ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Sustainable Design Using BIM and Project-Based Energy Simulations
Author: Shen, Zhigang
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Energy Education,Energy Management,Sustainability,Building Design,Courseware,Teaching Methods,Design Requirements,Feedback (Response),Student Attitudes,Database Management Systems,Learning Modules,Construction Management,Scheduling,Undergraduate Students,Case Studies

The cross-disciplinary nature of energy-efficient building design has created many challenges for architecture, engineering and construction instructors. One of the technical challenges in teaching sustainable building design is enabling students to quantitatively understand how different building designs affect a building's energy performance. Concept based instructional methods fall short in evaluating the impact of different design choices on a buildings' energy consumption. Building Information Modeling (BIM) with energy performance software provides a feasible tool to evaluate building design parameters. One notable advantage of this tool is its ability to couple 3D visualization of the structure with energy performance analysis without requiring detailed mathematical and thermodynamic calculations. Project-based Learning (PBL) utilizing BIM tools coupled with energy analysis software was incorporated into a senior level undergraduate class. Student perceptions and feedback were analyzed to gauge the effectiveness of these techniques as instructional tools. The findings indicated that BIM-PBL can be used to effectively teach energy-efficient building design and construction.
Citizenship Education through an Ability Expectation and &quot;Ableism&quot; Lens: The Challenge of Science and Technology and Disabled People
Author: Wolbring, Gregor
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship Education,Disabilities,Social Bias,Citizen Participation,Global Approach,Disability Discrimination,Expectation,Sciences,Technology

Citizenship education has been debated for some time and has faced various challenges over time. This paper introduces the lens of &quot;ableism&quot; and ability expectations to the citizenship education discourse. The author contends that the cultural dynamic of ability expectations and ableism (not only expecting certain abilities, but also perceiving certain abilities as essential) was one factor that has and will continue to shape citizenship and citizenship education. It focuses on three areas of citizenship education: (a) active citizenship; (b) citizenship education for a diverse population; and (c) global citizenship. It covers two ability-related challenges, namely: disabled people, who are often seen as lacking expected species-typical body abilities, and, advances of science and technology that generate new abilities. The author contends that the impact of ability expectations and ableism on citizenship and citizenship education, locally and in a globalized world, is an important and under-researched area.
History and Super Diversity
Author: Hawkey, Kate
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescent Attitudes,Student Characteristics,Immigrants,Migrant Children,Indigenous Populations,White Students,Semi Structured Interviews,Student Experience,Secondary School Students,Identification (Psychology),Relevance (Education),Educational Needs,Educational Objectives,Student Diversity

The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere. A list of references and notes is included.
Harmonizing Two of History Teaching's Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
Author: Zanazanian, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: History Instruction,Citizenship Education,Concept Formation,Historiography,Historical Interpretation,Qualitative Research,Epistemology,Beliefs,Regional Characteristics,Consciousness Raising,Political Socialization,Politics of Education,Teacher Attitudes,Educational Practices,Foreign Countries

This article presents the Quebec ministry of education's (MELS) strategy for diversifying the national historical narrative that is transmitted in the province's History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. In bringing research on their social representations and historical consciousness together, this paper looks at some of the main challenges that these teachers face when specifically harmonizing two of history teaching's central social functions for catering to narrative diversity. When seeking to adequately balance the transmission of a national identity reference framework with the development of autonomous critical thinking skills, it becomes clear that these teachers' general quest for positivist-type, true and objective visions of the past as well as their overall attachment to the main markers of their group's collective memory for knowing and acting Québécois impede them from fully embracing the diversification of the province's historical narrative. The article ends by raising some important questions regarding the relevance of assisting teachers to authentically develop their own voice and vision for harmonizing the two aforementioned functions of history teaching and for being answerable to the decisions they make when articulating and acting upon such beliefs in class.
&quot;Purpose&quot; as a Way of Helping White Trainee History Teachers Engage with Diversity Issues
Author: Harris, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Differences,White Students,Trainees,Preservice Teachers,History Instruction,Action Research,Ethnic Diversity,Relevance (Education),Educational Needs,Controversial Issues (Course Content),Beliefs,Attitude Change,Interviews,Critical Theory,Intervention,Reinforcement,Misconceptions,Knowledge Base for Teaching,Foreign Countries

Based on a three year action research project, this study examines one strand of that research, namely the impact that &quot;purpose&quot;, &quot;i.e.&quot; exploring the range of rationales for studying a subject, has in helping white trainee teachers embrace cultural and ethnic diversity within their teaching. Through &quot;purpose&quot; trainees explored different reasons why history should be taught (and by implication what content should be taught and how it should be taught) and the relationship of these reasons to diversity. Focusing on &quot;purpose&quot; appears to have a positive impact on many trainees from white, mono-ethnic backgrounds, enabling them to bring diversity into the school curriculum, in this case history teaching. It offers one way to counter concerns about issues of &quot;whiteness&quot; in the teaching profession and by teaching a more relevant curriculum has a potential positive impact on the achievement of students from minority ethnic backgrounds.
Using an Observation Coaching Checklist to Provide Feedback to Teachers
Author: Lia, Michelle
Date: 2016-10-00
Type: Journal Articles
Subjects: Coaching (Performance),Feedback (Response),Check Lists,Catholic Schools,Teacher Improvement,Faculty Development

When one hears the term &quot;coach&quot; one often thinks of someone standing on the sideline of an athletic field with a whistle, and a clipboard. An instructional coach is someone who also cheers teachers on, providing guidance and support in order to move teachers forward in their practice. Much like their students, teachers also benefit from receiving feedback that helps them to grow. Teachers also need to ask these questions: Where am I going? How am I going? Where to next? (Hattie, 1999). When teachers are observed and given meaningful, constructive feedback on their teaching, they have the knowledge to know what adjustments may be needed that keep them moving forward. The challenge with teacher feedback has to do with who is giving it, how it is given, when it is given, and how the information is used. The use of an instructional coach can solve some of these challenges. Feedback is generally best received from someone who does not sign their paycheck or complete their evaluation. The idea of an instructional coach is not new, but it is definitely among the educational best practices that have been resurrected in recent years. The author discusses her reflections, experiences, and lessons learned during he career as an instructional coach. In her reflections, Michelle Lia remarks that her goals for the professional development and coaching in the context of the All Are Welcome grant were focused on the students and how improved instruction would benefit them.
Power Plants, Steam and Gas Turbines WebQuest
Author: Ulloa, Carlos
Date: 2012-00-00
Type: Journal Articles
Subjects: Inquiry,Internet,Web Sites,Learning Activities,Educational Technology,Energy,Thermodynamics,Heat,Engineering Education,Higher Education,Workshops,Scientific Principles,Access to Information,Foreign Countries,Assignments,Student Evaluation,Scores,Conventional Instruction

A WebQuest is an Internet-based and inquiry-oriented learning activity. The aim of this work is to outline the creation of a WebQuest entitled &quot;Power Generation Plants: Steam and Gas Turbines.&quot; This is one of the topics covered in the course &quot;Thermodynamics and Heat Transfer,&quot; which is offered in the second year of Mechanical Engineering at the Defense University Center at the Naval Academy in Vigo, Spain. While participating in the activity, students will be divided into groups of no more than 10 for seminars. The groups will create PowerPoint presentations that include all of the analyzed aspects. The topics to be discussed during the workshop on power plant turbines are the: (1) principles of operation; (2) processes involved; (3) advantages and disadvantages; (4) efficiency; (5) combined cycle; and (6) transversal competences, such as teamwork, oral and written presentations, and analysis and synthesis of information. This paper presents the use of Google Sites as a guide to the WebQuest so that students can access all information online, including instructions, summaries, resources, and information on qualifications.
Behind the Battle Lines of History as Politics: An International and Intergenerational Methodology for Testing the Social Identity Thesis of History Education
Author: Taylor, Tony
Date: 2012-00-00
Type: Journal Articles
Subjects: History Instruction,History,Politics of Education,Case Studies,Context Effect,Phenomenology,Historical Interpretation,Educational Practices,Foreign Countries

This article critiques popular assumptions that underlie the ongoing politicisation of school history curriculum as an agent of social identity and behaviour. It raises some key research questions which need further investigation and suggests a potential methodology for establishing evidence-based understanding of the relationship between history education, historical consciousness, identity politics and civil discord. The proposed methodology is based on comparative research of the lived experience of history education and social disposition in two generations in three modern democratic nations each of which represent in their recent histories different models of social integration. The article suggests that without such evidence-based theorisation of the relationship between historical consciousness and social identity, the evolution of history curricula will remain vulnerable to the ongoing incursions of hostile but poorly conceived political rhetoric.
Disciplinary History and the Situation of History Teachers
Author: Fordham, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: History,History Instruction,Nationalism,Skill Development,Teaching Methods,Curriculum,Correlation,Intellectual Disciplines,Models,Foreign Countries

A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a &quot;nation-building&quot; or &quot;skills-based&quot; approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils. A list of references and notes is included.
History in Schools and the Problem of &quot;The Nation&quot;
Author: Haydn, Terry
Date: 2012-00-00
Type: Journal Articles
Subjects: History Instruction,Nationalism,National Curriculum,Curriculum Development,Educational Change,Politics of Education,Political Socialization,Traditionalism,Political Attitudes,Educational Principles,Educational Practices,Educational Objectives,Foreign Countries

The article examines the enduring popularity of a form of school history which is based predominantly on the idea that the transmission of a positive story about the national past will inculcate in young people a sense of loyalty to the state; a reassuring and positive sense of identity and belonging; and a sense of social solidarity with fellow citizens. England is one of the countries which has to at least some extent moved away from this model of school history; but the past few years have seen suggestions for a move back to a history curriculum which focuses predominantly on the transmission of &quot;Our Island Story&quot;; and which presents a positive rendering of that story. The history curriculum in England is currently under review; and public pronouncements by politicians; academic historians and newspaper editorials suggest strong pressures towards a restoration of what is often termed &quot;traditional&quot; school history; which was prevalent in English schools before the advent of what has been termed &quot;New history&quot; in the 1970s. The paper questions some of the arguments which have been put forward in order to justify a return to a history curriculum based on a positive and unproblematic narrative of the national story and suggests that such a course of action is based on some unexamined assumptions and a limited understanding of pedagogy and learning. The final section of the paper outlines several weaknesses and flaws in the arguments for reverting to a traditional (i.e. &quot;nation-based&quot; and celebratory) form of school history; and some of the dangers inherent in such a project. A list of references and notes is included.
Opinions and Perceptions of Physical Education Students about Value Education
Author: Bozkurt, Eyüp
Date: 2016-10-23
Type: Journal Articles
Subjects: Values Education,Physical Education,Student Attitudes,Foreign Countries,Student Characteristics,Student Surveys,Gender Differences,Teacher Role,Role Models,Teacher Education Programs,Preservice Teachers,Physical Education Teachers

Values make people live together and have common grounds. Value education, which starts in the family are, shaped by the environment that children live in. After children start school, they being to learn value education. School inculcates the values adopted by the community to the children. The most important executor of value is the teacher. If teachers have good values and are well informed about values, they can teach children in a better way. Children see their teachers as a role model and they behave like them. To students, teachers are excellent and qualified people. This study was performed to obtain the viewpoint of Physical Education Department students studying value education. This research is screening model and thus descriptive. The sample of the research is composed of 158 Physical Education Department students. In the result of the research, the students stated that they have enough information about values education. Teachers should be the role model in value education, and it should be taught as a course in universities.
Effect of Jigsaw II, Reading-Writing-Presentation, and Computer Animations on the Teaching of &quot;Light&quot; Unit
Author: Koç, Yasemin
Date: 2016-10-23
Type: Journal Articles
Subjects: Teaching Methods,Animation,Computer Uses in Education,Foreign Countries,Educational Technology,Grade 7,Middle School Students,Questionnaires,Attitude Measures,Achievement Tests,Statistical Analysis,Cooperative Learning,Comparative Analysis,Reading,Writing (Composition),Quasiexperimental Design,Likert Scales

The aim of this study is to determine the effect of Jigsaw II technique, reading-writing-presentation method, and computer animation on students' academic achievements, epistemological beliefs, attitudes towards science lesson, and the retention of knowledge in the &quot;Light&quot; unit covered in the 7th grade. The sample of the study consists of 71 seventh-grade students from two different middle schools located in Erzurum City (Turkey) in the 2013-2014 academic year. One of these schools was randomly determined as the Jigsaw II Group (JIIG) (n = 24). In this group, the Jigsaw II technique was used during the cooperative learning. Another school was taken as the Reading-Writing-Presentation Group (RWPG) (n = 22). In this group, the reading-writing-presentation method was employed. The other school was appointed as the Animation Group (AG) (25). In this group, computer animations were used. Academic Achievement Test (AAT), Science Lesson Attitude Scale (SLAS), and Epistemological Belief Questionnaire (EBQ) were used for data collection. The data were evaluated by using descriptive statistics, ANOVA, and ANCOVA. According to the analyses results, the Jigsaw II technique and the reading-writing-presentation method are more effective than animations in terms of academic success and retention of knowledge, but the difference between the effectiveness of the reading-writing-presentation method and that of animations is not significant. The results also indicate that Jigsaw II and animations have more positive influences on epistemological beliefs when compared to the reading-writing-presentation method. Finally, they show that all the three methods and techniques used in the study are effective in creating positive attitudes towards the lesson among students, and the use of animations has more positive influences than others.
The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success
Author: Akyildiz, Seçil Tümen
Date: 2016-10-23
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reflective Teaching,Coaching (Performance),Pretests Posttests,College Second Language Programs,Academic Achievement,Instructional Effectiveness,College Students,Nonparametric Statistics,Statistical Analysis

This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey. The study was conducted using pre-test/post-test control group design, which is one of the true score models, and it lasted 7 weeks. During this process, lectures were taught using some activities based on the cognitive coaching-supported reflective teaching approach in the experimental group, and the traditional approach was used in the control group. As a data collection method, a test developed by the researcher was applied. Three weeks after the ending of the experimental study, a permanence test was applied. According to the results obtained from this study, it can be stated that the cognitive coaching-supported reflective teaching approach in teaching of the English language is an effective method for increasing students' academic success and permanence of success compared to the current program.
An Investigation of the Class Management Profiles of Students of Physical Education and Sports Teaching Departments
Author: Baydar, Hacer Özge
Date: 2016-10-23
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Athletics,Preservice Teachers,Classroom Techniques,Gender Differences,Interviews,Likert Scales,Statistical Analysis

The objective of this research is to examine and analyze the class management profiles of 3rd and 4th grade students of Physical Education and Sports Teaching Departments of universities in Turkey based on gender, grade level and university. The research population comprised 375 students (170 females and 205 males) of Physical Education and Sports Teaching departments in Gazi University, Abant Izzet Baysal University, Kocaeli University, Sakarya University, and Anadolu University. The &quot;Class Management Profile Scale (CMPS)&quot;, which was developed by Kris (1996) and adapted into Turkish by Ekici, was used as the data collection tool. In the data analysis, the T test and One-Way analysis of variance were performed on the independent groups for determining whether or not the scale in general and its sub-dimensions showed any significant difference according to gender, class level, and the university. According to the results of the research, it was determined that the average of the idle class management profiles of the male students proved to be significantly higher than those of the female students, and that 3rd grade students had a more authoritative class management profile than 4th grade students.