ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of Children&apos;s Persistent and Reactive Behavior with Respect to Parenting Attitudes
Author: Kaya, Isa
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Behavior,Parenting Styles,Parent Child Relationship,Mother Attitudes,Preschool Children,Age Differences,Employed Parents,Measures (Individuals),Personality Traits,Correlation,Gender Differences,Behavior Problems,Self Control,Foreign Countries

The aim of the current study is to investigate the contributions of maternal attitudes to children's persistent and reactive behaviors. The study sample is made up of 202 preschoolers aged 48-72 months and their mothers. A demographic form was used to collect data on children's age, gender and mothers' working status. Persistence and Reactivity Subdimensions of the The Short Temperament Scale for Children and Parenting Attitude Scale for maternal attitudes were used for the data collection. Both forms were completed by the mothers. An independent sample t-test, a Pearson Product-Moment Correlation and multiple regression were used to test the data collected from the mothers. The results showed that girls, 6-year-olds (60-72 months) and children with working mothers were more persistent compared to boys, 5-year-olds and children with unemployed mothers, respectively. The findings indicated a negative and significant relationship between persistence and overprotective parenting attitudes and a positive and significant relationship between reactivity and permissive and overprotective parenting attitudes. Parenting attitudes explained 5% and 7% of the variation in children's persistent and reactive behavior, respectively. Overprotective and permissive parenting attitudes significantly predicted persistence and reactivity, respectively.
The Opinions of the Classroom Teachers about the Enrichment Educational Programs for Gifted Students Who Continue to the Inclusive Classes
Author: Yazicioglu, Tansel
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Curriculum Enrichment,Academically Gifted,Inclusion,Elementary School Teachers,Curriculum Development,Curriculum Implementation,Foreign Countries

The enrichment model is a model that aims to be used in the education of gifted children and is based on the development of some additional programs for children. Enrichment educational programs (EEP) consist of high-level content products and processes which are designed to develop problem solving skills, to support creativity and independent learning and which are based on the individualized programs and teaching. The aim of this study is to determine the views of the classroom teachers about the EEPs designed for gifted students who continue their education through inclusion in primary schools. Therefore, the case study model, one of the qualitative research methods, was used in the research. The participants of the study are ten primary school teachers who taught gifted students. The data were collected using the &quot;Semi-structured interview form&quot; which was developed by the authors. The findings of the research show that the teachers do not have knowledge about the EEP practices in general. Therefore, there is a need for the support of the field experts in the planning and implementation of the EEPs.
The Problem of Education between Ontology and Epistemology and Application of Kierkegaard Thought to the Problem
Author: Bayraktar, Olcay
Date: 2020-00-00
Type: Journal Articles
Subjects: Epistemology,Philosophy,Metacognition,Educational Philosophy,Problems,Educational History,Social Change

Ontology and epistemology are two different basic disciplines of philosophy. In the course of philosophy history, the priority given to these two different disciplines varied between antique age and middle age and modern era. For sure, this central change was realized in the basis of the connection made by philosophers with metaphysics. The change in question is of power to influence human life in many aspects. As for education, it is a field prone to such kind of influences. Existentialism and existentialist philosophers are aware of this course of events in the history of philosophy. Kierkegaard is a philosopher coming to the forefront with his different stand in the modern era. The fact that he regards human being as an existence of synthesis and his style of approaching to the field of faith gave him an opportunity to examine philosophical problems on the ground of metaphysics and ontology. In the current study, the change in question will be evaluated with its dimensions reflected on education. Kierkegaard thought will be taken into consideration in order to answer the problem with a more holistic mind instead of producing some solutions-in-pieces. In this sense, related documents will be analysed in line with the above-mentioned problem and with its dimension related to education.
Job (In)Security and Workers&apos; Training Decisions: A Framing Approach
Author: Kamphuis, Pascal
Date: 2020-00-00
Type: Journal Articles
Subjects: Job Security,Decision Making,Job Training,Vocational Education,Labor Market,Foreign Countries,Intention,Employee Attitudes,Contract Training,Vignettes,Undergraduate Students

Context: In this study, we attempt to contribute to the scarce evidence about the relationship between perceived labour market insecurity and worker training investments. Drawing on existing research into framing in decision-making, we investigate whether framing the labour market as insecure increases the willingness of workers to invest in training. We also investigate whether this effect is larger when training contract terms are favourable, such as when training is done mostly in an employer's time, or when no payback clause is included. Approach: Data are gathered through a vignette-study under a sample of senior Dutch students, with experimental manipulation of frames. Respondents are given a questionnaire in which they are asked to imagine themselves working for a fictitious firm (but presented to them as real). The security/insecurity frames are elicited by randomly stressing either the positive or negative side of a series of events related to the labour market position of people working in this firm. Respondents are then asked to respond to five vignettes, each of these a randomly generated combination of training contract terms. For each vignette, respondents are asked to state whether or not they would be willing to go along with the specified training program under the conditions outlined in that vignette. Data are analysed with multilevel logistic regression. Findings: The willingness to train is not invariably greater under an insecurity frame. Instead, we find a crucial interaction: the willingness to train is greater under an insecurity frame when training-contract terms are favourable (e.g when no payback clause is included), but smaller when training-contract terms are unfavourable. Since the positive and negative effects are approximately equal in size, in a balanced design such as ours they cancel each other out, resulting in a close to zero overall effect for the frame variable. Conclusion: Our results suggest that, when workers are aware of the insecurity in their situation, this only makes them more willing to follow training when the risk of losing their investment is low.
Vocational Training for Rural Populations: A Demand-Driven Approach and Its Implications in India
Author: Ramasamy, Muthuveeran
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Rural Areas,Employment Potential,Career Development,Skill Development,Student Attitudes,Competency Based Education,Womens Education,Indians,Access to Education,Job Training,Sociocultural Patterns,Intervention,Needs Assessment

Context: Vocational training is viewed as a significant tool that increases employment outcomes and provides potential career advancement opportunities for individuals. Many countries are witnessing a shift from supply-driven to demand-driven approaches. The demand-driven approach in vocational training is often explored at the macro level and is associated with the perspectives of employers and labour markets. In contrast, this article explores the demand-driven approach at the micro level by focusing on the perspectives of individual learners within the context of their localities in order to position them at the centre of the skill development process. Methods: This study used a qualitative exploratory research method and a mixture of focus group and face-to-face semi-structured interviews to obtain data to identify the practical problems that arise in real life contexts when attempts are made to prioritise vocational training demands in line with the needs of all the stakeholders. Based on the demand from the targeted learners, a competency-based vocational training course especially for women was designed, tested and evaluated in selected villages. Findings: The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process. Conclusion: The findings illustrate that demand-driven approach should be context specific, responsive to individuals'/learners' demands, relevant and flexible.
School Principals&apos; and Counselors&apos; Focus on College-Going: The Impact of School Leader Expectations and Primary Counseling Goals on Postsecondary Education
Author: Kim, Jungnam
Date: 2020-12-00
Type: Journal Articles
Subjects: Principals,School Counselors,Counseling Objectives,Administrator Role,Counselor Role,Expectation,College Attendance,Enrollment Influences,High School Students,Student Educational Objectives,Student Characteristics,Institutional Characteristics,Decision Making,Social Development,Emotional Development,School Culture,Longitudinal Studies

The purpose of this study was to examine how school counselors', and principals' primary counseling goals and expectations impact postsecondary enrollment in order to learn what best helps students achieve their postsecondary goals. It was found that school counselors' expectations of students were positively related to students' postsecondary education decisions. Further, it was found that principals' primary school counseling goals; regarding preparing students for postsecondary education, was significantly related to an increase in students' decisions to enroll in postsecondary education. These findings support existing evidence that school counselors' high expectations and principals' primary goals are crucial in promoting college-going culture, which may ultimately pave the way for students to attain their goals of earning a college degree.
Analysis of Articles Related to Electronic Books: A Descriptive Content Analysis Study in Turkey Context
Author: Maden, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Books,Electronic Learning,Content Analysis,Reading Habits,Journal Articles,Bibliometrics,Classification,Literature Reviews,Research Methodology,Data Collection,Sampling,Undergraduate Students,Data Analysis

The present study aimed to review the articles published in Turkey on electronic books. In the study, descriptive content analysis method was employed. In the study, national databases such as UlakbimUVT, Asos Index, Turkish Education Index (TEI) and international databases such as ERIC, DOAJ, EBSCO, Google Scholar and past issues of educational and social sciences journals in Web of Science (WOS) as of 2017 were searched with &quot;e-book, electronic book, z-book, digital book&quot; keywords both in English and Turkish. Forty-three articles that were accessed in the search were analyzed using the article classification form. The data were analyzed using frequencies and percentages. In the present study research, it was determined that the majority of the articles on e-books were on the &quot;determination of perception, attitude and views&quot; in e-books, the highest number of publications was published in 2013 and 2014, and the studies were mostly authored by a single scientist. Furthermore, it was determined that the authors preferred the &quot;literature review&quot; method, most articles lacked a &quot;research question&quot; in most studies where a sample was set, the data were collected from &quot;undergraduate&quot; students and &quot;random sampling&quot; was preferred. It was also determined that the &quot;frequency&quot; and &quot;percentage&quot; techniques were the most used techniques in data analysis.
Problem-Based Learning at a &quot;Learning University&quot;: A View from the Field
Author: Heuchemer, Sylvia
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,College Faculty,College Students,Universities,Learning Theories,Foreign Countries,Learning Processes,Institutional Mission,Case Studies,Portfolios (Background Materials)

Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students' studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln--University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.
Cultural Boundary Work When Inviting Constructivist Pedagogy into Polytechnic Schools
Author: Hindhede, Anette Lykke
Date: 2020-09-00
Type: Journal Articles
Subjects: Constructivism (Learning),Foreign Countries,Problem Based Learning,Marine Education,Technical Education,Educational Change,College Faculty,College Instruction,Teacher Attitudes,Administrator Attitudes,Power Structure

In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers' moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBL-based teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.
Evaluation of Assistant Principal Roles and Jobs at School in the Context of Henry Mintzberg&apos;s Managerial Roles
Author: Balikçi, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Assistant Principals,Administrator Role,Governance,Administrator Responsibility,Foreign Countries,Elementary Secondary Education,Preschool Education,Job Skills,Work Environment,Teamwork,Interpersonal Communication

Organizations aim at achieving their objectives with their personnel. One of the personnel of a school, which is also an organization, is the assistant principal. Assistant principals are the personnel managing the school with the school principal. This study aims at presenting how assistant principals interpret their roles and jobs in managing the school by considering Henry Mintzberg's opinions on the roles and jobs of managers. This study was carried out with a qualitative research method and phenomenological pattern. The data resource of this study was the interview. Twenty assistant principals participated in this study. There were two themes as a result of this study. These are the roles and jobs of assistant principals. Assistant principals have many roles and jobs in the school that are interrelated and complementary. These are bureaucratic and they affect education. However, this is not something that assistant principals want. In addition to this, it was seen that the data collected from this study and the opinions of Henry Mintzberg generally supported each other. The main reason for not supporting each other is thought to be the scope of the current study. The last section of this study included recommendations.
Educating Students for a Complex Future: Why Integrating a Problem Analysis in Problem-Based Learning Has Something to Offer
Author: Thomassen, Anja Overgaard
Date: 2020-09-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Interdisciplinary Approach,Reflection,Problem Solving,Sustainable Development,Competence,Skill Development,Role of Education,Universities,Science and Society

The aim of this paper is to raise awareness of problem-based learning (PBL) and more specifically the problem analysis as a set of learning principles and practices offering the potential to bridge higher education to the complexities and uncertainties of science and society. Literature on PBL often argues that PBL supports education aimed at developing students' competences in problem-solving. However, as we increasingly face complex and wicked problems, we cannot assume that problems can be solved based on existing methods and theories; the focus needs to shift from problem-solving to problem analysis and complexity navigation. This paper describes and discusses the need to focus on authenticity, exemplarity, and interdisciplinary as key educational concepts when developing competencies to analyze complex problems. In addressing these key concepts, the paper touches upon the didactical implications of problem analysis as the most important competence to achieve during higher education and as essential when moving beyond education and into a complex world where problems are always interrelated, as reflected in the UN's Sustainable Development Goals.
Why Don&apos;t We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory
Author: Scholkmann, Antonia
Date: 2020-09-00
Type: Journal Articles
Subjects: Problem Based Learning,Program Implementation,Educational Change,Higher Education,Translation,Foreign Countries

Variations in PBL [problem-based learning] implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the &quot;original model&quot;. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Institutionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.
Graduate Students&apos; Perceptions of Factors That Contributed to ePortfolios Persistence beyond the Program of Study
Author: Thibodeaux, Tilisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,College Graduates,Student Attitudes,Educational Technology,Electronic Learning,Masters Programs,Portfolios (Background Materials),Portfolio Assessment,Transformative Learning,Authentic Learning,Career Development,Persistence,Personal Autonomy

This study examined the factors that contributed to ePortfolio persistence in an online program from data collected in 2016 (Thibodeaux, Harapnuik, &amp; Cummings, 2017) and again in 2018. A myriad of research points to learning portfolios as having transformational power; however, many traditional instructional models that use ePortfolios in higher education downplay the significance and transformational learning that effective ePortfolios offer. To research this phenomenon, a convergent, parallel mixed-methods design was used to gather data from an online program in order to explore the learning conditions and context of ePortfolio usage over multiple years. Results indicated that real-world projects and authentic artifacts, the ePortfolio used as a career tool, and management of the ePortfolio were common factors identified in studies that contributed to continued use of the ePortfolio. Findings also revealed that learner autonomy, control, and agency, as well as continued opportunities for choice and voice, led to increased appreciation and ownership of the ePortfolio beyond the program of study.
Consistency of the Narrative Texts Written by Middle School Students and Their Textual Creation Levels
Author: Kiymaz, Mustafa Said
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Story Telling,Descriptive Writing,Reliability,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Story Grammar

The present study aimed to identify and classify the consistency problems in the texts written by middle school 5th, 6th, 7th and 8th grade students and to determine their textual levels. In the study, numerical data were also used within the context of descriptive analysis design, a qualitative research method. The study group included 5th, 6th, 7th and 8th grade students attending two middle schools in Van province, located in the Eastern Anatolia Region in Turkey. Ten students were randomly selected from each grade level. The texts were analyzed by assigning codes to 40 participating students and their narrative texts based on the grade level. The analysis of the narrative texts written by the students was conducted with the &quot;Narrative Text Consistency Rubric&quot; developed by the authors. The validity and reliability of the rubric were determined based on the expert opinion. The texts written by the students were analyzed based on the rubric by additional 2 faculty members. The study findings demonstrated that the students experienced consistency problems in narrative texts such as inability to precisely reflect the relations between events in the text, alteration of the narrative between the events narrated in the text and sudden transitions, contradictions and irrational transitions between the sections, the lack of a conclusion, inconsistencies about the protagonists, and non-identification of the characters in the story. It was also determined that the number of creative texts was 4, the number of successful texts was 8, the number of texts that could be accepted as a text partially was 9, the number of texts that could be considered in the phase of text creation was 12, and the number of texts that could not be accepted as texts was 7.
Metacognitive Matters: Assessing the High-Impact Practice of a General Education Capstone ePortfolio
Author: Kohler, Jeffrey J., II
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Capstone Experiences,Portfolios (Background Materials),Electronic Publishing,Scoring Rubrics,General Education,Curriculum Development,College Students,Student Evaluation,Transfer of Training

This manuscript describes the development, execution, and assessment of the University at Buffalo's instructional approach used to teach reflective and integrative learning skills through a general education capstone (i.e., UB Capstone). Early results of the impact of this experience are based on Capstone instructor rubric ratings of Capstone ePortfolios and student responses to an open-ended survey. These results suggest that students are producing high-quality ePortfolios that demonstrate their achievement of key general education learning outcomes, including integrative learning skills. In addition, based on student comments, it is clear that the Capstone experience has a metacognitive impact on student learning; the majority of students completing the Capstone recognize its benefits to their learning and continued growth as learners.