ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Learners in Developed and Developing Countries Relate to Environmental Issues?
Author: Trumper, Ricardo
Date: 2010-12-00
Type: Journal Articles
Subjects: Environmental Education,Developed Nations,Developing Nations,Student Attitudes,Student Interests,Place Based Education,Occupational Aspiration,Relevance (Education),Students,Foreign Countries,Conservation (Environment),Science Education

The present study was carried out in the framework of earlier research on environmental education for sustainability, using data collected in the ROSE Project. Attention was focused mainly on students' responses to sections and items related to environmental issues, regarding their countries' degree of development. The research questions dealt with: (a) students' visions for the future of the environment, (b) students' personal engagement in the environmental protection issue, (c) students' interest in learning about environmental challenges, (d) students' interest in a future job as linked to environmental protection, and their relation to their countries' degree of development. The findings showed that students in medium and low developed countries are more: (1) concerned and optimistic about environmental problems; (2) personally and collectively involved in environmental issues; (3) interested in learning environmental topics; and (4) interested in seeing their future jobs dealing with environmental protection. The conclusion is that it is important to develop environmental science education programs based on each country's own cultural, educational, and economic context. These is compatible with a &quot;place-based pedagogy&quot; that promotes a narrative of local and regional politics adjusted to the particularities of where people actually live and linked to global development trends that impact local places. (Contains 2 tables, 2 figures, and 3 endnotes.)
Planning Lessons: A Socio-Historical-Cultural Approach in Physics Teaching
Author: Rodrigues, Andre Machado
Date: 2010-12-00
Type: Journal Articles
Subjects: Physics,Lesson Plans,Planning,Science Instruction,Expectation,Learning Activities,Video Technology,Science Experiments,Science Process Skills,Motion,Foreign Countries,High School Students,Secondary School Science,Teacher Expectations of Students

This paper investigates physics teacher class planning and its consequences during implementation in class mainly focusing the contradictions emerged among teacher's and students' expectations of the class. This situation is analysed from a socio-cultural-historical point of view mainly supported by Activity Theory. We highlight the components of the activity and the context in which they are reorganized exploring the complexity of the dialogical classroom situation. Through the use of video recordings of an experimental task we showed students measuring and isolating relevant variables to characterize a simple pendulum. We point out important aspects of the different moments of a teacher's planning, organization and the importance of dialogic interaction in the classroom to overcome lack of communication.
Transformative Undergraduate Science Courses for Non-Majors at a Historically Black Institution and at a Primarily White Institution
Author: Marbach-Ad, Gili
Date: 2010-12-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Nonmajors,Instructional Innovation,Black Colleges,African American Students,White Students,Context Effect,Active Learning,Student Attitudes,Student Surveys,Student Centered Curriculum,Scientific Attitudes,Student Characteristics

We investigated curricular and pedagogical innovations in undergraduate science courses for non-science majors at a Historically Black Institution (HBI) and a Primarily White Institution (PWI). The aims were to improve students' understanding of science, increase their enthusiasm towards science by connecting their prior experience and interest to the science content, and recruit students, especially from underrepresented groups, to science teacher education. Both courses were developed with the same fundamental principles of teaching for all and connection to student interests. We report on the way we used students' interest to increase their enthusiasm towards science and how the instructors established linkages between science and teaching, while introducing their students to scientific research (reading the literature, writing mini-research reports and presenting the data in poster presentations). We discuss the way that the PWI and HBI instructors customized their courses to take into consideration the characteristics of the students' population taking the courses. We assessed our progress in achieving our goals by using researchers' observations, the instructors' perspective, students' feedback, and a reliable and valid survey. Our major insight was that the instructors' perception of their roles within their contexts (HBI or PWI) mediated the way they designed, implemented, and assessed their learners. (Contains 3 tables.)
Blended Learning with Everyday Technologies to Activate Students' Collaborative Learning
Author: Vesisenaho, Mikko
Date: 2010-12-00
Type: Journal Articles
Subjects: Learning Theories,Computer Software,Blended Learning,Conventional Instruction,Computer Uses in Education,Cooperative Learning,Educational Technology,Social Networks,Handheld Devices,Teacher Education,Lecture Method,Case Studies,Foreign Countries,Electronic Publishing

Schools are facing challenges to meet the demands of the information society and the student generation of today. Not only are students carrying their mobile phones everywhere, they are also familiar with different online environments, especially social software. This situation can be seen both a challenge and a chance for schools, as mobile technologies and social software can be used as tools for building flexible learning environments to foster students' collaborative learning. This paper examines the possibilities of mobile technologies and social software in the contexts of blended learning and collaborative learning theories. The paper also provides two concrete examples of how these possibilities have been put into practice in higher education, namely teacher education. It provides ideas for the use of mobile technologies and social software in teaching and learning. (Contains 3 tables and 2 figures.)
Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors within an Educational Cross-Media Experience
Author: Bidarra, Jose
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discovery Learning,Geology,Parks,Educational Technology,Learner Engagement,Museums,Partnerships in Education,Science Instruction,Instructional Design,Affective Behavior,Robotics,Multimedia Materials,Computer Simulation,Educational Games,Simulated Environment,Instructional Effectiveness,Observation,Interviews,Student Attitudes,Teacher Attitudes

In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese &quot;Ciencia Viva&quot; (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the exploratory learning of geology, climate, biology, and archeology associated with a Portuguese National Park. The development of the prototype was challenging, as it involved the interweaving of advanced technology and multimedia content with online resources, based on research that promotes the design of emotional and cognitive factors in educational communications. Independent of the scientific relevance of the topics and the inherent technocultural appeal of the project, the aim was to bring students closer to an &quot;undercover&quot; reality, as authentic as it gets with digital media representations, and allow them to convey emotions naturally. We found these to be major success factors in the establishment of an effective relationship between the technology and the pedagogy required to study those particular topics.
How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools
Author: Halverson, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Video Games,Information Technology,Educational Technology,Influence of Technology,Technology Uses in Education,Educational Innovation,Instructional Innovation,Science and Society,Trend Analysis,Change Strategies,Educational Change,Learning Processes,Learning Strategies,Game Theory

Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of assessment and instructional technologies that help promote learning for all students, whereas technologies for learners, such as mobile devices, video games, and social networking sites, are typically excluded from school contexts. The paper considers how these contrasting models of technology use will come to shape schools and learning in a pluralistic society.
Web 2.0 Literacy and Secondary Teacher Education
Author: Fahser-Herro, Danielle
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Higher Education,Teacher Education,Computer Literacy,Internet,Literacy Education,Conventional Instruction,Definitions,Teaching Methods,Web Based Instruction,Information Literacy,Teacher Competencies,Computer Uses in Education

Literacy skills honed from reading books and writing papers has long been recognized as invaluable to building and sustaining intellect. Educators are charged with strengthening literacy programs, and they typically rely on conventional practices and increased time focusing on text-based media to do so, yet their efforts have not significantly increased test scores (Baer, Baldi, Ayotte, & Green, 2007; U.S. Department of Education, 2005). At the same time, these traditional classrooms neglect the rich digital literacy opportunities Web 2.0 tools offer to improve literacy programs and meet individual needs. This paper explores issues surrounding definitions of "new literacy" practices as they relate to Web 2.0 tools while drawing on pertinent, emerging research to discuss the value of integrating digital literacy applications in K-12 and higher education classrooms. (Contains 1 table.)
Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students
Author: Greenhow, Christine
Date: 2010-00-00
Type: Journal Articles
Subjects: Focus Groups,Internet,Low Income Groups,Use Studies,Mass Media Use,Information Technology,Information Literacy,Trend Analysis,Incidence,Student Surveys,Access to Information,High School Students,After School Programs,Age Differences,Gender Differences,Generational Differences

This paper discusses access and use of information and communication technologies among urban high school students from low-income families, a topic of great interest to teacher educators, educational policymakers, and others concerned with digital literacy instruction. Recent reports from national digital learning initiatives have portrayed today's teens as digital natives--youth who are constantly online, perceive themselves as Internet-savvy, and prefer technology-enhanced learning experiences. However, this portrait may not be true for all learners. This study investigated trends in Internet use among students from low-income families compared to national trends. In the spring of 2007, students from low-income families responded to a survey assessing their access to the Internet, frequency and type of use, and capacity to use the Internet. The researchers also conducted focus groups with students. In this paper, we discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education. (Contains 2 tables and 3 footnotes.)
&quot;Key Moments&quot; as Pedagogical Windows into the Video Production Process
Author: Halverson, Erica
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Production Techniques,Video Technology,Visual Arts,Youth Programs,Case Studies,Ethnography,Portfolios (Background Materials),Interviews,Program Descriptions

In this article, we trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. We hypothesize that what these organizations share is a series of key moments throughout the production process in which youth must articulate the relationship between the idea they intend to represent in their video and the tools of the digital video medium that afford representation. By highlighting these key moments, we can both describe the core features of the YMAO organizational process and offer a mechanism for tracing participant learning over time. We conclude with implications for teachers and leaders who may be interested in how to support the inclusion of digital production processes into formal instructional spaces. (Contains 2 tables and 4 footnotes.)
Online Fan Fiction and Critical Media Literacy
Author: Black, Rebecca W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media,English (Second Language),Second Language Learning,Popular Culture,Computer Mediated Communication,Web Sites,Fiction,Writing (Composition),Cultural Relevance,Teaching Methods,Computer Uses in Education,Educational Technology,Adolescents

This article explores English-language-learning (ELL) youths' engagement with popular media through composing and publicly posting stories in an online fan fiction writing space. Fan fiction is a genre that lends itself to critical engagement with media texts as fans repurpose popular media to design their own narratives. Analyses describe how three ELL youth employ creative agency as they fashion fan fiction stories that are relevant to their own lives. Findings reveal that contemporary participatory media, such as fan fiction writing, involve sophisticated forms of literacy that can serve as useful resources for promoting in-class learning. However, the study also suggests that students would benefit from expert guidance in the areas of critical consumption and production of media and digital texts.
Professionalising Community Work and Its Implications for Radical Community Education
Author: Fitzsimons, Camilla
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Development,Adult Education,Professional Recognition,School Community Relationship,Universities,Partnerships in Education,Community Education,Foreign Countries

This article adopts a radical lens and examines the relationship between community development, adult education and professionalism. It draws from research on one specific community- university partnership and presents the professionalisation of community work as detrimental to radical practice because of its encouragement of individual vertical progression for learners and a favouring of professional practitioner benefits over collective community gain. (Contains 6 notes.)
Literacy Learning Care: Exploring the Roles of Care in Literacy Learning with Survivors of Abuse in Irish Industrial Schools
Author: Feely, Maggie
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Psychological Patterns,Educationally Disadvantaged,Child Abuse,Child Neglect,Special Schools,Institutionalized Persons,Student School Relationship,Family Relationship,Equal Education,Case Studies,Foreign Countries

The links between literacy and care have received little attention. A general neglect of the affective domain in the academe is strongly echoed in traditional analyses of unmet adult literacy needs where economic causes and consequences dominate debates. The findings from a study of people who are survivors of institutional abuse and neglect suggest that the affective poverty that results from care inequalities has a major adverse influence on the learning of literacy and all the relationships that literacy should subsequently facilitate. Despite its lifelong impact, educational disadvantage can be overshadowed by more shocking aspects of abuse. Recognising the complex nature of literacy learning care may open up a new perspective on the environment in which literacy can flourish and on where responsibility lies to ensure equal access to those fertile surroundings.
The Role of Spirituality in Irish Adult Education in Culturally Responsive Teaching
Author: Tisdell, Elizabeth J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Religion,Adult Education,Adult Learning,Cultural Pluralism,Foreign Countries,Religious Factors,Cultural Context,Theory Practice Relationship,Culturally Relevant Education,Teaching Experience,Educational Practices,Cultural Influences,Role of Religion,Teaching Models

Spirituality, religion, and culture are complicated subjects. Indeed, they are fundamental socialising forces that affect how adult learners make meaning in the world. While there has been considerable discussion of the spiritual and religious dimensions of adult learning in North America and to some extent in England, there has been little direct discussion of such dimensions in Irish adult education. This is interesting, given the history of religious conflict in Ireland as well as Ireland's increasing religious, spiritual, and cultural diversity due in part to the Celtic Tiger that has affected social inclusion issues in lifelong education efforts. The new immigrants to Ireland, with their own unique religious and cultural histories have clearly affected the cultural landscape of Ireland. Thus, the purpose of this article is to examine why it is important for Irish adult educators to consider the spiritual, religious and cultural dimensions of adult learning, and to some extent, how to draw on it in practice. In so doing, the author will draw on her former research dealing with the intersection of spirituality and culture among US adult educators, and her initial research efforts into religion and spirituality in an Irish adult education context, as well as her own recent experience of Ireland while on sabbatical as a US adult education professor.
Building a Strategic Framework for Lifelong Learning: Insights from &quot;Learning through Life&quot;
Author: Schuller, Tom
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Models,Human Capital,Social Capital,Self Esteem,Developmental Stages,Educational Finance,Age Groups

This paper gives an overview of the work of the recent independent Inquiry into the Future for Lifelong Learning in the UK. The author first outlines the range of the  Inquiry, to give an idea of the overall context; this includes its application in each of the regions within the UK ( England, Scotland, Wales and Northern Ireland.). He turns then to two sets of theoretical frameworks which underpin the report: the interlinked notions of human, social and identity capital; and, more originally, the four-stage model of the lifecourse. He outlines the way in which resources are allocated across the different stages. He then discusses the notion of intergenerational solidarity, by considering the types of transfers which run between generations. The sections provide only a selection of insights; for a fuller account readers are referred to the main report of the Inquiry, &quot;Learning Through Life&quot;. (Contains 5 footnotes and 2 figures.)
Using the Women's Community Education Approach to Deliver Community Employment Training: A Case Study from Longford Women's Link
Author: Patterson, Lorne
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Community Education,Disadvantaged,Foreign Countries,Case Studies,Employment Programs,Delivery Systems,Economic Impact,Participant Satisfaction,Training Methods,Job Training,Womens Education

The recent economic downturn and surge in unemployment has focused attention on education and training as a strategic response to Ireland's socio-economic crisis. However, that attention has been concentrated on training through statutory institutions, particularly FAS and the VECs. Longford Women's Link, a Women's Community Education centre in Co Longford, presents a case study of delivery of the FAS-funded Community Employment Scheme using the Women's Community Education approach. Evidence is presented that demonstrates effectiveness in personal, career and community capacity-building in addition to achieving labour-market activation with long-term unemployed and other disadvantaged groups of women. These outcomes argue that the Women's Community Education approach has a significant role to play in any education and training strategy. (Contains 4 figures.)
Return to Education for Recovering Drug Addicts: The Soilse Project
Author: Barter, Eric
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Education,Drug Addiction,Foreign Countries,Rehabilitation,Nontraditional Education,Program Effectiveness,Adult Education,Community Programs,Educational Methods,Literacy Education,Teacher Attitudes,Substance Abuse

This article is an account of a return to education course set up to cater to the needs of recovering heroin addicts in a Dublin rehabilitation project in the summer of 2008. It begins with a brief outline of the HSE Soilse rehabilitation and recovery programme and the rationale for seeking association with the Department of Adult and Community Education NUI Maynooth as a way of bridging both the structural and individual gaps that recovering people have en route to educational progression. A full account is presented of the actual Return to Learning (RtL) course, which employed a functional context education methodology and integrated literacy approach, from the refections of the tutors who delivered the course. The Soilse/NUIM RtL is unique in terms of an adult education programme in Ireland in that it tried to grapple with two distinct yet interrelated issues; recovery from drug addiction and educational progression. The following article attempts to give a full and honest account of the programme and its outcomes. (Contains 4 footnotes and 2 figures.)
Degree Completion: Responding to a National Priority
Author: Ebersole, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Transfer Policy,Open Enrollment,Open Universities,Institutional Characteristics,Academic Support Services,College Credits,Transfer Programs,Graduation Rate,Graduation Requirements,Prior Learning,Educational Practices,Continuing Education

America does not have the workforce it needs for the economy that it has. That was a conclusion of the Commission on the Future of Higher Education in 2006. The Commission went on to note that if current trends are not reversed, the US economy and per capita income will actually decrease over the next 15 years, for the first time in US history. In response to this growing concern, President Obama has set a national goal of increasing undergraduate degree completion by 60% over the next 15 years to reclaim America's competitive position in the knowledge-based global economy. In this article, the author cites the successful record of Excelsior College in open enrollment, assessment of prior learning, credit-by-exam, and liberal transfer policies to help meet President Obama's national challenge, especially in providing credentials for the 54 million adults in the US "with some college credit but no degree."