Analysis

The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between pre-service teachers' and in-service teachers' classification of the same standards and (c) to determine which standards are vague and broad. The 45 standards, in the Turkish 10th Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics teachers and the second group included eight in-service physics teachers in Turkey. Firstly, each participant classified the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individual classification and the groups, and differences between the pre-service and in-service teachers groups' classifications, the standards which are broad and vague were discussed.
Theoretical Model of Professional Competence Development in Dual-Specialty Students (On the Example of the &quot;History, Religious Studies&quot; Specialty)
Author: Karimova, A. E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,History,Religion,Majors (Students),Theories,College Students,Teacher Competencies,Teaching Skills,Knowledge Base for Teaching,Foreign Countries

The article explores the significant problem of developing a theoretical model of professional competence development in dual-specialty students (on the example of the &quot;History, Religious studies&quot; specialty). In order to validate the specifics of the professional competence development in dual-specialty students (on the example of the &quot;History, Religious studies&quot; specialty), we conducted the analysis of the establishment of the &quot;professional competencies&quot; concept. We provide theoretical validation of the structure and content of the professional competence in dual-specialty students (on the example of the &quot;History, Religious studies&quot; specialty). We studied, methodologically validated and developed a structure of a theoretical model of the professional competence development in dual-specialty students (on the example of the &quot;History, Religious studies&quot; specialty), which includes blocks, criterions, levels, methods, means and conditions for the efficiency of this process. Theoretical model of the professional competence development in dual-specialty students (on the example of the &quot;History, Religious studies&quot; specialty) is recommended for use during the development of the standards for dual specialties and educational programs in the higher school.
Psychological and Pedagogical Conditions for Effective Application of Dialogic Communication among Teenagers
Author: Niyetbaeva, Gulmira
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Development,Personality Development,Interpersonal Communication,Definitions,Experiments,Communication Skills,Dialogs (Language),Native Language Instruction,Teaching Methods,Language Skills,Speech Skills,Skill Development

Our personality develops gradually, and this process is influenced by various factors, with language being one of the most important. We need to communicate with other people, to speak as much, as we need occupation, and this need determines the development of our personalities. Language is deeply embedded in our conscious and subconscious. Through language we perceive most of the information about the world and the way it is organised. It helps children identify themselves. By learning language, we acquire cognitive frames and schemes of possible actions, as well as behaviour models and patterns we can employ in various situations. The article presents the analysis of the other works on the problem, performed in order to define dialogic communication, its characteristics, functions, and the role it plays in the development of personality. It also demonstrates why dialogic communication should be used more widely in schools. The experiments conducted allowed us to determine the psychological and pedagogical conditions required for effective development of dialogic communication between teenagers. We also came to a conclusion that the effectiveness of dialogic communication in schools depends on the combination of various pedagogical conditions, including the teacher's determination and motivation, the use of didactic literature, education methods, link between education and real life, speech norms, and communication standards.
Studying the Expansion of Violence in Educational Institutions
Author: Korchagina, Lunika Nikolaevna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,Adolescent Attitudes,Aggression,Gender Differences,Age Differences,Rural Urban Differences,Public Schools,Early Adolescents,Adolescents

During a prolonged period of time, the problem of violence among the minors in Russia did not receive enough attention, because the proportions of this phenomenon had not been very significant. Present work addresses students' representations of violence. Evaluating violence manifestations as a normative action or an action deviating from the accepted norm defines the reaction to it both in the direct participants and in the surrounding people. For a long time, this aspect has not been studied, which defines its novelty. Systemic approach is the methodic foundation of present study. We used survey as the main research method. The results are differentiated by students' age, gender and place of residence. The obtained data show that adolescents mainly see violence as openly aggressive behavior. The adequacy of violent actions is higher if the actions come from the peers, and lower if they come from adults. There are no significant differences between boys and girls in understanding violence, but the differences are significant between younger and older adolescents and between city and country residents. The results of the study would allow minimizing the risk related to violence.
The Current State of the System of Mechanisms of Realisation and Protection of the Rights of the Child: Conceptual and Legal Aspects
Author: Drozdova, Alexandra Michailowna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Safety,Civil Rights,Legal Problems,Program Implementation,Family (Sociological Unit),Laws,Family Environment,Socialization,Child Rearing,Child Development,International Law,Children,Childrens Rights,Treaties

The article is devoted to the analytical understanding of the problems in the field of realisation and protection of the rights of children in Russia to identify and highlight existing problems in order to try to remove shortcomings and embark on further development and improvement of the legal and social mechanisms for the protection of children's rights. It analyses the modern legal and conceptual aspects of the current system of implementation mechanisms for the protection of human rights, during which a number of shortcomings and gaps in family laws and the system of legal protection of minors are found. It identifies certain shortcomings and contradictions in the development of modern Russian legal theory and doctrine in the field of realisation and protection of the rights of the child, protection of motherhood and childhood in general. It explores specific aspects of relationships of family, school, society, human rights frameworks practical protection of the rights of the child and his or her right to live in a family. Scientific novelty and originality consists in identifying the main challenges and the importance of the family and family environment for socialization and upbringing of the child, for his or her moral and legal level of development, to create guarantees and protection of the rights of the child at home, at school, in the community as part of the mechanism of realisation and protection of the rights of the child. The proposal is made for the establishment of a protection of the rights of the child by bringing together all stakeholders on the direction and control of the Commissioner for children's rights in the territory of each constituent entity of the Russian Federation with a view to improving efficiency in the interaction of state and non-state structures of society in the protection of children's rights.
Secondary School Students' Environmental Concerns and Attitudes toward Forest Ecosystem Services: Implications for Biodiversity Education
Author: Torkar, Gregor
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Conservation (Environment),Ecology,Biodiversity,Foreign Countries,Questionnaires,Gender Differences,Physical Environment,Forestry,Student Surveys,Statistical Analysis

Alarming declines in biodiversity have encouraged scientists to begin promoting the idea of the services ecosystems offer to humans in order to gain support for conservation. The concept of ecosystem services is designed to communicate societal dependence on various natural ecosystems. Schools play an important role in educating students to be active and responsible towards the environment. A questionnaire testing for the influence of different types of environmental concern on attitudes to forest ecosystem services was completed by 410 Slovenian secondary school students in north-western Slovenia. The students' attitudes to forest ecosystem services were investigated via 15 statements about provisioning, regulating, supporting and cultural services. The student's environmental concern was investigated using a questionnaire of 12 items. Results from the survey provide evidence that students' concerns for the consequences of environmental damage formed three correlated factors centred around the self and family, all people and the biosphere. Students' most highly valued environmental concern was for the biosphere, followed by concern for self and family, and concern for all the people. Female students were notably more concerned for all people and for the biosphere. However, all students, regardless of the type of environmental concern, prioritise the different benefits obtained from regulating and supporting ecosystem services. The importance placed on different provisioning and cultural services varies among students with different types of environmental concerns. The students' frequency of direct experiences being in the forest has a significant positive impact on the values they assigned to cultural services in particular. Education about ecosystem services could be an effective means of communicating the significance of various ecosystems and our dependence on ecological life support systems. By using ecosystem services frameworks students can learn about and value ecosystem structure and functions, as well as better evaluate human activities that are associated with them. Using ecosystem services frameworks and elaborated types of environmental concerns can help educators emphasize the attitudes/needs/rights of an individual and of a society to discuss these socio-scientific issues in a cooperative learning environment. Biodiversity education should not overlook cultural ecosystem services and address them in terms of changing human values and sustainability.
Perceptions of 8th Grade Students in Middle School towards Citizenship Values
Author: Arslan, Seyfettin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Middle School Students,Grade 8,Citizenship,Citizenship Education,Citizenship Responsibility,Values,Civil Rights,Government (Administrative Body),Laws,Military Service,Access to Education,Voting,Social Justice,Freedom,Phenomenology,Semi Structured Interviews,Data Analysis,Semantics,World Views,Social Studies,Democracy

The principal aim of this study is to highlight how students in 8th grade of middle school perceive the principal concepts present in Citizenship Education (lessons), namely the values of: citizenship, (personal) rights, responsibility, the state, the law, military service, the right to education, the right to vote and participate in the political process, equality and freedom. The study was conducted using a phenomenological research model/design which is a type of qualitative research method. The participants in the study comprised of students receiving education at middle school level. While the sample group consisted of a total of 6 students, 3 of which were female and 3 of which were male selected using a purposeful sampling method. As a data collection tool, a partially-completed interview form was used prepared in accordance with the aims of the study. The data obtained from these interviews with the participants were then analyzed and interpreted following the steps prescribed in the phenomenological design model. On examining the results of the study, it was observed that both male and female students held similar views with regard to concepts of citizenship which corresponded to various perspectives formed in accordance with their own semantic worlds/interpretations of meaning. Their general perceptions towards the key concepts, were seen to correspond to the learning objectives that the school aimed/intended to teach.
The Impact of Online Algorithm Visualization on ICT Students' Achievements in Introduction to Programming Course
Author: Saltan, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Technology,Control Groups,Experimental Groups,Programming,Programming Languages,Introductory Courses,Mixed Methods Research,Semi Structured Interviews,Educational Environment,Teaching Methods,College Students,Mathematics,Educational Technology,Electronic Learning,Case Studies,Pretests Posttests,Surveys

Online Algorithm Visualization (OAV) is one of the recent developments in the instructional technology field that aims to help students handle difficulties faced when they begin to learn programming. This study aims to investigate the effect of online algorithm visualization on students' achievement in the introduction to programming course. To achieve this goal, quantitative and qualitative investigations were conducted in a mixed method design. Participants of the study consisted of 40 ICT students who were taking the introduction to programming course for the first time in fall semester. Students were randomly assigned to treatment (n = 20) and control (n = 20) groups. During the first 4 weeks, the treatment group students participated in OAV. Concurrently, students in the control group were taught the semantics of programming and algorithm through traditional approaches. An achievement test consisting of six questions was used to measure ICT students' performance in computer programming at the end of the introduction to programming course. An open-ended survey and semi-structured interviews were also used to gain qualitative insight. The quantitative data were analyzed using t-test and ANOVA statistical analysis. The qualitative data were analyzed using content analysis techniques. Results showed that the experimental group, for which OAV treatment was implemented, had a higher mean score than the control group, for which traditional methods were implemented. There was a significant mean difference between the experimental group (M = 51.85, SD = 20.34) and the control group (M = 38.75, SD = 12.86). In qualitative analysis, five themes emerged. Students highlighted that OAV contributed to their algorithmic thinking (28%) and progressive thinking abilities (7%), and allowed for explorative learning (7%). Although their reasons varied, most of the students perceived OAV as an engaging instructional tool for learning computer programming.
Developing Attitude Scale, Reliability and Validity for Pre-Service Teachers towards Drama Lesson
Author: Çelik, Özkan
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Drama,Factor Analysis,Statistical Analysis,Correlation,Foreign Countries,Art,Dramatics,Creative Activities,Undergraduate Students,Undergraduate Study,Causal Models,Attitude Measures,Teacher Attitudes

The purpose of this study is to develop an attitude scale for pre-service teachers towards drama lesson. Survey model was used in study. The sample of study consisted of 258 pre-service teachers. &quot;Attitude scale towards drama lesson for pre-service teachers&quot; was developed and used as data collection tool. Exploratory and confirmatory factor analyses were used to provide evidence for construct validity of scale. For factor analysis, SPSS 19.0 statistical package software was used and Kaiser Meyer Olkin test (KMO) and Bartlett Sphericity test methods were used to determine suitability of data to principal component analysis. In confirmatory factor analysis, suitability of model which came out in exploratory factor analysis was checked out. Lisrel 8.7 package software was used in this process and it was benefited from the values of chi-square (?[superscript 2]), Degrees of Freedom (df), and Root-Mean-Square Error of Approximation (RMSEA). Drama experts' opinions were taken in order to ensure content validity. In conclusion, the final form of scale which consisted of 31 items was obtained and Cronbach alpha (Cra) value was calculated to get internal consistency coefficient. This calculated value was determined as 0.965.
The Brief Symptom Inventory: A Validity-Reliability Study of a Sample from Azerbaijan
Author: Kerimova, Melek
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Symptoms (Individual Disorders),College Students,Psychometrics,Psychosis,Interpersonal Competence,Depression (Psychology),Anxiety,Factor Structure,Behavior Disorders,Factor Analysis,Statistical Analysis,Validity,Reliability,Measures (Individuals),Turkic Languages

The aim of this research was to adapt &quot;Brief Symptom Inventory&quot; developed by Derogatis (1983) into Azerbaijani language. Data were collected from 309 college students to determine psychometric properties of inventory. Samples in the study have been selected separately. The package programs of SPSS 18.0 and Lisrel 8.80 were used for the analysis of the data. The Cronbach's Alpha (a) internal consistency coefficient was calculated for the scale (a=0.95) and for each subscale: &quot;Somatization&quot; (a = 0.80), &quot;Obsessive-Compulsive&quot; (a = 0.70), &quot;Interpersonal Sensitivity&quot; (a = 0.65), &quot;Depression&quot; (a = 0.81), &quot;Anxiety&quot; (a = 0.82), &quot;Hostility&quot; (a = 0.81), &quot;Phobic anxiety&quot; (a = 0.60), &quot;Paranoid ideation&quot; (a = 0.61) and &quot;Psychoticism&quot; (a = 0.65). The 9 factor structure of the inventory was tested through CFA.
Looking at Interactive Whiteboards through the Eyes of Pre-Service Teachers
Author: Kara, Mehmet
Date: 2016-12-00
Type: Journal Articles
Subjects: Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Teacher Attitudes,Preservice Teachers,Foreign Countries,Statistical Analysis,Information Technology,Factor Analysis,Teacher Education Programs,Teacher Education,Higher Education,Teacher Surveys,Correlation,Causal Models,Technology Uses in Education

There are a limited number of studies about the use of interactive whiteboards (IWBs) in higher education, specifically in teacher education. This study investigated pre-service teachers' perceptions of IWBs. The pre-service teachers involved in the study were studying in nine different teacher training programs. To achieve this goal, a quantitative survey method was employed. Participants of the study consisted of 367 pre-service teachers, 110 male and 257 female, who were studying in diverse teacher training programs. Data were collected through the &quot;Interactive Whiteboard Student Perception Scale for University Students&quot;. The instrument consists of 18 items and three factors. Data regarding the participants' demographics and perceived level of technology competence were also collected. The data were analyzed using Pearson correlation and ANOVA statistical analysis. Confirmatory Factor Analysis (CFA) was also conducted to prove the construct validity of the instrument with a large sample. The result of CFA indicated appropriate fit indices for the instrument with three factors. The perceptions of pre-service teachers about the use of IWB were found as positive and high. Pre-service ICT and Physical Education (PE) teachers had the highest mean scores regarding the use of IWB in their courses. Post Hoc analysis indicated a significant difference relying on the department. The results also indicated that there is a significant mean difference between second and third grade pre-service teachers in favor of third grade pre-service teachers. A significant correlation was found between pre-service teachers' perceptions about the use of IWBs and their perceived technology competence.