ethanporcaro/eric-fulltext-meta huggingface dataset:
Geographical Education in Primary School Curriculum in Turkey between 1923-2018
Author: Yildiz Yilmaz, Nihal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Educational History,Elementary Education,Elementary School Curriculum,Courses,School Schedules,Educational Objectives,Course Content,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5

This study aims to examine the change and transformation of geographical education in the Turkish primary school curriculum between 1923-2018. The research uses a qualitative document review method and a descriptive analysis process to analyse the data. Nine primary school programs created by the Ministry of National Education (MoNE) are identified as research documents. Dates of primary school curricula in Turkey between 1923-2018 are analyzed: 1924, 1926, 1936, 1948, 1962, 1968, 1997, 2005 and 2018. The 1924 Boys' Primary School curriculum is a continuation of the pre-republic program and geographical education was included in Grades three, four and five under the name &quot;Geography&quot;. The 1926 Primary School curriculum, and the 1936 Primary School curriculum, and the 1948 Primary School curriculum all include the name &quot;Geography&quot;. The 1962 Primary School curriculum includes geographical education as &quot;Society and Country Studies&quot; and &quot;Science and Nature&quot; in Grades Four and Five. The lesson information in the 1968 Primary School curriculum and also in 1997, 2005 and 2018 show geographical education as &quot;Social Studies&quot;, &quot;Science (1968 and 1997), &quot;Science and Technology&quot; (2005) and &quot;Science&quot; (2018) for Grades Four and Five. From the 1926 Primary School curriculum to the 2018 Primary School curriculum, it is evident that geographical education occurs in Grades One, Two, and Three and Geography was included under the name of &quot;life knowledge, which is a combination of Geography, History, Civics, Nature, and Science. It was determined the course hours differed from program. Purpose/objectives related to geographical education have gradually decreased. Given the importance of geographical education from the primary school level, achievements related to geography education can be increased.
How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students&apos; Orientations
Author: Luber, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,Disadvantaged Environment,Urban Areas,Urban Renewal,Field Experience Programs,Geography Instruction,Group Discussion,Secondary School Students,Student Characteristics,Student Attitudes,Adolescents,Classification,Neighborhoods,Foreign Countries

On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin. On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork. In a problem-oriented approach, according to the model of a social city, students develop a concept about how to renew the deprived area of Berlin. They gain a variety of new experiences, some of which raise ethical questions. Autonomous group discussions with various school classes in the age group of 14 to 16 (n=30) were carried out after the fieldwork. The documentary method was used for data analysis which resulted in a typology of students. Concerning the orientations of the students, two excluding types of students (marginalizing type &amp; distancing type) and two including types (integrating type &amp; normalizing type) could be reconstructed. In addition to the benefit of the typology presented in this paper becoming an impulse for students to engage in self-reflection, the typology can also serve as a diagnostic tool for teachers to grasp learning conditions. Furthermore, an understanding also arises about students' orientations to support the conceptualization of fieldwork in terms of practical handling and necessary measures for its use.
Implementation of Inquiry-Based Education in Geography Teaching - Findings about Teachers&apos; Attitudes
Author: Tomcíková, Ivana
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Instructional Effectiveness,Active Learning,Inquiry,Curriculum Implementation,Teacher Attitudes,Positive Attitudes,Secondary School Teachers,Elementary School Teachers,Teaching Methods,Foreign Countries

Young people's interest in scientific and technical subjects, including geography, has been declining for a long time. According to the European Commission, the most important reason for the decline in interest is the way these subjects are taught in primary and secondary schools. As a result, numerous projects to support inquiry-based methods have been launched in recent years and significant changes have been made to the national curriculum in many of the European countries. Geography as a school subject, due to its multidisciplinary nature, provides options to make lessons more attractive and increases students' motivation to learn by using practical research during lessons. This case study presents the results of a questionnaire survey that was conducted among geography teachers in Slovakia. The aim of the study was to measure the attitude of Slovak teachers, students and society towards Inquiry-based Education (IBE). Based on the results, the current position and degree of implementation of IBE in Slovak schools were estimated. It was determined that the implementation of IBE in teaching is not an easy task for teachers. To implement IBE successfully requires compliance with many elements, such as improvements in teacher training, curriculum changes and pupil's assessment.
Interactive Geovisualizations (iGEO): A New Approach to Teaching and Learning Physical Geography
Author: Heintzman, Ryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Physical Geography,Game Based Learning,Web Based Instruction,Weather,Computer Simulation,Student Attitudes,Student Experience,Individual Differences,Intellectual Disciplines

Students completing an introductory physical geography course used an interactive geovisualizations (iGEO) lab exercise centered around lightning in northern Arizona to investigate atmospheric processes. This iGEO looks and plays like a conventional videogame where the student controls an avatar in a 3D environment. This iGEO was inspired by moving the introductory physical geography courses online due to the ongoing university closures to &quot;on-the-ground classes&quot; related the COVID-19 pandemic. The goal of an iGEO rests in increasing motivation and encouraging active, engaged learning for students, many of whom are taking the course for required college credit. Most students expressed positive experiences with the new iGEO; the determining factors related to this experience centered around enjoyment, usability, and simplicity of the game. There was also a difference in student experience based on student academic majors. Students of non-geographic or science backgrounds had a lower experience rating than those who did have a geographic or science background. Overall, students preferred the iGEO lab over traditional lab coursework. This research led to a refined iGEO lab for lightning in northern Arizona and it was made available to all interested faculty via a public website, along with three other iGEO-based labs.
Supervision, Advisement and Dialogic Pedagogy: Present Day Issues and Provocations for the Future
Author: Gradovski, Mikhail
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervision,Student Research,Field Experience Programs,Practicums,Teaching Methods,Dialogs (Language),Preservice Teachers,Undergraduate Students,Graduate Students,Social Work,Teacher Education

This article is a reflection on the Dialogic Pedagogy Journal (DPJ) Special Issue on Supervision and Advisement. Altogether five articles made it through a rigorous double-blind peer review process and crossed the finishing line to become a part of this special issue. Supervision and advisement are areas of education where Dialogic Pedagogy approach is a welcome guest as learning and teaching constructs that are used in these areas require various forms of dialogue. This special issue is a humble but a promising beginning for the special issues on supervision and advisement in this journal. All the studies included in this special issue are good examples of well-done scientific endeavors that can be used as illustrations of how a good piece of research should be executed and reported. However, the question remains if the means of analyses used in these studies are satisfactory enough so that we could understand to the fullest the complexities of the co-lived lives of the participants in supervisory and advisement relationships and co-learned knowledge that all the participants have gained.
Perceived Educational Usefulness of a Virtual-Reality Work Situation Depends on the Spatial Human-Environment Relation
Author: Dobricki, Martin
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Computer Simulation,Educational Technology,Technology Uses in Education,Horticulture,Teacher Attitudes,Value Judgment,Vocational Education,Gardening,Difficulty Level,Spatial Ability,Program Effectiveness,Males,Vocational Education Teachers,Foreign Countries

Virtual reality (VR) may be useful for situating school-based vocational education in work-life by simulating a work situation such that learners viewing this VR work situation are located inside it. The reason for this assumption is that VR can fully spatially include its viewer. Research on the utility of viewer-including VR work situations for learners has, therefore, already started. However, no study has yet investigated their utility for teachers. This is particularly relevant for work situations involving environmental planning, as VR is expected to facilitate such a task. We, therefore, asked horticultural teachers to assess the educational usefulness of a VR work situation when they were located outside and inside it. For this purpose, we enabled them to plan a basic garden in the VR work situation when its environment was spatially excluding them and when it was including them. We found the teachers to perceive the viewer-including VR work situation as more useful for their teaching than its viewer-excluding version. This suggests that the perceived educational usefulness of a VR work situation depends on the spatial relation of its viewer and environment, that is, the spatial human-environment relation it involves.
Use of Augmented Reality (AR) to Aid Bioscience Education and Enrich Student Experience
Author: Reeves, Laura E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Biochemistry,Science Instruction,Instructional Effectiveness,Technology Integration,Computer Simulation,Models,College Students,Student Attitudes,Learner Engagement,Interaction,Foreign Countries

In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media such as in films and games. Specifically, immersive experiences, such as virtual reality (VR) and augmented reality (AR), have redefined how digital media can be delivered, encouraging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them have decreased, making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledge base required to generate, optimise and deliver three-dimensional (3D)-digital content in both AR and VR. Here, we sought to integrate an AR-based experience into a level-4 biochemistry module in order to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise two-dimensional still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on the Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures, while promoting collaboration through a shared user experience. Assessing the impact of the AR experience via a formative test and survey revealed that despite only a modest increase in test performance, students overwhelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.
Catering to Assessment Needs of Students of English -- CALL to the Rescue?
Author: Buczek-Zawila, Anita
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Needs,Student Evaluation,English (Second Language),Second Language Instruction,Second Language Learning,Pronunciation,Phonetic Transcription,College Freshmen,Self Efficacy,Security (Psychology),Test Anxiety,Computer Assisted Testing,Test Format,Game Based Learning,Integrated Learning Systems,Self Management,Feedback (Response),Foreign Countries

The study focuses on the process of assessing (a micro-skill) goal attainment in EFL pronunciation course via measures which can foster different students' attitudes and self-perceptions. Standard (pen-and-paper) tests offer immediate evidence of success but they put heavy demands on students' cognitive, performance and stress-controlling skills. CALL-related techniques can be used as supplementary ones, even if technically assessing different sub-skills, &quot;Kahoot&quot; or &quot;Moodle&quot; quizzes can complement and re-orientate the assessment as well as the learning processes. To investigate the impact of the diverse assessment measures a small-scale research was conducted among Year 1 students of the English Department at the Pedagogical University in Kraków. They are participants in a 90-hours-a-year pronunciation course, where one of the components involves mastering transcribing skills. The specific element of the course evaluated by standard and CALL-related measures in the study were the phonetic variants of the -es and -ed endings in English. Through analysis of test scores, coupled with the ideas obtained via semi-structured interviews, the study hoped to verify the claim that matters such as student comfort, instant individual feedback and personal safety are most efficiently handled by the &quot;Moodle&quot; quizzes. Apart from providing well-balanced scores, they offer the least-threatening, stress-free environments for learning and assessment, thus developing students' self-monitoring their progress.
Emergency Remote Teaching and Learning: Technology-Based Instructional Plan across Grade Levels
Author: Megawati, Fika
Date: 2021-04-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Technology Integration,Videoconferencing,Computer Software,Social Media,Lesson Plans,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Practicums,Secondary Education,Foreign Countries

Emergency Remote Teaching and Learning (ERTL) has encouraged teachers and students to be autonomous and creative individuals. To create a supporting learning environment, the role of technology is important for classroom activities. Thus, this practical article aims to present an integration of digital applications in designing lesson plans across grade levels in the context of Indonesian EFL learning. The learning targets are focused on teacher education program, upper secondary school, and lower secondary school. Related to the technology, &quot;Canva,&quot; &quot;Zoom Annotation,&quot; &quot;iSpring Suite 9,&quot; and &quot;TikTok&quot; have been selected to accommodate learning process considering its motivating and communicative performance. Despite the limitations, exploring features of technology for educational purpose contributes to strengthening teacher professional development, particularly lesson planning.
English Language Teaching in Times of Crisis: Teacher Agency in Response to the Pandemic-Forced Online Education
Author: Thumvichit, Athip
Date: 2021-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Professional Autonomy,Pandemics,COVID-19,Electronic Learning,Distance Education,Asynchronous Communication,Synchronous Communication,Teaching Methods,Summative Evaluation,Formative Evaluation,Foreign Countries,Emergency Programs,Higher Education

Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers' responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers' positioning as being professionally responsible for students' learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers' agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.
Adverse Impact in Black Student 6-Year College Graduation Rates
Author: Hobson, Charles J.
Date: 2021-01-00
Type: Journal Articles
Subjects: African American Students,Graduation Rate,College Graduates,White Students,Racial Differences

Using recent 6-year college graduation data from the U.S. Department of Education, for the nation as a whole and the 50 states and District of Columbia, the respective graduation percentages for white and black students were compared employing the four-fifths rule for adverse impact, first proposed in the Federal Uniform Guidelines on Employee Selection Procedures published by the Equal Employment Opportunity Commission in 1978. Results indicated: (1) pronounced adverse impact using the four-fifths rule on black students at the national level, (2) evidence of adverse impact on black students in 48 of the 51 states and District of Columbia, (3) no adverse impact on black students in Maine, New Hampshire, or Rhode Island, and (4) the ten states with the worst performance were Alaska, Kansas, Michigan, Oklahoma, Arkansas, Wisconsin, Indiana, Ohio, Illinois, and Colorado. Recommendations to address these disparate college graduation rates for black students are offered.
Effects of Mentorship Using Surgical Simulation for Economically Disadvantaged High School Students
Author: Hughes, Byron D.
Date: 2021-01-00
Type: Journal Articles
Subjects: Mentors,Surgery,Simulation,Laboratories,Experiential Learning,Program Effectiveness,Economically Disadvantaged,High School Students,African American Students,Hispanic American Students,Urban Schools,Disproportionate Representation,Vocational Interests,Medical Education,Self Efficacy,Science Careers,College Attendance,Aspiration

Underrepresented minority (URM) and economically disadvantaged (ED) high school students are less likely to graduate from high school or enroll in college. This institution began a structured mentorship program focusing on URM and ED students using a surgical simulation lab. The objective was to determine the effect of the mentorship program on students' pursuit of formal education after high school and perception of their ability to succeed in medicine. Methods: Students were given lectures by one attending surgeon regarding college admission requirements, overcoming socioeconomic and cultural obstacles and sources of funding for college. Thereafter, students were brought to the surgical simulation laboratory to participate in basic surgical skills. Anonymous surveys were completed before and after participation to gauge the level of self-confidence and likelihood of applying for college. Participation was voluntary. Results: Thirty-two students participated in the program. Seventy-five percent (24/32) were female. Sixty-six percent (21/32) were Latino/Hispanic and 34% (11/32) were Black/AfricanAmerican. Upon completion of the program the average survey score increased significantly for having a major chosen for college (p = 0.009), feeling more prepared for the academic obligations of college (p &lt; 0.001) and being interested in a career as a surgeon (p &lt; 0.001). Conclusion: Mentorship for high-risk students encourages pursuit of post-secondary education. Exposure to surgical simulation can raise a student's interest in a surgical career. Longitudinal studies are needed to determine the effects of coupling mentorship and interactive surgical simulation on high school graduation rates and the probability of obtaining a bachelor's degree.
Perceptions of COVID-19 Pandemic Impact on the Student Teaching Experience
Author: Varela, Daniella G.
Date: 2021-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teacher Education,Elementary Secondary Education,School Closing,Student Teachers,Student Teacher Attitudes,Online Courses,Educational Technology,Technology Uses in Education,Teaching Skills,Student Experience,Cooperating Teachers,Educational Practices,Barriers,Success

COVID-19 forced a rapid and significant shift in education at all levels, but in the K-12 setting, tested the capacity and adaptability of current teachers and challenged the readiness of student teachers. Related school closures effectively terminated what research finds as the most crucial part of the teacher preparation experience: student teaching. This study implemented survey research using open-ended questions to allow student teachers to tell their own story about their experiences and perceptions. The findings of this study serve to inform educator preparation programs as to the best supports for preservice teachers during a crisis scenario in training experiences system and on the brink of a new reality in K-12 education.
Enticing High School Students to Study Business: One College&apos;s Efforts
Author: Guidry, Krisandra
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Student Recruitment,Workshops,College Faculty,College School Cooperation,Business Schools,High Schools,State Universities,Program Effectiveness,Basic Business Education

Higher enrollments mean more funding for higher education, as the new model for funding rests on tuition rather than state funding. This paper describes a format for bringing relatively small groups of high school students to campus for an educational workshop, which also serves as a recruiting event. Connecting high school students with college faculty is an effective method to get them interested in a post-secondary education. Research shows that campus events like those described in this paper, rather than field recruiting and college fairs, is especially meaningful for first generation college students. In this case, enrollments increased.