ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Primary School Teacher Candidates towards the Turkish Education System, School, Teacher, and Student: A Metaphor Analysis
Author: Iseri, Emel Tüzel
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Foreign Countries,Educational Practices,Figurative Language,Student Attitudes,School Role,Public Colleges,Teacher Role,Student Role

This study aimed to determine the perceptions of primary school teacher candidates about the Turkish education system, school, teacher, and student concepts by means of metaphors. The study group consisted of 82 primary school teacher candidates enrolled in the senior class of a university in the Black Sea Region in Turkey in 2018. The study data were collected using a questionnaire which involved gap filling questions aiming to determine the metaphors for the Turkish education system, school, teacher, and student. Findings indicated that the majority of the primary school teacher candidates had a negative perception of the Turkish education system. More than half of the negative metaphors that the participants used were about the unceasing change of the system. Primary school teacher candidates' perceptions of the school concept were mostly positive. The participants saw school as a home that educates and shapes people. Nevertheless, a considerable number of the participants considered school like an oppressive and uniformizing prison, where they would not like to be. Majority of the primary school teacher candidates had positive perceptions of the teacher concept. Nonetheless, there were neutral and negative perceptions as well. The participants mostly emphasized the educating and shaping characteristics of the teacher concept in their descriptions. Although primary school teacher candidates' perceptions of student were generally positive, a student description, in which student was seen passive in the learning process and highlighted as an entity that can be shaped, stood out.
Investigation of Aggression and Emotional Intelligence Characteristics of the Students from Faculty of Sport Sciences and State Conservatory of Turkish Music
Author: Dalbudak, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Aggression,Reliability,Emotional Intelligence,Foreign Countries,College Students,Music Education,Team Sports,Athletes,Artists,Measures (Individuals),Student Attitudes,Correlation,Universities,Student Characteristics,Age Differences,Income,Gender Differences

This study was performed to investigate the characteristics of emotional intelligence and aggression between the students from Ege University Faculty of Sport Sciences and the students from the State Conservatory of Turkish Music. A total of 211 people (top-tier athletes and top-tier artists from Ege University) were selected for the study. Questionnaire method was used in the study. To evaluate the variables of the study, the revised Schutte Emotional Intelligence Scale that was adapted to Turkish by Tatar, Tok, and Saltukoglu which consists of 41 items and the &quot;Inventory of Aggression&quot; that was developed by Ipek Ilter (Kiper) which consists of 30 items was used. In this study, the data set was analyzed in the package program SPSS 22.0 and the study was done using frequency tables, reliability analysis, unpaired t-test, one-way analysis of variance, Tukey's test, and correlation analysis in the analyses. As a result, while a significant positive relationship between the emotional intelligence and the destructive and passive aggression was found (p&lt;0.05), an insignificant negative relationship between the emotional intelligence and assertiveness was revealed (p&gt;0.05). We think that this is an important study because it helps us to be informed about the emotional intelligence and the aggression characteristics of the conservatory and sports sciences students and to make a serious contribution to the studies by conducting similar researches with different sample groups in different fields and different branches in different universities.
The Perspective of Kuwaiti Students towards the Effectiveness and Value of Self-Study
Author: Taqui, Ali A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Independent Study,Educational Attitudes,Educational Benefits,Teacher Role,Curriculum Development,Learning Motivation,Second Language Learning,English (Second Language),Active Learning,Language Skills,Language Proficiency

Through self-study, students are believed to develop new learning strategies, new motivation, reflection and critical thinking. The current study was conducted in the College of Basic Education, the English Department--Kuwait. 324 female students participated in answering an extensive questionnaire related to the topic of self-study. In addition, group interviews were conducted by the researcher, which assisted in gaining further in sight of the students' point of view related to the importance of self-study and reasons behind their selection. While most participating students recommended self-learning, they also insisted on the importance of the teacher's role. This study is believed to assist curriculum developers, educational administration and teachers in developing appropriate curriculum and syllabus that suits the needs of a new generation.
Effectiveness of Cartoon Drawings in Reducing Selective Silence (Selective Mutism) Severity of a Sample of Kindergarten Children
Author: Jwaifell, Mustaf
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Instructional Effectiveness,Speech,Foreign Countries,Cartoons,Child Behavior,Social Isolation,Teacher Attitudes,Preschool Teachers,Anxiety Disorders

This study aimed at investigating the effectiveness of the cartoon drawings strategy in reducing selective silence severity of kindergarten children in Al-Shobak Province. Study sample consisted of 25 children. They were selected by the purposeful sample method. The study used the selective silence tool which consisted of 18 items. It also used pre-experimental methodology using one group with pre/post-test. Results showed the effectiveness of the cartoon drawings strategy in reducing severity of selective silence. The study recommended the focus on integrating cartoon drawings in helping kindergarten children to overcome selective silence.
Synthesis Study on Argumentation in Science Education
Author: Bogar, Yurdagül
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Thinking Skills,Science Instruction,Teaching Methods,Student Role,Teacher Role,Learning Activities,Barriers

In current educational research, there is an increasing acceptance among researchers to emphasize that students must be educated on scientific ways of thinking. Simultaneously, science education practice has focused on the development of scientific thinking skills which are associated with scientific inquiry rather than memorization skills. When it comes to scientific practices, educational reforms highly emphasize scientific practices such as argumentation in science education. Therefore, the purpose of this study is to conduct a synthesis study on argumentation in science education. In order to achieve this purpose, this topic will be reviewed under seven main headings within the current study. These are development of argumentation theory, argumentation approaches, argumentation models used in science education, student's role in argumentation, teacher's role in argumentation, activities that create an argumentation environment, difficulties associated with the implementation of the argumentation in the learning environment and scientific argumentation respectively. In addition, some sub-headings will follow the main headings.
&quot;There&apos;s More That Binds Us Together than Separates Us&quot;: Exploring the Role of Prison-University Partnerships in Promoting Democratic Dialogue, Transformative Learning Opportunities and Social Citizenship
Author: O'Grady, Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Correctional Institutions,Universities,Transformative Learning,Institutionalized Persons,Democracy,Correctional Education,Undergraduate Students,Citizenship,Stereotypes,Social Distance,Student Empowerment,Individual Power,Personal Autonomy,Foreign Countries

In this paper we argue that education--particularly higher education (HE)--has the potential to offer socially, economically and culturally transformative learning opportunities. Yet, for prisoners, the opportunity to engage in HE as active social citizens are often limited. Using a Freirean model of democratic, pedagogic participatory dialogue, we designed a distinctive prison-university partnership in which prison-based learners and undergraduate students studied together. The parallel small-scale ethnographic study, reported here, explored how stereotypes and &quot;othering&quot;--which compromise social citizenship--could be challenged through dialogue and debate. Evidence from this study revealed a positive change in &quot;de-othering&quot; attitudes of participants was achieved. Furthermore, participants reported growth in their sense of empowerment, agency, and autonomy--the cornerstones of social citizenship. Findings from this study contribute further evidence to the developing body of knowledge on the value of partnerships and dialogue in prison education. We conclude that policy makers, and respective institutions, need to work harder to establish prison-university partnerships, thus providing the space for dialogue--&quot;real talk&quot;--to take place.
Transformative Learning through University and Prison Partnerships: Reflections from &quot;Learning Together&quot; Pedagogical Practice
Author: Gray, Natalie
Date: 2019-00-00
Type: Journal Articles
Subjects: Transformative Learning,Partnerships in Education,Reflection,Foreign Countries,Correctional Education,Social Justice,Correctional Institutions

This paper critically discusses two London-based &quot;Learning Together&quot; prison university partnerships--Middlesex University with Her Majesty's Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of &quot;transformative pedagogy&quot;, and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the learning together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of a transformative ripples model. In addition to exploring personal transformation, the wider transformations that occur within the public institutions at the centre of these collaborations--the prisons and the universities --are discussed. We argue that for prison and university partnerships to be truly effective, they must embed transformative pedagogic practices at their heart, ensuring the &quot;how&quot;we teach is as important, and deliberately considered, as the &quot;what&quot; we teach.
Teaching Adolescents to Communicate (Better) Online: Best Practices from a Middle School Classroom
Author: Ciccone, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Communication Skills,Computer Mediated Communication,Best Practices,Teaching Methods,Reflection,Student Participation,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Web 2.0 Technologies,Media Literacy

Digital conversation spaces have the potential to generate powerful collective intelligence, but only when users are thoughtful, reflective, and have experience interacting with diverse ideas. To be able to engage in online conversational spaces in this way, though, is not inherent or natural: it must be practiced. This article will argue that it is essential to have adolescents practice engaging in challenging and professional conversations online with peers in classroom settings. Utilizing a New Media Literacy framework, this article will share impactful classroom practices that help adolescents develop effective online conversation skills. Essential to this pedagogy is a cycle of reflection, where students are asked to revisit their contributions to prior digital conversations and consider the impact that that prior contribution had on the conversation and the community. Asking students to reflect not on how to be kind (as most fear-based &quot;digital citizenship&quot; curriculum does) but rather on how contributions inform, persuade, and otherwise move the conversation forward, helps adolescents to develop a powerful online conversational presence.
Learning Desistance Together
Author: Turner, Emily
Date: 2019-00-00
Type: Journal Articles
Subjects: Correctional Education,Institutionalized Persons,Correctional Institutions,Student Behavior,Teacher Behavior,Higher Education,Barriers,Foreign Countries,Correctional Rehabilitation,Access to Education,Criminology,College Students,Agency Cooperation,Peer Relationship,Educational Technology,Technology Uses in Education,Program Effectiveness

Drawing on self-report data from a Learning Criminology Inside initiative bringing together BA Criminology students from the University of Manchester with prison-based students from a category C resettlement prison, this article will consider the process of studying desistance &quot;together&quot; in this collaborative setting. It will discuss the complexities of facilitating an external University course in a category C resettlement prison and illustrate how many of the expected and observed behaviours of both sets of students and staff involved reflected themes common to research in reintegration and desistance. The experience of taking part in a prison-based university level course incurs setbacks, as does desistance, and to overcome these, subjective and structural elements similar to those identified in research around desistance from crime are required. Consequently, while discussing desistance, students (and staff) were also practicing elements of it, especially internal factors such as self-determination and persistence and structural factors in terms of support. This paper will also show the possibilities of learning desistance together for both traditional university-based and prison-based students, including, contact with people who can see the new version of &quot;self&quot;, a support system, and ideas for new pathways to follow.
Turkish Adaptation of Generalized Expectancy for Success Scale: Reliability and Validity Studies
Author: Ercoskun, Nilay Çelik
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Turkish,Media Adaptation,Test Reliability,College Students,Test Validity,Translation,Factor Structure,Success,Expectation

The aim of this study is to adapt the Generalized Expectancy for Success Scale, which was developed by Fibel and Hale (1978) and revised by Hale et al. (1992) into Turkish in terms of adaptation, reliability and adaptation. This study modelled by survey is a scale adaptation study. The scale was adapted into Turkish culture in terms of language equivalence, reliability and validity. The population of the study consisted of the students of the Kazim Karabekir Faculty of Education, Faculty of Literature, Faculty of Science and Faculty of Theology of Atatürk University. All students in the Faculty of Education, the Faculty of Literature, the Faculty of Science and the Faculty of Theology and the 4th grade students who are subject to the pedagogical formation program were tried to be reached and as a result, the research was conducted with 1450 students. The results have shown that the scale had language validity and translation period was implemented successfully. According to exploratory factor analysis's results, the structure was consisted of three factors--21 items, which explained 46, 6% of variance. According to study results, it is determined that the adapted version of the scale is used as a reliable and valid instrument to assess the generalized expectancy for success of Turkish university students. The scale is also used to determine sub-dimensions e.g. individual expectancy, social interaction and failure as well as the generalized expectancy for success. [This study was presented at the International Curriculum and Instruction Congress (5th, Mugla, Turkey, October 26-28, 2017).]
&quot;People Like Me Don&apos;t Belong in Places Like This&quot;: Creating and Developing a Community of Learners beyond the Prison Gates
Author: Gosling, Helena
Date: 2019-00-00
Type: Journal Articles
Subjects: Criminals,Higher Education,Foreign Countries,Access to Education,Partnerships in Education,Program Development,Communities of Practice,College Students,Student Attitudes,Barriers,Program Effectiveness,Teacher Collaboration,Correctional Rehabilitation

It is widely accepted that individuals with criminal convictions experience multiple disadvantage and deprivation, and, as a result, are considered least likely to progress to higher education (Unlock, 2018). The risk-adverse nature of higher education application processes further compound such disadvantage, even though there is no evidence to suggest that screening for criminal convictions increase campus safety (Centre for Community Alternatives, 2010). Drawing upon ethnographic data, the discussion critically reflects upon the development of one situated Learning Together initiative based within a University in the north-west of England. In doing so, the discussion highlights a series of emerging opportunities and competing contradictions that span over three key developmental areas: creation, progress and maintenance. We anticipate that the findings will go some way in opening up a wider debate about the sustainability of initiatives that seek to create dynamic educational partnerships between the higher education sector and criminal justice system more broadly.
Large-Scale Studies of Holistic Professional Competence in Vocational Education and Training (VET). The Case of Norway
Author: Lahn, Leif Chr.
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,Vocational Education,Job Skills,Secondary School Students,Apprenticeships,Program Effectiveness,Holistic Approach,Evaluation Methods

Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of &quot;professional competence&quot; (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on &quot;measurement equivalence&quot; is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.
Adolescents&apos; Digital Literacies in Flux: Intersections of Voice, Empowerment, and Practices
Author: Abrams, Sandra Schamroth
Date: 2019-00-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Attitudes,Participatory Research,Media Literacy,Parents,Self Concept,Information Literacy,Parent Child Relationship,Middle School Students,High School Students,Influence of Technology,Adolescent Development,Researchers,Student Empowerment

This article features a collaborative autoethnographic examination of three adolescent-researchers' digital literacies. The participatory design punctuates the role of the adolescent-researchers as they explored their meaning-making practices. Such collaborative research, which included three adolescents and their parents, not only resurfaces parent-inquiry, but also brings the adolescent-researcher voice to the forefront of literacy research. Two research questions guided the investigation: (a) What do adolescent-researchers tell us about their digital and nondigital literacy practices? and (b) In what ways do adolescent-researchers' retrospective examinations of their own practices reveal their perspectives of these practices and the power (and power struggles) that underlie them? The research team engaged in two rounds of coding, embracing first dramaturgical coding and then versus coding. Results suggested that Perspective/Attitude was the most prevalent attribute in the adolescent-researchers' discourse. Moreover, versus coding revealed strong relationships between &quot;then versus now.&quot; Overall, the voices of the adolescent-researchers offer ongoing authenticity to discussions of their practices, creating continued opportunities to rethink the implications and applications of digital and nondigital practices in adolescents' lives.
Learning Together: Localism, Collaboration and Reflexivity in the Development of Prison and University Learning Communities
Author: Ludlow, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Institutions,Institutionalized Persons,Correctional Education,Partnerships in Education,Communities of Practice,Correctional Rehabilitation,Higher Education,Agency Cooperation,School Community Programs,Reflection,Adult Education

This paper engages with challenges of localism, collaboration and reflexivity in thinking about the conceptualisation and development of partnership learning communities between higher education and criminal justice institutions. Grounded in experiences of partnership working in the UK and Australia, our arguments are twofold: First, drawing on missions, policy and practice challenges, that there is a case to be made for partnership--working between higher education and criminal justice institutions; and second that, although there is a need to think about collaborative international structures, there is also a need to reflect critically on how different socio-political and cultural realities (both within and beyond national borders) might shape the particular nature of partnership working. Therefore, while warmly welcoming international collaboration in this field, we urge caution in importing or exporting different &quot;models&quot; of partnership working. We make the case, instead, for open-textured theoretical and empirical reflexivity.