ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Spiritual and Moral Education&quot; in Russian Public Schools: Constructing a Neo-Traditionalist Identity
Author: Ozhiganova, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Spiritual Development,Ethical Instruction,Public Schools,Foreign Countries,Churches,Textbooks,Patriotism,Religious Cultural Groups,Religious Factors,State Church Separation,Sex Role

The article examines the problems of teaching religion in post-Soviet Russia public schools which has become an important part of the national educational politics since the 2000s. Teaching religion is implemented in a number of compulsory and optional school subjects united under the name of spiritual and moral education and based on the so called national traditional values, such as patriotism, traditional religions, family and so on. I analyze spiritual and moral education as conducive to creating a very specific state ideology, which can be characterized as neotraditionalist, the main components of which are great-power ambitions, ethno-nationalism and Russian Orthodoxy. I draw special attention to the problem of patriarchy, family, and gender roles as important components of the ideology of neotraditionalism. The objective of the article is to show how the ideological principles of neotraditionalism are embodied in methodological materials and textbooks used in the religion-related courses and what types of identities -- civic, religious, and gender -- they construct.
Computing and Engineering in Elementary School: The Effect of Yearlong Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering
Author: Rich, Peter Jacob
Date: 2017-01-00
Type: Journal Articles
Subjects: Computer Science Education,Engineering Education,Elementary Education,Elementary School Teachers,Inservice Teacher Education,Self Efficacy,Teacher Attitudes,Beliefs,STEM Education,Faculty Development,Mixed Methods Research,Comparative Analysis,Teacher Surveys,Semi Structured Interviews,Observation,Program Effectiveness,Likert Scales

STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers' self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers' self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p &lt; 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher's level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.
&quot;Librarying&quot; outside the Library
Author: Calzada, Becky
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,High Schools,Learning Activities,Librarian Teacher Cooperation,Literacy Education,Elementary Secondary Education,Summer Programs

How can relationship building and demonstrating impact on learning be done? As professionals, school librarians must seek out opportunities to lead or work with others in the area of programming. Much can be done in the library space but when the programs occur outside the school library, a librarian's willingness to be adaptable is leveraged and the result can be a huge win for students and staff. Mobility and flexibility are key and offer school librarians the opportunity to leverage their expertise and role while introducing the concept of &quot;librarying&quot; outside the walls of the library space. Seeking creative ways to make an impact on learners and our communities is imperative. This article discusses programs in Leander Independent School District (ISD) that provide students and adult learners rich, engaging learner experiences, as well as showcase how school librarians can be critical allies in lesson design or professional learning. These programs also have the unintended outcome of creating a culture of &quot;yes&quot; when school librarians ask to collaborate with other educators in the schools.
Rethinking K-12 Library Services after Hurricane Harvey--Pasadena ISD
Author: van Hamersveld, Christine
Date: 2019-00-00
Type: Journal Articles
Subjects: Natural Disasters,School Districts,School Libraries,Library Materials,Library Services,Cooperation,Barriers,Books,Grants,Electronic Publishing,Space Utilization,Elementary Secondary Education

Hurricane Harvey dealt a devastating blow to the Pasadena Independent School District (PISD) community when it made landfall August 25, 2017, one week into the PISD 2017-2018 school year. Hurricane Harvey affected all PISD stakeholders and all campuses to some extent, displacing more than 2,000 district families and tripling the number of homeless learners to 13,203 in the 2017-2018 school year. Three campus libraries sustained serious damage, rendering the library spaces temporarily unusable. district leaders worked with campus personnel to assess damage to campuses, as well as determine the impact of the storm on students and staff. The Libraries and Instructional Materials Department immediately surveyed all school librarians to determine the extent of physical damage to campus libraries, technology, and books. This information was used both for insurance claims and for assessing the level of urgency for repair work and replacement of library furniture, books, and technology. In light of the damage throughout the community and the resulting disruption of daily life for many PISD learners, everyone involved with the PISD school libraries was resolved to continue providing library services and resources regardless of the personal and professional obstacles created by the storm. Collaboration and effective communication with all district departments focused on removing access barriers to library services and resources, ensured that the library remained a consistent part of daily school life, and provided a sense of normalcy and comfort to all students.
Beyond the Four Walls. Mingling with the AASL Standards
Author: Hancock, Lori Coffey
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Public Libraries,Institutional Cooperation,Library Associations,National Standards,Librarians

The American Association of School Librarians (AASL) Standards are an invitation to explore the endless possibilities of &quot;why.&quot; The standards provide permission to take risks, to step beyond the comfort of four walls to truly stretch and grow. The AASL Standards provide a common language for school library stakeholders that bring into focus the competencies of engaged, persistent, and adaptive learning communities. Statistics reveal that younger generations are using public libraries more than older generations. Partnering with the public library, by its very nature, will take you beyond the physical four walls of the school library, but it will also present unique challenges. It is encouraging to see public librarians and school librarians both so eager and excited to work together, and the American Association of School Librarians (AASL)/Association for Library Services to Children (ALSC)/Young Adult Library Services Association (YALSA) Public Library and School Library Collaboration toolkit provides many practical ideas that could be implemented along with some tips to help ensure successful collaboration. The article provides information where the toolkit can be down loaded, but the toolkit does not directly address &quot;how&quot; to apply the new AASL Standards to these partnerships. Public librarians serving children and youth might be aware that AASL released new standards, but the responsibility of applying the learner standards will most likely fall to the school librarian. This article advises school librarians to make time to explore the new standards in one of their initial meetings with public librarians. This article encourages school librarians to ask if their public library has a copy of the &quot;National School Library Standards for Learners, School Librarians, and School Libraries.&quot; School librarians could help the public library get a copy or direct the public librarians to the resources on the AASL Standards website. Strong partnerships such as these will strengthen both library programs, foster a stronger community, and ultimately better prepare students for the future. The AASL Standards characterize learning as a complex and evolving journey marked by the cultivation of competencies. The school librarian is a notable leader on this journey. Learning experiences are enriched when the school librarian prioritizes learners' development of responsive strategies and the growth mindset to apply them to inquiries beyond the four walls of the classroom.
Evolution of Evaluation in Georgia: Exploring School Librarians&apos; Responses
Author: Snipes, Phyllis Robinson
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Instructional Effectiveness,Librarians,School Libraries,Responses,Library Role,Media Specialists,Library Services,Surveys,Partnerships in Education,Instructional Leadership,Library Administration,Communication Skills,Literature Appreciation,Educational Environment,Information Technology,Technological Literacy

In many locales--in many states--early conceptions of the school librarian's job have not evolved over the years even as the duties have expanded exponentially. The fact that in some districts outdated evaluation tools, such as Georgia's 1990 system, are still used to rate 21st-century school librarians is an obvious sign of the misconceptions others have about the duties and performance of the school librarian today. The roles of school librarians and the assessments used to evaluate their performance are often incongruent. Two factors seem to contribute to this incongruence. First, various stakeholder groups view the roles of the school librarian inconsistently; therefore, members of the public do not always apply the American Association of School Librarians (AASL) roles of leader, teacher, instructional partner, information specialist, and program administrator when they define the roles of the school librarian (AASL 2009). Second, assessments that have been developed to evaluate school librarians' effectiveness are either outdated--and therefore, do not reflect the actual roles of today's school library professionals--or they lack a consistent focus on credible school library guidelines. In light of these mixed concepts of role definitions and assessment inconsistencies, and in an effort to address these obstacles, the Georgia School Library Media Specialist Consortium developed the School Librarian Evaluation Instrument (SLEI). The ten standards that form the basis for the system were built using the American Association of School Librarians (AASL) Standards for 21st Century Learners (AASL 2007), American Library Association (ALA)/ AASL Standards for Initial Preparation of School Librarians (AASL 2010), and the International Society for Technology in Education (ISTE) Standards for Coaches (2011). It should be noted that, with the 2018 update to the earlier AASL standards, members of the Georgia Consortium did a thorough review of the SLEI standards. This review revealed that the ten SLEI standards are in full alignment with the 2018 AASL Standards, as the five roles of the school librarian were unchanged. One goal for the development of the SLEI system was to advocate and demonstrate the powerful contributions the school librarian can make when in a position to fulfill the roles set forth in the instrument. The SLEI system has been transformative for school librarian evaluation in the Cobb County School District. It has brought about a more-thorough understanding of what the specific roles of the school librarian are, and has provided a platform for strong advocacy for the profession in that district.
Beyond the Technical Skills: A Case for Internationalization of Graduate Attributes in PhD Programs
Author: Eri, Rajaraman
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Graduate Study,Graduate Students,Curriculum,Student Attitudes,Student Characteristics,Cultural Awareness,Cultural Pluralism,Stress Management,Resilience (Psychology),Adjustment (to Environment),Work Environment,Student Exchange Programs,Communication Skills,Job Skills,Ethics

Internationalization of curriculum (IoC) has garnered momentum, with many universities around the world now viewing graduate students as global citizens. One aspect of IoC that lacks clarity is the students' perception of internationalization of graduate attributes. In this study, we explored graduate student's perceptions of the graduate attributes that need to be included in the curriculum to become internationalized. Advanced stage PhD students (n=6) were interviewed about the relevance of internationalization of specific graduate attributes. A set of six specific questions were posed in the interview that was conducted as a group discussion and was recorded and transcribed. 5 out of 6 students observed that schools, faculties, and universities need to sponsor workshops and seminars regularly which will help students absorb attributes such as cultural and religious tolerance, societal awareness, stress management, building resilience which will help them fit well into any work environment. Another important factor was the need for more exchange programs and conference participation that will expose them to different work environments worldwide and help them recognize how their peers approach similar endeavors. Our study offers insights into what aspects of graduate attributes need to be addressed at the faculty and university levels to promote the IoC.
General View of Malay University Students towards the Image of Turkey
Author: Kaya, Beytullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Asians,Asian History,Foreign Students,Case Studies,Positive Attitudes,Knowledge Level,International Studies,Global Education

There are some factors affecting people's perceptions towards other countries. Information obtained from textbooks and teachers, especially during a student's primary school education, is arguably amongst the most important factors affecting these perceptions. In addition, media, social media, and family and friendship groups are also among the factors affecting the opinions of students towards other countries. Although few studies have been conducted examining the perceptions and opinions of the international students studying in Turkey, there are fewer studies determining perceptions of other countries' students towards Turkey who are not studying in Turkey (whether in their home country or elsewhere). In this context, the primary aim of this research is to determine Malay university students' perceptions towards with Turkey and its history. In accordance with this purpose, a solution has been created for the identified subproblems in this study. The study is carried out using qualitative research methods. The study is designed as a case study because it is aimed to determine the current situation. Case studies are a preferred method when it is aimed to present the situation in detail. In this context, it aimed to gather data with semi-structured interviews, because it is compatible with the nature of the study. The sample of the study is determined according to the convenience sample method because it is the most easily accessible. In light of the findings obtained from the study, it was understood that information about Ottoman history was included in Malaysian school textbooks and students were aware about the Ottoman Empire. In addition, it was found that some of the students had a positive attitude towards Turkey and up to date information about the country. In order to better comprehend the perception of non-Turkish students towards Turkey, it is advisable that similar studies be carried out in other countries.
Intertextuality or Story Resistance? A Deconstruction of Stories with Preschoolers: An Example of &quot;The Little Red Riding Hood&quot;
Author: Altun, Dilek
Date: 2019-00-00
Type: Journal Articles
Subjects: Story Telling,Preschool Children,Foreign Countries,Thinking Skills,Childrens Literature,Fairy Tales,Teaching Methods,Story Reading,Critical Thinking

Storybook reading experiences have the potential to foster children's cognitive skills in regard to sequencing a story plot, making predictions about the outcome, comprehending the story's message, and understanding cause-and-effect relationships. Deconstruction enables children to think critically about the story's protagonist's perspectives, themes, and messages. Thus, deconstruction can be a useful method for examining a story's elements with children and triggering them to make intertextual connections among stories. This study focuses on preschoolers' intertextual connection competencies and provides them with a novel activity. Therefore, the study focused on a well-known fairytale titled &quot;The Little Red Riding Hood&quot; along with two different, newer versions of the story. The present study's participants included thirty preschool children (fifteen girls and fifteen boys). The following three versions of the &quot;Red Riding Hood&quot; stories were read twice during the small group reading activity: &quot;The Little Red Riding Hood,&quot; &quot;Very Little Red Riding Hood&quot; (written by Teresa Heapy, illustrated by Sue Heap), and &quot;Who is Afraid of Red Riding Hood?&quot; (written by Sara Sahinkanat, illustrated by Ayse Inan Alican). The stories present different perspectives and contradictory messages regarding the same topic. The findings revealed that the children talked about intertextual linkage between story plots wherein they focused on the climaxes as dissimilar and similar points. The study findings show that half of the children retold their stories along the same lines as those in the previous stories. On the other hand, eleven children drew intertextual connections in their stories and combined different characters, plots, and/or settings from the three versions. Deconstruction can be a fruitful teaching method with which early childhood teachers may encourage children to assert perspectives, think critically, and make intertextual connections among stories to foster their story comprehension.
Investigating the Creativity of Children in Early Childhood Education Institutions
Author: Dere, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Nursery Schools,Creativity,Preschool Education,Foreign Countries,Creative Thinking,Preschool Curriculum,Outcomes of Education,Creativity Tests,Instructional Effectiveness

Early childhood education institutions are referred to preschool, nursery school and practicum schools that educate young children. Preschool curriculum was developed for children in the preschool education institutions to provide a rich learning experience and to help healthy growth. Creativity is fundamental for the preschool curriculum and can be defined as a procedure to create original things. Preschool teachers should provide children with materials to trigger their imagination, should provide opportunities to imagine and to explain their ideas, should appreciate children's individuality, and should encourage their different viewpoints. They also should encourage children to participate in creative games, should care about children's new products, and value them. Moreover, children's creativity should be appreciated, and children should be given confidence. In this study, it is aimed to investigate the creativity of children in the preschool. A simple causal design with pre-and post-test with a single group was used in the study. The participants consisted of 184 children (96 boys, 88 girls) enrolled in preschool and nursery schools belong to Ministry of Education located in Ankara during the 2014-2015 academic year. Figural Creativity Form A and B of Torrance Tests of Creative Thinking were used as pre- and post-tests. The results showed that preschool curriculum increased children's creativity in a positive way.
Predicting Sense of Community among Graduate Students in a Distance Learning Environment
Author: Beeson, Eric
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Sense of Community,Graduate Students,Educational Technology,Distance Education,Predictor Variables,Student Attitudes,Sexual Orientation,Teacher Student Relationship,Peer Relationship,Technological Literacy,Scores,Correlation,Computer Mediated Communication

The purpose of the current study was to investigate the sense of community in graduate level distance education programs. This manuscript provides the results of a descriptive analysis of the existing sense of community among students while exploring the most robust prediction model to explain the variation. This cross-sectional analysis included 382 graduate students enrolled in various graduate programs delivered using the same instructional technology. The predictor variables were related to program characteristics (e.g., time spent in asynchronous coursework) and participants' demographics (e.g., age). The outcome variables were the total sense of community, learning community subscale, and social community subscale scores from a revised Classroom Community Scale (Rovai, 2002b). Results showed that perceived outside interaction with students, sexual orientation, importance of sense of community, and outside interaction with faculty accounted a significant proportion of the variation in participants' total sense of community scores. Importance of sense of community, outside interaction with students, and sexual orientation accounted for significant variation in participants' social community subscale scores. Finally, sexual orientation, outside interaction with students, proficiency with technology, outside interactions with faculty, and age accounted for significant variation in participants' learning community subscale scores.