ethanporcaro/eric-fulltext-meta huggingface dataset:
Lifeworld-Oriented Family Support
Author: Razpotnik, Špela
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Persons,Family Needs,Coping,Community Programs,Social Services,School Role,Cooperation,Holistic Approach,Conferences (Gatherings),Action Research,Observation,Documentation,Interviews,Foreign Countries

Since the spring of 2014, the authors of this article, joined by a wider group of students, have been dedicated to researching vulnerable families and their involvement with education systems. In the initial phase, we explored the experiences and challenges that these families face and how they understand and address these challenges. Next, we were interested in the forms of support that these families receive, how the network of educational and social welfare services responds to their needs, and the quality of their cooperation. We found that both the families and the expert services experience dissatisfaction when it comes to their cooperation: families often feel that they are being sent from one door to another with their problems, which remain unaddressed, while expert services feel that they cannot cope with the problems of vulnerable families, problems that they view as insoluble. Our pivotal finding is therefore that it is vital to develop more flexible and consistent forms of support that respond to the concerns and challenges of the daily lives of vulnerable families (Razpotnik et al. 2015). In the action research reported on in the present article, we have focused on investigating the development of a newly emerging flexible and comprehensive form of family support that was co-initiated by ourselves (the researchers) and primarily implemented by volunteers and NGO workers. The main characteristics of this support are flexibility, presence in the daily lives of the family, building a cooperative relationship, and prioritising the dynamics and needs of the family rather than the formal demands of organisations and institutions. The article delineates the emerging approach of lifeworld-oriented support, which is implemented and reported on first and foremost by the volunteers involved. Lifeworld-oriented support is a supplementary addition to conventional forms of family support, represented and reported on predominantly by representatives of educational and social welfare organisations.
University Teachers' Opinions about Higher Education Pedagogical Training Courses in Slovenia
Author: Aškerc-Veniger, Katarina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Teacher Attitudes,Beliefs,Statistical Significance,Faculty Development,Statistical Analysis,Questionnaires,Likert Scales,Individual Differences

Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs regarding PTCs. Many authors consider the effect of PTCs in higher education (HE) on teaching questionable, but there is also evidence of the positive impact of PTCs on university teaching. The results of the present survey show that there are statistically significant differences in teachers' opinions on initial and sustained PTCs. Formal education for teaching in primary and/ or secondary schools is often considered as appropriate for teaching in HE. The respondents with higher titles attributed the lowest importance to sustained PTCs. Those involved in (short) PTCs attributed less importance to PT, as well as to the certificate of participation in PT in comparison to the respondents who were not involved in PTCs. On the other hand, the respondents with the highest participation in PT (51 hours and more) are more in favour of PTCs, which confirms the preliminary findings that courses of longer duration provide more opportunities to affect teachers' pedagogical thinking and conceptions of teaching and learning in comparison to shorter courses.
The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions
Author: Šmajdek, Anamarija
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Memorization,Definitions,Visualization,Written Language,Schemata (Cognition),Hypothesis Testing,Imagery,Statistical Significance,Experimental Groups,Control Groups,Statistical Analysis,Freehand Drawing,Foreign Countries

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students' ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students' ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearance-based schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.
Locating Sites of Negations and Denegating &quot;Negative Essentializing&quot;: Rereading Virginia Woolf's &quot;A Room of One's Own&quot;
Author: Adhikari, Manahari
Date: 2014-12-00
Type: Journal Articles
Subjects: Novels,Sex Stereotypes,Females,Gender Differences,Aesthetics,Literary Criticism,Literary Devices,Discourse Analysis,Power Structure

This essay examines how Virginia Woolf uses writing as a tool to locate sites of negations, such as women's exclusion from places of power and knowledge, and to expose negative essentializing that permeates patriarchal structure in &quot;A Room of One's Own.&quot; Whereas scholarship on the book has explored a wide range of issues including sex, gender, and history, &quot;Locating&quot; offers a new perspective to the book as an example of &quot;dewriting,&quot; where Woolf confronts the stereotypical images of women, challenges gender and sexual ideologies, and restores dignity to women, thereby constructing a counter-narrative to misogynist masculine aesthetics.
Teaching English at Sekolah Agama Rakyat (People's Religious Schools) in Northern Peninsula Malaysia: Methodology Development and Preliminary Observations
Author: Ilias, Nurulhayati
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Religious Education,Islam,Pilot Projects,Geographic Regions,Data Collection,Difficulty Level,Questionnaires,English Teachers,Observation,Communicative Competence (Languages),Semi Structured Interviews,Teacher Certification,Teacher Education,Teacher Background,Educational Environment,Faculty Development

This research article is based on a pilot study that we carried out to gain preliminary insights into how English is taught at &quot;Sekolah Agama Rakyat&quot; (&quot;SAR&quot; or literally translated as &quot;People's Islamic Religious Schools&quot;) in a state in northern Peninsula Malaysia. In the process of carrying out the study, we tested data collection instruments that we developed to understand the complexities of English language teaching in this interesting educational milieu. Questionnaires were distributed to 30 English language teachers from three schools to collect data on their educational background and their teaching experience. Classroom observations were also carried out in one of the schools to examine whether the classroom adheres to the general principles of Communicative Language Teaching (CLT) as required by the Malaysian Ministry of Education. Finally, interview sessions were conducted to examine how the schools' management personnel contribute to teachers' performance as a whole. It was found that almost all the teacher participants that we came into contact with were not certified as English as a Second Language practitioners and some never received any forms of formal teacher training. The classroom observations that we carried out generally show an unconducive climate to support English language learning. In addition, the interview sessions revealed that SAR teachers rarely attend professional development courses. We hope that these preliminary observations from our pilot study will lead to more research efforts in order to understand the realities (and complexities) of teaching English within the Malaysian SAR educational context.
Seeking a Utopia in the Past to Endure the Present: A Jungian Reading of &quot;The Realms of Gold&quot;
Author: Sistani, Shahram R.
Date: 2014-12-00
Type: Journal Articles
Subjects: Novels,Personality Traits,Interpersonal Relationship,Classification,Comparative Analysis,Values,Extraversion Introversion,Foreign Countries

This paper attempts a Jungian approach to Margaret Drabble's novel &quot;The Realms of Gold.&quot; Jungian reading has been taken up to unravel the distinctive characteristics which make this novel so unique and popular. The focus of the paper is to classify the main characters of the novel in terms of their psychological types. In this novel from the beginning the reader is introduced to an atmosphere which is related to the personality of the main character Frances Wingate. Her thoughts are introduced to the readers in form of monologues. By the usage of these monologues and the narrator's judgments on the characters their psychological types can be implied. The protagonist is compared with the other major characters to illuminate to what extent different types can get along with each other. In Jungian psychology knowing about our psychological type is a crucial issue in the process of individuation. It gets more significant when it comes to opposite sex relationships or generally any kinds of interaction.
Incentive Funding Meets Incentive-Based Budgeting: Can They Coexist?
Author: Lang, Daniel W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Incentives,Financial Support,Budgeting,Educational Finance,Higher Education,Problems,Foreign Countries

Two major developments in the financial management of higher education have occurred more or less contemporaneously: incentive or performance funding on the part of government and incentive-based budgeting on the part of institutions. Both are based on fiscal incentives. Despite their several inherent and interconnected similarities, incentive funding and incentive-based budgeting have been viewed and appraised on parallel tracks. This study investigates their convergence. In doing so, it sharpens the definitions of both, identifies their respective track records, and discusses problems that are chronic to both. The study concludes that although incentive funding and incentive-based budgeting are sometimes at cross-purposes, they are functionally interconnected. The study uses Canada as an example because it is the jurisdiction that so far has seen the most extensive mutual deployment of performance funding and incentive-based budgeting.
The Effect of the Reader's Background on Reading Comprehension Performance
Author: Al-Noori, Bushra Saadoon Mohammed
Date: 2014-12-00
Type: Journal Articles
Subjects: Reading Comprehension,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Validity,Foreign Countries,Prior Learning,Reading Tests,Prereading Experience,College Students,Statistical Analysis,Multiple Choice Tests,Language Tests,Cloze Procedure

This study aims at measuring the amount of the effect of the reader's background knowledge on performance in reading comprehension tests through the assessment of information gained in reading comprehension (RC) tests across-four testing techniques, short answer questions ,true-false items, multiple-choice items, and cloze test and re-test. This technique involves the examinees in two types of tasks, i.e. pre-reading and post-reading task. Two hypotheses have been proposed to achieve the aims of this study. They are 1-There are no significant differences between the prereading and post-reading performances of examinees on reading comprehension(RC). 2-There are no significant differences in information gain scores across the different techniques of testing reading comprehension (RC) in EFL. To verify the validity of these two hypotheses, a number of statistical procedures have been used such as arithmetical mean, t-test for correlated and independent samples to analyze the performance of third and fourth year College students studying at the Department of English at University of Baghdad/Ibn Rushd College of Education for Humanities on two reading passages taken from TOEFL practice tests (2011). The analysis of the data has shown the following results: 1-The background knowledge has an effect on the performance on reading comprehension (RC). 2-There is a significant difference in students' performance on reading comprehension (RC). 3-The effect of background knowledge is investable on reading comprehension (RC) tests, but it can be identified or neutralized. Based on these conclusions, the researcher presented a number of recommendations.
A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education
Author: Marom, Lilach
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Immigrants,Multicultural Education,Cultural Awareness,Ethnic Diversity,Indigenous Knowledge,Teacher Responsibility,Indigenous Populations,Knowledge Level,Misconceptions,Stereotypes

In this article, which is grounded in my own experiences, I discuss the responsibilities of new immigrant teacher educators when teaching courses related to diversity and multiculturalism in Canada. I highlight the complexities that underlie discourses of multiculturalism in teacher education, and the important role that new immigrant teacher educators have in locating themselves within the frame of settler colonialism in Canada. I argue that there is a need for genuine dialogue and critical reflexivity that encourage teacher educators and teacher candidates to locate themselves within a complex web of privileges and oppressions, and I explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.
The International Mobility of Chinese Students: A Cultural Perspective
Author: Liu, Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Chinese,Asians,Foreign Countries,Student Mobility,Behavior Patterns,Cultural Influences,Foreign Students,Study Abroad,Higher Education,Undergraduate Students,Asian Culture,Family Life,Prediction

Anyone hoping to understand China and Chinese people's behaviour in the present day must examine China's long history and culture, as these often have crystallized into current behavioural patterns. This paper discusses one important push-out factor for Chinese students' outbound mobility, and an element that is ignored in many futuristic predictions of international student mobility: traditional Chinese educational culture. I conduct an in-depth analysis of three major aspects of Chinese educational culture in relation to Chinese students' international mobility: the education-first culture, the saving culture, and the extended-family culture. I argue that these three aspects will continue to drive Chinese students' outbound mobility.
A Faculty-Based Mentorship Circle: Positioning New Faculty for Success
Author: Waddell, Janice
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Success,College Faculty,Higher Education,Program Evaluation,Focus Groups,Beginning Teachers,Foreign Countries

Multiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to be successful in their academic career. In this article, the authors report on the implementation and evaluation of a mentorship circle initiative aimed at supporting new faculty in the first two years of their academic appointment. Participants reported that the mentorship circle provided them with a culture of support, a sense of belonging, and a safe space to discuss concerns and learn strategies from both mentors and fellow mentees as they adjusted to their new position. The interdisciplinary nature of the mentorship circle further facilitated faculty members' capacity to navigate their role as new faculty and foster colleagueship.
Sustainable Implementation of Interprofessional Education Using an Adoption Model Framework
Author: Grymonpre, Ruby E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Models,Higher Education,Foreign Countries,Health Occupations,Administrative Organization,Allied Health Personnel,Strategic Planning,Program Implementation,Adoption (Ideas),Program Evaluation,Sustainability

Interprofessional education (IPE) is a growing focus for educators in health professional academic programs. Recommendations to successfully implement IPE are emerging in the literature, but there remains a dearth of evidence informing the bigger challenges of sustainability and scalability. Transformation to interprofessional education for collaborative person-centred practice (IECPCP) is complex and requires &quot;harmonization of motivations&quot; within and between academia, governments, healthcare delivery sectors, and consumers. The main lesson learned at the University of Manitoba was the value of using a formal implementation framework to guide its work. This framework identifies key factors that must be addressed at the micro, meso, and macro levels and emphasizes that interventions occurring only at any single level will likely not lead to sustainable change. This paper describes lessons learned when using the framework and offers recommendations to support other institutions in their efforts to enable the roll out and integration of IECPCP.
Quantifying Interprofessional Learning in Health Professional Programs: The University of Manitoba Experience
Author: Grymonpre, Ruby E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Programs,College Programs,Professional Education,Educational Improvement,Educational Opportunities,Interprofessional Relationship,Educational Change,Longitudinal Studies,Questionnaires,Advisory Committees,Program Descriptions,Clinical Teaching (Health Professions),Placement,Interdisciplinary Approach,Scoring Formulas

Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (&gt; 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence.
The Portrayal of Working Class People in African Novels: A Study of &quot;Festus Iyayi's Violence&quot;
Author: Sani, Abubakar Mohammed
Date: 2014-08-00
Type: Journal Articles
Subjects: Literary Devices,Working Class,Novels,African Culture,Twentieth Century Literature,Violence,Marxian Analysis,Foreign Policy

This essay investigates the depiction of the condition of working class people in African novels with particular reference to &quot;Violence&quot; by Festus Iyayi. The paper examines, first of all, the concept of violence from a Marxist perspective of Franzt Fanon. Furthermore, the paper relates the view of Fanon on violence to what is depicted in the primary text of the paper. The paper argues that the portrayal of the working people in the novel by Iyayi tallies with the view of Fanon in his definition of the concept of violence. The paper exposes how the working people class are presented in the novel as those people who are always in the process of asserting their existence through struggling for survival by selling their labour to the capitalists in order to earn a living. The paper blames this act of suffering on colonialism and neo-colonialism imposed on the African people.
The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension
Author: Fatemi, Mohammad Ali
Date: 2014-08-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Listening Comprehension,Teaching Methods,Foreign Countries,Questionnaires,Learning Strategies,Student Attitudes,Sample Size,Statistical Analysis

Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the participants were to complete; first, Motivated Strategies for Learning Questionnaire (MSLQ) to assess their Self-Regulation; and second, Standard Listening Test (SLT) to measure their listening comprehension. Results of Pearson Correlation Coefficient indicated a statistically significant correlation. This finding provides pedagogical implications for EFL teachers to use self-regulatory approach when teaching listening comprehension.