ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Geographic Information System on the Learning of Environmental Education Concepts in Basic Computer-Mediated Classrooms in Nigeria
Author: Adeleke, Ayobami Gideon
Date: 2017-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Environmental Education,Foreign Countries,Experimental Groups,Pretests Posttests,Teaching Methods,Social Studies,Achievement Tests,Secondary School Students,Computer Uses in Education,Influence of Technology,Technology Integration

This research paper specifically examined the impact of Geographic Information System (GIS) integration in a learning method and on the performance and retention of Environmental Education (EE) concepts in basic social studies. Non-equivalent experimental research design was employed. 126 pupils in four intact, computer-mediated classrooms were sampled. Instruments included Envi-Geo Info System (EGIS) package and Environmental Information Achievement Test (EAT). The study found no significant effect of treatment on performances of participants in EGIS integrated treatment groups. No significant effect was found across the groups on pupils retention even though, treatment groups retention mean was higher than contemporaries. The study concluded that, adaptation of EGIS into sorted EE concepts will improve learning and might boost retention even in computer-mediated social studies classroom provided the use of GIS is made feasible in Nigeria and adopted into teaching-learning process. It recommended that stakeholders in Nigerian education system should foster workable strategies to improve teaching and learning and that, the use of GIS locally must be placed in the national education objectives. It is in the best interest of the people to learn the rudiments of personal safety, spatial development, incidental natural alerts, as well as preventions and solutions.
Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students
Author: Kirchoff, Jeff
Date: 2017-00-00
Type: Journal Articles
Subjects: Cartoons,Literacy,Technological Literacy,Critical Literacy,Guidelines,Teaching Methods,Multiple Literacies,Mentors,Functional Literacy

Literacy scholarship has established the importance of teaching, supporting, and facilitating digital literacy education for 21st century students. Stuart Selber goes a step further, arguing that students must be functionally (using digital technology), critically (questioning digital technology), and rhetorically (producing effective digital texts) literate. In this article, we suggest that digital comics can be an effective text that supports Selber's digital literacy framework. First, we address the importance of digital literacy before providing an overview of Selber's framework. Then, we examine different kinds of digital comics available to instructors and teachers. Finally, we summarize how we have used digital comics to meet Selber's digital literacy requirements.
The Role of the Teacher in Reader&apos;s Theater Instruction
Author: Rasisnski, Timothy
Date: 2017-00-00
Type: Journal Articles
Subjects: Theater Arts,Teaching Methods,Reading Instruction,Word Recognition,Reading Fluency,Vocabulary,Reading Comprehension,Scripts,Coaching (Performance),Feedback (Response)

Reader's Theater is a transformative and influential instructional tool for reading with far-reaching benefits for all students. Teachers are critical players in the use of Readers Theater in classroom; the effects of Reader's Theater are a direct result of a teacher's involvement. These effects include an increase in word recognition, fluency, vocabulary, and comprehension development. This article outlines the facilitative role of a teacher as they incorporate Reader's Theater into their literacy rotation.
Partnering with Parents: Using Cap Kits to Support Learning Activities at Home
Author: Sanderson, Donna
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Mathematics Instruction,Skill Development,Preschool Children,Manipulative Materials,Educational Games,Preschool Education,College Students,Parent Education,Workshops,Family Environment,Preservice Teacher Education

The idea of using plastic bottle caps to enhance children's literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted by 45 states, www.corestandards.org/in-the-states). University education students began bringing plastic bottle caps, packaging them into kits, and taking them into local schools to help children learn. We have now not only formalized the Cap Kits program, but we have also conducted dozens of teacher trainings and parent workshops and have given away thousands of Cap Kits. By placing these materials into the hands of children, we are giving them manipulatives that can be used for meaningful, hands-on, engaging, and fun learning activities. Cap Kits are not just for the classroom; parents can also use them to support learning activities in the home environment.
Differences of English and Spanish Grammars, and Their Bearing on American and Mexican Cultures
Author: Ruiz, Arturo Zárate
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,English,Spanish,Language Attitudes,Linguistic Borrowing,Language Usage,Contrastive Linguistics,Morphology (Languages),Mexicans,Language Role,Foreign Countries

In this article, I notice that English now is a dominant language and I highlight some features which actually make English language great. I also consider that these facts may lead a Spanish language user wrongly believe that applying English peculiar grammatical strengths to Spanish would make Spanish a better means of communication: he would rather lose the opportunity of using Spanish language in its best, and prevent him to enjoy a Hispanic culture invigorated by this best use of Spanish language. To avoid this problem, I identify and recommend some Spanish peculiar features that make it strong in its own way, and make it a very rich means of communication.
A New Age of Implementation: Guiding Principles for Implementing Performance Assessment Systems
Author: Chapin, Gary
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Implementation,Performance Based Assessment,Scaling,Educational Objectives,Educational Change,Educational Quality,Educational Cooperation

In an examination of the conditions required for the successful implementation of performance assessment, the authors draw on a range of personal experience and other insights to guide practitioners and policymakers. Building on the authentic assessment work of the Boston Pilot Schools (CCE 2004), in 2008 the Center for Collaborative Education (CCE) began developing a system to design and implement performance assessment that was research-based and educator-driven and that achieved a high level of technical quality. The authors conducted research and worked with a cohort of educators to bridge research and practice. The initiative culminated in the assessment model Quality Performance Assessment (QPA).
Seizing the Opportunity for Performance Assessment: Resources and State Perspectives
Author: Gutmann, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Program Implementation,Educational Practices,Educational Research,Alternative Assessment,College Students,Student Evaluation,Standardized Tests,Accountability

This article reports from Stanford University's Innovative Assessments Institute on the development of performance assessment at scale, along with implementation recommendations. An accountability system built on the implementation of performance assessments has the potential to foster deeper and more authentic learning for students and more agency and assessment literacy for educators and school leaders. By investing in educators' capacity for performance assessment, states and districts support the development of better-prepared, more-empowered educators who use curriculumembedded performance assessments as part of an instructional cycle.
GreenTalks at Boston Green Academy: Student Reflections on Performance Assessment
Author: Kuriacose, Christina
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Grade 10,Student Attitudes,Performance Based Assessment,Environmental Education,Outcomes of Education,Food,Social Justice,Proximity,Health Promotion,Retailing,Student Projects

In spring 2017, for the third year running, 10th graders at Boston Green Academy (BGA) presented GreenTalks, a showcase of research on food justice issues. The day Christina Kuriacose visited the school, students were presenting the PowerPoints they had put together. All of them included a map plotting out the proximity of their neighborhood or BGA to grocery stores, bodegas, and fast food restaurants. This mapping was meant to show where there is limited access to healthy food in the areas most students were living in. Almost all the presenters commented on the lack of proximity to grocery stores, where it is easiest to get fresh produce. The presentations additionally included the data from student-conducted surveys. In this brief article Kuriacose highlights some of the calls to action at the end of the presentations and her discussions with the presenters about the process of moving through this performance assessment.
Learning to Think as an Effective Mathematics Teacher: Teacher Educator Impacts on Curriculum Knowledge and Learning to Teach
Author: Hill, Mary F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Mathematics Instruction,Mathematics Teachers,Teacher Educators,Curriculum Development,Preservice Teacher Education,Student Teachers,Student Teacher Attitudes,Preservice Teachers,Pedagogical Content Knowledge,Numeracy,Teacher Education Programs,Case Studies,Semi Structured Interviews,Prior Learning,Teaching Experience,Foreign Countries

For improved student outcomes, teachers must integrate their knowledge about the curriculum, about how to teach it effectively and how to assess whether students have learnt it. Therefore, key tasks for initial teacher education are building curriculum knowledge, learning contextually appropriate ways to teach and how to use assessment for learning within each curriculum area. We interviewed four recent graduates who had demonstrated contrasting learning­-to­-teach profiles in an earlier quantitative study to understand how teacher education had assisted each of them to notice, recognise and respond to individual children's numeracy strategies. Their four stories indicate that teacher educators need to notice, recognise and respond to their student teachers with respect to their existing curriculum and pedagogical knowledge.
From Classroom Teacher to Teacher Educator: Generating PCK through Action Research
Author: Hume, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Educators,Pedagogical Content Knowledge,Action Research,Science Instruction,Models,Beginning Teachers,Science Teachers,Doctoral Programs,Teacher Education Programs,Teacher Educator Education

This paper speculates how a model for the pedagogical content knowledge (PCK) development of novice science teacher educators in a science education doctoral programme could have wider application to future teacher educators in science (and other subject domains) who enter tertiary teaching via different pathways. When the model is aligned with other pathways, contextual differences make the need for adaptation and modification of the model inevitable and desirable. In light of her own teaching and research experiences, a science teacher educator offers suggestions for adapting and applying the model in non-doctoral programme learning pathways for early career teacher educators.
Big Data&apos;s Call to Philosophers of Education
Author: Blanken-Webb, Jane
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Data Analysis,Educational Research,Learning Processes,Data Interpretation,Educational Technology

This paper investigates the intersection of big data and philosophy of education by considering big data's potential for addressing learning via a holistic process of coming-to-know. Learning, in this sense, cannot be reduced to the difference between a pre- and post-test, for example, as it is constituted at least as much by qualities of experience as it is the situation, process of inquiry and its consequences. Long a perennial concern of philosophers of education, the author suggests that big data offers a budding opportunity for philosophers to engage in dialogue with empirical research in order to better understand the process of learning as coming-to know. Drawing on John Dewey's theory of inquiry and his philosophy of experience, the author demonstrates ways that both empirical and philosophical research stand to benefit from cross-dialogue. In offering an unprecedented glimpse of empirical detail, the author proposes that big data stands to afford new insights into this most complex human process, and that Dewey's philosophy offers a vital lens of interpretation that can help philosophers of education to make use of this data in addressing the perennial question of how humans come-to-know.
Codes of Professional Conduct and Ethics Education for Future Teachers
Author: Maxwell, Bruce
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Standards,Metacognition,Teacher Role,Teaching Methods,Professional Recognition,Moral Values,Educational Research,Foreign Countries,Surveys,Teacher Attitudes,College Faculty,Teacher Educators,Administrator Attitudes,Preservice Teacher Education,Cross Cultural Studies,Qualitative Research

This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered as the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching's aspiration to professional status.
Educating the Elite: A Social Justice Education for the Privileged Class
Author: Wheeler-Bell, Quentin
Date: 2017-00-00
Type: Journal Articles
Subjects: Advantaged,Social Class,Educational Philosophy,Ethics,Social Capital,Democracy,Social Differences,Social Justice,Teaching Methods,Political Attitudes,Activism,Volunteers,Critical Theory

America is witnessing a new gilded age. Since the 1970s, inequality in wealth and income has soared within the United States--and globally (Piketty, 2014; Sayer, 2016; Therborn, 2013). Such inequalities affect human flourishing because they allow the privileged class to convert their wealth into different, and unequal, lifestyles and life chances. In addition, such inequalities provide the privileged class with greater opportunity to convert their wealth, income, and social capital into influence within the political system that undermines democracy. Considering the vast class-based inequities, then, how can social justice educators help the students born into the world of class privilege understand their civic obligations to deepen democracy--particularly economic democracy? And how can they do so without engaging in morally reprehensible teaching practices? This paper takes a &quot;critical approach&quot; in attempting to answer this question, first by analyzing the cultural and structural causes behind the world of class privilege--what I term the pathology of privilege. Second, I explain how the pathology of privilege undermines democracy. Then I investigate four possible social justice approaches for the class privileged--class suicide, political apathy, civic volunteerism, and activist ally. I conclude by explaining why the activist ally approach is both a more critical and morally appropriate approach for educating the elite about their responsibility to deepen democracy and advance justice.
What Exactly (If Anything) Is Wrong with Paternalism towards Children?
Author: Drerup, Johannes
Date: 2017-00-00
Type: Journal Articles
Subjects: Children,Ethics,Moral Values,Power Structure,Educational Practices,Personal Autonomy,Social Attitudes

Theoretical and practical issues concerning the justification of paternalism towards children are widely debated in a variety of philosophical contexts. The major focus of these debates lies either on questions concerning the general legitimacy of paternalism towards children or on justifications of paternalism in concrete situations involving children (e.g., in applied ethics). Despite the widespread consensus that the legitimacy of educational paternalism in important respects hinges on its principled, temporal and domain-specific limitation (e.g., via a soft paternalist strategy), surprisingly little has been said about conditions and criteria that determine what exactly (if anything) is morally wrong with paternalism towards children. This contribution aims to further the understanding of these normative issues by providing a critical analysis of the theoretical and methodological difficulties involved in developing context-invariant criteria for the identification of specific wrong-making features of paternalist rationales and paternalistically justified practices in cases involving children. I am going to show that the moral status of pro- and anti-paternalist reasons is much more context-sensitive than usually assumed by proponents of standard generalist justificatory strategies. In conclusion, my argument is that a moral particularist and casuistic framework may offer an adequate theoretical alternative to make sense of the context-dependent wrongs (and rights) of educational paternalism.
Is Discussion an Exchange of Ideas? On Education, Money, and Speech
Author: Backer, David I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Communication (Thought Transfer),Educational Theories,Discourse Analysis,Discussion,Expenditures,Figurative Language

How do we learn the link between speech and money? What is the process of formation that legitimates the logic whereby speech is equivalent to money? What are the experiences, events, and subjectivities that render the connection between currency and speaking/listening intuitive? As educators and researchers, what do we do and say to shore up this connection, and--as we may be inclined--are there things we can do or say to loosen it? Educational discourse theory, specifically examining classroom discussion, is one of the most prominent arenas of educational research where the equivalence between money and speech is active. While it may seem tautological to say that &quot;discussion is an exchange of ideas,&quot; it is not trivial to do so. Definitions of discussion in both reference and academic texts use the word &quot;exchange&quot; for discussion like Kant would use the word &quot;unmarried&quot; to define a bachelor. Yet the exchange case carries connotations and denotations that the bachelor case does not. There is more to say about it. Take this one small case--whether discussion is an exchange of ideas--as a part of the more general inquiry about education and money/speech. Discussions happen throughout classrooms and other educational contexts in society, and the phrase most likely passes person-to-person in such a way as to make it obvious that what is happening in the discussion is an exchange, perhaps making it equally obvious that money and speech are equivalent. In other words, the claim in this article is that continually referring to discussion as an exchange of ideas teaches that speech and money are equivalent, a proposition that has serious political consequences. It is not obviously the case that discussion is an exchange of ideas, as I will show, and demonstrating this with a careful philosophical comb can go some distance towards showing (and therefore teaching) that money is not equivalent to speech.
Whatever Will Be Will Be: Queering Disabled Subjects&apos; Temporality
Author: Sheldon, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Children,Social Attitudes,Self Determination,Foreign Countries,Ideology,Disability Discrimination,Intervention

Normative time is disciplined through what Freeman calls chrononormativity, and this disciplining is particularly evident in the experiences of disabled children. Despite the constant regimenting of the present reality for disabled children in time, they are essentially denied a future, the future generally being figured without people with disabilities. Exploring Muñoz's critiques of Edelman, we emphasize the importance of futurity for children with disabilities, particularly one which they get to construct themselves rather than being constructed for them. We turn to Foucault's discussion of the Ship of Fools in order to begin to imagine an alternative, queer time that is &quot;steered&quot; by children (and adults) with disabilities towards their own ends and goals. [This article was presented at the International Somatechnics Conference (10th, Byron Bay, NSW, Australia, Nov 30-Dec 3, 2016).]
A Research Note: A Regional Response to National Concerns in Teacher Education
Author: Hunt, Anne-Marie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Pacific Islanders,Teacher Shortage,Teacher Effectiveness,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Academic Achievement,Administrator Attitudes,Principals,Beginning Teachers,Regional Programs,Elementary School Teachers,Interviews

How can tertiary education in regions respond innovatively and collaboratively to issues regarding teacher supply and quality, especially in regions of teacher shortages? This research report focuses on one response. The Rotorua regional primary teaching flexible learning option was established by the Christchurch College of Education (CCE) in late 1996 and based at Waiariki Institute of Technology (Waiariki). It is an example of how one region in Aotearoa New Zealand (NZ) responded to two identified national concerns; first, a teacher shortage and second, the provision of a pre-service teacher education programme that prepares teachers with particular skills to teach Maori children, who make up a substantial proportion of students in that region. This report is of a stocktake of the programme after 10 years of operation.