ethanporcaro/eric-fulltext-meta huggingface dataset:
Framing a Social Sciences Learning Area in the New Zealand Curriculum Draft for Consultation 2006
Author: Hunter, Philippa
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Social Sciences,Elementary School Curriculum,Secondary School Curriculum,Politics of Education,Social Studies,Power Structure,Educational Assessment,Educational Objectives,Academic Achievement

The New Zealand Curriculum Stocktake, undertaken between 2000 and 2003, signalled a more coherent and fluid approach to curriculum processes, and support for school-based decision-making around curriculum design and implementation. The subsequent &quot;Curriculum Marautanga Project&quot; (Ministry of Education, 2004) promised a &quot;reframing, refocus and revitalisation&quot; that seemed positive for the social sciences learning area of the curriculum. I looked forward to a strengthening of the social sciences, a reduction and clarification of achievement objectives, and support for exciting opportunities opened up by the Years 1-13 &quot;Social Studies in the New Zealand Curriculum&quot; (Ministry of Education, 1997a) for Years 11-13 social sciences options. This article argues that &quot;The New Zealand Curriculum Draft&quot; (Ministry of Education, 2006) frames a politically adjudicated and limiting conception of a social sciences learning area. It is my view that this framing rejects the dynamic and interrelated nature of social sciences, invalidates social studies, and suggests an unquestioning positioning of teachers and learners.
Bridging the Gap from Classroom-Based Learning to Experiential Professional Learning: A Hong Kong Case
Author: Du-Babcock, Bertha
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Professional Education,Longitudinal Studies,Internship Programs,Undergraduate Students,Public Relations,Advertising,Statistical Analysis,Qualitative Research,Questionnaires,Likert Scales,Program Descriptions,Program Effectiveness,Participant Satisfaction,Feedback (Response),School Business Relationship,Partnerships in Education,Case Studies

This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multi-leveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors. The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects. From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories. From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing class-room teaching. These lessons can focus on preparing students to solve real-world business communication problems. Contains a bibliography.
The Implementation of Lesson Study in English Language Learning: A Case Study
Author: Nashruddin, Wakhid
Date: 2016-00-00
Type: Journal Articles
Subjects: Lesson Plans,Case Studies,Curriculum Implementation,Guidelines,High Schools,Interviews,Observation,Training Methods,Faculty Development,Teacher Collaboration,Teamwork,Communities of Practice,English (Second Language),Second Language Instruction,Educational Practices,Foreign Countries

Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons--it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers' involvements) was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here. Contains a bibliography.
The Effect of Discovery Learning Method Application on Increasing Students' Listening Outcome and Social Attitude
Author: Hanafi
Date: 2016-00-00
Type: Journal Articles
Subjects: Discovery Learning,Teaching Methods,Instructional Effectiveness,Social Attitudes,Listening Comprehension,Listening Skills,Pretests Posttests,Secondary School Students,Control Groups,Experimental Groups,Achievement Gains,Attitude Measures,Scores,Foreign Countries

Curriculum of 2013 has been started in schools appointed as the implementer. This curriculum, for English subject demands the students to improve their skills. To reach this one of the suggested methods is discovery learning since this method is considered appropriate to implement for increasing the students' ability especially to fulfill minimum criteria of success at school. This study is an experimental study with one group pretest-posttest design. Its purpose is to know whether or not discovery learning model implementation could increase students' listening score and social attitude in accordance with curriculum implementation. The subjects of this study are 37 students of class X IPA 5 Public High School 2 Jember in their 2nd semester of 2015/2016 academic year. The method used to collect data in the study is test. The research design is one group pretest-posttest design where there is only one group receiving the treatment which result is assessed by pre-test and post-test. The finding shows that there are improvement of both students' listening and attitude scores. Based on data analysis it is concluded that the implementation of discovery learning model could increase students' listening score and social attitude, with significance value of 0,005 (z = -2,823, p &lt; 0,001), with medium effect size for listening score and significance value of 0,000 (-4,875, p &lt; 0,001), with large effect size for social attitude. Contains a bibliography.
An Assessment on Self-Efficacy of Candidate Turkish and Primary School Teachers for Teaching Profession
Author: Lule Mert, Esra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Preservice Teachers,Preservice Teacher Education,Elementary Education,Undergraduate Students,Predictor Variables,Self Concept Measures,Statistical Analysis,Scores,Cohort Analysis,Gender Differences

Problem Statement: Self-efficacy is not a passive characteristic or determiner of the self-system, but a dynamic aspect of the other factors that make up the self-system such as the capacity to do work, the success one experiences in that work, motives and self-regulation mechanisms. The self-efficacy perception level of the undergraduate students who study at the Turkish and Primary School Teaching Department changes when they are examined in accordance with the different variations? Purpose: In the research, it was aimed to specify the self-efficacy perception of the candidate Turkish and primary school teachers. Method: The study is screening model. The data of this study was obtained through &quot;Self-Efficacy Scale&quot; developed by Ülper and Bagci (2012). The data obtained in this study was analysed using SPSS (Statistical Package for Social Sciences) for Windows 21.0 program. In comparing the quantitative data t-test was used to define the differences between two groups. One-Way ANOVA test was used to compare the parameters among the groups when the number of the group was more than two. The Scheffe test was used to identify the group causing the difference. Findings and Results: The &quot;teaching knowledge&quot;, &quot;specific field knowledge&quot;, &quot;general field knowledge&quot; and &quot;teaching implementations&quot; level of the students, who participated in this study, is fair. Their &quot;measurement implementations&quot; are high. It is found that their &quot;general self-efficacy&quot; level is fair. Among the 400 student who participated in this study, the measurement implementation scores of the students at the grade 3 were found to be higher than those of the students at the grade 2. The measurement implementation scores of the students at the grade 4 were found to be higher than those of the students at the grade 2. Conclusions and Recommendations: According to the findings of this study the self-efficacy perception of the candidate teachers is at the &quot;fair&quot; level. The self-efficacy perception of the candidates is not different from each other in terms of gender and grade level. The self-efficacy perception is different in according to the department they study. It is observed that some of our findings overlap with the findings obtained in the literature while some of them set totally opposite results forth. This may result from structural and contextual features of the measurement tools as well as the personal traits of the candidate teachers participated in this study.
Managers, Teachers, Students, and Parents' Opinions Concerning Changes on Dress Code Practices as an Educational Policy
Author: Birel, Firat Kiyas
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Practices,Dress Codes,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Student Attitudes,Questionnaires,Statistical Analysis,Correlation,School Surveys,Foreign Countries

Problem Statement: Dressing for school has been intensely disputed and has led to periodic changes in dress codes since the foundation of the Turkish republic. Practitioners have tried to put some new practices related to school dress codes into practice for redressing former dress code issues involving mandatory dress standards for both students and teachers but which caused chaos and confusion in schools because of lack of legal regulation. Uncertainty in dress codes, of which implications and outcomes are still being discussed in terms of psychological, socioeconomic, and academic, causes issues for teachers, students, and parents and can negatively affect performance. Purpose of Study: The present study is focused on the perceptions of school leaders, teachers, and students in terms of dress codes as an educational policy. Education deeply affects every individual in society; from this point of view any individual in society needs to be involved in new policies in the field of education. For this purpose, this study addressed perceptions of school leaders, teachers, students, and parents in terms of free dress codes in schools. The study also aimed to contribute solutions to the dress code problem. Method: This is a survey method study. The study sample was comprised of 611 participants (100 managers, 111 teachers, 254 students, and 146 parents). Data were collected via a 30-item questionnaire that was developed by a researcher. Frequency, arithmetic mean, independent groups, and one-way variance (ANOVA) techniques were used to analyze data. A Tukey HSD test was used to determine in which groups the sample differed. Significance was set at p &lt;0.05. Findings and Results: While managers (4, 80-47, 70) and teachers (4, 19-3, and 90) perceived the highest ratio for several parameters: 1) &quot;dresses are perceived as sign of students' socioeconomic level&quot; and 2) &quot;students pattern themselves after other friends&quot;. Parents (3, 52) and students (3, 69) perceived the highest ratio in terms of &quot;Students easily and comfortably act.&quot; These findings indicate that parents and students have similar opinions. The results do not indicate significant differences among perception of shareholders, managers, teachers, students, and parents about dressing in schools. Conclusion and Recommendations: All new practices should consider every individual in society. Parents, teachers, and managers need to be informed about the effects of dress on students' physiological and psychological development. Legal regulations must be put into practice to let students wear different clothes and have a sense of pluralistic democracy.
Social Network Analysis of the Farabi Exchange Program: Student Mobility
Author: Ugurlu, Zeynep
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Student Mobility,Teacher Exchange Programs,Student Exchange Programs,Intercollegiate Cooperation,Teacher Education Programs,Class Size,Incidence,Educational Practices,Program Length,Foreign Countries,College Students

Problem Statement: Exchange programs offer communication channels created through student and instructor exchanges; a flow of information takes place through these channels. The Farabi Exchange Program (FEP) is a student and instructor exchange program between institutions of higher education. Through the use of social network analysis and techniques unique to it, an analysis of this structure will uncover how much universities and teacher training institutions as actors are affected by these student exchange programs and how much of their capacity they actually use. A literature review shows that exchange programs have been the focus of several studies, but there is almost no research using social network analysis on exchange program and teacher training programs. In the evaluation of student exchange programs, the social network approach brings a new point of view in the evaluation of complex and multiple relationships. Purpose of the study: The main purpose of this study is the mutual assessment of teacher training programs in universities which accept and send students through the exchange framework of the FEP. Methods: The study has been carried out a social network analysis approach. Social network analysis defined as the method of digital and/or graphic mapping of the type, direction and density of relationships between groups of actors. In this study, data was acquired from the lists of students who participated in the FEP at 18 universities, which have been selected through the cluster sampling method for the 2013-2014 educational year. It has been analyzed with the UCINET 6.0 software program. Findings and Results: According to the findings of the study, 822 connections in the whole network and 451 connections in the teacher training network have been identified in the FEP. It has been determined that 47% of maximum connection possible in the density analysis were made for the whole network (D = 0, 472), while 15% of maximum connections possible in the density analysis were made for the teacher training network (D = 0, 155). Conclusions and Recommendations: Results confirmed that, the networks between education faculties are relatively weaker. The high number of disconnected and isolated actors points to the necessity of strengthening connections between institutions which train teachers and education faculties.
Primary School Teachers' Views about Global Education in Social Studies Courses
Author: Bozkurt, Mahmut
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Education,Social Studies,Elementary School Teachers,Teacher Attitudes,Educational Attitudes,Semi Structured Interviews,Interdisciplinary Approach,Integrated Curriculum,Misconceptions,Concept Teaching,Perspective Taking,Cultural Education,World Affairs,International Relations,Foreign Countries

Problem Statement: In recent years in Turkey, studies have been conducted that focus on the effects that globalisation has on education, but there have not been any papers based on the historical and conceptual framework of global education. Examining the literature, it can be argued that social studies courses have played a role in preparing individuals for the social and cultural lives in which they live. For this reason, it seems to be necessary to reveal the relationship between social studies courses and global education, as well as the extent to which the courses serve the aims of global education from the perspectives of primary school teachers. This study aims to reveal primary teachers' views on training individuals who can adapt to today's world based on the basic framework of global education in the context of social studies courses, and will also present solutions for preparing students for an increasingly global world. Purpose of the Study: This study aims to investigate primary school teachers' views about global education in social studies courses. Method: Semi-structured interviews and documentary analyses were implemented in this phenomenological paper. Interviews were conducted with 12 primary school teachers at six different primary schools in Eskisehir. Documentary analyses were based on the students' assignments from the interviewed teachers' classes. In this process, 105 assignments were analysed. Content analysis was used to analyse both interviews and assignments. Findings: According to the analysis process, four main themes emerged: (1) definitions about globalisation, culture and global education; (2) global education in social studies courses; (3) suggestions about infusing global education in social studies courses; and (4) students' assignments in social studies courses. Conclusion and Recommendations: According to the findings, it is found that there are misconceptions about global education and globalisation in teachers' identifications. In the paper, it was found that the teachers' definitions of globalisation and culture were mostly positive. Respect to differences toward multiple perspectives was mentioned in the social studies courses; however, this was not reflected in the students' work. It was found that activities that can be regarded in the context of global issues and global connections were insufficient and superficial.
Applying Cultural Project Based Learning to Develop Students' Academic Writing
Author: Irawati, Lulus
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Essays,Academic Discourse,Writing (Composition),Qualitative Research,Feedback (Response),College Students,Writing Processes,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Foreign Countries,Cultural Education

Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this article aims to elaborate the application of a cultural project based learning to develop students' ability in academic writing. This descriptive qualitative research was conducted in Academic Writing class consisting of 20 students of the fourth semester. The students were divided into some groups, each consisting of 4-5 people assigned to make a cultural project within 6 weeks, in the form of essay. Each member of the groups has to create his/ her own essay and then compile the essays to be a mini-journal. Therefore, each group has one mini-journal consisting of 4-5 essays. To check the content of mini-journal, the lecturer also asked the groups to present in front of the class to get some suggestions, feedback, or comments. A bibliography is included.
Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction
Author: Susilo
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Qualifications,Language Variation,Curriculum,Teacher Education Curriculum,Educational Policy,Official Languages

Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia's international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru's concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum. A bibliography is included.