ethanporcaro/eric-fulltext-meta huggingface dataset:
Readiness of Turkish Education System for Multicultural Education
Author: Paksoy, Eshabil Erdem
Date: 2019-04-23
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cultural Pluralism,Equal Education,Multilingualism,Teacher Role,Democratic Values,Cultural Awareness,Educational Policy,Culturally Relevant Education,Student Diversity,Social Attitudes,Civil Rights,Empathy,Academic Achievement,Role of Education

The purpose of this study is to analyze multicultural education and evaluate the Turkish education system regarding the acceptance of diversity. In this era, cultural diversity and identities are given equal importance in the world. Multiculturalism gives the opportunity for each citizen to secure life styles with equal rights, grow in a world of cultural heritage and raise children in the same world without being discriminated. Multicultural education advocates that everyone should have the equal educational opportunities on the basis of gender, social class, race, ethnicity and cultural variety. As a result, it has a purpose of ensuring equal opportunities, solving problems arising from cultural conflicts, supporting students to develop empathy, introducing each other's cultures and increasing academic success. Diversity is not yet promoted in Turkish Education system and it is one area that is lacking in the system. It is also uncertain the benefits gained by living together in the community. As the schools are responsible for shaping the future of students, it is very important for teachers to consider diversity of culture and language to enhance their academic performance.
Is the Kenyan Education System Ready for Change? A Pilot Study
Author: Ndegwa, Alicia
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Pilot Projects,Student Attitudes,Teacher Attitudes,Foreign Countries,Boarding Schools,Learning Processes,Elementary School Students,Elementary School Teachers,Student Centered Learning

Kenya has traditionally adopted a teacher-centred teaching methodology and is now aiming to make improvements by replacing this approach with an education system that is more child focused. The purpose of this study is to examine the Kenyan teaching system. It is an exploratory pilot study, which tries to establish whether governmental directions match the real experience of teachers and students and discusses whether student perceptions of teaching practices match those of the teachers. Personal experience raised a need to answer the research questions and the study does not pretend to be a thorough examination of the topic, rather, given the lack of previous studies, it seeks to establish a basis for future in depth research. The study used a non-experimental approach, based on the perceptions of students and teachers obtained through a structured questionnaire. The data for this study was obtained from: 10 students, 5 males and 5 females, aged between 11 and 13 years in classes 7 and 8 attending a boarding school in Kiambu on the outskirts of Nairobi. Three teachers responsible for teaching at the school attended by the student participants: two male teachers responsible for upper primary students aged 12-13, and a female teacher responsible for lower primary students aged 7-10. The questionnaires used in this study were created for both students and teachers and were designed to elicit their opinions regarding the methods of teaching and learning. They were validated before being provided to the participants.
Teaching Styles and Instructional Flows in Chemistry Course: A Pattern for a 5-Step, 5-Cycle Teaching Model
Author: Tabinas, Camilo Apita
Date: 2019-04-00
Type: Journal Articles
Subjects: Teaching Styles,Chemistry,Science Instruction,Engineering Education,Cognitive Style,Teaching Methods,Verbal Communication,Sequential Approach,Learning Activities,Feedback (Response),Discussion,Reflection,Models

This study aimed to make a teaching model out of the instructional flows of the teachers teaching engineering chemistry course. Specifically, the study aimed to identify the teaching styles the teachers used in the actually delivery of the chemistry lessons. Thus, this is a descriptive study on the teaching style employed and learning styles catered to in the actual teaching of a general chemistry course. In the process, instructional flows were described leading to a new teaching model, the Five-Step, Five-Cycle Teaching model. This new teaching model is hoped to guide teachers who will be assigned to teach engineering chemistry course. Classroom observations were done to describe the instructional flows, teaching style and learning styles in the actual teaching of general chemistry. The general chemistry teachers employed the content-sensing, presentation-verbal, and perception-sequential teaching styles in all the meetings, participation-active TS was employed in most meetings while presentation-visual was employed the least. The teaching catered to sensing, verbal, sequential learning styles in all the meetings, to active LS in most meetings, and visual LS the least. The teachers used six (6) steps instructional flows with one to three cycles. This led to the theoretical formulation of the Five-Step, Five-Cycle Teaching model.
Supporting Students through Peer Mentoring in Developmental Mathematics
Author: Deshler, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Developmental Studies Programs,Student Needs,Mentors,Peer Teaching,College Students,Program Effectiveness,Social Support Groups,Student Attitudes,Mathematics Instruction,Majors (Students),STEM Education,Academic Persistence,College Mathematics

Students taking developmental mathematics often need academic support to succeed in their courses, but also benefit from support in adapting to university life. In this paper we describe our experience in developing, implementing, and evaluating a peer mentoring program for developmental mathematics students at a large research university that focused on both academic and psychosocial support. We give a summary of the success and persistence rates of students in the program, compare them to nonmentored students, and discuss the results of an assessment of the project that includes student feedback and lessons learned.
Implementing the National School Library Standards at the District Level
Author: Searles, Sarah Culp
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Administration,School Districts,Librarians,Program Implementation,Library Services,Administrators,Partnerships in Education

A large district has some unique challenges when planning support for a reflective growth process around implementing the &quot;National School Library Standards for Learners, School Librarians, and School Libraries.&quot; This type of setting typically has a wide variety of school demographics, budgetary constraints, school library staffing configurations, administrators' visions, faculty dynamics, and school librarians' learning curves to take into consideration when planning a large-scale rollout of the American Association of School Librarians (AASL) Standards. However, this type of setting also brings some unique opportunities. It has the advantages of an existing tight support network for school librarians, economy of scale for providing resources and professional development (PD), and central office staff with dedicated time and attention specifically for supporting school librarians in implementing the standards as part of a vision for world-class school libraries. This article will describe how the author's district, the Knox County Schools in Tennessee, has worked to leverage its strengths and support the AASL Standards in ways that may be adapted for school libraries in all kinds of districts across the country.
An Overview of Computational Thinking
Author: Cansu, Sibel Kiliçarslan
Date: 2019-04-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Problem Solving,Computer Science Education,Abstract Reasoning,Programming,Programming Languages,Computers,Computer Uses in Education

Computers and smart devices have become ubiquitous staples of our lives. Computers and computer-controlled devices are used in all industries from medicine to engineering, and textile production. One field where computers have inevitably spread into is education, and one pre-requisite of controlling computers, or increasing the level and efficiency of our control over them, is making human-computer interaction as efficient as possible. This process of efficient and effective computer use, known as &quot;Computer-like Thinking&quot; or &quot;Computational Thinking&quot;, is seen as a field with the potential to support individual and societal development in our rapidly progressing world and to provide significant economic benefits. The fundamental concepts and scope of this field have been delineated in diverse manners by different researchers. Similarly, researchers have also advanced distinct critical viewpoints towards and potential benefits of computational thinking. This study aims to first define the concept of computational thinking by referencing source literature, then analyze the aims of certain criticisms of the field, and discuss the fundamental elements of computational thinking and contemporary research on these elements.
Exploring Problem Decomposition and Program Development through Block-Based Programs
Author: Kwon, Kyungbin
Date: 2019-04-00
Type: Journal Articles
Subjects: Computer Science Education,Computation,Thinking Skills,Coding,Middle School Students,Programming Languages,Clubs,Problem Solving,Programming,After School Programs

Although teachers need to assess computational thinking (CT) for computer science education in K-12, it is not easy for them to evaluate students' programs based on the perspective. The purpose of this study was to investigate students' CT skills reflected in their Scratch programs. The context of the study was a middle school coding club where seven students voluntarily participated in a five-week coding activity. A total of eleven Scratch programs were analyzed in two aspects: problem decomposition and program development. Results revealed that students demonstrated proper decompositions of problems, which supported program development processes. However, in some cases, students failed to decompose necessary parts as their projects got sophisticated, which resulted in the failure or errors of programs. Regarding program development, algorythmic thinking had been identified as the area to be improved. Debugging and evaluation of programs were the necessary process students needed to practice. Implications for teaching CT skills were discussed.
Digital Storytelling as a Tool for Fostering Reflection
Author: Hamilton, Ali
Date: 2019-04-00
Type: Journal Articles
Subjects: Story Telling,Outcomes of Education,Study Abroad,Scoring Rubrics,Educational Experience,Undergraduate Students,Student Attitudes,Educational Technology,Role,Foreign Countries,Cultural Awareness,Critical Thinking,Oral Language,Communication Skills,Evaluators,Cues,Multimedia Materials,Sustainability

Reflection is an essential process for optimizing student learning outcomes in study abroad. Composing digital stories is a promising strategy for achieving high quality reflection. In this project we developed and explicated a rubric for assessing how students used the digital storytelling format to reflect on their study abroad experiences. We analyzed undergraduates' digital stories for evidence of both (a) disciplinary thinking in the field of sustainability and (b) intercultural understanding. Qualitative findings suggest that the digital story format offers students an opportunity to weave together digital artifacts that they often are already collecting. The process of creating digital stories both promotes and displays reflection. We also present an adapted rubric for assessing targeted learning outcomes manifest in digital stories produced by learners studying abroad. Applying the rubric revealed variability among students in achieving the aims of a digital story reflection assignment.
Emergence and Development of a Dialogic Whole-Class Discussion Genre
Author: Sherry, Michael B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),History Instruction,Classroom Communication,Secondary School Students,Secondary School Teachers,Class Activities,Dialogs (Language)

Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher's initiating question or evaluative follow-up on students' responses. Recent scholarship has also identified variations on recitations and dialogic discussions that suggest these categories might be flexible, containing types of interaction associated with particular contexts. However, research remains to be done on how such types, or genres, of dialogic, whole-class discussion emerge and develop over time. In this article, I take up this line of inquiry, analyzing the classroom discourse of five lesson excerpts generated by a prospective teacher and his students in a US secondary History classroom between October and March. I illustrate how, over time, teacher and students repeatedly renegotiated the nature of a recitation-style textbook review activity using similar patterns of language that suggested an emergent discourse genre. These five interactions did not all lead to dialogic, whole-class discussions; I explain their relative success or failure in terms of how they constructed participants' relationships to historical and classroom events. I argue that even failed attempts at generating dialogic discourse may be part of a developing genre.
Maryland&apos;s Journey toward New State School Library Standards
Author: Hicks, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Administration,State Standards,School Libraries,Library Associations,Alignment (Education),State Departments of Education,Program Implementation,Open Educational Resources

In Maryland, national standards in any discipline are reviewed and revised with student and educator needs in mind. The approval process for all standards includes stakeholder review and revision followed by a public comment period. Comments are then considered and used to inform further revisions. Finally, guidance, supporting documents, curricular frameworks, and professional learning are developed to support the new standards. This article presents the process and steps of the new American Association of School Librarians (AASL) Standards in Maryland, through the alignment with content standards, to the input of district supervisors, and the preparation to present the standards to the Maryland Board of Education (MBOE). The intent of this article is to detail the steps and timeline that have been implemented at the Maryland State Department of Education (MSDE), Office of Instructional Technology and School Library Media to submit the standards for review and acceptance by the state board of education.
Global Citizenship through Global Health
Author: Stoner, Lee
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Abroad,International Cooperation,Public Health,Educational Cooperation,Global Approach,Program Descriptions,Citizenship,Life Style,Social Responsibility,Higher Education,Role,Guidelines,Correlation,Experiential Learning,Interdisciplinary Approach,College Faculty,College Students,Program Development,Foreign Countries,Reflection,Obesity,Sustainability,Course Descriptions

A collaborative study abroad program (between one New Zealand and one U.S. university) on the theme of global health has been offered three times in Australia with 59 students registered to date. The course was developed because it is believed that higher education can play a role in improving global health through the fostering of global citizenship. A global citizen is one who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of an individual's lifestyle behaviors have deep and wide consequences extending to the community, national, and global contexts. Our paper provides a narrative on the framework used to develop the aforementioned global health study abroad course, including (1) an initial discussion on the intricate relationship between global citizenship and global health; (2) previous evidence demonstrating that short-term study abroad has the potential to foster global citizenship; and (3) the specific process used to develop the current short-term, faculty-led, interdisciplinary, experiential study abroad course.
Learning to Teach in the Field: Five Professors Tell How Running an Overseas Study Tour Improved Their Classroom Teaching
Author: Ellinghaus, Katherine
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Abroad,College Faculty,Instructional Improvement,Teacher Improvement,Teacher Attitudes,Educational Philosophy,Educational Benefits,Learning Experience,Teaching Methods,Foreign Countries,Teacher Student Relationship,Travel,Program Administration,Museums,Learning Activities,Teaching Experience,Educational Change,Learning Processes

This article examines the positive impact of overseas study tours on the teaching philosophies and classroom strategies used by the professors running the tours. While education scholars have identified long-term benefits of overseas study tours for students, less attention has been paid to flow-on benefits for teachers. This article aims to address this gap in the literature by having five Australian professors describe how their international study tour experiences changed and improved their teaching in the classroom. The article shows that in the process of developing a successful overseas study tour, professors can learn lessons about teaching that they can use productively in the classroom.
Support for a Multidimensional Model of Study Abroad Immersion Preference
Author: Goldstein, Susan B.
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Abroad,Student Characteristics,Preferences,Immersion Programs,Undergraduate Students,Student Attitudes,Predictor Variables,Language of Instruction,Psychology,Liberal Arts,Small Colleges,Student Participation,Personality Traits,Student Interests,Cultural Awareness,Program Length,Language Proficiency,Housing,Family Influence,First Generation College Students,Introductory Courses

Students seeking to study abroad are increasingly able to select their preferred level of immersion in such areas as program duration, similarity of classmates, language of instruction, and housing environment. As researchers endeavor to understand the relative contribution of these decisions to intercultural learning outcomes, information is needed regarding the student characteristics associated with these program choices. Questionnaire data from 252 undergraduates yielded demographic, social, personality, and intercultural predictors of preference for level of immersion across seven study abroad dimensions and supported a multidimensional model of immersion. Implications are discussed for outcome research methodology, study abroad advising, pre-departure training, and program design.
The School District Library Supervisor and the &quot;National School Library Standards&quot;
Author: DiScala, Jeffrey
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,School Libraries,Supervisors,Library Administration,Faculty Development,Library Services,Librarians

To learn more about school district library supervisors, the authors set out to collect baseline data on their roles, responsibilities, challenges, and professional development needs. This work became known as the Lilead Project (rhymes with &quot;Gilead&quot;). Through research grants from the Institute of Museum and Library Services, the authors conducted their first survey in 2012 and a second survey of roughly the same population in 2014. Through these surveys, they created a functional, working definition for the position of the supervisor. In this article the authors will look at that working definition and compare it to the role of the supervisor as detailed in the National School Library Standards.
Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course
Author: Attas, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Music Education,Music,Postcolonialism,Educational Change,Class Activities,Instructional Design,Foreign Countries,Conflict Resolution,Canada Natives,Case Studies,Land Settlement,Teaching Methods,College Faculty,Learning Processes,Music Theory,Foreign Policy,Course Content,American Indians,Eskimos,Indigenous Populations

Canadian institutions of higher education are grappling with decolonization, particularly with how to move beyond decolonial and settler colonial theory and the Truth and Reconciliation Commission of Canada's Calls to Action to practical and specific strategies for meaningful change in the classroom. To that end, this paper offers a case study of a settler instructor's process of decolonization in a popular music analysis course and describes a variety of methods for decolonizing course design and classroom activities. A discussion of how to apply and adapt the author's methods for different courses, programs, and local contexts leads to critical reflection on the impact of these changes on student learning and their efficacy in terms of decolonization itself.
Production and Perception of Classroom Disturbances -- A New Approach to Investigating the Perspectives of Teachers and Students
Author: Eckstein, Boris
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Teacher Student Relationship,Student Behavior,Teacher Behavior,Bias,Classroom Techniques,Elementary School Teachers,Elementary School Students,Correlation,Antisocial Behavior,Incidence,Behavior Problems,Classroom Environment,Discipline,Grade 5

Classroom disturbances impair the quality of teaching and learning, and they can be a source of strain for both teachers and students. Some studies indicate, however, that not everyone involved gets equally disturbed by the same occurrences. Altogether, there is still little solid knowledge about the teachers' and the students' subjective perception of disturbance. Moreover, rater effects may have confounded the findings available. Addressing these desiderata, the SUGUS study investigates two elements of classroom disturbances within an interactionist framework: the incidence of deviant behaviour shown by particular target students, and the intensity of disturbance as subjectively perceived by teachers, by classmates, and by the targets themselves. For this purpose, we conducted a questionnaire survey among 85 primary-school class teachers and 1412 students. The data were analysed by means of a two-level correlated trait -- correlated method minus one [CT-C(M-1)] model. This relatively novel statistical procedure has only rarely been applied in educational research so far. It made it possible to determine the respondents' common view on classroom disturbances as well as the rater-specific perspectives. The results indicate that increasing deviance coincides with increasing distraction and annoyance -- but mainly in a relatively small intersection of the different perspectives. Beyond that, the analysis revealed substantial rater effects which explain 30 to 61% of variance in teacher ratings, for instance. The author discusses likely reasons why disturbances are perceived so divergently.