ethanporcaro/eric-fulltext-meta huggingface dataset:
An Asymmetrical Network Model of the Japanese EFL Learner's Mental Lexicon
Author: Aotani, Noriko
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Processing,Psycholinguistics,Second Language Instruction,Vocabulary Development,Statistical Analysis,Nouns,Networks,Correlation,Individual Differences,Undergraduate Students,Education Majors,Foreign Countries,Graphs,Form Classes (Languages),Language Tests

The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be affected by the introduction of an adjective. Data in the form of perceived relatedness of the nouns collected from 17 Japanese EFL learners at different proficiency levels are analyzed using AMISESCAL (Asymmetric von Mises Scaling). AMISESCAL is a newly developed statistical model that visualizes asymmetric relations among elements on a two dimensional map. Both strength and asymmetry of the connections among vocabulary items are explicated using this model; distinctive features of the EFL learners' mental lexicon are thus obtained. The varieties of L2 network structure and the differences between individual learners are discussed.
Live What You Teach &amp; Teach What You Live: Student Views on the Acceptability of Teachers' Value-Related Statements about Sustainability and Climate Change
Author: Torkar, Gregor
Date: 2013-00-00
Type: Journal Articles
Subjects: Climate,Change,Environmental Education,Teaching Methods,Questionnaires,Preschool Teachers,Preservice Teachers,Teacher Education,Student Attitudes,Teacher Attitudes,Moral Values,Discussion (Teaching Technique),Foreign Countries,Sustainable Development,Statistical Analysis

This paper presents the results of a survey among pre-service and in-service students of pre-school education and students of environmental sciences on the acceptability of value-laden statements made by their teachers on issues of sustainable development and climate change. Fifteen statements were provided, and students had to choose among the options &quot;acceptable statement&quot;, &quot;unacceptable statement&quot; and &quot;cannot decide&quot;. The questionnaire was completed by 139 students from two universities in Slovenia. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered any teacher's statement that would cast doubt on the cause or the necessity to act against climate change to be unacceptable. Teacher's statements emphasising global issues that have, or could have, a direct impact on developed countries (e.g. climate change) received higher support than those global questions that more heavily impact underdeveloped or developing countries (e.g. poverty, child labour, access to natural resources). In the conclusion, it is emphasised that teachers should assist students in developing their own moral positions on complex issues such as sustainable development and climate change. Structured discussion techniques, such as a panel discussion, forum and debate, should be regularly and carefully implemented into lectures at the university level.
Teaching Chemistry about &quot;Stevia&quot;--A Case of Cooperative Curriculum Innovation within PROFILES in Germany
Author: Stuckey, Marc
Date: 2014-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Foreign Countries,Inquiry,Faculty Development,Case Studies,Learning Modules,Advertising,Food,Participatory Research,Action Research,Secondary School Science,Questionnaires,Student Attitudes,Likert Scales

PROFILES is a project of teacher education and curriculum innovation funded by the FP7-programme of the European Union. The aim of PROFILES is implementing innovative science teaching practices incorporating a societal perspective and compassing inquiry-based science learning. The University of Bremen, Germany, as one of the partners, combines teacher continuous professional development with the research-based design of new teaching and learning modules for science teaching. This paper presents--as an exemplary case--how the University of Bremen is operating PROFILES. This case is illustrated according to the development of a teaching and learning module on sugar and sweeteners, incorporating the use of advertising in science education.
An Appraisal of the Internationalisation of Higher Education in Sub-Saharan Africa
Author: Alemu, Sintayehu Kassaye
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Studies,Higher Education,Global Approach,Barriers,Performance Factors,Educational Change,Educational Development,Educational Practices,Educational Policy,Educational Research,Curriculum Design,Student Mobility,Risk,Educational Benefits

Over the past decades, the development of the internationalisation of higher education has revised the conceptual framework of higher education, enhanced its scope, scale and importance, and transformed its world, as well as reshaping relationships between countries. More powerful universities play a central role and are suppliers of knowledge, whereas weaker institutions and systems with fewer resources and lower academic standards occupy a peripheral position and are consumers. The centre-periphery dichotomy in the internationalisation of higher education undoubtedly presents considerable challenges to the higher education institutions of the peripheries. For developing regions like Africa, higher education is an important instrument for socioeconomic development, and one of the strategies to improve and qualify higher education is internationalisation. In spite of various attempts to enhance the benefits of internationalisation, African higher education has continued to be peripheral, with relationships remaining asymmetrical, unethical and unequal. Along with some positive benefits, internationalisation has brought complicated implications and new challenges, such as the brain drain, cultural values, the commodification of higher education, the persistence of inequality between global north-south universities, and so on. The purpose of the present paper is to highlight the challenges and unintended consequences of the internationalisation of higher education, with a particular focus on Africa.
Will Academics Drive or Obstruct the Slovenian Government's Internationalisation Agenda for Higher Education?
Author: Flander, Alenka
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Role,Global Approach,Government Role,Higher Education,Program Implementation,Educational Change,Resistance to Change,Barriers,Educational Policy,Teacher Attitudes,Educational Objectives,Alignment (Education),Preferences,International Cooperation,Online Surveys,Teacher Surveys

The present article is concerned with the question of how conducive the academic culture and climate in Slovenian higher education institutions are to internationalisation. Our underlying assumption is that academic staff represent either an important driving force or an obstacle to the implementation of internationalisation policies formulated at the national level and diffused into institutional practices. Specifically, we investigate whether the present academic attitudes and behaviours are in line with the internationalisation aims and objectives stated in the National Higher Education Programme 2011-2020. Our findings point to generally favourable attitudes of academics towards internationalisation. We also find that academics' own priorities regarding internationalisation tend to be higher than the perceived priorities of their respective institutions. At the same time, however, the preferences of academics regarding the various activities associated with the &quot;internationalisation of study at home&quot;, especially conducting courses in foreign languages, are lower and highly divergent, and might therefore obstruct the government's agenda in this regard.
Visual Art Education: Between Spatial Sustainable Development and the Image of Architecture
Author: Tomšic Cerkez, Beatriz Gabriela
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Sustainable Development,Architecture,Role of Education,Educational Strategies,Physical Environment,Spatial Ability,Student Attitudes,High School Students,Foreign Countries,Municipalities

If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to the sustainable development of our common space and environment becomes fundamental. Among the objectives of art education, we should consider our commitment with authentic and actual problems in our societies. One of them is the awareness of the characteristics of the built environment. Our cities are, in fact, the results of time-space plasters that function as units of spatial experiences in everyday life. The oldest buildings are iconic points of reference, and their simple presence produces a collection of unique meanings to the collective memory of a culture. Their demolition would in many cases injure the cities' images and memory. The main question is how to develop programs at all educational levels to promote critical and responsible attitudes towards the common environment covering all the aspects that shape the concepts of sustainable spatial development. However, it is not possible to create strategies without proper information about the views of the students. The collection and analysis of this views is the main theme of the paper. It is supported by an empirical research on the image of architecture and the environment, held among secondary school students. The research is based on the idea that one of the most efficient critical attitudes towards the world would be to develop an unconditional connection of art work with &quot;everyday life conditions&quot; to promote the education of critical and responsible &quot;perceivers&quot; of the environment.
Promoting Societal-Oriented Communication and Decision Making Skills by Learning about Advertising in Science Education
Author: Belova, Nadja
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Education,Advertising,Communication Skills,Decision Making Skills,Science and Society,Consumer Education,Critical Literacy,Media Literacy,Foreign Countries,Program Implementation,Scientific Literacy,Student Centered Learning

In our everyday lives we are surrounded by advertising in its various forms. Thus in the school context it is not surprising that the issue of advertising is addressed by different subjects, with the main foci being advertising-specific language, images and illustrations, use of stereotypes, strategies of persuasion, etc. But advertising also contains factual information, being explicit or implicit, to make a campaign more credible and underline the effectiveness of a certain product. Dealing with the use of factual information in advertising critically is important for the consumer. For many products this information is derived from science and technology. Understanding the science in and behind advertising is necessary to become a critical consumer. Learning about the use of science in advertising also allows promoting societal-oriented communication and decision making skills in the science classroom. Unfortunately, only a few examples on the use of advertising in the science classroom exist. This paper provides a justification for the use of advertising in science education. Examples from the classroom developed in the framework of the PROFILES-project are provided by way of illustration.
Child Participation in Family-School Cooperation
Author: Maleš, Dubravka
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Participation,Family School Relationship,Cooperation,Student Rights,Models,Foreign Countries,Questionnaires,Elementary Secondary Education,Teacher Attitudes

This paper discusses the cooperation between families and schools from the perspective of the UN Convention on the Rights of the Child (1989). Given that the principal purpose of the cooperation between families and schools is children's well-being, it is reasonable to expect the child's participation in situations of direct parent-teacher cooperation. The theoretical part of this paper is grounded on contemporary scientific findings in family-school cooperation and the role of the child in the process, while the empirical part seeks to determine whether the requirement for child participation is being fulfilled in family-school cooperation in Croatia. As a theoretical basis for the research, Hart's (1995) &quot;Ladder of Participation&quot; model has been used; the results can serve as guidelines for improving the existing school practices and introduce changes in school legislation relating to cooperation with parents.
Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model
Author: Kärkkäinen, Sirpa
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Teachers,Intervention,Scaffolding (Teaching Technique),Learning Processes,Experimental Groups,Control Groups,Teaching Methods,Vignettes,Inquiry,Technology Uses in Education,Biology,Instructional Effectiveness,Health Education

This paper focuses on describing the effects of scaffolding on the student teachers' learning process. The scaffolding is based on using information and communication technology in the PROFILES Three Stage Model; Scenario, Inquiry and Decision-making Stages. Six hours of medicine education intervention is conducted as a part of the student teachers' program in biology education. The scaffolded group is encouraged to work with the case and presentation templates, online, in Google Sites; the unscaffolded group work only with Word documents. During the Scenario Phase, student teachers discuss the important symptoms of flu, its prevention, and sources from which to find reliable information. In the Inquiry Phase, in the light of online materials and resources, student teachers recall and elaborate on these symptoms. In the Decision-making Phase, student teachers conclude their investigation by making a presentation with suggestions for treatment, and justify it with respect to reliable sources. The learning design is mainly based on the existing Internet site (Teaching children about the proper use of medicines). After their presentations, students reflect on questions that arise and discuss the subject. Results show that both groups discuss the reliability of different websites in the same way. However, the scaffolded group is quite effective in searching for information for their presentation, whereas the unscaffolded group has difficulties in finding relevant information. This suggests that by structuring the activity with Google Sites and presentation templates, scaffolding helps student teachers to work intensively and to prepare their presentations. Presentation modelling seems to be beneficial to the students' sense making process during the investigation, and it also supports them in coping with the collaborative case-based reasoning process.
Towards a Concept of Parental Authority in Adolescence
Author: Kuhar, Metka
Date: 2013-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Adolescents,Parenting Styles,Parent Role,Power Structure,Personal Autonomy,Attribution Theory

The notion of authority is common in the literature on parent-child relationships. However, the notion of &quot;parental authority&quot; remains largely unspecified. The present article first critically reviews conceptualisations of parental authority in selected developmental-psychological approaches. We find the absence of an explicit and integrated theoretical and empirical conceptualisation of parental authority, as well as a certain lack of consistency in the application of the concept. Against the background of this review, we suggest initial steps towards a concept of parental authority as relational, dynamic and co-constituted in the sense of a joint product and outcome of family relationships.
The Philosophy and Approach on Which the PROFILES Project Is Based
Author: Holbrook, Jack
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science and Society,Program Descriptions,Science Education,Models,Learning Modules,Relevance (Education),Secondary Education,Scientific Literacy,Technological Literacy,Competency Based Education,Student Centered Learning,Inquiry,Student Motivation,Concept Mapping,Learning Activities

This article sets out to describe the PROFILES project, a European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach.
Do Learning Activities Improve Students' Ability to Construct Explanatory Models with a Prism Foil Problem?
Author: Gojkošek, Mihael
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Activities,Student Improvement,Skill Development,Concept Formation,Problem Solving,Transfer of Training,Science Education,Scientific Concepts,High School Students,Comparative Analysis,Science Process Skills,Learning Processes,Optics,Science Tests,Coding,Models,Correlation,Scores

The transfer of knowledge is considered to be a fundamental goal of education; therefore, knowing and understanding the conditions that influence the efficiency of the transfer from learning activity to problem solving play a decisive role in the improvement of science education. In this article, the results of a study of 196 high school students' ability to transfer knowledge in explanatory model construction are present. Three test groups were formed, traditional, prediction and lab groups, in which students were involved in three different learning activities. A week after instruction, students were tested with a foil test and Lawson's Classroom Test of Scientific Reasoning. According to the results, little knowledge transfer from learning activities to the foil test occurred. Among the three tested learning methods, the one asking for prediction seems to best improve the transfer of knowledge. Time spent on activities had little or no effect on the transfer of knowledge. Some possible reasons for the observed results are presented, and the importance of correct scientific explanation during the learning process is considered.
The Establishment of School Social Work in Austria--From a Project to a Regular Offer
Author: Heimgartner, Arno
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Work,Pupil Personnel Services,Questionnaires,Semi Structured Interviews,Group Discussion,Content Analysis,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Parent Attitudes,Program Effectiveness,Program Evaluation,Cultural Influences,Alignment (Education),Counselor Qualifications,Social Networks,Integrated Services,Partnerships in Education,Educational Research,Qualitative Research

The contribution introduces the present situation and the basic challenges of school social work in Austria. Starting with the perception of a developing &quot;knowledge society&quot; (Höhne, 2004), school is seen as a life place at which social subjects and problems occur and are made manifest. The analyses are based in particular on empirical studies by the University of Klagenfurt (Sting &amp; Leitner, 2011) and the University of Graz (Gspurning, Heimgartner, Pieber, &amp; Sing, 2011), which were carried out in school social work facilities of Carinthia and Styria, but they also include Austrian-wide research projects. A methodical view is presented along the main target groups &quot;pupils,&quot; &quot;teachers&quot; and &quot;parents,&quot; and the basic orientations are discussed. The thematic analysis characterises school social work as a multi-thematic service (e.g., conflicts, love, problems at school, problems of the family) that needs to oppose the reduction to single problem areas such as drug abuse or violence. The structural analyses render visible the meaning of spatial conditions, personnel competence and the social-spatial network. Finally, the possibilities of a lasting implementation of empirical research in school social work are discussed.
Some Aspects of Collaboration in Inclusive Education--Teachers' Experiences
Author: Bouillet, Dejana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Cooperation,Elementary School Teachers,Cooperative Planning,Interviews,Questionnaires,Teacher Attitudes,Teaching Conditions,Disabilities,School Community Relationship,Professional Personnel,Qualitative Research,Statistical Analysis

The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers' experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers' views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb. A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small number of various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higher level of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools.
Competencies in Science Teaching
Author: Mathelitsch, Leopold
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Teacher Competencies,Program Evaluation,Foreign Countries,Teacher Influence,Models,Standards,Textbooks,Science Projects,Elementary Secondary Education

The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, &quot;Competencies in Mathematics and Science Teaching&quot;, was started in Austria three years ago. Initial experiences with this program are reported, specifically with regard to how the teachers adopt this new idea of competencies and which kind of support is appreciated. Two aspects of the program are explained in detail: the evaluation of the program and the role of exercises and problems.