ethanporcaro/eric-fulltext-meta huggingface dataset:
Tongue-Tied No More: Diversity Pedagogy and Sense of Place in the Learning Gardens
Author: Williams, Dilafruz
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Student Diversity,Adolescents,Low Income Groups,English Language Learners,Immigrants,Refugees,Grade 6,Teaching Methods,Gardening,Food,Interpersonal Communication,Language Skills,Natural Resources,Interpersonal Relationship,Middle School Students,Communicative Competence (Languages),Photography,Semi Structured Interviews,Observation,Vocabulary Development

This case study explores what it is like for culturally and linguistically diverse adolescents who are low-income English Language Learners to experience garden-based education at their school's Learning Gardens in southeast Portland, Oregon, even as they and their families--driven from their homelands as immigrants and refugees--try to establish roots and call Portland their new &quot;home.&quot; This is a story of 16 sixth graders from seven countries for whom the Learning Gardens provide context and milieu for expression of their connection to place as they grow food and engage in significant ways in learning that encourage communication, crossing the English language &quot;barrier.&quot; Students' experiences and conversations are captured as they develop a sense of belongingness, home, and place when connecting with soil, food, nature, peers, and adults in the Learning Gardens.
Not Just a Walk in the Park: Case Study of a Greek Preschool Located on an Educational Farm
Author: Iskos, Eugenia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Preschool Education,Outdoor Education,Environmental Education,Interviews,Preschool Teachers,Lesson Plans,Barriers,Curriculum,Teacher Competencies,Communities of Practice,Natural Resources,Preschool Children,Case Studies,Documentation,Coding,Faculty Development,Teacher Attitudes,Environmental Influences,Program Implementation

This paper presents a case study of a private preschool in Thessaloniki, Greece. The school, located at the unique setting of an educational farm, has a curriculum focus on environmental education. An analysis of teacher interviews and lesson plans in the span of three years presents insights into the barriers teachers faced in implementing their environmental education curriculum, and the developments that occurred within this timeframe. Environmental education was found to not just be &quot;a walk in the park,&quot; but a personal growth journey for the teachers and the school as a whole. Teachers' experiences implementing environmental education did not only improve their teaching methodology overall, but created a community of practice within the school.
Community and School Gardens as Spaces for Learning Social Resilience
Author: Reis, Kimberley
Date: 2015-00-00
Type: Journal Articles
Subjects: Gardening,Teaching Methods,Food,Climate,Environment,Community Programs,Foreign Countries,Weather,Hunger,Natural Disasters,Children,Youth,Resilience (Psychology),Elementary Secondary Education,Empowerment,Participation,Sustainability

Can community and school gardens help people learn to build social resilience to potential food shortages? We seek to address this question through an examination of the ways in which gardens can teach individual and community resiliency in times of emergency, pockets of food insecurity, and the challenges presented by climate change. We focus on the role gardens play in providing access to food and building resilience amongst school-aged children and young adults. A larger Australian PhD thesis is analyzed to provide insights to assist educators, particularly in the policy arena, who are seeking to engage with, or who already engage with, young learners in community and school gardens. While the focus is on the Australian context, we argue that our findings have international relevance.
Cultural Transmission at Nature Kindergartens: Foraging as a Key Ingredient
Author: Nugent, Clare
Date: 2015-00-00
Type: Journal Articles
Subjects: Kindergarten,Natural Resources,Early Childhood Education,Foreign Countries,Outdoor Education,Teaching Methods,Case Studies,Observation,Interviews,Teacher Attitudes,Student Attitudes,Cross Cultural Studies,Cultural Differences,Food

While nature environments afford food for human consumption, there is a dearth of empirical inquiry that considers foraging as a sustainable, seasonal practice that builds human-nature relations. This gap in the literature is particularly apparent in early childhood education literature. Drawing on observations recorded at two forest-based nature kindergartens in Finland and Scotland, the data illustrate how outdoor learning sites are richly resourced places where foraging practices are mediated by socio-cultural norms. Bourdieu's concept of habitus (1977) is used to consider the ways in which foraging practices, in contrasting early childhood education programs, are hallmarked by &quot;conduit&quot; adults. These adults play a constitutive role in maintaining uncontested, &quot;common sense,&quot; quotidian behaviors.
Culture as Ability: Organizing Enabling Educative Spaces for Humans and Animals
Author: Lloro-Bidart, Teresa
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Animals,Disabilities,Cultural Influences,Teaching Methods,Vignettes,Higher Education,Feminism,Social Bias,Research,Social Attitudes,Outdoor Education

Drawing on a multispecies ethnographic encounter with a physically disabled feral kitten, Whiskey, I take an intersectional theoretical approach to place disability studies in conversation with ecofeminist perspectives. In so doing I ask: How does a culture that produces disabled and unwanted humans render animals deserving of the same label? And how might we reconfigure this culture through &quot;retying knots&quot; in educational spaces so as to divest animals of these labels? To conclude, I draw on a vignette from my own ethnographic research and teaching at the university level to offer possibilities for &quot;enabling&quot; cultural work in educational settings that explicitly draws on and engages ecofeminist and disability studies paradigms.
Are Some Animals More Equal than Others? Animal Rights and Deep Ecology in Environmental Education
Author: Kopnina, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Animals,Ethics,Environmental Education,Ecology,Sustainable Development,Neoliberalism

This article focuses on the role of ethical perspectives such as deep ecology and animal rights in relation to environmental education, arguing that such perspectives are well-placed to reposition students as responsible planetary citizens. We focus on the linkage between non-consequentialism, animal rights, and deep ecology in an educational context and discuss the broader issue of ethics in education. Finally, we discuss how the inclusion of deep ecology and animal rights perspectives would improve current environmental education programs by deepening the respect for nonhumans and their inclusion in the ethical community.
Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice
Author: Iared, Valéria Ghisloti
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Educational Philosophy,Hermeneutics,Critical Theory,Foreign Countries,Epistemology,Transformative Learning,Disadvantaged

The contributions and challenges of Gadamer's philosophical hermeneutics and Freire's critical pedagogy to research and practice in environmental education are considered. We present the authors' main concepts and relate them to the principles of critical environmental education that have guided our work in Brazil. Although a raft of current non-anthropocentric theories question the pivotal role of language in representing experience, our purpose is to outline a critical dialogical perspective suitable for particular education contexts. The respect for the otherness of nature implicit in this process can lead to the recognition and acceptance of our own selves and new forms of solidarity and respect for others, including nonhuman nature. Our interpretive-pedagogical approach informs some of the underlying principles or practices of the critical dimension of environmental education and its research.
Supporting Ecological Understanding through In-Depth and Imaginative Study of a Place-Based Topic or Issue
Author: Judson, Gillian
Date: 2015-00-00
Type: Journal Articles
Subjects: Place Based Education,Barriers,Thinking Skills,Ecological Factors,Values,Ideology,Teaching Methods,Teacher Attitudes,Creative Teaching,Emotional Response,Environmental Education,Natural Resources,Consciousness Raising,Knowledge Level,Imagination,Learner Engagement,Elementary Secondary Education,Time

Many have observed that the curriculum is a mile wide and scarcely an inch deep. This article provides a rationale for including in-depth study of a place-based/local topic within educational programs aimed at cultivating ecological understanding. Following a brief exploration of some of the obstacles to in-depth learning, it describes the ways in which in-depth and imaginative investigation can support ecological thinking. Consideration of beliefs and values concludes the piece; ideological and pedagogical factors will influence how teachers feel about implementing an imaginative, in-depth program of study and, ultimately, whether it becomes part of their professional practice.
&quot;Roll up Your Sleeves and Get at It!&quot; Climate Change Education in Teacher Education
Author: Berger, Paul
Date: 2015-00-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Barriers,Educational Environment,Relevance (Education),Preservice Teachers,Foreign Countries,Preservice Teacher Education,Case Studies,Student Attitudes,Semi Structured Interviews,Questionnaires,Statistical Analysis,Neoliberalism

We present findings from research on a nine-week elective course, &quot;Climate Change Pedagogy,&quot; taught for the first time in the Bachelor of Education program at Lakehead University in winter 2014. After reviewing literature on what is needed for effective teaching about climate change and some of the neoliberal barriers to such teaching, we draw on interview and questionnaire data to describe successful aspects of the course and barriers we encountered in teaching about climate change. Participants said openness and a welcoming environment were important and they appreciated the relevance of course content and pedagogy to their future teaching in various grades and subjects. Barriers to teaching about climate change include teacher candidates' lack of knowledge about climate change and concerns about the &quot;political&quot; nature of climate change education. Many participants said that the course should be longer and mandatory for all teacher candidates.
Rap and Technology Teach the Art of Argument
Author: Fink, Rosalie
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Popular Culture,Learning Disabilities,Persuasive Discourse,College Freshmen,Writing Skills,Skill Development,English Instruction,Poetry,Writing Strategies,Language Rhythm,Writing Assignments,Discussion (Teaching Technique),Essays,Technology Uses in Education,Educational Technology

How can teachers integrate rap and technology strategies to teach students with learning disabilities the art of persuasive argument writing? This teacher research study presents creative new approaches for teaching argument writing. Strategies used in the study helped college freshmen with learning disabilities (LD) succeed in developing persuasive argument writing skills. Key strategies used in the study were: The Argument Rap, The Rap Protocol, A Multimodal Technology Approach, A Peer Observation Feedback Strategy, and Argument Prompts. Each strategy was aligned with The Common Core State Standards (see Introduction, this issue). Results of the study indicate that these strategies were effective in helping first year college students with LD develop successful argument writing skills. Results suggest that the strategies could be adapted to teach secondary students with LD the skills of effective argument writing. Results also suggest that some of the strategies could be modified to teach middle grade students how to write effective opinion essays.
An Investigation of Middle School Teachers' Perceptions on Bullying
Author: Waters, Stewart
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Middle School Teachers,Teacher Attitudes,Prevention,Teacher Surveys,Teacher Role,Prosocial Behavior,Peer Acceptance,School Policy

The researchers in this study investigated rural middle school teachers' perspectives regarding bullying. The researchers gathered information about the teachers' definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader understanding of bullying and to develop a self-administered survey addressing these issues. A total of 21 teachers participated in the survey and the results of this study convey the need to recognize bullying in many forms, appropriately address bullying when it occurs, and incorporate preventive actions that will discourage bullying and encourage acceptance.
Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities
Author: Botsas, George
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Learning Disabilities,Cognitive Processes,Metacognition,Grade 5,Grade 6,Reading Difficulties,Protocol Analysis,Foreign Countries,Reading Materials,Audio Equipment,Coding,Scores,Drills (Practice),Planning,Self Management,Multiple Regression Analysis

The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD facing severe reading comprehension problems, while the rest were good readers. Two think-aloud procedures were used to assess strategy use of a narrative and an expository text. Various inconsistencies were inserted in order to force students to use strategies and presented on a PC screen. Reading comprehension of both types of texts was evaluated by measuring blocks of meaning recalled by the students after completing the think-aloud procedure. Findings are discussed in light of reading comprehension disabilities, metacognition, and the domain-specific nature of cognitive and metacognitive abilities.
The Effect of Using Cartoons on Developing Omani Grade 4 Students' Awareness of Water Issues and Their Attitudes towards Using Them in Teaching Social Studies
Author: Al-Rabaani, Ahmed Hamed
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cartoons,Foreign Countries,Elementary School Students,Grade 4,Environmental Education,Water,Social Studies,Pretests Posttests,Experimental Groups,Control Groups,Attitude Measures,Instructional Effectiveness,Outcomes of Education,Student Attitudes,Quasiexperimental Design,Likert Scales,Statistical Analysis

The study aimed at investigating the effect of using cartoons on developing grade four students' awareness of water issues. It also aimed at examining their attitudes towards using cartoons in social studies lessons. An experimental design was used with pre-posttest. The experimental group consisted of (33) male and female students while the control group consisted of (33) male and female students. An awareness of water issues' test and attitudes questionnaire was used to collect data. The results showed that using cartoons were significantly increased students' awareness of water issues. It also found that students had very high positive attitudes toward using cartoons in social studies lessons.
Response to an Expository Writing Strategy across Middle School RtI Tiers
Author: Burke, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Expository Writing,Writing Strategies,Middle School Students,Response to Intervention,Grade 7,Independent Study,Writing Processes,Instructional Effectiveness,Teaching Methods,At Risk Students,Educational Benefits

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The quality of the students plans for their writing and their written essays were evaluated. The results indicate that the pre-placement of the students in school identified intervention groups did not indicate which students would benefit from a writing intervention.
Text-Based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities
Author: Solís, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Vocabulary Development,Grade 4,Elementary School Students,Randomized Controlled Trials,Intervention,Program Effectiveness,Achievement Gains,Comparative Analysis,Reading Tests,Rural Schools,Reading Difficulties,Check Lists,Reading Comprehension,Tutors,Observation,Statistical Analysis,Scores,Pretests Posttests,Learning Disabilities

This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and randomly assigned to treatment condition (n=25) or no treatment comparison condition (n=19). Researchers provided the intervention to students in groups of approximately 2-3 students for eight 30 minute sessions. Students in the treatment condition made statistically significant gains on a researcher-developed measure of reading and vocabulary compared with students in the comparison condition.
Effects of Visual Working Memory Training and Direct Instruction on Geometry Problem Solving in Students with Geometry Difficulties
Author: Zhang, Dake
Date: 2017-00-00
Type: Journal Articles
Subjects: Short Term Memory,Teaching Methods,Computer Assisted Instruction,Geometry,Mathematics Instruction,Instructional Effectiveness,Direct Instruction,Learning Problems,Geometric Concepts,Task Analysis,Intervention,Program Effectiveness,Undergraduate Students,Measures (Individuals),Spatial Ability,Problem Solving,Standardized Tests,Visualization,Mathematics Tests,Arithmetic,Diagnostic Tests

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions of computerized WM training (Jaeggi et al., 2011); during Phase 2, they received six sessions of computerized WM training and six sessions of human-delivered direct instruction with Concrete--Representational--Abstract (CRA) representation sequence on triangle congruence. All four participants remarkably improved their WM, and enhanced their performance on the spatial rotation and general geometric problem-solving. However, the participants' performance on specific triangle-congruence tasks did not improve until direct instruction with CRA sequence was introduced. Practical recommendations were discussed. Practical recommendations of providing cognitive remediation combined with academic interventions were emphasized.
Developing Schemas for Assessing Social Competences among Unskilled Young People
Author: Aarkrog, Vibe
Date: 2017-04-00
Type: Journal Articles
Subjects: Schemata (Cognition),Interpersonal Competence,Workplace Learning,Vocational Education,Guidance,Counseling Services,Evaluation Methods,Unskilled Workers,Action Research,Semi Structured Interviews,Educational Policy,Student Evaluation,Evaluators,Observation

Social competences are crucial parts of vocational education and training (VET) competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workplaces, municipal youth guidance centres, and VET colleges. There were two main findings. First, the definitions of the competences and the levels for assessing the competences are related to the context in which the competences should be developed. Second, even though the definitions should be related to the specific contexts, to be manageable they should not be too elaborate. The aim of the project being to develop a schema that practitioners in general can use for assessing young peoples' social competences in relation to work-based training, the study concludes that further research is needed to clarify whether the schema can be used without instruction or training.
Supporting Vocational Students' Development of Preventive Behaviour at Work: A Phenomenological Analysis of Teachers' Experiences
Author: Lecours, Alexandra
Date: 2017-04-00
Type: Journal Articles
Subjects: Vocational Education,Phenomenology,Risk,Injuries,Prevention,Teaching Methods,Semi Structured Interviews,Work Environment,Teacher Attitudes,Behavior Patterns,Occupational Safety and Health,Role,Vocational Education Teachers,Teacher Characteristics,Foreign Countries,Qualitative Research

Statistics indicate that even if young workers complete vocational training, as a group they are at risk of sustaining injury. It appears that a lack of training in the area of injury prevention may explain some of this effect. Teachers are considered to be key actors in injury-prevention training and in the process of developing students' preventive behaviour at work, but little is known about the reality. The objective of this study was to understand how teachers experience their activities in support of students' development of injury-prevention behaviour at work. Semi-structured interviews were conducted with eleven teachers from four different vocational training programs. The content of the interviews was then examined using phenomenological analysis. Results show representations participants form of occupational health and safety, of injury-prevention behaviour and of their roles as teachers in relation to prevention. A closer look at these roles reveals the daily challenges teachers encounter. Among other things, there seems to be a lack of continuity in the training process, insufficient pedagogical resources and resistance on the students' part. Results offer an insight into teachers' experience with their part in the support of vocational students' development of injury-preventing behaviour. It appears they recognize having to play an active role in the development of injury-preventing behaviour at work among students, but have to face daily challenges affecting their teaching. Results of this study can serve as a starting point to make improvements to the injury-prevention training offered in vocational training centres.