ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers
Author: Bozgeyikli, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Needs,Special Education Teachers,Quality of Life,Teaching Conditions,Predictor Variables,Foreign Countries,Likert Scales,Correlation,Multiple Regression Analysis,Teacher Burnout,Satisfaction,Empathy,Fatigue (Biology),Professional Autonomy,Interpersonal Relationship,Self Determination,Power Structure

The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a special education teacher in the schools affiliated to the Ministry of National Education in Kayseri in 2017 and were selected by simple random sampling method. 69.7% (166 people) of the special education teachers who participated in the research were married, and 30.3% (72 people) of them were unmarried. In the research, professional quality of life and the psychological needs levels of special education teachers were measured by &quot;Professional quality of life scale&quot; and &quot;New psychological needs scale,&quot; respectively. Pearson correlation technique and multiple linear regression analysis were used to analyze the collected data. The results of the research showed that there was a positive significant relationship between the burnout levels of special education teachers' and their psychological needs (success, relationship, autonomy, and dominance needs) and that there was a negative relationship between compassion satisfaction and compassion fatigue. According to the findings obtained as a result of the predictive analyses, the autonomy, relationship, and dominance, which are the sub-dimensions of the psychological needs scale, were found to be the most important predictors of special education teachers' professional life quality. The results obtained from the research were discussed within the scope of the relevant literature, and proposals were made for future researches.
Factors behind Classroom Participation of Secondary School Students (A Gender Based Analysis)
Author: Aziz, Fakhra
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Participation,Classroom Communication,Thinking Skills,Questionnaires,Grade 9,Grade 10,Gender Differences,Student Motivation,Self Esteem,Teacher Student Relationship,Parent Child Relationship,Statistical Analysis,High School Students,Foreign Countries

It is evidence based conclusion that students' classroom participation makes them more motivated, supports their learning, improves their communication and promotes higher order thinking skills. The current study was an intention to investigate the current level of secondary school students' classroom participation and to identify the underlying factors that contribute to it. The study was conducted on 9th and 10th grade students, randomly selected from 19 boys' and 21 girls' government high schools in Lahore city. Sampling process consisted of two stages. In the first stage, 10% sample size was calculated which led to random selection of 4 schools, two from each cohort. At second stage, 500 students were purposively selected from 1689 students, 250 from each cohort. A self-report questionnaire (FBCPS) was used to collect data. Response rate was 70%. Simple descriptive and inferential statistics were used to analyze the data. The study concluded that students exhibit significant level of classroom participation. Further boys participated more in the class as compare to girls, while internal and external factors behind their classroom participation were same, although the extent to which they influence was different. Girls were influenced by motivation in their classroom participation as compared to boys. Boys' participated more due to high self-esteem. Teachers, parents and peers and curriculum are important external factors which supported boys classroom participation more than girls who in turn more influenced by classroom environment.
An Evaluative Study for the Use Reality of E-Learning Systems and Tools in Teaching and Learning by Faculty Members and Students
Author: Asiri, Abdulaziz Aboud Mohammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Questionnaires,Foreign Countries,Integrated Learning Systems,Schools of Education,College Faculty,Scores,Comparative Analysis,College Curriculum,College Instruction,Universities,Statistical Significance,Statistical Analysis

The present study aimed to identify the reality of E-Learning systems and tools use (Blackboard) by faculty members and students in teaching and learning courses at the college of education at Najran University. To achieve this aim, two questionnaires for both faculty members and students were developed. A sample of (60) faculty members and (120) students were selected to take part in the present study. Findings showed that the level of Blackboard use by male and female faculty members was either high or very high in teaching college courses to students. There was no statistically significant difference (a = 0.05) between faculty members regarding the level of E-Learning tools use and its pedagogical practices due to gender and experience. Findings also revealed that male and female students' level of Blackboard use was very high in studying the college courses. Furthermore, there was no statistically significant difference (a = 0.05) between students regarding the use of E-Learning tools and its pedagogical practices due to gender and cumulative average.
Teacher Perspective on Internet Censorship in Turkey
Author: Aktay, Sayim
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Internet,Censorship,Foreign Countries,Web Sites,Sexuality,Addictive Behavior,Elementary School Students,Social Media,Educational Resources,Secondary School Teachers,Statistical Analysis,Teacher Surveys

There has been a rapid increase both in the number of users and the number of websites providing data since the invention of Internet; it has become the richest and most used source of information. However, several countries, including Turkey, resort to censorship owing to the fact that anybody can publish on the Internet with sometimes undesirable content. The main purpose of this study is to reveal how primary and secondary school teachers approach Internet censorship in Turkey. The study was conducted with a voluntary group of 2015 primary (855) and secondary (1160) school teachers who had social media accounts in Turkey during the 2013-2014 academic year in the spring semester. In the study, a survey was used. The study reveals that 59.4% of teachers think that it is necessary to resort censor the Internet from undesirable content like sexuality and gambling. On the other hand, the vast majority of the teachers (86.6%) do not approve the blocking of websites as they can be used as an educational tool. Moreover, 60.5% believe that blocking of certain Internet websites will not negatively affect education.
The Effects of the Rope Jump Training Program in Physical Education Lessons on Strength, Speed and VO[subscript 2] Max in Children
Author: Eler, Nebahat
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Psychomotor Skills,Muscular Strength,Children,Males,Exercise,Experimental Groups,Control Groups,Body Weight,Pretests Posttests,Statistical Analysis,Measurement Techniques,Body Composition,Metabolism

The aim of this study is to examine the effects of rope-jump training program in physical education lessons on strength, speed and VO[subscript 2] max in 10-12 year old boys. 240 male students; rope-jump group (n = 120) and control group (n = 120) participated in the study. Rope-Jump group continued 10 weeks of regular physical education and sport lessons and at the same time rope jump training program exercise 3 days a week, while the control group continued physical education and sports lessons only. Body weight, body fat percentage, leg strength, 20m speed test and VO[subscript 2] max test measurements were taken before and after the 10 week period in both groups. The obtained data were evaluated in the SPSS 16 program. In the statistical analysis, t test was used in dependent and independent groups. As a result of pre-test and post-test, significant differences were found in all parameters except speed of control group (p&lt;0.05). When the measurement differences between pre-test and post-test were compared according to the groups, it was determined that weight, body fat ratio, 20m sprint, VO[subscript 2] max and leg strength measurements were significantly different in favor of rope jump group (p&lt;0.05). In 10-12 year old boys, rope-jump training program was the result of having a positive effect on strength, VO[subscript 2] max and especially speed. As a result, the inclusion of rope-jump programs in physical education and sports lesson curriculum, and in sports branch training programs may contribute to the development of children's motor skills and accelerate the development of the children.
Taking an Institutional and Programmatic Pause to Incorporate the Value Proposition in a Mixed Evaluation Approach to Evaluating the EdD Program
Author: Hussey, Sylvia
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Doctoral Programs,Indigenous Populations,Cultural Background,Indigenous Knowledge,Instructional Leadership,Intervention,Cultural Context,Program Evaluation

Hussey and Sridharan begin this article with the cultural and indigenous context setting that is valued by the authors in answering the question, &quot;Who you?&quot; Not what is your name and academic pedigree, but who are you in terms of your ancestral knowledge, beliefs, mindset, and biases juxtaposed with Western, professional, and life experiences, and brought to the act of evaluating? Both authors come from an ancestral knowledge base that is rooted in family, places, and communities represented by a range and mixture of ethnicity (e.g., Hawaiian, Japanese, East Indian), societal (e.g., plantation, rural, urban, international), professional (e.g., academic, business, education, health, criminal justice, government), and life experiences. &quot;O ke kahua ma mua, ma hope ke kukulu&quot; (the foundation comes first and then the building) (Pukui #2459)--learn all you can, then practice--is the 'olelo no'eau (proverb or wise saying in Hawaiian) chosen to frame the foundation-setting work needed to establish the value proposition approach of evaluation to the University of Hawai'i (UH) EdD program. Using this frame, the authors think that any valuing of the EdD program needs to ask these questions: (1) What is the foundation upon which the EdD program is built? (2) How does it help the community? (3) How does it strengthen the family? How does it help Hawai'i? (4) How does it help the student? The goal of this paper is to develop an initial framework for how to evaluate the EdD program. The authors restrict themselves to conceptual issues and introduce ideas that help argue for the need for multiple evaluation approaches. They do not focus on the actual design or data needs to conduct the evaluation.
Teachers&apos; Perspectives Surrounding ICT Use amongst SEN Students in the Mainstream Educational Setting
Author: Abed, Mohaned Ghazi
Date: 2018-00-00
Type: Journal Articles
Subjects: Mainstreaming,Teacher Attitudes,Special Needs Students,Technology Uses in Education,Qualitative Research,Interviews,Inclusion,Teaching Methods,Educational Practices,Elementary Secondary Education,Foreign Countries

At the present time, ICT (Information and Communication Technology) is recognised as a pressing consideration in educational establishments worldwide. Accordingly, the present research proved to be valuable to teaching staff, teachers in (Special Educational Needs) SEN and leaders in schools. This work's aim was centred on explaining and examining the viewpoints and experiences of teachers in regard to the adoption of ICT for learners with SEN (Special Educational Needs) in the overall learning setting, and identifying the relationship between inclusion and ICT. Moreover, the various approaches and conditions centred on making ICT more inclusive have been established. Qualitative interviews were carried out with a sample of twenty teachers, the findings of which suggest the adoption of ICT for learners with SEN of all ages; more specifically, computer systems were widely used for word processing alongside writing. ICT may be applied in an effort to fill the void in terms of inclusion whilst accordingly counterbalancing any contribution and differences in terms of the inclusion of those learners with SEN. However, in an effort to achieve this, there is a need for teaching to be adapted to the needs of students, with pedagogy needing to be incorporated alongside technology. In regard to further research, suggestions could include more comparable researches or researches concerning the potential of one-to-one for those students with SEN.
From Reagan to Obama: Institutions, Relationships, and the Shrinking State
Author: Fuller, Bruce
Date: 2011-01-00
Type: Journal Articles
Subjects: Politics of Education,Educational History,Educational Change,Educational Practices,Educational Policy,Desegregation Methods,Social Integration,Accountability,Advocacy,Activism,State School District Relationship,Elementary Secondary Education

The article is a transcript of a talk given by the author at a University of California Berkeley Graduate School of Education symposium. He argues that the role of the state has changed quite dramatically since the 1960s. From the postwar period through the 1970s, there was an emphasis on expanding the state, and an emphasis on growing more schools, creating more forms of schooling, expanding community colleges, and experimenting with different forms of schooling like magnet schools or alternative schools. There was really quite a period of optimism and a lot of public resources to expand public options and public projects. In the 1960s, this focused on civil rights and the integration of so-called &quot;peripheral groups&quot; into the mainstream. The public project was not only about expanding education but about incorporating so-called &quot;peripheral groups&quot; on the edges of the &quot;mainstream,&quot; which was defined as an increasingly suburban White population who pulled groups into that mainstream and used schools to socialize people in that common core. The public spaces that opened up were focused on individual rights, civil rights, and social integration. However, starting in the 1980s, those public spaces in stages of political action began to diminish. There was the concern that the money spent on education did not produce higher test scores. Around this time, there was movement of accountability and the narrowing of learning aims to market innovations. He critiques these recent movements.
Ethical Dilemmas in Qualitative Research Methodology: Researcher&apos;s Reflections
Author: Ngozwana, Nomazulu
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethics,Qualitative Research,Foreign Countries,Semi Structured Interviews,Confidentiality,Focus Groups,Urban Areas,Cultural Context,Sampling,Rural Areas,Community Leaders,Teacher Education,Citizenship Education,African Culture

This article examines the ethical dilemmas that are specific to qualitative research methodology. These dilemmas concern the issues of withdrawal from the study, anonymity and confidentiality, which are discussed. Each aspect examines how it was dealt with using the researcher's reflections. The research was positioned within an interpretive paradigm and used the small scale qualitative research design in one rural and one urban contexts of Lesotho. Purposive and snowball sampling were used to select the participants from the larger population. Using a semi-structured interview guide, participants were interviewed individually while others were engaged in focus group discussions. A lesson learnt is that ethics in methodology, when conducting research in an African context, do not always follow what is proposed in the Western literature. It is recommended that a context should be considered when applying ethics in qualitative research studies in Africa since some ethics in research are context-specific.
Learning a Language and Studying Content in an Additional Language: Student Opinions
Author: Ger, Ugur
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Opinions,Secondary School Students,Language Attitudes,Language of Instruction,Questionnaires,Statistical Significance,Educational Attainment,Time Factors (Learning),Bilingual Education,Immersion Programs,Course Content,English (Second Language),Foreign Countries,Statistical Analysis

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were administered a questionnaire. Results indicate students generally have very positive opinions about learning languages and studying content in their non-native language. There is no statistically significant difference between the students' opinion and their school level, and the years that they have been learning a language and studying content in an additional language. However, the students who have a negative opinion about the school have negative opinions about learning languages and studying content in an additional language. The possible reasons for these were evaluated from the perspective of language learning context but further study would be needed to establish causality.
Bridging the Divide: Cross-Cultural Mediation
Author: Mahan, Laura N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Culture Conflict,Cultural Awareness,Intercultural Communication,Indigenous Knowledge,Indigenous Populations,Collectivism,Individualism,Communication Problems,Acculturation,Models,Phenomenology

The article strives to contribute to the growing field of conflict resolution by analyzing contrasting cross-cultural perceptions through insights from multiple areas to resolve intercultural conflicts and disputes. Western-centric mediation techniques are dissected in juxtaposition to indigenous methodologies in degrees of (1) substantiality and its prominence in indigenous communities; (2) connectivity in the ability for these methodologies to resonate within other cultures; and (3) determinism through application to aid in the manifestation of possible resolutions. By analyzing various global indigenous systems, we argue individualistic and collectivist mediation techniques often lack synergy between peoples in cross-cultural conflicts, which can lead to miscommunication. In this paper, we present the Cross-Cultural Mediation Model and methodology for managing conflict that incorporates a wide variety of mediation techniques found throughout the world at every level of society.
An Assessment of Learning Outcomes in Short-Term Study Abroad and Human Rights Education
Author: Nagengast, Emil
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Civil Rights,Student Attitudes,Attitude Change,Role of Education,Relevance (Education),Mixed Methods Research,Intergroup Relations,Intergroup Education,Sensitivity Training,Control Groups,Experimental Groups,Student Surveys,Comparative Analysis,Likert Scales,College Students,Foreign Countries

How does short-term study abroad affect students' attitudes toward human rights? What role does study abroad play in human rights education? This study assesses the learning outcomes of two study abroad programs that aimed to promote human rights education. I applied a mixed methods approach to measure the changes in the opinions of students who completed my courses in two countries with poor human rights scores: The Gambia and Vietnam. I expected that The Gambia course would push the students toward ethnocentrism, and the Vietnam course would push the students toward ethnorelativism, but I was wrong about the impact of both courses Intergroup contact theory provides the best theoretical framework for explaining these unexpected learning outcomes. My findings suggest that we need to question the compatibility between human rights education and study abroad in terms of learning objectives.
Examining the Role of Structural Diversity in Intercultural Competence
Author: Peifer, Janelle S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Interpersonal Competence,Diversity (Institutional),Ethnicity,Race,Global Education,Liberal Arts,Single Sex Colleges,Females,Student Surveys,Multivariate Analysis,Statistical Analysis

Higher Education Institutions (HEIs) across the United States have identified intercultural competence as a priority for students in the modern, globalized economy. Increasingly, institutions utilize an intersectional approach to understand how individuals from different backgrounds engage with global learning and international educational experiences. This is an exploratory study which examines the association of institutional diversity and individual students' race/ethnicity with the outcome of global learning. The study includes two women's colleges: a predominantly white (77%), faith-based liberal arts institution in the US Midwest and a majority-minority (61%) liberal arts college in a Southeastern metropolitan area. Findings indicate that incoming students at the majority-minority college have higher Global Perspectives Inventory (GPI), (Braskamp, Braskamp, Merrill, &amp; Engberg, 2012). scores when compared with the students, pre-study abroad, at the predominantly white institution (PWI) and that people of color (minority group members) had higher GPI scores than their white peers. Moreover, white students entering the majority-minority college had higher self-reported intercultural competence than white students at the PWI. Finally, controlling for majority/minority group status, institutional racial/ethnic makeup predicted GPI scores such that being a student at the majority-minority was associated with higher intercultural competence scores. Implications for institutional diversity are discussed as they relate to intercultural competence initiatives and outcomes.
Strategies of Supporting Chinese Students in an International Joint Degree Program
Author: Arshakian, Arakssi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dual Enrollment,International Cooperation,Institutional Cooperation,Partnerships in Education,Case Studies,Foreign Students,Educational Strategies,Change Strategies,Undergraduate Students,Social Integration,Student Experience,Graduate Surveys,Participant Satisfaction,Academic Support Services,Student Personnel Services,Interviews

The international joint degree program is one of the recent ways of international collaborations in Higher Education. Those programs involve intensive academic collaborations as well as institutional alliance.?Such programs could provide a supportive environment for international students through international partnerships. The article provides a case study on sharing the practices of building an effective supporting system for international students in an international joint degree program. In specific, the authors shared academic, cultural, and individual growth support programs and services designed by Oklahoma State University to best facilitate academic and social integration of the Chinese students. Those programs are designed and implemented in a three-phase approach: Pre-engagement, Transition and Integration, and Connection at Oklahoma State University.