ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between the Organizational Alienation and the Organizational Citizenship Behaviors of Primary School Teachers
Author: Dagli, Abidin
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Behavior,Teacher Attitudes,Power Structure,Professional Isolation,Foreign Countries,Teaching Conditions,Teacher Surveys,Statistical Analysis

The aim of this study is to determine the relationship between the organizational alienation and the organizational citizenship behaviors of primary school teachers. The research population consists of 700 teachers from 90 primary schools in the central district of Mardin/Turkey in the academic year of 2015-2016. The research sample consists of randomly selected 346 teachers from 40 primary schools. Some of the important findings: (1) The perceptions of the primary school teachers about organizational alienation were found to be in the dimension of &quot;powerlessness&quot; (M = 1.94) &quot;normlessness&quot; (M = 2.16), &quot;isolation&quot; (M = 1.87), &quot;self-estrangement&quot; (M = 1.86, Rarely) and &quot;meaninglessness&quot; (M = 1.66, Never). As for the score regarding the whole scale, it was found to be (M = 1.87, Rarely); (2) The perceptions of the primary school teachers about organizational citizenship behaviors were found to be in the dimension of &quot;civic virtue&quot; (M = 3.86), &quot;altruism&quot; (M = 4.15), &quot;conscientiousness&quot; (M = 4.20, I agree) and &quot;gentility&quot; (M = 4.21; I totally agree). The score regarding the whole scale was found to be (M = 4.11; I agree); and (3) In the study, the relationship between organizational alienation and organizational citizenship behaviors was detected as (r = -0.510, p &lt; 0.01) a mid-level, significant and negative oriented correlation. It was found out in this study that the more organizational alienation behaviors, the less organizational citizenship behaviors.
Bodily Writing and Performative Inquiry: Inviting an Arts-Based Research Methodology into Collaborative Doctoral Research Vocabularies
Author: Buono, Alexia
Date: 2017-09-22
Type: Journal Articles
Subjects: Art Activities,Research Methodology,Graduate Students,Interdisciplinary Approach,Cooperation,Dance,Performance,Student Research,Doctoral Dissertations,Teacher Education,Educational Research

In this article, the authors (then two doctoral students) describe their methodology of engaging in an interdisciplinary, collaborative doctoral arts-based research (ABR) project. Education and the arts were integrated utilizing dance methods of bodily writing and performative inquiry to strengthen the analysis of dissertation findings in the field of teacher education. We share our theoretical stance based on somatics, embodiment, and rhizomatics, followed by a thick description of our rhizomatic actions of becoming collaborative arts-based researchers. We advocate, argue, and fight for the right to introduce and encourage interdisciplinary and collaborative research with the arts in doctoral students' studies and highlight the implications our project had on accessibility to research and engagement with broader audiences as well as our entrant-audience. We argue that ultimately, combining efforts to bring collaborative interdisciplinary ABR into doctoral students' work will foster benefits for both doctoral students and the research produced.
Teachers&apos; Experiences and Perceptions of a Community Music Project: Impacts on Community and New Ways of Working
Author: Ansio, Hei
Date: 2017-09-22
Type: Journal Articles
Subjects: Music Activities,Music,Teacher Attitudes,Teaching Experience,Qualitative Research,Disabilities,Semi Structured Interviews,Employee Attitudes,Special Education Teachers,Community Based Instruction (Disabilities),Teacher Background,Positive Attitudes,Sense of Community,Educational Benefits,Relevance (Education),Foreign Countries,Elementary Secondary Education

This qualitative research discusses a Finnish community music project aimed at school pupils with disabilities. The practices of this project define community music as community-driven, goal-oriented participatory music-making with a musician as a facilitator. Instead of the effects on pupils, this research investigates the project's impacts on school employees. Qualitative semi-structured interviews were conducted with special class teachers and special needs assistants (n = 8) to examine their experiences and perceptions of the project's influences on their work and work environment. The project's impacts were related to teachers' learning of new skills, positive feelings and increased sense of community within and between the classes of pupils with special needs. The research is linked to the discussion on artist-teacher collaboration in schools, on artistic interventions at work, and on artistic initiatives in the public sector more generally.
Clarifying the Characteristics and Exploring the Collaboration of Citizenship and Character Education in South Korea
Author: Park, Sun Young
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Values Education,Qualitative Research,Educational Policy,Policy Analysis,Content Analysis,Democratic Values,National Curriculum,Comparative Analysis,Educational Practices

Purpose: This paper seeks to illuminate the background of citizenship and character education in South Korea in order to better determine a means of collaboration between the two goals. Method: The paper is based on the qualitative analysis of the official documents and law in relation to citizenship and character education. Findings: The paper finds the differences and the similarities of citizenship and character education and there are increasing needs for both educational initiatives in terms of social and national development of South Korea.
Beyond Instructed L2 Grammar Acquisition: Theoretical Insights and Pedagogical Considerations about the Role of Prior Language Knowledge
Author: Angelovska, Tanja
Date: 2017-00-00
Type: Journal Articles
Subjects: Prior Learning,Knowledge Level,Second Language Learning,Grammar,Teaching Methods,Verbs,Metalinguistics,Teacher Role,Multilingualism,German,English (Second Language),French,Spanish,Russian

The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as &quot;explicit information&quot;, &quot;negative evidence,&quot; &quot;metalinguistic explanations,&quot; &quot;grammar consciousness raising,&quot; and &quot;input enhancement&quot;), a recently developed method (Hahn &amp; Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development
Author: De Groot, Isolde
Date: 2017-00-00
Type: Journal Articles
Subjects: Democratic Values,Citizenship Education,Citizenship,Civics,Elections,Role Playing,Qualitative Research,Semi Structured Interviews,Political Issues,Critical Theory,Citizen Participation,Critical Literacy,Teaching Methods,Elementary Secondary Education,Foreign Countries

Purpose: Preparing citizens for participation in pluralist democracies also requires a type of citizenship education that fosters critical democratic citizenship (CDC). This study inquires into an educational activity with a long history in many EU-countries: mock elections. It explores the extent to which elements of CDC-literacy, competences and identity are commonly fostered in education related to mock elections in the Netherlands, and teacher rationales in this regard. Methodology: A qualitative study was conducted. Data from semi-structured interviews with teachers from eight schools were analysed using thematic analysis. Findings and implications: Data analysis revealed an emphasis on offering a participatory experience. Five elements of critical democratic citizenship were commonly advanced in mock election related education in these schools. Teacher narratives also revealed how teachers had different understandings about political identity and their role in advancing identity development. Findings suggest that there is ample opportunity to intensify attention to CDC-development in education related to mock elections in Dutch schools. Further research into students' political identity development processes during political simulations in different political and educational contexts is required to further academic debate about desirable support by teachers and governments in high-quality political education projects.
L2 Acquisition of Spanish Dative Clitics by English and Dutch Learners
Author: Escobar-Álvarez, M. Ángeles
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Spanish,Native Language,Transfer of Training,Grammar,Task Analysis,English,Indo European Languages,Form Classes (Languages),Syntax,Guidelines,Teaching Methods,College Students,Foreign Countries,Student Placement,Language Tests,Test Items

This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of the animacy constraint in the target language, which is different from the first language (L1) counterparts. The role of transfer in acquiring new syntactic structures has been taken into account, where dative clitics appear and animate objects are marked by the dative preposition &quot;to.&quot; New findings are obtained on CLD and the Spanish animacy constraint from a grammaticality judgement task (GJT), completed by English and Dutch learners at B1 and B2 CEFR levels. The difficulties learners experienced were not always due to negative L1 transfer, but also related to the complexity of the argument structure where the clitic is inserted. This has clear implications for the teaching of pronominal elements which are closely related to different syntactic configurations in Spanish.
The &quot;P2P&quot; Educational Model Providing Innovative Learning by Linking Technology, Business and Research
Author: Dickinson, Paul Gordon
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Methods,Models,Undergraduate Students,Business Administration Education,Qualitative Research,Student Experience,Interviews,Feedback (Response),Experiential Learning,Influence of Technology,Minimum Competency Testing,Student Attitudes,Achievement Gains,Teaching Methods,Foreign Countries,Peer Teaching

This paper evaluates the effect and potential of a new educational learning model called Peer to Peer (P2P). The study was focused on Laurea, Hyvinkaa's Finland campus and its response to bridging the gap between traditional educational methods and working reality, where modern technology plays an important role. The study describes and evaluates an undergraduate business management programme. A qualitative methodological approach was used in assessing the students' experience of projects with businesses and their theoretical learning without formal lectures. Student feedback via in-depth interviews forms the basis which provides empirical findings from students from different countries. Specific projects involving real businesses within this unique P2P programme are described and assessed within the overall objective. The study concludes that although it requires a different role from both teachers and students the relevance for European education is that both academically and practically this type of model delivers a more employable graduate with more transferable business skills.
Education to Thrive in a Heterogeneous and Democratic Society--A Task for Citizenship and Character Education? Results of Case Studies in Three Berlin Schools
Author: Bacia, Ewa
Date: 2017-00-00
Type: Journal Articles
Subjects: Democratic Values,Democracy,Values Education,Citizenship Education,Case Studies,Heterogeneous Grouping,Student Surveys,Focus Groups,Interviews,Teacher Surveys,Administrator Surveys,High Schools,Comparative Analysis,Teaching Methods,Classroom Techniques,Intermode Differences,Foreign Countries,Observation

Purpose: The main goal of this paper is to analyze how the schools and teachers in three high schools dealt with the challenges of heterogeneity in the classroom using methods of citizenship and character education (CCE). Approach: To achieve this goal we conducted case studies in three high schools in Berlin, using multiple Methodological Approaches: observation of lessons, surveys of students, focus group interviews (FGI) and workshops with students, and individual interviews with teachers and with the headmasters of the schools. For the analysis of the data we use the PRIME model developed by Berkowitz and Bier (2014). Findings: The results of the case studies provide numerous insights into the issue's complexity and highlight the need to discuss the goals as well as different models of CCE more broadly. Since the understanding of goals and appropriate means of CCE differs strongly depending on cultural and school context, analyzing CCE in the context of heterogeneity in democratic societies implies multidimensional questions. Practical implications: Future research needs to include more members of the studied school communities in the process of participatory action research: Deeper insight into the field can be achieved by integrating multiple perspectives. At the same time more members of the school community can reflect on the study outcomes, which might facilitate their direct implementation into practice.
Ata: An Indigenous Knowledge Based Pedagogical Approach to Teaching
Author: Forsyth, Huhana
Date: 2017-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Teaching Methods,Educational Philosophy,Educational Practices,Integrity,Cultural Relevance,Holistic Approach,Reflective Teaching,Foreign Countries

Western education theory and philosophy as the domain of the dominant pedagogy forms the basis of the New Zealand education system. Although the current form of education is reflective of the dominant cultures ideologies and philosophies it does not always serve the interests of all students. The philosophy of Ata offers an indigenous knowledge based pedagogical approach to teaching that has the potential to not only transform the learning experience of all students, but also provide teachers with a theory of best practice that is holistic and relational.
Neoliberal Education? Comparing &quot;Character&quot; and Citizenship Education in Singapore and &quot;Civics&quot; and Citizenship Education in Australia
Author: Neoh, Jia Ying
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Citizenship Education,Civics,Comparative Education,Educational Policy,Curriculum Evaluation,Values Education,Social Studies,Educational Objectives,Context Effect,Educational Development,Role of Education,Educational Methods

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism. Approach: Though a discussion of country contexts, citizenship education policies and curriculum, &quot;Character and Citizenship Education&quot; in Singapore and &quot;Civics and Citizenship education&quot; in Australia are examined to explore the meanings of &quot;Character education&quot; and &quot;Civics education&quot; and their connections with &quot;Citizenship education&quot;. Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.
L1 French Learning of L2 Spanish Past Tenses: L1 Transfer versus Aspect and Interface Issues
Author: Amenós-Pons, José
Date: 2017-00-00
Type: Journal Articles
Subjects: Native Language,French,Transfer of Training,Spanish,Morphemes,Grammar,Second Language Learning,Task Analysis,Oral Language,Films,Story Telling,Language Proficiency,Role,Psycholinguistics,Pragmatics,Reaction Time,Statistical Analysis,Control Groups,Syntax,Language Research,Video Technology,Comparative Analysis,Accuracy,Second Language Instruction,Foreign Countries

This paper examines the process of acquiring L2s that are closely related to the L1 through data on how adult French speakers learning L2 Spanish in a formal setting develop knowledge and use of past tenses in this L2. We consider the role of transfer and simplification in acquiring mental representations of the L2 grammar, specifically in the area of tense and aspect, and how learners deal with integrating grammatically encoded, lexical and discursive information, including mismatching feature combinations leading to particular inferential effects on interpretation. Data is presented on the Spanish past tenses (simple and compound past, pluperfect, imperfect and progressive forms) from two tasks, an oral production film retell and a multiple-choice interpretation task, completed by learners at A2, B1, B2 and C1 CEFR levels (N = 20-24 per level). L1 influence is progressively attenuated as proficiency increases. Difficulties were not always due to negative L1 transfer, but related also to grammar-discourse interface issues when integrating linguistic and pragmatic information in the interpretation process. This has clear implications for the teaching of closely related languages: instruction should not only focus on crosslinguistic contrasts, but also prioritize uses requiring complex interface integration, which are harder to process.
The Development of English Grammar and Reading Comprehension by Majority and Minority Language Children in a Bilingual Primary School
Author: Steinlen, Anja K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,Bilingual Students,Elementary School Students,Reading Comprehension,Second Language Learning,Language Minorities,Longitudinal Studies,Immersion Programs,Grade 3,Grade 4,Comparative Analysis,Foreign Countries,English (Second Language),German,Language Tests,Intelligence Tests,Questionnaires,Parents,Statistical Analysis,Family Characteristics,Cognitive Development,Reading Tests,Regression (Statistics)

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children's English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.
&quot;Politics is Ethics Done in Public&quot;: Exploring Linkages and Disjunctions between Citizenship Education and Character Education in England
Author: Kisby, Ben
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Values Education,Educational History,Educational Development,Social Capital,Citizen Participation,Interdisciplinary Approach,Correlation,Educational Practices

Purpose: This article explores linkages and disjunctions between citizenship education and character education in England. Approach: The article undertakes a theoretical discussion of what both forms of education are and involve, and a historical overview of their development over the past twenty years, utilising a wide range of primary and secondary sources. Findings: Citizenship education programmes tend to place much greater emphasis than character education on the development of the necessary knowledge and skills that enable participation in political and democratic activities. The focus of character education is on personal ethics rather than public ethics, and the particular understanding of character education advanced by British politicians has been narrow and instrumental, linking the development of character with individual &quot;success&quot;, especially in the jobs market. Research implications: Comparative research is now needed to examine the strengths and weaknesses of these two forms of education as they are delivered in other countries, and to explore the similarities and differences between the experiences of different countries. Practical implications: Policy-makers concerned to ensure that young people have the knowledge, skills, values and attitudes they need to engage in civic and political activity should focus on programmes of citizenship education rather than character education.
L2 Irregular Verb Morphology: Exploring Behavioral Data from Intermediate English Learners of German as a Foreign Language Using Generalized Mixed Effects Models
Author: Wagner, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Verbs,German,Second Language Learning,Language Processing,Psycholinguistics,Morphemes,English,Native Speakers,Morphology (Languages),Vowels,Regression (Statistics),Interlanguage,Language Universals,Language Patterns,Foreign Countries,Sampling,College Students,Novels,Questionnaires,Statistical Analysis,Associative Learning

This paper examines possible psycholinguistic mechanisms governing stem vowel changes of irregular verbs in intermediate English learners of German as a foreign language (GFL). In Experiment 1, nonce-infinitives embedded in an authentic fictional text had to be inflected for German preterite, thus testing possible analogy-driven pattern associations. Experiment 2 explored the psycholinguistic reality of the so-called apophonic path by prompting two inflections for one given nonce-word. Data were analyzed using generalized mixed effects models accounting for within-subject as well as within-item variance. The results of Experiment 1 and 2 support the notion of a pattern associator and yield only scarce evidence for the psycholinguistic reality of a universal apophonic path. Therefore, the organization of irregular verb morphology in the mental lexicon of intermediate GFL learners might best be captured by the linguistic notion of structured lexical entries as well as the psycholinguistic mechanism of an analogy-based pattern associator.