ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation and Obstacles to Adult Participation in Lifelong Learning Programs: The Effect of Gender and Age
Author: Moustakas, Loukas
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Students,Student Motivation,Lifelong Learning,Barriers,Gender Differences,Age Differences,Foreign Countries,Education Work Relationship,Peer Influence,Family School Relationship,Student Costs,Participation

The main purpose of this research paper is to identify all those parameters that are factors of motivation and obstruction in the participation of the inhabitants of the island of Rhodes in lifelong learning programs. Issues pertaining to adult education are addressed through the statements of the respondents to enhance this objective, while there is an attempt to identify differentiated parameters among people of different gender and age. Following the analysis of the respondents' statements, it was found that learning is to a great extent considered by the inhabitants of the island to be a stepping stone to overcome all sorts of difficulties they may encounter. Regarding the differences in age and gender statements, it is found that the most significant differences relating to the reasons for motivation are attributed to social and environmental grounds whereas in terms of the obstruction reasons statistically significant differences are found regarding the financial and work-related ones. These conclusions differ significantly with respect to the demographic characteristics of the sample, which in itself highlights the complexity of this issue and calls for further study and research.
Institution of All-Day Primary School in Greece: A Qualitative Approach
Author: Skopelitou, Antonia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Elementary School Teachers,Teacher Role,Primary Education,Kindergarten,Gender Differences,Curriculum,Equal Education,Social Justice,Teaching Methods,Teacher Collaboration

This study presents, discusses and assesses the findings of a research into All-day School (AS) and All-day Primary School (APS) institutions and the teacher's role in them in Greece. The AS in kindergarten and primary school emphasizes the children's process of development and learning, is flexible to shape the curriculum, prepares children for the next day's lessons, thus pedagogically utilizing students' free time; it helps change the pedagogical climate, develops new forms of teaching and is considered educational innovation. As far as the participants of the present research is concerned, it is made up of 22 Primary School teachers who worked in the APS in the past. The criteria for their selection were gender, years of service in Primary Education and whether they had worked in an APS. In terms of gender, the men who participated in the research were 9 and the women were 13. According to the teachers, the APS was established having the best standards. Teachers seem to support the institution and recognize the important role it can play in the students' all-round development. However, the problems that arise are many and teachers have been trying to do their utmost with the few resources available and the absence of the State. The State must ensure that the APS will find its place in the education system and will play its social and pedagogical role.
Teachers&apos; Educational Needs and Their Motives for Participation in Lifelong Learning in Greece
Author: Kiriatzakou, Konstantina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Needs,Teacher Motivation,Lifelong Learning,Teacher Participation,Teacher Competencies,Elementary Secondary Education,Faculty Development,Teaching Methods,Teaching Skills,Student Needs,Incidence,Learning Problems,Stress Management

The aim of the study is to investigate teacher's educational needs in terms of their teaching work and scientific profile and to examine the frequency and motives of their participation in training programs. The survey focuses on Primary and Secondary Education teachers of all fields across the Greek territory. The majority of the 556 who completed the questionnaire have attended training programs-workshops during the previous two years (95.4%). Regarding the participation in training programs with specific thematic areas over the past two years, higher participation rates are observed in new teaching methods (32.9%) and New Technologies (ICT) (31.1%) with the areas of Teaching Methodology (27.6%) and Addressing Learning Difficulties (27%) following. Low participation rates are observed in the training programs on stress management strategies (7.5%) and the topics related to the evaluation of the teaching process (9.8%) and that of students' evaluation (10.7%). Teachers also want to take part in training courses related to pedagogical and psychological issues and much less to courses related to the administration of education. Finally, teachers participate in training courses for their professional and personal development and much less for career development and personal pleasure (i.e. to meet people etc.).
Teacher Knowledge Manifestation of Integrated Science Teachers in Zimbabwe
Author: Dziva, Diamond
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Competencies,Knowledge Level,Teaching Skills,Teacher Characteristics,Knowledge Base for Teaching,Science Education,Interdisciplinary Approach,Preservice Teacher Education,Specialization,Teacher Attitudes,Science History,Hands on Science

This study explored the teacher knowledge manifestation of Integrated Science (IS) teachers who have specialised in Chemistry, Biology or Physics during their pre-service teacher education. 60 experienced Integrated Science teachers responded to an 'Integrated Science Teacher Knowledge' questionnaire which embraced different dimensions of teacher knowledge. The results of the study indicate that the IS teachers have a common set of knowledge, skills, and dispositions that are, in their professional opinion, needed and in some instances, would enable them to teach IS. The research participants had considerable knowledge as well as clear views about what it meant for them to be IS teachers. It however should be noted that there was a marked variance in the perception of the three cohorts of teachers towards teaching through Practical Work, importance of pre-service teacher education specialisation towards teaching IS and knowledge of students' culture. This study provides contextual inputs to effective IS teacher education re-alignment informed by the IS teacher practitioners, those with the craft knowledge of the contextual environment of the IS classrooms.
Playful Learning and Skills Improvement
Author: Andreopoulou, Panagiota
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Play,Skill Development,Elementary School Teachers,Secondary School Teachers,Adult Educators,Teacher Attitudes,Gender Differences,Adult Education,Instructional Program Divisions,Foreign Countries

Learning is essential throughout human life. Accordingly, teachers and educators seek ways to strengthen learning. The use of play in the learning process seems to promote learning. Therefore, this research attempts to study how the integration of play in the learning process favors skills upgrading, using the quantitative research method and in particular the questionnaire. The sample consists of primary, secondary teachers and adult educators. In its context, variations in the attitudes of the participants in the sample arise, as regards their gender, the level of education, in which they work, and the years of service in it. The research results are in line with existing literature confirming the contribution of play to the improvement of skills and underline the need for further research and sensitization of the educational community so that it forms an integral part of the educational process, from formal up to adult education.
Factors Influencing the Formation of the Educational Choices of Individuals of Different Social Origin: A Review of Recent Sociological Scientific Literature
Author: Spiliopoulou, Georgia
Date: 2018-00-00
Type: Journal Articles
Subjects: Socioeconomic Background,Decision Making,Social Class,Social Capital,Cultural Capital,Teacher Expectations of Students,Social Stratification,Family Characteristics,College Environment,Academic Aspiration,College Students,Influences

The social and cultural origins of students' families contribute to the formation of the students' own culture through the accumulation and engraving of a system of predispositions that influence their educational success. The purpose of this study, which focuses on a review of recent sociological literature, is to explore and highlight the factors that define the choices of individuals from different social backgrounds regarding their educational future. The analysis of the research findings of the relevant scientific papers highlights the impact of socio-economic and cultural factors on the shaping of the educational choices of individuals of different social origin, bringing at the same time to the fore issues of social and educational inequalities. In particular, the social class of origin of young people, which produces its own class dispositions, the family habitus, the volume of cultural, social and economic capital that the student's family possesses, as well as the way in which teachers, who also have their own system of predispositions within the educational institutions where they work, approach young people of different social origin tend to make a significant contribution to the choices that define the educational paths of young people.
Predicting the Psychological Resilience Levels of University Students According to Some Variables = Üniversite ögrencilerinin psikolojik dayaniklilik düzeylerinin bazi faktörlere göre yordanmasi
Author: Göksel-Oflas, Suna
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Gender Differences,Sex Role,Cultural Awareness,Risk,Predictor Variables,Undergraduate Students,Foreign Countries,Departments

The study examines whether university students' psychological resilience levels are predicted by gender roles, intercultural sensitivity, risk factors, and sex. It also investigates whether there is any significant difference between the psychological resilience levels of university students studying in different faculties (Education, Engineering, and Art &amp; Design). The study sample consists of 519 university students (313 female, 206 male). The &quot;Psychological Resilience Scale&quot;, &quot;Gender Roles Attitude Scale&quot;, &quot;Intercultural Sensitivity Scale&quot;, a &quot;List for Identifying Risk Factors&quot; and a &quot;Personal Information Form&quot; were employed to obtain the study data. Linear Regression analysis and Variance Analysis technique was performed. The results of the study revealed that as variables, gender roles, intercultural sensitivity, and having the risk factors are significant predictors of the psychological resilience levels of the university students. However, gender was not found to be a significant predictor of the students' psychological resilience levels. Similarly, there was no significant difference between the psychological resilience levels of students attending different faculties.
An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation
Author: Gene, Konstantina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Textbooks,Early Adolescents,Textbook Content,Knowledge Level,Interdisciplinary Approach,Elementary Education,Secondary Education

This study aims to analyse the content of school Mathematics textbooks, based on whether they are cross-thematic in character, or not. In other words, it examines the connection of the mathematics content to knowledges drawn from other school subjects, something that is promoted as much by the curricula of Greek compulsory education, as by the institutional agencies of the European Union, in their attempt to formulate community education policy for the shaping of school knowledge. More specifically, in this research school mathematics textbooks from two consecutive Greek school grades, in which the pupils are between 12 and 13 years old approximately, and which are linked to the transition from primary to secondary education, are examined. The content analysis method was used for the approach to the research material. The results of this study revealed that Greek school textbooks do, to a small extent, achieve the pedagogical goal of a cross-thematic approach to knowledge, linking mathematics to other subjects on the curricula of Greek compulsory education.
Motivation of Male Students for Preschool Teacher Profession
Author: Tokic, Ružica
Date: 2018-00-00
Type: Journal Articles
Subjects: Males,Preschool Teachers,Career Choice,Motivation,Females,Gender Differences,Preservice Teachers,Environmental Influences,Teaching (Occupation),Foreign Countries

The number of single parent families is on the rise. There is a lack of father figure both in the family and kindergarten where children are exposed to female influence. Eurostat statistical data (2015) show that female teaching staff is dominant in pre-school education with 95%. The number of female preschool teachers in France is 83%, in Netherlands 86.6%, in the United Kingdom 90%. Male preschool teachers are a rare breed in Croatia too, only 2.3% work in preschool institutions. The aim of the research was to examine motivation of male students for preschool teacher profession. Interviews with all male students enrolled at Undergraduate preschool education in Osijek and Slavonski Brod were conducted. The results showed four clusters of male preschool students' motivation. Students are intrinsically motivated and see this profession as a calling. This topic sheds new light on family pedagogy and opens up insufficiently explored area of research.
Factors Influencing the Use of ICT in Greek Primary Education
Author: Neofotistos, Vasileios
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Elementary Education,Teacher Characteristics,Teacher Attitudes,Technological Literacy,Teacher Competencies,Elementary School Teachers,Technology Integration

Despite the efforts made to upgrade hardware and software, in primary education in the Greek educational system, the use of ICT in classes is particularly low-level. In this study, we analyze the role of accessibility to ICT school infrastructure and the teachers' characteristics concerning their skills and attitudes in order to explain the use of ICT in education. We use data from teachers in Greek primary education. The sample consists of 284 teachers (92 male and 192 female) who teach in various elementary schools across the Greek region. Analysis was performed using Oneway ANOVA and Pearson correlations. The main results show that the availability of digital media, school hardware and Internet connection infrastructure, teacher training in ICT and their pedagogical background seriously influence the use of ICT in the classroom. In particular, media accessibility is seen as the dominant factor for ICT implementation in Primary Education. Based on the findings, recommendations are made in order to guide Greek education policy administrators to encourage the use of ICT in classrooms.
Computer Games and English as a Foreign Language: Results of a Pilot Study
Author: Fokides, Emmanuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Games,English (Second Language),Elementary School Students,Teaching Methods,Grade 5,Conventional Instruction,Textbooks,Outcomes of Education,Positive Attitudes,English Instruction,Instructional Effectiveness,Foreign Countries

The study presents the results of a pilot project in which computer games were used for teaching English as a foreign language to primary school students. The target group was sixty fifth-grade primary school students, divided into three groups. The first group was taught conventionally using the textbook. In the second, a contemporary teaching method was used, but the instruction was not technologically enhanced. The third group of students used the computer games without the teacher's intervention. Data were collected by means of a questionnaire and evaluation sheets. The data analysis revealed that the learning outcomes from the use of games were -- more or less -- the same as in the other methods. Also, the attitude of students towards games was very positive. The results can be attributed to students' enjoyment, motivation, and positive attitude towards the use of games as well as to the teaching method. The results also lead to the need to examine ways that would allow digital games to be even more effective in the teaching of English as a foreign language.
Evaluation of Instructional Technology: A Case Study of Early Childhood Teacher Candidates
Author: Ntuli, Esther
Date: 2017-00-00
Type: Journal Articles
Subjects: Evaluation,Educational Technology,Case Studies,Early Childhood Education,Preservice Teachers,Technology Integration,Technology Uses in Education,Instructional Effectiveness,Cooperating Teachers

With the rise in technology use in early childhood classrooms, there is need to explore the strategies used to evaluate the effectiveness of such technology. Research indicates the proliferation of unvetted technology tools on the market and in online open source formats. Meaningful technology evaluation needs to be completed before, during, and after implementation in the lesson. Using a qualitative research design, data were collected from teacher candidates' post-practicum reflective essays and one-on-one interviews. Findings indicate that during practicum a few teacher candidates used sound pedagogical strategies to evaluate the appropriateness and effectiveness of instructional technology. Findings also reveal the need for cooperating teachers to have strong technology pedagogical strategies in order to help teacher candidates who may be struggling with technology integration and assessment strategies. Based on the findings it is recommended that early childhood teacher preparation and professional development programs address alternative ways to assess the effectiveness of instructional technology tools used in the classrooms.
Special Needs Teachers&apos; Perceptions on the Psychometric Test
Author: Mourelatou, Athina
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Psychometrics,Test Construction,Diagnostic Tests,Clinical Diagnosis,Students with Disabilities,Mild Intellectual Disability,Disability Identification,High School Students,Test Validity,Test Reliability,Psychological Characteristics,Fatigue (Biology),Self Esteem,Attention,Memorization,Cognitive Ability,Language Impairments,Mathematics Skills

In this survey a presentation of the difficulties of students with mild intellectual disabilities is performed. Intellectual disability is a neurodevelopment diagnosis and it refers to children who have developmental, adaptive behavioural and cognitive difficulties compared to their peers. Intellectual disabilities are categorized by their severity into: mild, moderate, severe, or profound. The purpose of this research is to construct a psychometric instrument for detecting intellectual disabilities in high school and specifically high school students aged 13-17. In order to find out if the specific psychometric test is appropriate to detect Intellectual disability, questionnaires have been given to special needs teachers. The research findings illustrate that the specific psychometric test is appropriate in order to detect intellectual disability.
Special Needs Teachers&apos; Perceptions on the Educational Digital Game the &quot;Four Forces&quot;
Author: Mourelatou, Kleio
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Mathematics Instruction,Mathematics Skills,Students with Disabilities,Video Games,Educational Games,Technology Uses in Education,Teacher Attitudes,Program Effectiveness,Memory,Numeracy,Teacher Characteristics

It is a well known fact that there is a discrete group of pupils with severe problems in the acquisition of mathematical skills. These problems go beyond a quantitative range, but differ qualitatively from the ways the pupils gain mathematical knowledge from their teachers in the classroom. The central thesis of this survey is the development of the educational digital game the &quot;Four Forces&quot;, and the teachers' perceptions concerning whether the specific digital game reduce mathematic and memory difficulties in students with intellectual disabilities. This was achieved by comparing and contrasting the teachers' perceptions on this particular issue through questionnaires via e-mail. Through the survey findings it has been observed that special needs teachers have similar perceptions about the digital math games, which they agree that they could enhance students' cultivation of memory capacity and could improve the development of numerical skills.
Early Detection of Internalizing Problems in Preschool Children According to Their Teachers
Author: Doni, Eleni
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Identification,Preschool Children,Teacher Attitudes,Preschool Teachers,Withdrawal (Psychology),Emotional Problems,Gender Differences,Depression (Psychology),Anxiety,Psychosomatic Disorders,Emotional Response,Age Differences,Class Size,School Schedules,Public Schools,Toddlers

The purpose of this research, which was carried out for the first time in Greece, is to focus on the early detection of preschool children's &quot;internalizing problems,&quot; according to their teachers' perceptions. The participants, 77 preschool teachers of 77 half-day and all-day preschool classes from the thirteen regions of Greece, completed: (a) the &quot;Caregiver-Teacher Report Form (C-TRF) for ages 1½-5&quot; of Achenbach (Achenbach &amp; Rescorla, 2009) and (b) the &quot;Demographic Questionnaire&quot; (Doni, 2015), considering 1.234 mixed gender (617 boys and 617 girls) children 4-6 years of age. According to the results, preschool teachers detected &quot;internalizing problems&quot; in 10.4% of the children, of whom 6.9% was included in the clinical range, while 3.5% was included in the borderline range. The highest rate, 10.9% of the children, was included in either clinical or borderline range for &quot;withdrawal&quot; syndrome. Boys had higher rates of &quot;internalizing problems&quot; than girls. Moreover in all-day preschools, preschool teachers detected more cases of children with &quot;emotional reactivity.&quot; These findings could be useful in future studies specialized on children's social and emotional functioning, in a future revision of universities curricula associated with early childhood education, as well as in preschool teachers' training programs, by including modules related to the accurate and early detection and treatment of &quot;internalizing problems&quot; experienced by preschoolers.