ethanporcaro/eric-fulltext-meta huggingface dataset:
The Amazing Story of How &quot;Women&quot; Conquered It All: The Production of Gender Scripts in the Chilean Curricular Documents of History and Social Studies
Author: Errazuriz, Valentina
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Gender Differences,Citizenship Education,History Instruction,Gender Bias,Social Bias,Sexual Orientation,Sexual Identity,Homosexuality,Sex Stereotypes,Textbooks,Coding,Mothers,Activism,Employed Parents,Social Class,Civil Rights,Political Issues,Labor Market,Employed Women,Curriculum,Higher Education

This article explores the construction of the category &quot;Woman&quot; in the official history and social studies curricular documents distributed by the Chilean Ministry of Education to all public and charter schools in 2014. It answers two major questions: what are the characteristics and acceptable gender performances of the category &quot;Woman&quot; in these Chilean curricular documents? Are there differences in the expected/acceptable performances of &quot;Woman&quot; according to her categories of ethnicity/race or social class? I will argue that these curricular documents construct a historical narrative where two archetypal categories represent possible, oppressive gendered citizens. Students that wish to be identified as &quot;Woman&quot; will be able to read these categories as scripts for gender performance. The objective of this paper is to disrupt untroubled &quot;inclusive&quot; historical narratives. A bibliography is included.
Tendencies in Civic Education in Russia: The Perception of Patriotism among Secondary School Teachers
Author: Rapoport, Anatoli
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Patriotism,Citizenship Education,Civics,Questionnaires,Likert Scales,Teacher Workshops,Faculty Development,Teacher Surveys,Teacher Attitudes,Relevance (Education),Educational Needs,Educational Objectives,Educational Practices,Administrators

This paper discusses the ongoing patriotic education campaign in Russia and how school practitioners interpret patriotism and patriotic education. Patriotism is interpreted in Russia through terms that span the whole political and ideological spectrum from almost extreme left to extreme right, accurately reflecting the existing dichotomy deeply entrenched in Russian culture and mentality. In this study, more than 300 of Russia's teachers participated in a survey about the elements of patriotic education (return rate--77%). The author argues that despite a strong tendency to rationalize patriotism in political and educational discourses through traditionalistic and militaristic frameworks, teachers' opinions about patriotism and patriotic education are more nuanced and pragmatic.
The Orthographic Norm in Secondary School Students' Written Assignments
Author: Ðordev, Ivana
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Orthographic Symbols,Punctuation,Writing Assignments,Writing Skills,Spelling,Serbocroatian,Foreign Countries,Grammar,Error Patterns

This paper presents the results of research conducted with the primary objective to determine in which areas secondary school students usually make orthographic mistakes when writing (official) written assignments. Starting from the hypothesis that the punctuation writing of whole and split words are areas in which secondary school students (regardless of age and school orientation) achieved the weakest achievements an (exploratory) research was conducted on a corpus of 3,135 written assignments written in the school year of 2010/11. The research sample was intentional, descriptive and analytical methods were used for the description and the analysis of the results. The results showed the following (1) secondary school students usually make mistakes in punctuation of written assignments--we recorded 4,487 errors in the use of signs to denote intonation and meaning of a text (errors of this type make 53.93% of the total number of spelling errors reported in the corpus of research); by frequency of errors the second are errors related to writing whole and split words (11.02%), the third error is in the use of the capital letter (9.34%); (2) most problems in orthography have second grade students, quantum of mistakes is almost the same with first graders and seniors, but in all grades the most frequent errors are in punctuation, writing of whole and split words and the use of capital letters; (3) Although school orientation affects the spelling skills of pupils, the weakest orthographic achievements are also recorded in punctuation, writing of whole and split words and capitalization, so those are areas that need to be thoroughly addressed in teaching and methodology literature. The results are, on the one hand, a picture of the current status of teaching orthography and grammar knowledge of secondary school students. On the other hand, the research results can be applied in all phases of methodical practical work in teaching orthography, the upgrading the curriculum, in defining the goals and tasks of teaching languages, as well as in the selection of orthographic contents. At the same time, they constitute a strong impetus for further research on the path of modernization of teaching orthography. A bibliography is included.
A National Study of Online Learning Leaders in US Higher Education
Author: Fredericksen, Eric E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Leadership,Educational Change,Transformational Leadership,Administrative Organization,Administrator Characteristics,Administrator Surveys

Online learning in US higher education continues to grow dramatically. The most recent estimates indicate that about 30% of all students enroll in at least one online course (Allen &amp; Seamen, 2016). As this important type of academic offering has become increasingly important to institutions of higher education, Presidents and Provosts have frequently established leadership positions to coordinate and direct their efforts in this area. But what do we know about the leaders who have been charged with managing this academic transformation? This systematic national study, a first of its kind, sheds light on the leadership that is guiding this new teaching and learning environment.
Building Community in Online Doctoral Classrooms: Instructor Practices That Support Community
Author: Berry, Sharla
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Electronic Learning,Graduate Students,Educational Practices,College Faculty,Qualitative Research,Case Studies,Sense of Community,Teacher Role,Observation,Interviews,Technology Uses in Education

Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors' roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher analyzed 50 hours of video footage from four online classrooms as well as the message boards attached to those courses. The researcher triangulated the observations of classroom community with interviews from 13 first-year students from the online doctoral program to explore their perspectives on instructor strategies that promoted community. Findings from this qualitative case study indicate that instructors helped students develop a sense of community by creating a warm and welcoming tone in the classroom, and by using technology in a variety of ways to engage all students and create a personalized learning experience.
Challenging Teachers' Pedagogic Practice and Assumptions about Social Media
Author: Cartner, Helen C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Teacher Attitudes,Faculty Development,Online Courses,Case Studies,Qualitative Research,Attitude Change,Educational Change,Inservice Teacher Education,Foreign Countries,Instructional Design,Graduate Study,Critical Thinking,Schemata (Cognition),Reflection,Learning

This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain's (2004) &quot;baker's dozen&quot; questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.
Exploring Digital Badges in University Courses: Relationships between Quantity, Engagement, and Performance
Author: Fanfarelli, Joseph R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Computer Uses in Education,Undergraduate Students,Correlation,Grades (Scholastic),Student Motivation,Learner Engagement,Gender Differences,College Freshmen,College Seniors,Student Surveys,National Surveys,Student Satisfaction

Digital badging research is gaining momentum as instructors and administrators consider new models for assessing learning in nontraditional contexts (e.g., informal science learning programs, flexible online courses, adaptive learning systems). While many studies are examining the effectiveness of digital badges for pedagogical functions, such as motivating students, few attempts have been made to identify relationships between the number of badges earned by a student and badging effectiveness. The exploratory correlational study presented within this article addresses this gap by examining these relationships, relating number of badges earned in a pilot course to performance and engagement-related metrics. The results are further categorized by demographic groups to identify starting points for future research. Several relationships were identified, providing initial evidence of the importance of studying number of badges earned and how that number impacts effectiveness. The evidence suggests value in conducting large sample empirical research on the presented factors.
Effects of Mathematics Innovation and Technology on Students Performance in Open and Distance Learning
Author: Israel, Oginni 'Niyi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,College Mathematics,Mathematics Instruction,Instructional Innovation,Mathematics Achievement,Pretests Posttests,Undergraduate Students,Mathematics Tests,Achievement Tests,Gender Differences,Geographic Location,Computer Uses in Education

This study investigated the effect of mathematics innovation and technology on students' academic performance in open and distance learning. Quasi -- experimental research design was adopted for the study. The population for the study consisted of all the 200 level primary education students at the National Open University of Nigeria (Ekiti and Lagos State Chapter).The sample of this study was made of 60 students randomly selected using stratified sampling technique. Hypotheses were postulated to find out whether, (i) mathematics innovation and technology influences academic performance of open and distance learning students (ii) location and gender disparity influences academics performance of students in mathematics. The study became necessary following the emerging trend of National University Commission (NUC) in sustaining the development of National Open University of Nigeria (NOUN by) ensuring human capacity building at workplace. The study revealed that mathematics innovation, location, gender and technology influences academic performance of students in mathematics. Based on the findings it is recommended that mathematics innovation and technology should be embraced in Open and Distance Learning so as to enhance better performance of students in mathematics.
Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats
Author: Emanuel, Jeffrey P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Interaction,Distance Education,Comparative Analysis,Student Behavior,Learner Engagement,College Students,College Instruction,Surveys

During the 2013-14 academic year, Harvard University piloted the use of Massive Open Online Courses (MOOCs) as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for-credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first time a MOOC was used simultaneously by both tuition-paying, credit-seeking students and non-paying, non-credit students enrolled exclusively online. In this article, we analyze and compare the online behavior of students and participants in three groups that simultaneously participated in The Ancient Greek Hero via the edX platform. We find that, in similar fashion to a traditional learning setting, students enrolled in all three versions of the course engaged the online content in a transactional way, spending their time and effort on activities and exercises in ways that would optimize their desired outcomes. While user behavior was diverse, HarvardX participant engagement tended to be either very deep or virtually nonexistent, while College and Extension School students displayed relatively homogenous patterns of participation, viewing most of the content but interacting mostly with that which affected their overall course grades. Ultimately, educators who intend to utilize MOOC content in an effort to apply blended learning techniques to their classrooms should carefully consider how best to incorporate each online element into their overall pedagogical strategy, including how to incentivize interaction with those elements. Further, for MOOCs to have maximum impact, they must address multiple learner motivations and provide participants with multiple modes of interaction with the content and with their peers.
Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion
Author: Loizzo, Jamie
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Learning,Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Student Attitudes,Student Motivation,Success,Academic Persistence,Ethnography,Crime,Independent Study,Self Determination,Barriers,Interviews,Video Technology,Qualitative Research

Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners' motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults' self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.
Yes, You Can!: A Critical Questions Approach for Developing and Incorporating Intercultural Sensitivity Efforts into ANY Classroom
Author: Osborne, Randall
Date: 2016-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Sensitivity Training,Literature Reviews,Classroom Techniques,Educational Practices,Social Bias,Social Discrimination,Social Justice,Definitions,Interpersonal Competence,Relevance (Education),Outcome Measures,Outcomes of Education,Educational Needs,Curriculum Enrichment,Multicultural Education

The educational literature has blossomed with information on becoming interculturally sensitive (e.g., Bennett, 2004, 2009), discussions on theory and practice for education aimed at enhancing intercultural sensitivity in students (e.g., Bleszynska, 2008), or how to identify and assess intercultural sensitivity as a learning outcome (e.g., Deardorff, 2006). Much of this work provides information on why an educational emphasis on intercultural sensitivity is important, and guidance on how to incorporate such an emphasis into particular courses. The difficulty, then, is not in locating a myriad of resources on the topic but how to simplify the concept of intercultural education so that it can be incorporated into the flow of any classroom. In other words, what would intercultural sensitivity look like in students as a result of what we DO in the classroom? The present article deconstructs the literature in an attempt to demonstrate how a hands on approach to intercultural sensitivity was gleaned from the literature and put into practice in a course on Prejudice, Discrimination and Hate.
How Do Students Learn to See Concepts in Visualizations? Social Learning Mechanisms with Physical and Virtual Representations
Author: Rau, Martina A.
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Charter Schools,STEM Education,Knowledge Representation,Visualization,Cooperative Learning,Chemistry,Hands on Science,Discourse Analysis,Metacognition,Learning Strategies,Social Environment,Case Studies,Grounded Theory,Computer Simulation,Object Manipulation

STEM instruction often uses visual representations. To benefit from these, students need to understand how representations show domain-relevant concepts. Yet, this is difficult for students. Prior research shows that physical representations (objects that students manipulate by hand) and virtual representations (objects on a computer screen that students manipulate via mouse and keyboard) have complementary advantages for conceptual learning. However, physical and virtual representations are often embedded into different social classroom contexts, which may affect social mechanisms through which students construct connections between concepts and representations. Therefore, this paper focuses on the social events that precede concept-representation connections. Twelve high-school students worked collaboratively with physical and virtual representations of chemistry. Frequent pattern mining of discourse data was used to identify social events that often preceded concept-representation connections. Qualitative analysis investigated social mechanisms through which these events may enhance concept-representation connections. Results show that students construct concept-representation connections incrementally. Further, meta-cognitive strategies and instructor prompts often preceded concept-representation connections. Finally, differences between physical and virtual representations were mainly due to different social supports being available in the context in which the representations were embedded. I discuss contributions to literature on learning with multiple representations and to interventions that blend representation modes.
Calculus Courses' Assessment Data
Author: Pauna, Matti
Date: 2017-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Online Courses,Educational Technology,Technology Uses in Education,Computer Assisted Testing,Peer Evaluation,Feedback (Response),Foreign Countries,Higher Education,College Mathematics

In this paper we describe computer-aided assessment methods used in online Calculus courses and the data they produce. The online learning environment collects a lot of time-stamped data about every action a student makes. Assessment data can be harnessed into use as a feedback, predictor, and recommendation facility for students and instructors. We also describe late professor Mika Seppälä's seminal work at the University of Helsinki to develop online materials and tools for learning mathematics since 2001. He also utilized these methods in Calculus teaching at Florida State University. The open online course &quot;Single Variable Calculus&quot; was held in Helsinki in 2004. This intensive work evolved into a complete online English Calculus curriculum starting from the Fall 2013 and soon recognized as an alternative route for taking traditional university Calculus courses in Helsinki. Automatic assessment systems of mathematical competencies, such as STACK and WeBWorK, can take a student's answer as a mathematical object, e.g. a function or an equation, and check whether it satisfies the requirements set for a correct answer as well as give immediate and meaningful feedback. That is a powerful tool especially for formative assessment: log data shows that many students prefer to start with quizzes and when necessary, consult lecturing materials.
A Postcolonial Discourse Analysis of Finnish School Textbooks: Learning about the World from a Tourist Perspective
Author: Mikander, Pia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Textbook Evaluation,Social Sciences,Tourism,Textbook Content,Social Change,Ethics,Geographic Location,Elementary School Curriculum,Global Education,Educational Practices,Educational Objectives

In this article, we ask how Finnish basic education school textbooks in social science portray tourism and countries with a big tourism sector. We have analyzed the textbook quotes from a postcolonial perspective, using discourse theory analysis. The idea is to challenge what is considered objective information about tourist locations in school textbooks. The results show that even if some ethical questions are at times debated openly, particularly environmental problems at tourist sites, tourism is considered as something predominantly positive. The textbook reader is assumed to be a potential tourist. Some textbook quotes resemble tourist brochures, while people living in tourist locations are given marginal importance. A key argument is that the unequal global power relations between tourists and those living in tourist locations are not challenged. Considering tourism from a postcolonial point of view brings a vital perspective to social science education. There is a need to challenge the positions that are appointed to textbook readers.