ethanporcaro/eric-fulltext-meta huggingface dataset:
Threshold Concepts and Conceptual Change Processes
Author: Bhola, Shaily
Date: 2016-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Concept Formation,Scientific Concepts,Difficulty Level,Chemistry,Peer Relationship,Cooperative Learning,Postsecondary Education,Barriers,Mastery Learning

This paper reviews the idea of threshold concepts in the context of conceptual change processes students experience at the cognitive and social dimensions of learning. Literature suggests that students' ontological views play a part in the development of their prior conceptions, which could be alternative to scientifically accepted ideas. It is proposed that students may be able to negotiate troublesome concepts in a productive way as they engage in the meaning-making process with peers. Moreover, the social negotiation of knowledge can influence the conceptual change processes students experience in a discipline. This paper will serve as a theoretical benchmark against which to evaluate the design of a study that will focus on exploring how peer to peer collaboration supports the understanding of chemistry threshold concepts in post-secondary teaching and learning.
University of the 3rd Age (U3A): Coming to Calgary
Author: Hirst, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Lifelong Learning,Older Adults,Adult Education,Educational Benefits,Educational Development

The purpose of this descriptive case study is to promote understanding of the University of the Third Age (U3A) as an approach to facilitating lifelong learning opportunities for and with older adults. This case study is specific to the development of a University of the Third Age in Calgary (U3A Calgary). The benefits of lifelong learning for older adults and communities are described. The benefits are followed by the articulation of the work done by the project team in moving the U3A Calgary from an idea to reality.
Using Active Learning Activities to Enhance Student Engagement in a Business English Program
Author: Taylor, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Activities,Learner Engagement,Business Communication,English for Special Purposes,Foreign Countries,College Students,Second Language Instruction,Game Based Learning

Active learning activities are becoming more prominent in the university setting, specifically in North America. However, in some departments, large class sizes make application and engagement with these types of activities particularly challenging. In response to this challenge, departments may look to supplemental programming for students, which can both aid in the comprehension of lecture material and offer tailored support focusing on subject-specific skill development. This paper reflects on an English language professional skills development workshop series that used active learning activities to engage students within the Department of Management at a Canadian university. It suggests that students not only enjoyed the active learning approach, but also felt that the workshops contributed to relevant language skill development.
Curious Conversations: Using Game-Based Learning to Develop Creative Culture within Technical Courses
Author: Marasco, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Game Based Learning,Creativity,Engineering Education,Teaching Methods,Outcomes of Education,Undergraduate Students

Engineering products and solutions have revolutionized daily living, resulting in longer and more productive activities. However, the continued development of electronic components will be hindered as their sizes are reaching quantum levels. Creative engineers are needed to find solutions to this problem so that innovation in technology can be sustained. In this paper, we suggest that technical engineering courses can support developing creative culture by using game-based learning. Specifically, engineering students can design their own games as a pedagogical approach to develop creativity, learn innovation, and increase their technical learning outcomes. We illustrate this suggestion using examples from senior electrical engineering technical content.
Impact of the Quick-Response Code Based In-Class Assignments on Student Engagement and Retention
Author: Goulding, Richard R. J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Class Activities,Learner Engagement,Audience Response Systems,Formative Evaluation,College Freshmen,Retention (Psychology),Student Evaluation

The paper describes a teaching technique alternative to online-based student response systems. We explore the potential of quick response (QR) code sheets as a tool for formative assessment, feedback, as well as a way to increase class engagement, student participation, information retention, and as a method to develop communication skills. The technique is neither institution nor course bound and can be implemented in classes of numerous sizes and levels. While it resembles more traditional teaching methods than computerized student response systems, it is student centered and accommodates digital natives' approach to information gathering.
How Parent Choice and Leadership Practices Shape Socioeconomic Diversity within Early Childhood Programs in Baltimore City
Author: Demma, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Areas,Parent Attitudes,Child Care,Social Class,Social Values,School Choice,Leadership Styles,Socioeconomic Status,Preschool Education,Low Income Groups,Student Diversity,Access to Education,Educational Quality,Social Capital,Social Networks,Racial Bias,Poverty,Administrator Attitudes

To better understand how parent choice and program leadership foster socioeconomic diversity within community early learning programs, this in-depth case study examines two high-quality, socioeconomically diverse community early education program sites operating in Baltimore City. Key findings of this study include: (1) Despite their shared belief in its value and benefit, parents across the income continuum did not explicitly seek out enrollment in socioeconomically diverse early care and learning programs; (2) Within the two selected program sites, program recruitment and engagement approaches were neither explicit nor refined enough to appeal universally to parents across varying economic backgrounds; and (3) Both parents and leaders may struggle against their own class-based social identities and internalized value systems in enacting either the choice of program or leadership practices that drive the development of socioeconomically diverse settings.
Educating as Both Prophetic and Political
Author: Miller, Rann
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,African American Students,Equal Education,White Teachers,Politics of Education,Ethics,Teacher Role

Black children can no longer afford for school and district leaders to overlook and excuse the ignorance and/or blatant racism of its teachers and administrative colleagues. To meet the challenge of racial inequities in the classroom and beyond, White educators must be prophetic in their practice, and that requires that they be political.
LGBTQ Family Advocacy at School
Author: Goldstein, Tara
Date: 2021-00-00
Type: Journal Articles
Subjects: LGBTQ People,Advocacy,School Culture,Family Role,Social Bias,Stereotypes,Barriers,Foreign Countries,Public Schools,Family School Relationship,Bullying,Legislation,Educational Policy,Urban Schools,Teacher Education

This paper presents a set of testimonies from three LGBTQ families about the advocacy work they took up in their schools. The stories they share are part of an interview study undertaken from 2014-2020. Each family responded to the cisheteronormative cultures of their schools by challenging ideas teachers and principals held about gender, sexuality, and families and some of their everyday practices. The advocacy work the families undertook is discussed through two analytic lenses, the Triangle Model (McCaskell, 2005; Thomas, 1987) and intersectionality (Crenshaw, 1989), demonstrating how middle-class economic resources and professional education were key to parents' success.
Teacher Candidates&apos; Expectations: Equity Education, Critical Literacy, and Indigenous Students&apos; Epistemologies
Author: Cherubini, Lorenzo
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Expectation,Equal Education,Critical Literacy,Indigenous Populations,Culturally Relevant Education,Foreign Countries,Student Attitudes,Indigenous Knowledge

Culturally responsive teachers respond positively to students' cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers' understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers' perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.
Perceptions of Finnish Upper Secondary School Students of the Assessment Practices of Their Teachers
Author: Mäkipää, Toni
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Teacher Student Relationship,Feedback (Response),Discussion,Assessment Literacy,Formative Evaluation,Summative Evaluation,Self Evaluation (Individuals),Peer Evaluation,Foreign Countries

This paper addresses Finnish students' perceptions of assessment practices in upper secondary schools. We study the students' experiences of assessment and how they assess their ability to use and understand feedback from teachers. The data were gathered on a web-based questionnaire administered to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students' responses, most consider that they can use and understand their teachers' feedback, and that teachers usually apply traditional assessment methods. The results provide a pathway to enhanced versatility in assessment practices. We also consider the important role of assessment in teaching and how teachers' assessment literacy could be enhanced and made more visible. We also ponder whether we should also consider students' assessment literacy alongside that of teachers.
Joyful Number Talks in Kindergarten
Author: McLennan, Deanna Marie Pecaski
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Mathematics Education,Number Concepts,Reggio Emilia Approach,Discovery Learning,Mathematics Instruction,Mathematics Activities,Mental Computation

This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children's activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold the expressed interests of children in the form of projects. This means that children are engaged in and discover answers to self-directed questions on a regular basis. I have always compared kindergarten to a dance; sometimes I lead and other times I follow.
A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers&apos; Chinese Language Learning on Cross-Cultural Learning through Reciprocal Learning
Author: Deng, Yuhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Study Abroad,Cross Cultural Training,Second Language Learning,Chinese,Cultural Awareness,International Educational Exchange,Oral Language,Multicultural Education,Language Proficiency

Cross-cultural experience plays a very important role in the growth of preservice teachers. This narrative study explored Canadian pre-service teachers' Chinese language learning and their cross-cultural experiences in China in relation to their participation in a three-month international program between a university in Canada and a university in China. This study focuses on four participants' Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.
Reciprocal Learning between Canadian and Chinese Schools through the 24 Nature Notes Project
Author: Zhou, George
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Foreign Countries,International Programs,Cultural Awareness,Student Attitudes,Videoconferencing,Secondary School Students,Science Education,Student Experience,Program Effectiveness

The 24 Nature Notes project was part of the China-Canada Reciprocal Learning Program. Two sister schools participated in the project. Following the same set of dates, students from both schools conducted outdoor observations and collected data. Skype meetings were arranged to exchange ideas and share student work. This study aims to understand the impact of the project on Canadian and Chinese teachers and students, what they learned from each other, and what challenges they faced. Data was collected through observation notes, meeting minutes, student work, and interviews with both Chinese and Canadian teachers and students. Data analysis revealed that the project was a positive opportunity for participants from both countries to gain cross-cultural understanding. The Canadian students enjoyed the freedom in topic selection and presentation formats. They particularly liked the life lessons that the Chinese students shared through their work. The Canadian teachers also valued the idea as it allows students to reflect their observations from a different context. The Chinese teachers and students appreciated the Canadian students' creativity. They gained inspiration from Canadian teachers and students and as a return their project work became more creative.
Role of Legal Consultants Education on Corporate Social Responsibility and Social Impact
Author: Afhami, Sahal
Date: 2021-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Social Responsibility,Compliance (Legal),Laws,Consultants,Consultation Programs,Program Effectiveness,Government Role,Community Development,Foreign Countries,Corporations

The purpose of this study was to examine the role of corporate legal consultant education (ECLC) on Corporate Social Responsibility which has an impact on social life. This study uses a normative legal study approach. Namely the statutory regulations Statute Approach, the conceptual approach, and the case study approach as stipulated in the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, Law of the Republic of Indonesia Number 40 of 2007 regarding Limited Liability Companies, Government Regulation Number 47 of 2021 concerning Social and Environmental Responsibility of Limited Liability Companies, Regulation of the Minister of Law and Human Rights Number 14 of 2020, and Law Number 13 of 2011 concerning Handling of the Poor. Based on the literature study, it is revealed that corporate legal consultant education (PHKP) is very important for companies that practice CSR. It is believed that the ECLC can provide a basis for thinking and acting for business actors in line with the prevailing laws and regulations in Indonesia. Skills in communicating and making the right decisions are beneficial for companies in establishing reciprocal relationships from social bonds with the community. Especially to avoid social conflicts related to ulayat land, customary permits, and socio-economic problems. These findings found that current regulations still pose a dilemma in the definition and practice of CSR. The expected implication is that through the role of ECLC, the company can achieve a balance or integration of economic, environmental and social problems. And at the same time can meet the expectations of stakeholders. Companies must be guided by the triple botton lines (profits, people, and plans and consider the benefits of ECLC in CSR practices. The government needs to support the socialization of corporate legal consultant education and examine more deeply the regulations on Limited Liability Companies in order to contribute to the economic development of local communities and the wider community.
Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education
Author: Calkins, Leona
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Self Efficacy,Secondary School Teachers,Preservice Teacher Education,Correlation,Culturally Relevant Education,Multicultural Education,Multilingualism,Student Diversity,Gender Differences,Teaching Experience,Learner Engagement,Instructional Effectiveness,Classroom Techniques,Teacher Surveys

Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers' initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that U.S. social studies teachers have attended; however, over one quarter of participants reported no training in teaching in a multilingual or multicultural setting during their ITE. Social studies teachers were more self-efficacious about instruction and classroom management than they were about student engagement and teaching in multicultural classrooms. All components of self-efficacy were significantly correlated with each other; however, student engagement, instruction, and classroom management are more highly correlated than self-efficacy in multicultural classrooms. Regression analyses revealed an association between ITE and self-efficacy; all four components of self-efficacy were significantly associated with the predictor variables. Recommendations for practice and future research are discussed.
High School Graduation Rates: A Concern for Everyone
Author: Schmidt, Taylor
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Graduation Rate,Predictor Variables,At Risk Students,Dropout Prevention,Attendance,Academic Achievement

Earning a high school diploma is a valuable achievement, but it is a challenging goal to achieve for a growing number of at-risk youths. It has become clear how important high school graduation is to the individuals and the community where they live when considering the consequences of graduating versus dropping out. The steps needed to achieve graduation are a culmination of many factors working together, such as improving attendance, course completion, and social emotional skills development. Solutions such as engaging parents in school-based decisions, connecting students to their school, and implementing social-emotional learning programs have proven effective in increasing graduation rates, especially for at-risk and all transitioning grade nine students. Improving high school graduation rates is not just a concern for the youth in school today, but for all members of society for years to come.
Workplace Bullying: Teacher-on-Teacher
Author: Taylor, Candice
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Work Environment,Peer Relationship,Teaching Conditions,Victims,Power Structure,Psychosomatic Disorders,Leadership Responsibility,Emotional Response,Coping

Workplace bullying is a known issue in society, and is most prevalent in education. Nevertheless, teacher-on-teacher bullying is a taboo topic of discussion. Bullying is repeated acts or verbal comments made to the victim as a way of controlling and demonstrating power over the individual. These acts could cause a multitude of psychological or physical effects on the victim. Taking care of oneself mentally and physically is imperative. Exploring a holistic approach to healing helps the victim to heal emotionally, physically, and spiritually.
Mathematics Education: Problems and Solutions in Supporting a Complex System
Author: Seeley, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mastery Learning,Indigenous Knowledge,World Views,Canada Natives,Elementary School Teachers,Secondary School Teachers,Principals,Instructional Leadership,Professional Development,Coaching (Performance),Educational Legislation,Foreign Countries

Students are guaranteed, by legislation, a math education that focuses on the process of mastery learning, and that incorporates an Indigenous worldview. The issue is that some teachers and principals are apprehensive or do not have the skill or knowledge to support mastery learning and Indigenous worldview in math. This article is not a reprimand, rather, it is an invitation for growth for all members of the complex system. My viable solutions to the issue of incorporating mastery learning and an Indigenous worldview are about relying on legislation, and continuous support through creating responsive professional development plans.
Teacher Burnout: A Failure in Leadership
Author: Phillips, Kristen
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Leadership Effectiveness,School Administration,Expectation,Resilience (Psychology),Self Efficacy,Technology Integration,Professional Development,Teacher Collaboration,COVID-19,Pandemics,Elementary School Teachers,Foreign Countries

The rate of teacher burnout is increasing because school leaders are failing to modify their expectations of teachers. Teachers are adapting to meet COVID-19 protocols, but are paying the price of drained resiliency reserves due to a decrease in self-efficacy and the quality of professional relationships, and an increase in the pace of technological integration. School leaders can improve teacher resiliency by offering supports such as ongoing professional development, regular consultations, increasing time resources, and employing information technology professionals.
Frazzled: Rediscovering Our Why
Author: Everett, Patti
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Stress Variables,Caring,Mental Health,Well Being,Altruism,Prevention

Teacher burnout is a growing concern. Stressors of the teaching profession can become too much. Emotional exhaustion, cynicism, and personal and professional inefficiency are three main facets of burning out. By reconnecting to others and themselves, teachers can conquer burnout. Self-care, including getting enough rest, is also an important element to overcoming the stress of the job.