ethanporcaro/eric-fulltext-meta huggingface dataset:
European Higher Education Area and the Introduction of a Quality Assurance Program in Greek Universities: Is Policy-Oriented Learning Present?
Author: Stamelos, George
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Quality Assurance,Educational Change,Educational Policy,Policy Analysis,Program Implementation,Semi Structured Interviews,Pretests Posttests,Program Attitudes,Program Effectiveness,Program Evaluation,Qualitative Research,Discourse Analysis

This paper aims to investigate the production (or not) of policy-oriented learning during the establishment and implementation of a specific policy program in the policy sub-system of the Greek university as well as the interpretation of the existence (or not) of policy-oriented learning. The theoretical tools were drawn mainly from the theoretical work of Sabatier and Jenkins-Smith, termed the &quot;advocacy coalition framework&quot; (&quot;ACF&quot;). The Greek university is therefore considered to be a policy subsystem in which actors form coalition networks that share policy core beliefs and values, and engage in coordinated action in order to translate these beliefs and values into public policy. Thirty-five semi-structured interviews were used for the production of data, in combination with policy paper analysis.
Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy
Author: Kovac, Vesna
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Educational Policy,Program Implementation,Policy Formation,Teacher Participation,Teacher Attitudes,Elementary Secondary Education,Likert Scales,Questionnaires,Teacher Surveys,Teacher Role,Teacher Evaluation,Self Evaluation (Individuals),Statistical Analysis

This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primary and secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that.
Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany
Author: Landhäusser, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Education,Family Programs,Federal Programs,Educational Vouchers,Community Based Instruction (Disabilities),Integrated Services,Program Evaluation,Program Effectiveness,Annual Reports,Correlation,Delivery Systems,Participant Satisfaction,Organizational Development,Family Involvement,Statistical Analysis

Against the background of a European-wide strategy of governance aimed at improving support for parents and families, the following report details the conceptualization and evaluation of a federal state program in Baden-Württemberg (Germany) which was launched in 2008 to encourage family and parent education. Two program components, a voucher system for parents with a new-born child and an element that emphasizes educational offers for families with special needs in particular living situations, were started to increase requests for educational courses. The aim was to establish and deepen cooperation between different public and private professional services that are in contact with parents and their children. The results show that main goals of the program were reached.
Ability as an Additional Support Need: Scotland's Inclusive Approach to Gifted Education
Author: Sutherland, Margaret
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Inclusion,Educational Practices,Federal Legislation,Educational Legislation,Educational Policy,National Curriculum,Curriculum Development,Student Rights,Social Justice,Models,Theory Practice Relationship,Praxis,Student Needs

The present paper provides an overview of the current national legislation, policies, curriculum and practice relating to gifted education within Scotland. It begins by providing an overview of the national context and historical background that, to this day, underpin the egalitarian ethos that permeates Scottish education. We discuss how historical, philosophical and political narratives that are firmly rooted in the belief that education is a right for all foreshadow Scotland's approach to &quot;gifted education.&quot; The legislative shift within Scotland from a &quot;needs-based&quot; model to a &quot;rights-based&quot; model, coupled with our inclusive approach to education for all, has important implications and provides potential opportunities for gifted young people. The strengths and limitations of this approach are debated within the paper. Rhetoric and reality can, however, be unfamiliar strangers; the paper therefore also aims to demonstrate how legislative intention and pedagogical ideals have been put into practice within Scottish schools in order to meet the needs of gifted young Scots. We conclude by discussing the challenges that remain and the implications for the future, both within and beyond Scotland.
National Policies and Strategies for the Support of the Gifted and Talented in Austria
Author: Resch, Claudia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Public Policy,Academically Gifted,Talent,Talent Development,Talent Identification,Position Papers,Educational Strategies,Educational Change,Holistic Approach,Educational Legislation,Teacher Qualifications,Preservice Teacher Education,Educational Benefits,Barriers

The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions--kindergarten, school, college and university--as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the &quot;White Paper Promoting Talent and Excellence,&quot; which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses.
Process Regulation in the Problem-Solving Processes of Fifth Graders
Author: Rott, Benjamin
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Grade 5,Metacognition,Cognitive Processes,Learning Processes,Student Records,Correlation,Cluster Grouping,Video Technology,Protocol Analysis,Foreign Countries

It is well known that the regulation of processes is an important factor in problem solving from Grade 7 to university level (cf. Mevarech &amp; Kramarski, 1997; Schoenfeld, 1985). We do not, however, know much about the problem-solving competencies of younger children (cf. Heinze, 2007, p. 15). Do the results of studies also hold true for students below Grade 7? The study presented here strongly suggests that metacognition and process regulation is important in Grade 5 as well. The research questions are: &quot;How do the (more or less successful) problem-solving processes of fifth graders occur? What is the impact of metacognition and self-regulation on these processes? Are the transitions between phases in the problem-solving process closely connected to metacognitive activities?&quot; An analysis of approximately 100 problem-solving processes of fifth graders (aged 10-12) from German secondary schools will be used to help answer these questions. The videotapes that supplied the raw data were parsed into phases called episodes using an adapted version of the &quot;protocol analysis framework&quot; by Schoenfeld (1985, ch. 9). The junctures between these episodes were additionally coded with the &quot;system for categorizing metacognitive activities&quot; by Cohors-Fresenborg and Kaune (2007a). There is a strong correlation between (missing) process regulation and success (or failure) in the problem-solving attempts. Concluding suggestions are given for the implementation of the results in school teaching. These suggestions are currently being tested.
Improving Problem-Solving Skills with the Help of Plane-Space Analogies
Author: Budai, László
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Geometric Concepts,Geometry,High School Students,Instructional Innovation,Spatial Ability,Logical Thinking,Technology Integration,Courseware,Educational Practices,Educational Strategies,Mathematics Activities,Mathematics Skills,Surveys,Qualitative Research

We live our lives in three-dimensional space and encounter geometrical problems (equipment instructions, maps, etc.) every day. Yet there are not sufficient opportunities for high school students to learn geometry. New teaching methods can help remedy this. Specifically our experience indicates that there is great promise for use of geometry programs, GeoGebra and DGS, combined with plane space analogies for the development of spatial thinking and problem-solving skills in the three dimensions of solid geometry.
Refusal Strategies of Iranian University English as a Foreign Language and Non-English Learners in Native Language: A Comparative Study
Author: Sa'd, Seyyed Hatam Tamimi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Second Language Programs,Student Attitudes,English (Second Language),Native Language,Native Speakers,Indo European Languages,Language Styles,Communicative Competence (Languages),Speech Acts,Task Analysis,Gender Differences,Statistical Analysis,Comparative Analysis,Cohort Analysis

This study is an attempt to examine the possible effect that exposure to English has had on the use of refusal strategies in English as a Foreign Language (EFL) learners compared with those of non-English learners when refusing in their native language, Persian. The sample included 12 EFL learners and 12 learners of other academic majors including electronics, psychology, management, etc., who responded to a Persian Discourse Completion Task (DCT), adopted from Allami and Naeimi (2011), who has engaged in the speech act of refusal. The responses were coded according to the classification of refusal strategies as outlined by Beebe, Tahakashi and Uliss-Weltz (1990). The results indicated that non-English learners used the refusal strategies considerably more frequently than the EFL learners did, while the EFL learners utilized more adjuncts to refusals than the non-English learners did. However, the differences were not statistically significant. Furthermore, the first four most frequently used refusal strategies by both EFL and non-English groups were found to be &quot;Non-performative statement&quot; (in the case of direct strategies and in the form of &quot;I can't&quot;), &quot;Statement of regret,&quot; &quot;Excuse, reason or explanation&quot; and &quot;Attempt to dissuade interlocutor&quot; (in the case of indirect strategies), and the most frequently used adjuncts to refusal strategies by both EFL and non-English groups were &quot;Statement of positive opinions, feelings or agreement&quot; and &quot;Gratitude/Appreciation&quot;. Furthermore, gender differences were not statistically significant either. The results can be evidence that the effect of the second language (L2) on the native language (L1) might not be at work in the pragmatic aspects of language learning.
Investigating Preschool and Primary School Teachers' Self-Efficacy and Needs in Teaching Science: A Pilot Study
Author: Walan, Susanne
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Teacher Attitudes,Likert Scales,Science Instruction,Pedagogical Content Knowledge,Questionnaires,Pilot Projects,Scores,Self Efficacy,Physics,Chemistry,Faculty Development,Scientific Literacy,Statistical Analysis,Foreign Countries,Curriculum,Educational Change

In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers' self-efficacy and needs in relation to science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent &quot;strongly disagree,&quot; &quot;agree&quot; to &quot;strongly agree,&quot; and &quot;I don't know&quot; was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (&gt;41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers' professional development for both pre- and in-service teachers in science education.
Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy
Author: Juntunen, Marianne
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Chemistry,Literacy,Sustainability,Semi Structured Interviews,Science Education,Cooperative Learning,Case Studies,Inquiry,Teaching Methods,Student Centered Learning,Environment,Secondary School Students,Conservation (Environment),Behavior Change,Recycling,Intervention,Foreign Countries,Statistical Analysis,Questionnaires,Likert Scales,Qualitative Research

The aim of the present study is to improve the quality of students' environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N = 105) are allowed to investigate the life cycle of an optional product based on their own interest. Student-centred teaching methods are suggested to promote the students' interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students' chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows that the project positively affected students' attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students' environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.
The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice
Author: Schratz, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Practices,Teacher Competencies,Teacher Characteristics,Professionalism,Professional Identity,Faculty Mobility,Policy Formation,Change Strategies,Educational Change,National Standards,Regional Characteristics

The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a &quot;European Teacher&quot;. If there is unity in diversity through national identities, the question remains: what makes a teacher &quot;European&quot;? Answering this unusual question, one encounters several aspects that have strong national traits of what it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the &quot;Europeanness&quot; in teachers' work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.
Overcoming the Obstacle of Poor Knowledge in Proving Geometry Tasks
Author: Magajna, Zlatan
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Mathematics,Plane Geometry,Mathematical Logic,Validity,Mathematics Skills,Observation,Persuasive Discourse,Computer Assisted Instruction,Computer Software,Logical Thinking,Difficulty Level,Problem Solving,Visualization

Proving in school geometry is not just about validating the truth of a claim. In the school setting, the main function of the proof is to convince someone that a claim is true by providing an explanation. Students consider proving to be difficult; in fact, they find the very concept of proof demanding. Proving a claim in planar geometry involves several processes, the most salient being visual observation and deductive argumentation. These two processes are interwoven, but often poor observation hinders deductive argumentation. In the present article, we consider the possibility of overcoming the obstacle of a student's poor observation by making use of computer-aided observation with appropriate software. We present the results of two small-scale research projects, both of which indicate that students are able to work out considerably more deductions if computer-aided observation is used. Not all students use computer-aided observation effectively in proving tasks: some find an exhaustive computer-provided list of properties confusing and are not able to choose the properties that are relevant to the task.
Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students
Author: Tan-Ooi, L. C.
Date: 2013-01-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Questionnaires,Interviews,Web Based Instruction,Student Attitudes,Statistical Analysis,Units of Study,Technology Integration,Positive Attitudes,Credibility,Instructional Design,Learning Processes,Secondary School Students,Educational Benefits,Foreign Countries,Pretests Posttests,Secondary School Teachers,Language Teachers

This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to investigate the effect of WebQLM on students' performance in argumentative writing as well as students' responses towards the integration of this web technology in the ESL classroom. The paired-samples T-Test revealed significant improvement in students' argumentative writing performance. Findings from the questionnaire and group interviews showed students generally responded positively towards the use of WebQLM in argumentative writing instruction. This study has brought to light the importance of integrating web-based learning tasks in the classroom. The credibility of the teacher in web-based instruction depends very much on the roles he or she plays in designing, scaffolding, facilitating and aspiring students towards a better learning culture. Implications on the teaching and learning of writing in an ESL context, especially for learners in the contemporary digital culture, can be drawn from the findings.
Of a Village Bomoh and the Lottery: Content Schemata Influence on Second Language Reading
Author: Radzi, Amizura Hanadi Mohd.
Date: 2013-01-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Processes,Schemata (Cognition),Cognitive Processes,Reading Comprehension,Protocol Analysis,Second Language Instruction,Fiction,English (Second Language),Content Analysis,Engineering Education,Foreign Countries,Semi Structured Interviews,Student Attitudes,Readability,Undergraduate Students,Qualitative Research,Case Studies,Interviews

This paper discusses a study on the aspects of content schemata in second language reading, focusing on two contemporary short stories, i.e. &quot;A Quid of Sirih, A Bowl of Water&quot; and &quot;The Lottery.&quot; The study explores the cognitive processes of one UiTM Perlis degree level student, reflecting on his L2 reading processes. The objective of the study was to explore the role of content schemata in relation to learners' comprehension by looking at how the learner processed content-familiar and unfamiliar texts. One of the data collection techniques used was think aloud protocol. The analysis of the transcriptions was guided by the list of mental actions by Brown (1980). Two in-depth interview sessions were conducted to triangulate the data collected. The interview transcripts were analyzed for recurring patterns and then classified into categories. The findings imply that content schemata contributes to learners' understanding of a text as content schemata facilitates comprehension.