ethanporcaro/eric-fulltext-meta huggingface dataset:
Sailing Context in PISA-Like Mathematics Problems
Author: Efriani, Arvin
Date: 2019-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Achievement Tests,Foreign Countries,Mathematics Skills,Word Problems (Mathematics),Mathematical Logic,Problem Solving,Computation,High School Students,Athletics,Grade 10

Developing PISA like mathematics problems using daily life context helps to improve the quality of learning. This study aimed to generate a valid, practical, and having potential effects on mathematics literacy ability PISA like mathematics problems with the context of sailing in the 2018 Asian Games. This research involved three expert reviews and 32 fifteen-years-old tenth-grade students of SMA N 10 Palembang, a public senior high school in Palembang Indonesia, as the research subjects. This study used the design research method of development studies type. The data were collected through documentation, walkthrough, tests, and interviews. The problem developed in this study is related to the length of wood required to span the sail. The results show that the problems are valid. The validity was viewed from its compatibility with the PISA framework, in which it had related the problems with daily life context of sailing in the 2018 Asian Games and space and shape content. The problems are also practical, viewed from students' understanding of the problem. And, the problems have potential effects when tested in learning issue of mathematical literacy ability. The dominant ability is reasoning and representation ability, while the communication ability is still low because the students do not give detailed answers.
Alternative Route Special Educators&apos; Perceptions of Preparation toward Virginia Teaching Standards
Author: Scott, LaRon A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Alternative Teacher Certification,Program Effectiveness,Teacher Attitudes,Teacher Education Programs,Teacher Persistence,State Standards,Electronic Learning,Costs

Special education teachers enrolled in a Virginia-based alternate route certification program were surveyed to determine if they perceived the program was valuable for creating effective special educators, and the focus of the study was on the effectiveness of alternative route programs for teacher preparation. The literature review showed scant research existed regarding the effectiveness of alternate route special education programs. A sample of alternate route special education teachers rated their perceptions of the preparation they received, based on state and national standards and the extent the program met their needs. Findings showed participants perceived the program was highly effective in preparing them to become special education teachers in addition to participants noting high satisfaction with the program.
Gender Identity of Students and Teachers: Implications for a Sustainable Future
Author: Badjanova, Jelena
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Identity,Gender Issues,Masculinity,Femininity,Personality Measures,Sex Role,Gender Differences,Age Groups,Sustainable Development,Foreign Countries

Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18-19-years-old pupils from comprehensive and vocational schools (n=59), 20-15-years-old university students (n=52) and 24-64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with male's inclination toward masculinity and female's inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.
Assessing Teacher Competence and Its Follow-Up to Support Professional Development Sustainability
Author: Sumaryanta
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Faculty Development,Sustainability,Foreign Countries,Teacher Evaluation,National Standards,Teaching Skills,Pedagogical Content Knowledge,Grade Point Average,Elementary Secondary Education

Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher's competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012-2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher's sustainable profession.
Best Practices Article: Teacher Recruitment for an Alternate Route Program in a Rural Area--Methods and Lessons
Author: Miller, Nicole C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Teacher Recruitment,Alternative Teacher Certification,Teacher Education Programs,Rural Areas,Program Development,Program Implementation,Teacher Shortage,Rural Schools,Outcomes of Education,Partnerships in Education

Teacher shortages in the United States have resulted in the development of alternate route teaching programs to better provide teachers, especially in difficult to staff schools such as those in rural communities. In order to address rural teacher shortages, the Mississippi State University College of Education implemented a fully online, alternate route, teacher preparation program to recruit, prepare, and retain teachers for rural middle level (i.e., middle school) classrooms in the state. The rural nature of the state meant that extensive recruiting efforts were required in order to reach qualified participants. This article provides a description of this work and provides a reflection on the various recruitment efforts of the program in an effort to inform others. Specifically, three categories of strategies are discussed: (a) fostering and maintaining relationships, (b) targeting an appropriate audience; and (c) using various communication methods. While each of these methods provided various benefits, the relative timing and significance varied depending on the stage of program development or implementation.
A Study on Singapore Chinese Language Teachers&apos; Professional Proficiency and Training Needs for Sustainable Development
Author: Wen, Yun
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Chinese,Teaching Skills,Teacher Effectiveness,Inservice Teacher Education,Second Language Instruction,Sustainable Development,Educational Needs,Pedagogical Content Knowledge,Teacher Attitudes,Educational Technology,Classroom Techniques

Continuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on subject content and professional knowledge, Chinese teaching practice and pedagogy, and knowledge of technology and its application. Focus group discussions and interviews of 112 teachers were conducted to further explore the results from the survey data. The findings of the study provide insights into shaping the forms and priorities of in-service training for teachers to be a powerful agent of sustainable teaching.
Education towards Urban Sustainability: Lessons Learned from the Welfare Business Models of Kanazawa City, Japan
Author: Mammadova, Aida
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Areas,Sustainable Development,Foreign Countries,Teaching Methods,Aging (Individuals),Older Adults,Social Services,Child Care,Disabilities,Business,Welfare Services,Foreign Students,Educational Background,Community Development,Field Trips,Student Attitudes,Knowledge Level,Safety,Urban Planning,Interdisciplinary Approach,Feedback (Response),College Students

Education is considered a driving force for urban sustainable development and there is an urgent need to use different approaches to increase the awareness level in younger generations. Teaching about sustainability requires an integrated approach due to its complex concept, and in this study to show the interconnection of the social, environmental and economic sectors of the city the author decided to conduct fieldwork activities in the welfare business sectors, which is one of the leading practices used in the aging Japanese population. Japan's population is aging with a declining birth rate, and the country is becoming a &quot;super-aging&quot; society with one out of every four persons aged above 65 years. There are crucial issues to provide social services, such as care for the elderly, child support programmes to reduce the child-raising anxieties, care for mentally and physically disabled people and others. In this study, the objectives were 1) to provide the fieldwork in small-scaled private and town-scaled business sectors and 2) to observe the interconnection of urban sustainability practices through the welfare with environmental, social and economic sectors. Private and public sectors were visited by 15 international students with different educational backgrounds, who had no idea about urban sustainability. In total, four welfare business sectors were visited by the students: two sectors were related to the farming activates together with care for disabled people, and the other two field trips were related to urban community-development business sectors. After the field trips, students evaluated a linkage among social, environmental and business sectors related with welfare practices. The awareness level of the students increased (85 %) towards the issue of sustainable urban development, and they were able to provide the recommendations for the inclusive, safe and resilient cities. These field trips showed very positive feedback, to educate the youth. In this study, the author presents the qualitative transdisciplinary field trip approach. However, to improve the methodology a cohort analysis with a quantitative data analysis will be performed in the further study.
Factors Determining Children and Young People&apos;s Well-Being at School
Author: Stasulane, Anita
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Educational Environment,Sustainability,Trend Analysis,Longitudinal Studies,International Cooperation,Psychological Patterns,Life Satisfaction,Consortia,Foreign Countries,Cross Cultural Studies,Academic Education,Teacher Student Relationship,Peer Relationship,Learning Processes,Academic Achievement,Stress Variables,Anxiety,School Culture,Democracy,Elementary Secondary Education,Correlation

The article addresses the issue of children and young people's well-being at school. The issue has been known as topical for already some time. In recent decades, in order to be able to determine the true nature and essence of the phenomenon of well-being, the necessity to find the ways for identification of children and young people's self-assessment of well-being at school has become very important. There are many challenges related to conducting new longitudinal studies on children and young people's well-being. The phenomenon of well-being at school cannot be seen only in the context of local situation; it is deeply contextual. Its essence is also determined by the content and values that have emerged in the development of wider global or regional relations and attitudes. Therefore, for the formation of a broader perspective of the article, such phenomena as sustainability and unsustainability were used. This made it possible to refer to the trends of sustainability and unsustainability that had long been highlighted in the studies of global development and education. The analysis of the phenomenon of well-being at school is offered based on the research results within EU FP7 project &quot;Measuring Youth Well Being&quot; (MYWeB) that took a balanced approach to assessing the feasibility of a European Longitudinal Study for Children and Young People through prioritising both scientific and policy imperatives and was carried out in cooperation with eleven European countries. The aim of the article in accordance with one of the specific tasks of the project is to find out the meaning and significance that children and young people allocate to well-being. The article discusses one of the most relevant domains of well-being--school, and how it relates to happiness, life-satisfaction and psychological well-being of children and young people. The article outlines the results of fieldwork undertaken in project consortium countries (Croatia, Estonia, Georgia, Germany, Greece, Hungary, Latvia, Portugal, Slovakia, Spain, and the United Kingdom) with the goal to understand the subjective experiences of children and young people from different age groups, regions and socio-economic backgrounds. The results of the research confirmed that educational spaces could take a more significant role in promoting well-being of children and young people; in its turn, the education system must rebalance academic learning and emotional well-being.
Teacher Education for Sustainability: The Awareness and Responsibility for Sustainability Problems
Author: Andic, Dunja
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainable Development,Teacher Education,Conservation (Environment),Preservice Teachers,Foreign Countries,Geographic Location,Place of Residence,Behavior Standards,Social Behavior,World Problems,Responsibility,Correlation,Student Characteristics,Familiarity,Ecology,Age Differences,Educational Policy,Gender Differences,Values,Attendance,Undergraduate Study,Graduate Study

The theoretical framework of the present research is based on the socio-psychological model of sustainable behaviour by Juárez-Nájera (2010). For the purposes of this paper, just part of the research is related to personal norms. The paper provides the results of the awareness of consequences and the attribution of responsibility for environmental/ sustainability problems among students of the four Faculties of Teacher Education in four countries, Bosnia and Herzegovina, Croatia, Slovenia, and Serbia. Research results indicate that students from Croatian and Slovenian Faculties of Teacher Education are characterised by a more pronounced awareness of environmental/sustainability problems than the students from Bosnia and Herzegovina and Serbia. The responsibility for environmental/sustainability problems is higher among the students of the Faculty of Teacher Education from Croatia and Serbia than among students from Bosnia and Herzegovina and Slovenia. It seems that a country is the major determiner of awareness and responsibility for environmental/sustainability problems. In general, the results of the present research provide significant guidelines for the reflection on the future of initial teacher education for sustainability and need for conducting interdisciplinary and cross-cultural research on personal norms and sustainable behaviour.
The Resolution of Conflict between Teacher and Student: Students&apos; Narratives
Author: Ciuladiene, Grazina
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Teacher Student Relationship,Student Attitudes,Student Behavior,Aggression,Student Reaction,Behavior Problems,Prevention,Student Motivation,College Students,College Faculty,Foreign Countries

The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students' behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students' point of view. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students. Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy. The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding students' experience would allow teachers to better respond and manage students' reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.
Teachers&apos; Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study
Author: Martinsone, Baiba
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Emotional Development,Sustainability,Program Evaluation,Teacher Attitudes,Program Effectiveness,Educational Principles,Teacher Role,School Administration,Educational Quality,Program Content,Barriers

The aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia, which to date is still the only SEL program in our country. Initiated during the 2012/13 academic year, this program has already been implemented in 41 Latvian schools. In order to address the teachers' perceptions of program effectiveness and sustainability seven focus groups were organized. Thematic analysis of the focus group discussions pointed to various benefits of the program, including a general dissemination of SEL principles, and teachers' reflections on the importance of their own active role in the process of social and emotional learning. The value of the support of the school administration for program sustainability was also noted. The views expressed by the teachers were aligned with previous studies, indicating the importance of external support, the teachers' own understanding of SEL principles, and the willingness to be actively engaged in facilitating quality maintenance of the program.
Contradictions in Higher Education
Author: Dzelzkaleja, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Sustainability,Conflict,Institutional Mission,Rating Scales,Institutional Characteristics,Reputation

The present paper is a literature and experience summary about contradictions existing in higher education, nowadays. Thus, it is important to understand the underlying reasons and historical background to find ability to move towards higher education system for sustainability. Seven main contradiction groups have been distinguished and an overview is given in the article. The analysis is more focused on a situation in Latvia and the post-soviet space since the authors are well acquainted with the system. The main future research object is university mission, since from the mission statement analysis it has been found that low rated universities lack the distinction between education and training, having bigger stress on training, and that is growing into future problems and this situation interferes with the sustainable education goal.
Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability
Author: Handayani, Rifíati Dina
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Scientific Research,Science Education,Science Curriculum,Sustainability,Foreign Countries,Cultural Influences,Teaching Methods,Indigenous Populations,Educational Media

Indigenous knowledge has been contrasted and compared with scientific knowledge as traditional versus modern. This becomes the main problem for the native learners who feel separated from their environment. They face the challenge of existing in a couple of worlds indigenous and non-indigenous. The research presents the theoretical viewpoints of science education and indigenous knowledge to provide a new perspective on science learning. Data are gathered through the original document analysis of indigenous communities of Javanese people and science syllabi. The results of the study propose four steps to integrate indigenous knowledge in the science curricula: fragmented, connected, sequenced, and integrated. This study indicates that indigenous knowledge incorporated in the science curricula includes attitude, knowledge, and skill aspects. It establishes a significant connection between what pupils encounter in the school and their lives beyond the school for the cultural sustainability. Elaborating indigenous knowledge in the science classroom is potential for building meaningful learning and connecting the gap of science education pathways that a student obtains in schools and community.