ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational-Cognitive Barriers in the Preparation of Future Social Pedagogues for the Prevention of Social Dependencies
Author: Neskoromnykh, Nataliya I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Prevention,Barriers,Learning Processes,Cognitive Processes,College Students,Foreign Countries,Observation,Questionnaires,Content Analysis

This paper brings to light the essence, characteristics, and role of educational-cognitive barriers in the preparation of college-attending future social pedagogues that may arise in the process of their mastering social-pedagogical skills related to the prevention of social dependencies. The authors share the findings of their study of a typology of such obstacles in the educational process. Special attention is devoted to typical educational situations in the preparation of students (e.g., getting engaged in methodological activity related to preventing social dependencies, testing mastered methodological schemes and algorithms in activity related to preventing social dependencies, and discovering methodological knowledge) and specific educational-cognitive barriers dominating these situations.
Designing Economic Socialization System in the Educational Process of Technological University
Author: Shaidullina, Rimma M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Learning Processes,Youth,Educational Environment,Foreign Countries,Instructional Design,Technology Education,Economics

The relevance of this study is related to the fact that the necessity of compliance between the professional education system and progressive tendencies of world economy development demanded the formation of a new generation of economically socialized engineering and technical specialists, who own a sufficient level of economic competences, that will allow successful integration into the socio-economic environment. The purpose of the paper is to create the scientific basis of content, structure clarifying, creating and implementation the pedagogical conditions of students' economic socialization, considered as a process and the result of individual inclusion into the system of socio-economic relations in the society. The leading method of studying this problem is the project method, allowing to design a system of economic socialization of students on the basis of the relationship between the essential characteristics of the process of economic socialization, identified by socializing potential of the educational environment in technological university and transformative actions for realizing this potential to achieve the goals and objectives of the students' economic socialization. In the paper it is determined that the pedagogical activity on the designing of economic socialization system includes the following stages: the first (preliminary) stage involves planning of educational activities for the realization the target component of underway project (diagnosis, promotion of ideas, identification of goals and objectives of economic socialization, expected outcomes and the criteria for their evaluation), and, ultimately, development of the project. The second stage of the design is the project realization phase including the content, activity and technological components of the educational process. Third (reflective) stage includes analytical, corrective and remodeling aspects of pedagogical activity. The data from this paper have practical value in designing of economic socialization systems for future engineers, prove the causal dynamic nature of searching and the improvement of the educational process and offer opportunities to apply our approach to design educational systems in technological universities.
Competing and Contested Discourses on Citizenship and Civic Praxis
Author: Koyama, Jill
Date: 2017-03-27
Type: Journal Articles
Subjects: Discourse Analysis,Network Analysis,Power Structure,Citizenship Education,Civics,Praxis,Educational Policy,Hispanic American Students,Youth,Computer Mediated Communication,Social Media,Citizenship,Citizen Participation,High School Students,Data Collection,Immigrants,Ethnography,Student Surveys,Interviews

In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona that inform civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts. I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between civic education policy, discursive enactments of citizenship, and Latino youth's online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civic education curriculum.
Geography Education Research in Serbia: A Teacher's Perspective
Author: Rajovic, Goran
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography Instruction,Educational Research,Periodicals,Teacher Attitudes,Foreign Countries,Faculty Development,Teaching Methods,Information Sources,Questionnaires,Surveys,Likert Scales,Statistical Analysis,Teacher Characteristics

In all European Union countries have harmonized attitudes on the need and improving the quality geographic of education and his innovating. Modernization of geographic education is unthinkable without quality professional and personal development of teacher's geography. Renewal, modernization and supplement professional knowledge and skills acquired in framework of the initial of geographic education it is considered imperative of contemporary education. This paper analyzes the geographical education research on the example of Serbia, from the perspective of geography teachers, and makes an attempt to determine the extent to which teacher's geography use geography education research in their courses and which possible barriers prevent them use the results of geography education research in Serbian classroom environment. The results showed that 26 % of teachers reported that they subscribe to academic journals about geography education research, while 62.4 % of them said that they just follow the publications geography education research. More than 87.6 % of respondents believe that the use of geography education research improves learning, students' motivation and quality of courses, and almost half of the respondents does not think that it is time and excessive class sizes, a reason not to use geography education research in their courses. Geographic education research is a multidimensional concept and cannot be easily estimate only on the basis one study, and solutions should be sought in advocating for one multimodal approach, in which the quality of geographic education research defined through larger number of different, relevant determinants.
A Comparative Analysis of the Education Systems in Korea and Japan from the Perspective of Internationalization
Author: Krechetnikov, K. G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Foreign Countries,Educational Policy,Classification,Comparative Analysis,Reputation,Higher Education,College Role,Educational Development,Models,Commercialization,Educational Quality,Quality Assurance,Elementary Secondary Education

The object of this study is the characteristics of the development of the present-day national education systems in two leading economies of the Asia-Pacific region (APR), Japan and the Republic of Korea (Korea). Its main purpose is a comparative analysis of the aspect of the state's education policy dealing with enhancing the national markets for educational services by means of internationalization. The study's methodology is founded on the analysis of the logic behind the development of the national education systems based on an evolutionary approach that is inclusive of history, culture, demographic policy, the market for educational services, and the idea of integration of education systems. The authors employ classification and comparative analysis. They use as source information open data from the official websites of companies specializing in worldwide university rankings and of institutions dealing with education, culture, sports, and technology in Japan and Korea. Results and discussion. Over the last couple of decades, the development of the education system in Korea has been distinguished by a revolutionary and innovative spirit, propelling the nation into leading positions within the education market in the APR. The Korean government is encouraging the nation's colleges to take on a primary role as regional centers engaged in the production of new knowledge and skills, which may help drive technological and regional growth throughout the APR. Based on the World University Rankings, South Korea is currently ranked 9th and Japan 10th globally in higher education. Conclusion. The findings of the authors' analysis of the major aspects of the internationalization of the education systems indicate that both in Korea and in Japan the process of education internationalization is increasingly gaining momentum. The reasons here are pretty much the same--globalization and demographic declines. The two systems differ in that in Korea preference is given to the scientific component of universities, while in Japan it is the development of the educational segment. In Korea, international education is entirely regulated by the state, while Japan's current internationalization model is transitive--there is a shift taking place from government regulation to market freedom. The prospects for the continuation of this research, apparently, lie in expanding the cross-border networked interaction of APR universities.
Variables Affecting Proficiency in English as a Second Language
Author: Santana, Josefina C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Student Placement,Language Tests,Private Colleges,College Students,Statistical Analysis,Correlation,Institutional Characteristics,Foreign Countries,Age Differences,Affective Behavior,Cognitive Processes,Study Abroad,Computer Assisted Testing,Multiple Regression Analysis

This study explores different variables leading to proficiency in English as a second language. Level of English on a placement exam taken upon entering a private university in Mexico was correlated to several variables. Additionally, participants (N = 218) were asked their perception of their own proficiency. A linear regression and a one-factor ANOVA were carried out. Three variables best explain the level obtained on the placement exam. These are: number of instruction hours, type of school, and how frequently the learner reads in English. Findings also show that the participants' perception of their proficiency corresponds to the results obtained on the placement test.
Museology as a University Subject in Slovakia: History, Program and Course Design
Author: Tišliar, Pavol
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Museums,Heritage Education,Program Development,Program Improvement,Curriculum Design,Accreditation (Institutions),Higher Education,Specialization

This paper examines the development of museum studies and museology as a field of scientific inquiry and a university course in Slovakia. First I examine the role of memory institutions in the formation of this field in response to the need for the specialized education of their staff and describe the fundamentals and the development of program and course design and the motivation behind them. I then analyze the current program and course offerings in the field of museology at various institutions in Slovakia and the differences between them, concluding with a number of proposals for improvement and providing a brief forecast for the future development of the field.
Institutional Approach to Establishment of a Structural Model of the Russian Academic Environment Development
Author: Dudin, Mikhail N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Educational Environment,Educational Improvement,Educational Practices,Educational Change,Content Analysis,Statistical Analysis,Undergraduate Students

The purpose of the present article is to generalize and unify the approaches to improvement of the institutional environment that ensures optimal functioning and sustainable development of the Russian academic sphere. The following conclusions and results have been obtained through presentation of the materials in the article: (1) Improvement of the institutionalization of science and education must be reviewed in the context of evolutionary transitions that advance new demands for academic and human resourcing of state administration, financial and economic activities, and social development; (2) Russian (just as Soviet) academic sphere is described by structural imbalances, which can be regarded both as a consequence of the shocking transition to market relations and as a consequence of imperfect institutionalization; (3) Solutions proposed in the article are primarily aimed to unify the goals, tasks and results of interaction of the actors integrated into the institutional environment of the Russian academic sphere; and (4) Formalization of the structural model of development of the Russian education and science on the basis of the institutional approach (using the triple helix mechanism of H. Etzkowitz) can serve as a basis for the development of practice-focused concepts (as targeted programs, roadmaps), which will detail the specific measures; Realization of these measures will ensure the structural balance of the national academic sphere, which in turn can be regarded as a cognitive and intellectual potential of the transition from industrial to post-industrial economic formation of society.
The Discursive Construction of Superintendent Statesmanship on Twitter
Author: Hurst, Todd M.
Date: 2017-03-27
Type: Journal Articles
Subjects: Superintendents,Social Media,Discourse Analysis,Administrator Attitudes,Political Attitudes,Administrator Role,Trust (Psychology),Psychology,Professional Identity,Instructional Leadership,Elementary Secondary Education,Philosophy,Databases

The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter &amp; Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students.
Are Those Rose-Colored Glasses You Are Wearing? Student and Alumni Survey Responses
Author: Dumford, Amber D.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Seniors,Alumni,Student Surveys,Comparative Analysis,Student Experience,Majors (Students),Art Education,Fine Arts,Student Attitudes,Skill Development,National Surveys,Learner Engagement,Likert Scales,Statistical Analysis,Educational Attitudes

Student surveys are often important elements of assessment in higher education, but alumni surveys can play a substantial role as well. However, little is known about how responses from these two groups compare to one another. Combining data from the Strategic National Arts Alumni Project (SNAAP) and the National Survey of Student Engagement (NSSE), this study examines self-reported college experiences and skill development of seniors and alumni who majored in the arts. Results suggest that alumni rate their overall experience higher, while students judge specific aspects of their institutional experience and their skill development more positively. Given these differences, it is recommended that institutions survey both students and alumni to achieve a more complete picture of the educational experience.
Keep Your Eye on the Metaphor: The Framing of the Common Core on Twitter
Author: Supovitz, Jonathan
Date: 2017-03-27
Type: Journal Articles
Subjects: Social Media,Educational Attitudes,Common Core State Standards,Elementary Secondary Education,Political Attitudes,Language Usage,Figurative Language,Discourse Analysis,Social Values,Negative Attitudes,Educational Policy,Role,Politics of Education,Propaganda,Corporations,Semiotics,Government Role

Issue framing is a powerful way for advocates to appeal to the value systems of constituency groups to evoke their support. Using a conceptual framework that focused on radial frames, metaphors, and lexical markers, we examined the linguistic choices that Common Core opponents used on Twitter to activate five central metaphors that reinforced the overall frame of the standards as a threat to children and appealed to the value systems of a diverse set of constituencies. In our research, we identified five frames: the &quot;Government Frame&quot;, which presented the Common Core as an oppressive government intrusion into the lives of citizens and appealed to &quot;limited-government conservatives&quot;; the &quot;Propaganda Frame&quot;, which depicted the standards as a means of brainwashing children, and in doing so, hearkened back to the cold war era when &quot;social conservatives&quot; positioned themselves as defenders of the national ethic; the &quot;War Frame&quot;, which portrayed the standards as a front in the nation's culture wars and appealed to &quot;social and religious conservatives&quot; to protect traditional cultural values; the &quot;Business Frame&quot;, which rendered the standards as an opportunity for corporations to profit from public education and appealed to &quot;liberal opponents&quot; of business interests exploiting a social good; and the &quot;Experiment Frame&quot;, which used the metaphor of the standards as an experiment on children and appealed to the principle of care that is highly valued amongst &quot;social liberals&quot;. Collectively, these frames, and the metaphors and the language that triggered them, appealed to the value systems of both conservatives and liberals, and contributed to the broad coalition from both within and outside of education, which was aligned in opposition to the standards.
Perceptions of Assessment Competency among New Student Affairs Professionals
Author: Hoffman, Jaimie
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Student Personnel Services,Online Surveys,Counselor Attitudes,Skill Analysis,Needs Assessment,Minimum Competency Testing,Research Skills,Delivery Systems,Educational Needs,Statistical Analysis,Higher Education

The landscape of assessment in higher education in the United States is changing; stakeholders are calling for an increased level of accountability with evidence of the impact on student learning becoming a pervasive expectation. Student affairs professionals are not exempt from this responsibility; they must be prepared to assess and articulate how their work contributes to the student learning experience. But do student affairs professionals think assessment is an important skill to possess and do they have the skills necessary to conduct assessment? This study collected data from new student affairs professionals on a web-based survey to understand their perceptions about assessment. Specifically, the researcher asked about new student affairs professionals' perceptions of the importance of assessment, proficiency in conducting assessment, and the delivery methods most helpful to learn assessment skills. Generally, new professionals rated assessment as important but their proficiency across the assessments skills was much lower. Graduate programs and conferences were reported as most helpful for learning assessment.
Higher Education Faculty Engagement in a Modified Mapmark Standard Setting
Author: Horst, S. Jeanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Participation,Standard Setting,Academic Standards,Cutting Scores,Behavioral Objectives,Concept Mapping,College Faculty,Communications,Educational Practices,Teacher Workshops,Program Validation,Evidence

The Mapmark standard setting method was adapted to a higher education setting in which faculty leaders were highly involved. Eighteen university faculty members participated in a day-long standard setting for a general education communications test. In Round 1, faculty set initial cut-scores for each of four student learning objectives. In Rounds 2 and 3, participants used a Mapmark item map to consider information from four student learning objectives at one glance and to integrate this information into a single cut-score. Participants and faculty leaders reported that the process was intuitive, and there was support for a defensible cut-score from the majority of participants and faculty leaders. Practical suggestions and implications are discussed.
Making and Becoming in the Undocumented Student Policy Regime: A Post-Qualitative [Discourse] Analysis of U.S. Immigration and Higher Education Policy
Author: Gildersleeve, Ryan Evely
Date: 2017-03-27
Type: Journal Articles
Subjects: Immigration,Undocumented Immigrants,Tuition,Higher Education,In State Students,College Students,Power Structure,Politics of Education,Discourse Analysis,State Policy,Public Policy,Educational Policy,Human Capital,Democracy

This paper discursively analyzes the public conversation around immigration as it intrasects with state and federal policy, particularly in relation to higher education. I take in-state resident tuition policy as a departure point for an effort to explain how &quot;undocumented&quot; and &quot;illegal&quot; subject positions are produced through &quot;intra&quot;-secting policy texts, popular journalism, and presidential campaigns. I illustrate how understandings of students become reified into &quot;undocumented&quot; and/or &quot;illegal&quot; identities. Meanwhile, I pay special attention to the discursive productions made available from policy texts, highlighting the use of discourse analysis in the interrogation of social policy.