ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainability Science as a Neo-Normal: A Case Study
Author: Aligaen, Julito C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Sustainability,Science Instruction,Learning Activities,Pilot Projects,Foreign Countries,Learner Engagement,Focus Groups,Interviews,Teacher Attitudes,Climate,Environmental Education,Capacity Building,Photography,Program Evaluation,Junior High School Students,High School Students

The traditional classroom could not offer substantial learning experience when the learning concepts and contents are becoming complex in the context of social issues which transcending across learning borders. In this article, it tries to find out that normal science conducted in traditional classroom environment could still provide learning but not enough to substantiate knowledge and skills needed to deal with socio-scientific issues complexities. This study assesses and evaluates the level of engagement of learners in the re-oriented learning activity which is beyond the classroom and engages the real community and environment that was introduced through socio-scientific approach by utilizing the concept of the school-based learning project (SBLP). The pilot schools in 3 from the 5 countries involved (Thailand, Philippines, and Indonesia) a year after the project conclusion. The methods used were the actual and unstructured interview for the students and focus group discussion for the teachers involved. Sustainability science framework and the outputs-outcomes continuum were used as tools to measure the engagement level of the students and teachers in the SBLP. The results suggest that there was significant relevance when the teachers understood better which enable them to provide more re-orientation between the normal science in a traditional classroom and post-normal science in the current environment.
University and Participative Democracy: Adoption, Perception and Impact--Case Study Universidad Politécnica Salesiana
Author: Buele, Irene
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Sustainable Development,Resource Allocation,Student Participation,Student Surveys,Student Attitudes,Participative Decision Making,Budgeting,Democratic Values,Questionnaires,Constitutional Law,Gender Differences,Age Differences,College Students,Program Implementation,Foreign Countries

The Constitution of Ecuador was approved in 2008, and promotes the application of participatory processes for resource distribution at different levels of government. The ultimate aim of the Constitution of Ecuador is to promote sustainable development and equitable distribution of resources and wealth, and to access the &quot;Buen Vivir.&quot; However the level of application of the methodologies supporting these processes have not been measured or evaluated. This research evaluates the participation of students of one of the leading universities of Ecuador at different stages of the methodology of participatory budgeting implemented in their location of birth or residence. The research involves the application of student surveys at the Politécnica Salesiana University, in the southern part of Ecuador. The results will determine the level of participation, perception and impact of this university community regarding the implementation of participatory budgeting within local democratic processes.
Relationship of Self-Efficacy and Teacher Knowledge for Prospective Elementary Education Teachers
Author: Sharp, Ann C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Self Efficacy,Literacy Education,Knowledge Level,Teacher Surveys,Likert Scales,Knowledge Base for Teaching,Scores,Correlation,Predictor Variables,Methods Courses,Statistical Significance

This research investigates relationships between prospective teachers' self-efficacy of literacy instruction and their growing knowledge of literacy essentials. An instrument was used that is one part self-ratings of confidence levels in teaching specific literacy skills and one part assessment of literacy knowledge required to teach those skills. The survey was given three times over the course of 16-months to 70 prospective teachers. Results indicate that self-efficacy scores and knowledge scores significantly increase over time concurrently but without any predictive power of each other. Findings support Bandura's self-efficacy theory.
Emotional Scaffolding as a Strategy to Support Children's Engagement in Instruction
Author: Park, Mi-Hwa
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Response,Learner Engagement,Qualitative Research,Case Studies,Early Childhood Education,Preschool Teachers,Participant Observation,Documentation,Teacher Attitudes,Self Concept,Preschool Children,Expectation,Educational Environment,Knowledge Level,Emotional Development,Semi Structured Interviews

Consideration of children's emotions in a classroom provides more opportunities for improvement in children's engagement. However, the literature about emotional scaffolding in early childhood settings is underdeveloped. This qualitative case study focuses on the construction and implementation of strategies of scaffolding emotions by two early childhood educators in a public elementary school. The data consist of participant observations, interviews, and documents. The analysis highlights three major themes: The participants' beliefs about self-identity, their understandings of students' emotions, and their feelings of school expectations and academic pressures. The findings show the way that beliefs, knowledge, and other contextual factors interact to produce emotional scaffolding strategies. This study discusses several points of difference that reveal the uniqueness for emotional scaffolding in early childhood contexts. This study finds that emotional scaffolding is a critical pedagogical tool that could help teachers reach developmentally appropriate practices for early childhood education in an age of accountability.
Who Decided College Access in Chinese Secondary Education? Rural-Urban Inequality of Basic Education in Contemporary China
Author: Li, Jian
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Urban Differences,Access to Education,Higher Education,Foreign Countries,Equal Education,Resource Allocation,Educational Resources,Political Issues,Economic Factors,Sociocultural Patterns,Educational Development,Junior High Schools,Teacher Effectiveness,Social Mobility,Educational Finance,Educational Equity (Finance),Educational Policy,Student Surveys,Regression (Statistics),High Schools,Admission (School)

This paper investigates the rural-urban inequalities in basic education of contemporary China. The China Education Panel Survey (2013-2014) (CEPS) was utilized to analyze the gaps between rural and urban inequality in junior high schools in terms of three domains, which include the equalities of access, inputs, and outcomes. From the sociocultural and sociopolitical perspective, the household registration system impeded the improvement and development of Chinese basic education. The study found that insufficient funding and support provided the cumulative negative impacts on educational mobility and equality. The regional basic education divide was caused by ineffective and unequal allocation of education resources. This analysis also addresses a number of pertinent economic and political issues related to basic education in current China.
Empathetic and Pro-Social Awareness in Primary School Students: A Case Study
Author: Dar, Fatima Rehan
Date: 2016-00-00
Type: Journal Articles
Subjects: Empathy,Prosocial Behavior,Primary Education,Elementary School Students,Case Studies,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Role Models,Cognitive Processes,Affective Objectives,English Curriculum,Integrated Curriculum,Interviews,Questionnaires,Qualitative Research,Observation

The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the curriculum, textual content and class activities. Moreover, the teachers also did not demonstrate the required empathetic and pro-social skills in classrooms. The regular English lessons depicted a highly cognitive focus and proved teachers as inadequate role models for the said skills. Data from parents' questionnaires revealed that the stated skills were taught in theory and not in practice. However, when integrated cognitive-affective lessons were used, they brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. The study was significant in terms of raising the importance of the stated skills in an educational set up and proved that a cognitive-affective approach in schools could prepare helpful and caring individuals for the society.
Assessment of School Principals' Reassignment Process
Author: Sezgin-Nartgün, Senay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,School Administration,Placement,Qualitative Research,Administrators,Semi Structured Interviews,Content Analysis,Personnel Selection,Tests,Data Analysis,Data Interpretation,Administrator Evaluation

This study aimed to identify administrators' views related to the assessment of school principals' reassignment in educational organizations. The study utilized qualitative research design and the study group composed of 8 school administrators selected via simple sampling who were employed in the Bolu central district in 2014-2015 academic year. Data were collected with the help of semi-structured interview form and analyzed with content and descriptive analyses. According to research results, administrators believed that written exams should be utilized, the exam used in administrator selection has low validity and reliability values and the oral exam is not fair.
Rethinking Tracking Practices: What Teachers Say
Author: Özelçi, Serap Yilmaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Track System (Education),Teacher Attitudes,Administrator Attitudes,Counselor Attitudes,Semi Structured Interviews,Barriers,Program Effectiveness,Foreign Countries,Qualitative Research,Ability Grouping,Case Studies

Under the different sides of discussion on the tracking, we attempted to understand how teachers and administrators evaluate tracking system in their school. We gathered data from teachers who employed in one of the government mandated schools in west part of Turkey. In this single case study, we collected data from 16 teachers, 1 administrator and 1 school counselor through the semi-structured interviews. The school that we gathered data has long term tracking experience on secondary level. We analyzed the data through a descriptive analyze method and discussed the results under the light of theoretical base. According to the findings, teachers usually define tracking as dividing students according to their abilities, intelligences, academic achievement levels or potential situations. The pros of the applications are improving upper class students' success, while the cons' are some of the psychological side effects and damages on students. Teachers also mentioned that relationship among classes is disconnected. And, usually there is more discipline problems in lower ability group class, while a teacher emphasized that there are different type of discipline problems in different ability classes.
Architectural Education Adapting to Climate Challenges in Light of &quot;Feng-Shui&quot;
Author: Xu, Ping
Date: 2016-00-00
Type: Journal Articles
Subjects: Architectural Education,Weather,Climate,Natural Disasters,Ecology,Physical Environment,Undergraduate Students,Studio Art,Design

Weather challenges have become a significant issue for our society in recent years. Thousands of people have lost their homes and lives. Buildings designed without taking into account wind and water factors have repeatedly been destroyed during natural disasters. These problems in practice reflect the weak points in education. Our ancestors adapted to the climate and built their architecture to respond to nature for survival. &quot;Feng-shui,&quot; a Chinese practice, is used to harmonize people with their environment and to advise people to avoid natural disasters. Vernacular houses in many cultures are the precedents of sustainable design. The author has integrated her research into teaching including a lecture course and a senior undergraduate architectural design studio with the theme of adapting to climate challenges. Using &quot;feng-shui&quot; as a clue, these courses introduce scientific concepts that emphasize Rocky Mountain geographic conditions and identification of landform patterns in the high impact zones of natural hazards. Discussions on adapting to climate challenges encompass a wide range, from large scale to small scale; from landscape analysis to architectural design; and from natural disasters to human attitude. With an integrated knowledge base and an emphasis on spatial design, architectural education could contribute to adapting to climate challenges. Applying a synthesis approach will be the direction of the future of education and practice.
An Investigation of the Effect of the Communication Skills of the Children with Intellectual Disability to the Anxiety Level of Their Mothers
Author: Akmese, Pelin Pistav
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication Skills,Intellectual Disability,Children,Mothers,Anxiety,Family Environment,Stress Variables,Correlation,Surveys,Age Differences,Gender Differences,Statistical Analysis,Questionnaires,Foreign Countries,Multivariate Analysis

Communication in the family environment is highly important for every child although their cognitive, emotional, social and language development characteristics differ. The children are able to communicate with the adults who take the most or the caregivers in the mother's role in terms of development in the family environment in most cultures. This role is generally carried out by the mothers. It has been known that the communication skills of the children with intellectual disabilities differ from their peers and they have restrictions in receptive language and expressive language. The mothers feel stressed and because of the effects of the communication skills resulting from intellectual disability, they feel anxious in the education and rehabilitation process due to the disability of the children. This study, which aimed to examine the relationship between the effect of the intellectual disability of the children to their communication skills and the anxiety level of their mothers, was performed in the descriptive survey model. 259 mothers who had a child diagnosed with an intellectual disability between 4-18 years of age, participated in this research. The research data were collected using Communication Function Classification System (CFCS) which describes daily communication skills in 5 levels. The anxiety levels of the mothers have been evaluated by Questionnaire on Resources and Stress for Families with Chronically III or Handicapped Members (QRS). When the effect of the communication levels (CFCS), age and gender of the children on the anxiety level of the mothers was examined, it was determined that CFCS levels of the children and age alone have a statistically significant effect on the anxiety level of the mothers, but the gender does not result in a statistically significant effect. It has been stated that CFCS and gender together have a statistically significant effect on the anxiety levels of the mothers. In this study, which examines the communication skills of the children with intellectual disability together with the effect of the disability on the anxiety level of the mothers, the anxiety levels of the mothers differ in accordance with the age, gender and communication function levels of the children. The findings of this study are thought to be able to contribute to programs and teaching regulations which decrease the anxiety of the mothers and to support the communication skills of the children.
Investigation of Attitudes of Turkish Geography Teacher Candidates towards the Constructivist Approach
Author: Geçit, Yilmaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Student Attitudes,Preservice Teachers,Geography,Statistical Analysis,Surveys,Teaching Methods

In Turkey, curricula based on the constructive approach have been implemented since 2005. The success of such curricula is primarily related to the positive attitude of the teachers and pre-service teachers in charge of implementing the curricula. In this study, the opinions of 246 pre-service geography teachers with regard to the constructivist approach in 3 Turkish state universities were analyzed in terms of various variables. An attitude scale was used for data collection. The pre-treatment reliability coefficient of the tool was found to be 0.92 (Cronbach's Alpha) for the overall scale. Study variables such as gender, teaching experience, grade level and the type of high school graduated from were analyzed using SPSS 16 software using t, Kruskal Wallis and ANOVA tests. The average attitude of the 246 pre-service geography teachers was calculated to be 3.51 points with regard to this approach. This average score can be said to suggest &quot;high level&quot; in terms of attitude. No significant differences were found between the grade levels of the participants and the type of high school from which they graduated. On the other hand, there was a significant difference between pre-service teachers' attitudes towards this approach in terms of gender and teaching experience.
Accreditation of Distance Learning
Author: Demirel, Ergün
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Distance Education,Higher Education,Reputation,Educational Quality,Quality Assurance,Total Quality Management,Evaluation Criteria,Standards,Accountability,Institutional Evaluation,Program Evaluation

The higher education institutes aspire to gain reputation of quality having accreditation from internationally recognized awarding bodies. The accreditation leads and provides quality assurance for education. Although distance learning becomes a significant part of the education system in the 21st century, there is still a common opinion that the quality of distance education is lower when comparing with the classical conventional classroom education. The accreditation will serve public accountability and play a critical role to change this opinion. The aim of this study is to evaluate how accreditation standards can be applied for the distance learning programmes and which areas are benefited by accreditation standards. The study is based on an investigation to identify applicable accreditation system for distance learning including definition of problem areas and continues with production of proposal to facilitate application of accreditation for such systems. The results of this study may lead education providers to establish an accredited distance learning system and ensure the people on quality of their work.
Pre-Service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms
Author: Uluay, Gulsah
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Computer Games,Science Activities,Methods Courses,Semi Structured Interviews,Control Groups,Experimental Groups,Instructional Design,Intention,Student Teacher Attitudes,Courseware,Mixed Methods Research,Concept Teaching,Pedagogical Content Knowledge,Technological Literacy,Usability,Educational Practices,Foreign Countries,Likert Scales

The main purpose of the study is to introduce Kodu Game Lab that is created by Microsoft as an example for technology integration into learning process to pre-service science teachers with MAGDAIRE framework. The participants were in a special teaching methods course at a university in Turkey during the fall 2015 semester. Mix method research design was used in the study. Technical Proficiency of Kodu Concepts Test (TPKC-T) and semi-structured interview form were used to collect data. To compare the participants, an experimental group who attended the course designed with MAGDAIRE framework (n =1 8) and a control group who didn't study with MAGDAIRE framework (n = 18) were organized. According to analysis results of data collected with TPKC-T, experimental group's post-test mean is significantly higher than control group's post-test mean. Based upon analysis of interview questions, it can be reported that PSTs in experimental group have more positive opinions towards Kodu and digital game based learning than PSTs' in control group.
Factors Influencing Bachelor of Education Arts Students' Selection of History as Career Subject: Case of University of Nairobi, Kenya
Author: Owino, Joseph Ogutu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Bachelors Degrees,History,Majors (Students),Career Choice,Specialization,Student Attitudes,Questionnaires,Statistical Analysis,Student Interests,Parent Influence,Career Guidance,Teacher Influence,Qualitative Research

History is one of the teaching subjects studied by Bachelor of Education Arts students at the University of Nairobi. In the last five years, there has been a tremendous increase in the number of students specializing in History as a teaching subject. This paper therefore has examined factors influencing students' selection of History as career subject. The specific objectives were to examine the factors that influenced students' specialisation in History as a career subject and to assess students' attitude towards pursuing a career in History after university education. The study was based on across-sectional survey design. A structured questionnaire was used to collect data from 110 students at the University of Nairobi. Data were analysed quantitatively using SPSS and presented in form of tables. Findings of the study revealed that personal interests, parental guidance, career guidance and influence of lecturers all had an impact on students' specialisation in History. The findings of the study further pointed out that some students had trouble in selecting specialisation subjects due to lack of proper guidance. The study, therefore, recommends proper guidance of students on subject specialisation.