ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge Creation in Constructivist Learning
Author: Jaleel, Sajna
Date: 2015-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Concept Formation,Knowledge Management,Information Dissemination,Interdisciplinary Approach,Delivery Systems,Instructional Materials,Electronic Learning,Program Effectiveness,Secondary Education,Educational Experiments,Comparative Analysis,Experimental Groups,Control Groups,Statistical Analysis

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Constructivism holds that learners learn actively and construct new knowledge based on their prior knowledge. Therefore, there needs to be a shift in locus of constructing knowledge from the individual to collective construction. The concept of knowledge building communities has emerged recently as a foundation for re-examining pedagogical approaches in education. To understand the true nature of knowledge, it is necessary to recognize that tacit and explicit knowledge are essential to knowledge creation. Knowledge can be created through conversion between tacit and explicit knowledge by four different modes. The four modes of knowledge conversion are created when tacit and explicit knowledge interacts with each other. It is in this very act of conversion from tacit to explicit knowledge that learning is created. Educators must understand the dynamic nature of knowledge itself in order to practice effective knowledge management in multi-disciplinary contexts. It is also crucial for educators to focus on effective methods of delivering content, the media used, and the overall quality of the instruction materials. Information technology facilitates knowledge management practices by disseminating knowledge and making codified knowledge retrievable. The study therefore tries to find out the effectiveness of e- learning in developing the knowledge creation ability of student in the four modes suggested by Nonaka and Takeuchi.
Textbooks Content Analysis of Social Studies and Natural Sciences of Secondary School Based on Emotional Intelligence Components
Author: Babaei, Bahare
Date: 2014-00-00
Type: Journal Articles
Subjects: Textbook Content,Content Analysis,Social Studies,Natural Sciences,Secondary Education,Emotional Intelligence,Check Lists,Self Management,Interpersonal Competence,Motivation

The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school on the basis of the emotional intelligence components. In order to determine and inspect the emotional intelligence components all of the textbooks content (including texts, exercises, and illustrations) was examined based on David Goleman's Emotional Intelligence Checklist, consisting of 5 components and 26 sub-categories, by means of content analysis method. The results of the study showed that the most prevailing EI components in the textbooks were social awareness in the texts of social studies, Self-management in the exercises, and social skill in the illustrations; while in natural sciences textbooks' exercises and texts the most prevailing component was that of self-management, yet in the illustrations no EI component was found. The uttermost attention in the texts of social studies in the first grade was drawn to self-management component; while the second and the third grades' texts were chiefly concerned with social awareness component, also in the texts of natural sciences in the first grade mostly motivation component and in the second and the third grades social skill and self-awareness components were tangible. The exercises of all three grades' textbooks of social studies mainly attended to self-management component, while in the exercises of natural sciences textbooks of the first and the second grades self-management component and in the third grade social skill component were mostly dealt with. In the illustrations of the social studies textbooks of all three grades social skill component was mainly tangible. By and large, it can be said EI components in social studies textbooks were prevailing; while in natural sciences textbooks, these components were dealt with superficially.
Pre-Service and In-Service Teachers' Perceptions toward White Board System Prior to Actual Experience
Author: Park, Ju
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Inservice Teacher Education,Student Centered Curriculum,Student Teacher Attitudes,Educational Technology,Educational Equipment,Teaching Methods,Technology Uses in Education,Undergraduate Students,Graduate Students,Student Surveys,Qualitative Research,Comparative Analysis,Educational Research,Chalkboards,Use Studies,Educational Practices,Statistical Analysis

Using sample of survey data by pre-service and in-service teachers attending at a regional campus, this study examined how undergraduate and graduate students, in education major, perceived interactive white boards (IWB), and described implications of how the system can be used effectively, based on student-centered pedagogy. Although the participants saw a great potential to facilitate learning interaction and to promote student engagement with the IWB, issues of product training and funding for purchase were mainly concerned. Additionally, this study suggested that the participants' current perceptions toward the use of IWB may shift to more or less positive, if granted the opportunity to operate IWB in their local schools, since perceptions are transitioned through real life experience.
Culturally-Based and Culturally-Biased Aspects of Knowing the Other
Author: Makarova, Elena A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Linguistic Competence,Language Styles,Conflict,Cultural Differences,Schemata (Cognition)

Interaction of cultures calls for cultural awareness development. Knowledge is a powerful weapon to overcome prejudices, stereotyping and xenophobia. To build cultural awareness and tolerance to the peculiarities of someone else's culture, global learners must learn how to determine the existence of differences between cultures and how to adapt their own behavior to a foreign culture. In today's world, many problems arise because of the errors in communication, because people feel impossible &quot;to find a common language.&quot; Communicative interactions can be successful or can result in a complete failure depending on many factors: the availability of linguistic competence of the conversation participants, on cultural and communicative competence of the parties of communication event, i.e., whether or not they have common linguistic and cultural background knowledge and what is the balance between the common and different in their processes of perception and symbolic systems.
Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation
Author: Hou, Su-I
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Problem Based Learning,Service Learning,Health Promotion,Self Esteem,Self Concept,Critical Thinking,School Community Relationship,Intervention,Correlation,Public Health,Graduate Study,Theory Practice Relationship,Feedback (Response),Program Effectiveness

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students in designing theory-based health promotion programs for communities. Methods: Real world scenarios were used in student-led and faculty-facilitated group discussions and projects. The end-of-class reflections and comments from students enrolled in the Implementation Course during 2005-2013 were analyzed (total n = 162). Inductive, descriptive analyses via an iterative process were conducted to identify themes and patterns. Results: Overall the Implementation Course received high evaluation (16-items), ranging from &quot;very good&quot; to &quot;superior&quot; (mean of 4.78 on a 5-point scale). Students commented that (1) the nurturing PBL sessions facilitated critical thinking; (2) the life-changing CEL resulted self-confidence and self-awareness; and (3) the integrated PBL with CEL course design increased relevance. Our community partners also expressed deep appreciation towards the quality work students delivered. Conclusion: The innovations in education provided valuable learning structure for students in higher education and produced theory- and evidence-based intervention plans and material products addressing community-identified health needs.
A Participative Approach to Evaluation of Graduates' Professional Outcomes
Author: Clerici, Renata
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Outcomes of Education,College Students,College Faculty,Longitudinal Studies,Surveys,Graduate Surveys,Qualitative Research,Statistical Analysis,Semi Structured Interviews,Institutional Evaluation,Student Characteristics,Student Attitudes,Teacher Attitudes,Tutors

This work discusses the professional outcomes of University of Padova graduates in academic year 2007/08. Its aim was to carry out an overall assessment of higher education professional outcomes, involving all the main actors of the learning process, students, teachers and tutors, in a perspective of participatory evaluation, to improve teaching and tutoring. The research design complements qualitative and quantitative approaches to data analysis. First, professional outcomes were analyzed according to longitudinal survey data, on a random sample of 210 graduates in Educational Sciences, interviewed within three years of obtaining their degree. The results of two parallel studies, sequential to the quantitative survey, are presented, involving 98 professors and 10 tutors in evaluation of professional outcomes. In particular, discourse analysis was applied to actors' free answers during semi-structured interviews, which focused on positive aspects and criticism of the courses analyzed, and potential improvements to them.
Honouring Roles: The Story of a Principal and a Student
Author: Cranston, Jerome
Date: 2012-00-00
Type: Journal Articles
Subjects: Principals,Interaction,Interpersonal Relationship,Administrator Role,Instructional Leadership,Personal Narratives,Student Needs,Student Attitudes,Administrator Attitudes,Experience

The importance of the teacher-student relationship in educational practice is well established, as is the idea of principal leadership in relationship to staff. Even though principal leadership is regarded as a factor in student success, the principal's effect is usually assumed to take place via the teaching staff. There is an absence of research about the &quot;lived experience&quot; of direct principal-student relationships that shed lights on the ways in which these relationships play a role in student success and principal transformation. This paper presents two narratives written about a particular set of principal-student interactions experienced by the researcher (principal) and participant (student). The analysis uses a narrative inquiry approach to explore both the individual and collective meanings of this principal-student relationship. The stories and their derived meanings have the potential to enliven and influence educational practice as they explore the subtleties of the principal-student relationship.
How?--Where To? About the Changes and Challenges of Adult Education in Poland in the Years 1989-2013
Author: Maliszewski, Tomasz
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Educational Change,Educational History,Development,Social Change,Role of Education,Education Work Relationship,Labor Market,Educational Indicators,Nonformal Education,Informal Education

The purpose of this article is to present the changes that have taken place in Polish adult education in the years 1989-2013 under the influence of multiple factors, i.e. social, economic, political and those relating to civilization on the whole. This article is an attempt to answer the following questions: does modern adult education in Poland meet the expectations of society?; is it a driving force behind modernization?; and--does it respond to the needs of the modern labour market? These issues have been presented in an international context, in the light of statistical data and from the perspective of original reading of the literature of the subject.
The Effect of Explicit Metapragmatic Instruction on Request Speech Act Awareness of Intermediate EFL Students at Institute Level
Author: Masouleh, Fatemeh Abdollahizadeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Role Playing,Pragmatics,Cooperative Learning,Educational Research,Speech Acts,Native Speakers,Language Usage,Language Teachers,Pretests Posttests,Instructional Effectiveness,Task Analysis,Experimental Groups,Grammar,Questionnaires,Foreign Countries,Institutes (Training Programs),Quasiexperimental Design

This study deals with the application of the pragmatics research to EFL teaching. The need for language learners to utilize a form of speech acts such as request which involves a series of strategies was significance of the study. Although defining different speech acts has been established since 1960s, recently there has been a shift towards empirical studies which focus on perception and production of various speech acts by EFL or ESL learners. The present article reveals the researcher's interest in a set of strategies in which native speakers of target language use for performing speech activities. The study intended to enhance EFL learners' awareness of request speech act by teaching the materials used for speech acts. To achieve the aim, the teacher used some sorts of educational activities such as teacher-fronted discussions; role plays, cooperative grouping, and other pragmatically oriented tasks were used to increase the learning of speech acts. Discourse Completion Test was developed as a pretest and posttest to measure the effects of instruction on the pragmatic awareness of the students. The results revealed a significant difference between the pretest and posttest scores of the use of request speech act in experimental group.
Basque Education Rights and European School Systems
Author: Bornaetxea, Fito Rodríguez
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Finno Ugric Languages,Educational Needs,Educational Practices,Student Rights,Public Education,Change Strategies,Administrative Organization,College Entrance Examinations,Reputation,Compulsory Education,Secondary Education,Government Role,School Districts,Educational Policy,Language Minorities,Sociolinguistics,Language of Instruction

It is impossible to achieve the normalization of Basque schools when they are subjected to five sets of regulations on the use of the Basque language in different parts of Euskal Herria. Instead of an education system that differentiates between various language models, what is needed is a school system that recognises the right of all Basque children to be educated in Basque and provides the necessary means to achieve this. As in Finland, Quebec or Belgium, so in Euskal Herria too it should be a given that all future university graduates must know the national language. The road to independence is incomplete without education in Basque. This chapter explores ways to improve this situation by looking at how things are done in Finland, in particular, and in the Netherlands and Estonia.
Teaching and Learning in the Society of Continuing Education and Training
Author: Savelli, Simona
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Education,Instruction,Definitions,Competency Based Education,Citizen Participation,Educational Attitudes,Lifelong Learning,Self Concept,Continuing Education,Teacher Role,Teacher Competencies

Here we propose a conceptual distinction among &quot;educazione,&quot; &quot;istruzione&quot; and &quot;formazione&quot; on the basis of the Italian socio-cultural heritage and we consider the role that teacher has historically assumed in this context. Then, we analyze the competences ascribable to the &quot;teacher&quot; today. Finally, we highlight how the relationship among concepts of increasing importance in the actual learning-teaching process, such as &quot;active citizenship,&quot; &quot;self-formation&quot; and &quot;accompanying,&quot; is determined by different attitudes and postures towards teaching and learning.
Personality Traits, Self-Esteem and Academic Achievement in Secondary School Students in Campania, Italy
Author: Troncone, Alda
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Self Esteem,Academic Achievement,Secondary School Students,Socioeconomic Status,Correlation,Regression (Statistics),Predictor Variables,Grade 6,Grade 7,Grade 8

For years educators have attempted to identify the effective predictors of scholastic achievement and several personality variables were described as significantly correlated with grade performance. Since one of the crucial practical implications of identifying the factors involved in academic achievement is to facilitate the teaching-learning process, the main variables that have been associated with achievement should be investigated simultaneously in order to provide information as to their relative merit in the population examined. In contrast with this premise, limited research has been conducted on the importance of personality traits and self-esteem on scholastic achievement. To this aim in a sample of 439 subjects (225 males) with an average age of 12.36 years (SD = 0.99) from three first level secondary school classes of Southern Italy, personality traits, as defined by the Five Factor Model, self-esteem and socioeconomic status were evaluated. The academic results correlated significantly both with personality traits and with some dimensions of self-esteem. Moreover, hierarchical regression analyses brought to light, in particular, the predictive value of openness to experience on academic marks. The results, stressing the multidimensional nature of academic performance, indicate a need to adopt complex approaches for undertaking action addressing students' difficulties in attaining good academic achievement.
The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom
Author: Vitale, John L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Teaching Conditions,Teacher Burnout,Anxiety,Music Teachers,Suburban Schools,Secondary School Teachers,Phenomenology,Failure,Reflection,Teaching Experience,Personal Narratives,Journal Writing,Notetaking,Diaries,Qualitative Research,Video Technology,Computer Mediated Communication,Extracurricular Activities

This study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally rooted in reflective practice. In addition, this study is informed through autobiographical and phenomenological lenses. These other two lenses have allowed me to incorporate secondary source data (anecdotal notes, emails, text messages, and video footage) that were repurposed for this study. Findings have exposed two principal thematic representations from the data, namely; (a) those that directly or indirectly addressed extracurricular performances, and (b) fear of failure. Re-experiencing my experience has been exceedingly therapeutic and cathartic for me, providing insight and transparency into the demanding nature of music pedagogy at the secondary school level. In addition, findings have helped me to refine and develop my current and future pedagogy as a teacher educator.
Development and Validation of the &quot;iCAN!&quot;--A Self-Administered Questionnaire Measuring Outcomes/Competences and Professionalism of Medical Graduates
Author: Dimoliatis, Ioannis D. K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Questionnaires,Test Construction,Test Validity,Self Evaluation (Individuals),Outcomes of Education,Graduates,Medical Schools,Competence,Factor Analysis,Comparative Analysis,Test Reliability,Construct Validity,Foreign Countries

The Tuning-Medicine Project produced a set of &quot;level one&quot; and &quot;level two&quot; learning outcomes/competences to be met by European medical graduates. In the learner-centered era self-assessment becomes more and more important. Our aim was to develop a self-completion questionnaire (&quot;iCAN!&quot;) evaluating graduates' learning outcomes. The Tuning &quot;level two&quot; learning outcomes were transformed to a 104 closed items questionnaire, tested with a convenient sample of 512 graduates from the seven Greek medical schools during the 2009-2011 graduation cohorts, 21 practitioners, and seven different undergraduate student groups. Cronbach alpha, factor analysis, and mean score comparisons were used to check internal consistency, construct validity, and sensitivity respectively. Question mean scores were used to differentiate weak and strength areas of competence. Among graduates, all overall alphas were &gt;0.95 and all subscale alphas higher than expected, indicating an at least acceptable internal consistency. Factor analysis produced one factor per &quot;level one outcome&quot;, except for &quot;practical procedures&quot; which was split in two meaningful factors. Overall mean score was 44.4%, 52.2%, 61.2%, 73.4%, 81.4% among 2nd-year, 4th-year, 6th-year students, graduates, and practitioners respectively (p&lt;0.001); improvement through progressively matured groups suggest good sensitivity, indicating also good responsiveness. Among graduates, question mean scores ranged from very weak (blood transfusion, 39%) to very strength (measuring blood pressure, 95%), indicating good differentiation of strengths and weaknesses. A consistent, well-structured, and sensitive version of a questionnaire is hereby released for graduates' abilities and professionalism self-assessment and differentiation of strengths and weaknesses that could be used for informed SWOT policy.
Differentiating Performance Approach Goals and Their Unique Effects
Author: Edwards, Ordene V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Goal Orientation,Self Efficacy,Fear,Failure,Student Interests,Questionnaires,Least Squares Statistics,Motivation,Undergraduate Students,Measures (Individuals),Models,Structural Equation Models

The study differentiates between two types of performance approach goals (competence demonstration performance approach goal and normative performance approach goal) by examining their unique effects on self-efficacy, interest, and fear of failure. Seventy-nine students completed questionnaires that measure performance approach goals, self-efficacy, interest, and fear of failure. Partial Least Squares (PLS) was used to examine effects of each performance approach goal on the outcomes. Normative performance approach goal had a significant positive effect on self-efficacy and interest, but had no effect on fear of failure. In contrast, competence demonstration performance approach goal had a significant positive effect on fear of failure, but was not related to self-efficacy and interest. Theoretical, methodological, and practical implications of the findings are discussed.