ethanporcaro/eric-fulltext-meta huggingface dataset:
Realism, Pansophy and Mentality in the Work of the Czech and World Pedagogue J.A. Comenius: An Analysis of Three Fundamental German Works and Their Significance for International Comeniology
Author: Waterkamp, Dietmar
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Protestants,Catholics,Teaching Methods,Comparative Analysis,Historians,Teacher Educators,Scientists,Foreign Countries

Three fundamental scientific works on the pedagogy of Comenius will be considered from new perspectives. These are the works of the East German comeniologist Franz Hofmann and the two West German comeniologists, Klaus Schaller and Andreas Lischewski. Germany has produced numerous scientific analyses of Comenius since 1945, but these three habilitation theses were selected for comparative analysis because their authors gained an international reputation as comeniologists through these works. By illuminating the different views of Comenius, new aspects of his world view and pedagogy can be carved out. Differences arise not only due to certain peculiarities of Comeniology between East Germany and West Germany, but also between Protestant and Roman Catholic interpretations. Each of the three works describes the pedagogy of Comenius from its own perspective. Hofmann wrote as a historian of pedagogy and at the same time as a teacher-trainer who passes on the intellectual heritage to a younger generation of pedagogues; Schaller wrote as a pedagogue and philosopher who provided a philosophical deepening of Comenius' pedagogy; Lischewski, as a younger scientist, undertook a scientific-critical effort to delve into the hidden theoretical structure of Comenius' work. A look at the three works shows that there are still unresolved questions despite the renewed upswing in Comenius research since the 20th century
Thinking and Acting across Ponds: Glocalized Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education
Author: Fasching-Varner, Kenneth J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Teacher Educators,Teacher Attitudes,Neoliberalism,Stranger Reactions,Foreign Countries,Educational Finance,Accreditation (Institutions),Teacher Education Programs,Nationalism,Enrollment Trends,Cultural Context,Educational Change,Comparative Education,Local Issues,Barriers,Educational Quality,Universities,Social Status,Access to Education,Immigrants,Public Policy,Financial Support

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fueled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrollment, reduction, and accreditation within university-based teacher education and training programs as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach taken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.
Teacher Practices, Time for Physical Activity, and the School Day: A Preliminary Analysis
Author: Brown, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activities,Play,Elementary School Teachers,Time on Task,Developmentally Appropriate Practices,Elementary School Students,Well Being,Educational Planning,Educational Technology,Recess Breaks,Knowledge Level

Existing data describe the positive relationships across children's play/physical activity, mental wellness, physical health, and intellectual success (Carter, 2016; Crnic &amp; Kondo, 2019; English 2019; Tomporowski, Davis, Miller, &amp; Naglieri, 2007). This current mixed-method study identifies ways in which classroom teachers describe implementing physical activity and play opportunities during a typical school day. Classroom teachers (N = 511), pre-k through sixth grades, completed surveys identifying the types of play and physical activities (recess, games, movement) they implemented during the day, the time allowed for each type of experience, use of software to support the movement, and training associated with physical activity and play. Data describe teachers' pervasive use of GoNoodle as an activity break during the school day. These findings support previous research demonstrating a concern for children's outdoor recess time. Implications describe how teachers' lack of adequate training may undermine children's developmentally appropriate physical activities and play experiences. Authors discuss the potential of these data in planning for children's long-term physical and mental health and well-being.
Innovative Changes in Education of the 2010s: Pro and Cons
Author: Kolesnikova, Irina A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Change,Educational Trends,Lifelong Learning,Inclusion,Open Education,Educational Technology,Technological Advancement,Social Values,Networks,Learning Theories

The article offers a theoretical analysis of the advantages and contradictions of innovative changes in modern education. The author uses the data presented in the UNESCO and Council of Europe programmes, reviews in the main areas of innovative development, but also information from the websites of international organizations, implementing innovative educational models. The ideas of lifelong learning, inclusion and open education in the 2010s are meanwhile developing in conditions of &quot;liquid modernity&quot; (Bauman, 2000). Metamodern culture, the capitalization of knowledge, digitalization and network socialization are presented as the main external sources of the innovative boom in the education world of the 2010s. Against the background of the technological development one can see serious risks of forcing the humanitarian values and basic foundations out of pedagogic processes. In this regard, the need for constant critical reflection on the results of innovative education changes is emphasized.
Generalized Discrimination Index
Author: Metsämuuronen, Jari
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Items,Computation,Item Analysis,Nonparametric Statistics,Statistical Analysis,Educational Testing,Generalization,Mathematics,Visual Aids

Kelley's Discrimination Index (DI) is a simple and robust, classical non-parametric short-cut to estimate the item discrimination power (IDP) in the practical educational settings. Unlike item-total correlation, DI can reach the ultimate values of +1 and -1, and it is stable against the outliers. Because of the computational easiness, DI is specifically suitable for the rough estimation where the sophisticated tools for item analysis such as IRT modelling are not available as is usual, for example, in the classroom testing. Unlike most of the other traditional indices for IDP, DI uses only the extreme cases of the ordered dataset in the estimation. One deficiency of DI is that it suits only for dichotomous datasets. This article generalizes DI to allow polytomous dataset and flexible cut-offs for selecting the extreme cases. A new algorithm based on the concept of the characteristic vector of the item is introduced to compute the generalized DI (GDI). A new visual method for item analysis, the cut-off curve, is introduced based on the procedure called exhaustive splitting.
Metaphors in Adult Education: Cultural Inspirations for Advancement of Theory and Practice
Author: Frackowiak, Anna
Date: 2017-12-00
Type: Journal Articles
Subjects: Adult Education,Theory Practice Relationship,Figurative Language,Educational Research,Language Role,Lifelong Learning,Cultural Influences,Foreign Countries,Ideology

Metaphors are not only an inherent element of culture, but also powerful tools of thinking. In the paper analysis of metaphors used in theoretical stances, research outcomes reports, depicting world of adult education practice in Poland are discussed. First, a short review of theories of metaphor is presented. Then, the role metaphors can play in educational research is discussed. Further, the author divides metaphors found in research and discussions about adult education into four categories: natural, astronomical, pictorial and geographical. The author not only reviews metaphors of adult education process, but she also points to their implications for further development of practice of adult education, advancement in theory and possibilities of opening new horizons of thinking about adult education as well. Searching for cultural sources and meaning of the metaphors in adult education research and theory aims at discovering values underlying the concepts and related contexts. Metaphors used in adult education are analysed in the perspective of lifelong learning. The most important issue however, is if those metaphors are useful and how they contribute to adult education's theory and practice advancement.
Beyond Traditional School Readiness: How Nature Preschools Help Prepare Children for Academic Success
Author: Burgess, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,School Readiness,Outdoor Education,Natural Resources,Child Development,Play,Program Effectiveness,Student Behavior,Interaction,Peer Relationship,Preschool Children,Kindergarten,Parent Attitudes,Teacher Attitudes

Increasing demands of accountability and academic readiness across U.S. preschools are often accompanied by decreased play and time outdoors during the school day. The nature preschool movement, grounded in a desire to foster connection to the natural world while also supporting important developmental processes and school readiness, counteracts this trend by simultaneously emphasizing outdoor play and preparing children for success in kindergarten and beyond. This study utilized the &quot;Penn Interactive Peer Play Scale&quot; and &quot;Preschool Learning Behaviors Scale&quot; to quantitatively explore the influence of nature preschools on peer play interactions and learning behavior, both of which contribute to young children's academic readiness. Results indicated that nature preschools may be having a significant positive influence on peer play behaviors in both the preschool and home setting, as well as on all dimensions of learning behaviors. Implications for further research and practice are discussed.
Interprofessional Primary Healthcare Student Placements: Qualitative Findings from a Mixed-Method Evaluation
Author: Aggar, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Placement,Interdisciplinary Approach,Allied Health Occupations Education,Study Abroad,Rural Areas,Teamwork,Student Projects,Student Experience,Student Attitudes,Experiential Learning,Primary Health Care,Foreign Countries,Program Effectiveness,Skill Development

Interprofessional education (IPE) is championed as an innovative approach to prepare the future health workforce to address the complex needs of consumers and tackle a range of contemporary healthcare challenges worldwide. An interprofessional work-integrated learning experience (WIL), whereby students were immersed in international and rural settings and worked in teams to deliver primary healthcare project outcomes, was developed, implemented, and evaluated with undergraduate health students. Qualitative evaluation of the IPE program aimed to investigate the experiences and perceptions of 62 students through focus group interviews, is reported. Students regarded the placement as a rich learning environment and reported positive experiences in interprofessional collaborative competencies. Major themes included: overall perceptions and attitudes, scope of practice, improved teamwork skills, future practice, and placement preparation. Students strengthened their learning with, from and about other professional groups and identified challenges and implementation issues. Findings from this study will inform future implementation of interprofessional WIL experiences.
The Impact of ESL Discussion Groups in an Undergraduate Counselling Psychology Course
Author: Dwyer, Sonya Corbin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Undergraduate Students,Theory Practice Relationship,Counselor Training,Psychotherapy,Learning Activities,Discussion Groups,Intercultural Communication,Foreign Students,Second Language Learning,English Language Learners,Cultural Awareness,Majors (Students)

This study aimed to understand the impact of an experiential learning activity in a third year undergraduate course on the theory and practice of counselling and psychotherapy at a small Canadian university campus. The experiential learning activity required students to participate in bi-weekly one-to-one discussion groups with international students participating in English as a Second Language (ESL) programs at the university. The results of two pre- and post-assessment measures demonstrated that the students' cultural competence and cultural intelligence scores improved after participating in the course. Findings may encourage more university educators to develop experiential learning activities between domestic and international students.
Assessment of Project Manager&apos;s Competence in the Context of Individual Competence Baseline
Author: Soltysik, Mariusz
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Administration,Student Attitudes,Standards,Economics Education,Foreign Countries,Administrator Education,Information Technology,Competency Based Education,Expertise,Interpersonal Competence,Recruitment,College Students

This study's aim is to determine the consistency of student opinions regarding the importance of individual skills in three areas--people, practice, and perspective--with expert assessment. The study group consisted of five-year students accredited by IPMA Poland. The team of experts was comprised of recruiters, project management lecturers, assessors, and information technology (IT) industry project managers. Our research shows divergences in the approach to key competence that a project manager should have. This is understandable, given the specifics of the comparison. However, the analysis that has been conducted and presented will allow the curricula to be revised. The subsequent evaluation of curricula should address the changes in the labor market. Education should provide key competences, especially as modern project management requires a full spectrum of competences and approaches. Besides experience, project management is the most frequently pursued competence that is required in terms of staff recruitment criteria. The research resulting figures may be useful for recruiters, certification institutions, and universities.
&quot;Face-to-Face Trumps Everything&quot;: An Exploration of Tutor Perceptions, Beliefs and Practice within Blended Learning Environments
Author: Youde, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Tutoring,Tutors,Teacher Attitudes,Beliefs,Educational Practices,Teaching Methods,Blended Learning,Affordances,Electronic Learning,Prior Learning,Barriers,Online Courses,Reflective Teaching,Self Efficacy

This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners' perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.
Scanning Signatures: A Graph Theoretical Model to Represent Visual Scanning Processes and a Proof of Concept Study in Biology Education
Author: Garcia Moreno-Esteva, Enrique
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Biodiversity,Networks,Teaching Methods,Educational Research,Animals,Eye Movements,Scientists,Observation,Animal Behavior,Comparative Analysis,Measurement Techniques,Foreign Countries,Secondary School Students,Graphs,Video Technology

In this article we discuss, as a proof of concept, how a network model can be used to analyse gaze tracking data coming from a preliminary experiment carried out in a biodiversity education research project. We discuss the network model, a simple directed graph, used to represent the gaze tracking data in a way that is meaningful for the study of students' biodiversity observations. Our network model can be thought of as a scanning signature of how a subject visually scans a scene. We provide a couple of examples of how it can be used to investigate the personal identification processes of a biologist and non-biologist when they are carrying out a task concerning the observation of species-specific characteristics of two bird species in the context of biology education research. We suggest that a scanning signature can be effectively used to compare the competencies of different persons and groups of people when they are making observations on specific areas of interests.
The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students
Author: Mazzetti, Greta
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Academic Achievement,Self Efficacy,Undergraduate Students,Foreign Countries,Goal Orientation,Grade Point Average,Correlation,Employment Potential,Expectation

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students' future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes
Author: Peppler, Kylie
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Groups,Experiential Learning,Family Environment,Learner Engagement,Urban Areas,Disadvantaged Environment,Multiple Literacies,Summer Programs,Camps,Low Income Groups,Interests,Family Relationship,Maintenance,Handicrafts,Woodworking,Older Adults,Youth

The maker movement advocates hands-on making with emerging technologies because of its value for promoting innovative and personally meaningful transdisciplinary learning. Educational research has focused on settings that primarily serve youth from dominant groups, yet we know surprisingly little about making among minoritized youth and the kinds of resources that support their making. This study sought to better understand the extent to which maker practices are present in the lives of minoritized youth and the network of resources that support their engagement. In this study, we analyzed survey responses of 52 youth from an urban, under-resourced community in Chicago and conducted an inductive thematic analysis of 20 interviews through a model of connected learning. Findings showed these youth participated in a diverse range of interest-driven, low-tech maker activities in their own homes more often than in school, after school programs, or through online resources and communities (i.e., YouTube, Internet, social media). Many youths displayed different levels of participation with intergenerational support, as parents and extended family members supported youth in their hands-on making. This work opens up pathways for fostering connected learning opportunities within minoritized communities by building on existing learning experiences within home settings and supportive relationships.