ethanporcaro/eric-fulltext-meta huggingface dataset:
Market &quot;Choices&quot; or Structured Pathways? How Specialized Arts Education Contributes to the Reproduction of Inequality
Author: Gaztambide-Fernández, Rubén
Date: 2017-04-24
Type: Journal Articles
Subjects: Foreign Countries,Student Interests,Art Education,Access to Education,Equal Education,Institutional Characteristics,Student Characteristics,School Choice,Boards of Education,Social Bias,Educational Environment,High Schools,Middle School Students,High School Students,Grade 8,Grade 9,Student Records,Racial Differences,Ethnic Groups,Parent Background,Educational Attainment,Family Income,Socioeconomic Status

Located in one of the most diverse cities in the world, the Toronto District School Board (TDSB) offers several programs catering to a variety of student interests. Specialty Arts Programs (SAPs) have gained particular attention in part because of their reputation as excellent schools providing a unique opportunity for training in the arts. However, recently such programs have also raised concerns about who can access and who ultimately benefits from specialized programming in the arts. While the TDSB is committed to equal access for all families, the student populations at these programs do not mirror the broader school population, serving mostly affluent families and students with access to high levels of social and cultural capital. Employing data from the TDSB's Parent and Student Census and the School Information Systems, the article first demonstrates the demographic homogeneity of specialized arts programs and then examines whether this homogeneity is a particular outcome of specialized arts programs or a manifestation of a &quot;de facto&quot; streaming mechanism that begins earlier in the schooling process. To do this, the authors explore the relationship between feeder schools and programs that guide students towards SAPs. Results demonstrate that the bulk of SAP students are drawn from a select few elementary schools across the board. Largely, the demographics of elementary feeder schools reflect similar characteristics of the SAP population and this relationship is amplified as the number of students drawn from feeder schools increases. In addition, students in SAPs experience a high level of belonging in school as compared to students across the system. While this outcome is often attributed to the immersion in arts-based curriculum, the authors query how the role of creating homogenous spaces through selective programming contributes to students' experience of belonging while at the same time reproducing structural inequality.
How Do Marginalized Families Engage in School Choice in Inequitable Urban Landscapes? A Critical Geographic Approach
Author: Yoon, Ee-Seul
Date: 2017-04-24
Type: Journal Articles
Subjects: Disadvantaged,School Choice,Foreign Countries,Metropolitan Areas,Educational Policy,Elementary Secondary Education,Mixed Methods Research,Phenomenology,Equal Education,Poverty,Interviews,Parent Attitudes,Student Attitudes,Elementary School Students,Parent Background,Educational Attainment,Family Income,Housing,Neighborhoods,Human Geography

The normalization of school choice in the education system is purported to provide more schooling options for all families, particularly those who do not have the means to move into affluent areas with &quot;better&quot; schools. Nonetheless, it is still unclear to what extent the policy of school choice has been effective in achieving the goal of providing more choices for marginalized families. This paper aims to fill this gap by examining the K-12 school choice practices and patterns of marginalized urban families, with a focus on their spatial positions and dispositions, in what is arguably one of the most rapidly diversifying and polarizing cities in the world, Vancouver, Canada. An innovative mixed-methods critical geographic approach is used to better understand the families' school choice participation and related mobility patterns &quot;geospatially,&quot; while exploring their choices &quot;phenomenologically.&quot;
Teacher Work Motivation in the Era of Extrinsic Incentives: Performance Goals and Pro-Social Commitments in the Service of Equity
Author: Mintrop, Rick
Date: 2017-05-01
Type: Journal Articles
Subjects: Teacher Motivation,Incentives,Accountability,Goal Orientation,Educational Objectives,Charter Schools,Prosocial Behavior,Equal Education,Disadvantaged,Professional Identity,Rewards,Reputation,Social Justice,Teacher Surveys,High Schools,Secondary School Teachers,Rating Scales,Semi Structured Interviews,Self Determination,Qualitative Research

Mindful of the withering of high-stakes accountability and disappointing data from pay for performance evaluations in the US, we ask why management by extrinsic incentives and organizational goal setting may have been far less powerful than designers of accountability and extrinsic incentive systems had expected. We explore how &quot;system-generated&quot; motives (e.g., attaining specific organizational goals, preventing sanctions, or garnering rewards) stack up against &quot;autonomously generated,&quot; intrinsic, or service motives. We found through both quantitative and qualitative data that for teachers in the charter schools a constellation of public service motives predominated: diffuse pro-social commitments, ideologies of fairness and equity, a belief in the moral deservingness of deprived student populations in opposition to societal neglect, and identification with one's work as a personal calling. By comparison, monetary rewards were embraced as already deserved. Neither rewards, nor accountability, seemed to regulate behavior in a deep way. Prestige was not bestowed by official performance statuses within the accountability system, but flowed from judgments, personally communicated, by students, parents, or colleagues who had direct contact with teachers' work.
Professional Preparation of Students of Social Pedagogy in the Czech Republic
Author: Martincová, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Education,Questionnaires,Foreign Countries,Educational Innovation,Student Attitudes,Humanities,Professional Identity,Self Esteem,Student Characteristics,Mental Health,Resilience (Psychology),Graduate Students,Undergraduate Students,Interpersonal Competence,Factor Analysis

This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of the current curricula in social pedagogy study program and thus strengthen the independence of the profession which has undergone a specific development in our country. BIP questionnaire was used to obtain data. The main aim of the research was to analyze the professional orientation of social pedagogy students with the use of the standardized BIP questionnaire. The research has involved 154 social pedagogy students in a chosen Faculty of Humanities in the Czech Republic. Besides the research of the students' professional characteristics, an analysis of the study program Social Pedagogy has been done in order to create a constructive proposal of innovation of the study program subjects. So the authors call the attention to the fact that the study program must necessarily not only respond to the present demands of the tertiary sector (services marketing) but also be adapted to the professional identity of future social pedagogues and the development of students' competences.
Design Based Research: The Way of Developing and Implementing
Author: Štemberger, Tina
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Design,Program Development,Program Implementation,Educational Practices,Research Methodology,Educational Research,Educational Innovation,Mixed Methods Research,Educational Improvement,Performance Factors,Research Problems

The appropriate implementation of innovation is a crucial factor in improving educational practice. In the implementation process, there is, however, often a lack of interaction between designers and practitioners that would enable the latter to become competent enough to implement theoretical knowledge into practice and to have an ongoing support from designers. Design-based research is based on close cooperation between researchers, practitioners and designers which consequently allows greater integration of research and practice in education. In the present paper, the beginnings, development, basic characteristics, advantages, disadvantages and the research process of design-based research are reviewed and an example of design-based research is presented.
Twitter in Education: Perceptions of Pre-Service Teachers
Author: Kalelioglu, Filiz
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Attitudes,Handheld Devices,Telecommunications,Content Analysis,Questionnaires,Foreign Countries,Social Media,Undergraduate Students,Qualitative Research,Preservice Teachers

The aim of this study is to determine the perceptions of students with regard to the use of Twitter within education. Participants of the study were 17 junior class Education Faculty students from the Computer Education and Instructional Technology Department of a private university in Turkey. At the beginning of the course, the instructor requested students to sign up for Twitter and follow her tweets. Then the instructor created a hashtag for the lesson and, over the duration of the course, shared course announcements and related papers using this hashtag. Students also tweeted about the summary course content covered during face-to-face lessons. At the end of the course, a questionnaire captured students' perceptions with regard to the use of Twitter within education through five open-ended questions. Content analysis was applied to analyse the qualitative data. By using Twitter in their courses, participants had the opportunity to engage in what they described as a different, useful, entertaining, efficient, and good activity. Students expressed that they liked writing and finding tweets by using the hashtag, facilitating the sharing of information, and that it enhanced their understanding of content through tweets, by following announcements, being aware of the tweets to others, retweeting the instructor's tweets, learning to negotiate a different social network, and that Twitter itself was interesting and motivating.
The Potential of Directed Instruction to Teach Effectively Technology Usage
Author: Hosseini, Zahra
Date: 2016-00-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Case Studies,Instructional Design

Currently, teacher educational systems tend to develop their teachers' knowledge to effectively integrate technology in teaching. Consequently, numerous studies have attempted to describe strategies, models and approaches to develop teachers' knowledge for teaching with technology. However, most teachers are still following their traditional teaching methods regarding their cultural, individual and situational conditions. While teaching technology in traditional form and separated from pedagogy and content has already shown its failure in many studies, this study suggests an advanced directed instruction teaching model for preparing teachers for teaching with technology. In this study, directed instruction teaching model offers a step-by-step process to individually guide pre-service teachers how to infuse the appropriate technology for teaching the selected content. Subsequently, Technological Pedagogical Content Knowledge (TPACK) is selected to define and measure technology integration. The result of this study demonstrated that participating teachers learned technology integration in the new directed setting as well as a constructivist setting. In particular, this study pointed out how the suggested directed instructional teaching model could be easily situated in the traditional setting and helped non-constructivist teacher educators in collaborative or individual learning.
Determination of Student Opinions in Augmented Reality
Author: Bicen, Huseyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Opinions,Simulated Environment,Computer Simulation,Teaching Methods,Educational Change,Undergraduate Students,Statistical Analysis,Games,Handheld Devices,Technology Uses in Education,Telecommunications,Foreign Countries

The rapid development of the new technology has changed classroom teaching methods and tools in a positive way. This study investigated the classroom learning with augmented reality and the impact of student opinions. 97 volunteer undergraduate students took part in this study. Results included data in the form of frequencies, percentages and descriptive statistics. The results show that, with gamification methods, augmented reality content affected students' opinions in a positive way. When QR codes are used in the classroom, students feel independent from classroom materials and can access various resources. Moreover, students think that, when augmented reality in the classroom is used, education is more enjoyable.
The Curriculum Development of Experienced Teachers Who Are Inexperienced with History-Based Pedagogy
Author: Bickford, John H., III
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Social Studies,History,History Instruction,Middle School Teachers,Elementary School Teachers,Masters Degrees,Grants,Language Arts,Qualitative Research,Teaching Methods,Curriculum Implementation,English Teachers,Interdisciplinary Approach,Writing Instruction,Persuasive Discourse,Experienced Teachers,Formative Evaluation,Book Reviews,Visual Aids,Fiction,Newspapers,Graduate Students,Civil Rights,Slavery,United States History,Performance Based Assessment

Contemporary American education initiatives mandate half of all English language arts content is non-fiction. History topics, therefore, will increase within all elementary and English language arts middle level classrooms. The education initiatives have rigorous expectations for students' close readings of, and written argumentation about, numerous texts representing multiple perspectives about the same historical event, era, or figure. Practicing English language arts teachers must adjust pedagogy accordingly. They cannot utilize a single, whole-class novel with comprehension questions as an assessment. With teaching experience but not formal training in history-based pedagogy, they are &quot;adaptive experts.&quot; This qualitative study explores how English language arts teachers adapt. Six upper elementary and middle level (5th-8th) teachers who recently received graduate-level history education training were given grant money to develop and implement history-based curricula. This inquiry examined their curricular selections and how they integrated history literacy and historical thinking within text-based writing, or historical argumentation. It also evaluates the efficacy of their assessments.
The Effect of Using in Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance
Author: EL-Daou, Badrie Mohammad Nour
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Technological Literacy,Self Efficacy,Teacher Attitudes,Self Evaluation (Individuals),Pretests Posttests,Teacher Competencies,Questionnaires,Teacher Characteristics,Correlation,College Faculty,College Students,Foreign Countries

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre-post measurement on teachers' attitudes towards using technology was examined using an opened and a closed questionnaire.Teachers' performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers' self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers' self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers' self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.
Social Science Pre-Service Teachers' Preparation to Teach about Asia: A Research Study
Author: Kenna, Joshua L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Sciences,Preservice Teachers,Preservice Teacher Education,International Education,Multicultural Education,Case Studies,Asian Studies,Self Efficacy,Teaching Skills,Pedagogical Content Knowledge,Knowledge Level,Student Teacher Attitudes,Ethnography,Focus Groups,Reflective Teaching,Interviews

Asia is the world's largest continent, both in terms of land mass and human population; yet, many of the schools in the United States still embrace a Eurocentric curriculum, and resultantly, U.S. citizens remain largely ignorant about topics pertaining to Asian nations including their geography, histories, politics, economics, religions, and cultures. The ignorance is particularly troubling considering the ever-increasing prominence that Asian nations play in global affairs. A crucial first step in broadening students' knowledge about Asian topics would be to improve the preparation of pre-service teachers, due to the influence that teachers have in determining students' educational experiences. Therefore, this case study sought to inquire about the shared experiences that a group of Social Science Education (SSE) seniors had, at a large public university located in the southeastern region of the United States, with regards to how they felt their program prepared them to teach accurately and confidently about topics and issues related to Asia. It was discovered that although the pre-service teachers within the SSE program expressed great confidence in the pedagogical skills they acquired through their teacher education program, they felt their lack of subject knowledge made them ill prepared to teach about Asian related content.
Developing Globally Minded, Critical Media Literacy Skills
Author: Harshman, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Cultural Awareness,Critical Literacy,Media Literacy,Mass Media,Learning Activities,Foreign Policy,Conflict,Citizenship,Social Systems,Disadvantaged,Citizenship Education,Teaching Methods,Cross Cultural Training,Computer Mediated Communication,Spanish,English,English (Second Language),Advanced Placement Programs,Social Studies,Teacher Attitudes,Secondary School Teachers,Films,Comparative Education,Consumer Science,Developing Nations,Developed Nations,Interviews

The transnational movement of people and ideas continues to reshape how we imagine places and cultures. Considering the volume of information and entertainment delivered and consumed via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical media literacy. Grounded in cultural studies and framed by Andreotti's (2006) theory of critical GCE and Appadurai's (1996) concept of mediascapes, this article examines how eleven global educators in as many countries used films to teach about what they considered to be the &quot;6 C's&quot; of critical global media literacy: colonialism, capitalism, conflict, citizenship, and conscientious consumerism. How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education is discussed. Findings from the study revealed that the opportunities to interact with fellow educators around the world inspired teachers to revisit concepts such as interconnectedness and cross-cultural learning, along with shifts in thinking about how to teach media literacy by analyzing the coded messages present in the resources they use to teach about the world.
Historical Thinking: An Evaluation of Student and Teacher Ability to Analyze Sources
Author: Cowgill, Daniel Armond, II
Date: 2017-00-00
Type: Journal Articles
Subjects: Historical Interpretation,Skill Analysis,Information Skills,Information Literacy,Cognitive Processes,Problem Solving,Teacher Competency Testing,Comparative Analysis,Historians,Primary Sources,Inquiry,High School Students,Secondary School Teachers,Content Analysis,Interviews,Photography,Academic Achievement

The purpose of this study was to partially replicate the &quot;Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence&quot; study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and top level students, as they analyzed pictures and written documents centered on the Battle of Lexington Green. In this version of the study, rather than compare historians and students, we sought out to compare the analytical skills of teachers and students. The main findings relate to the fact that the participants lacked the ability to engage in the very complex activities associated with historical inquiry and the utilization of primary sources in learning about the past. This lack of ability should be used to improve teacher professional development programs and help them develop the skills needed to not only engage in historical evaluation themselves but to also develop skills that will allow them to instruct students to do the same.
''Transformative Pedagogy'' in the Context of Language Teaching: Being and Becoming
Author: Farren, Patrick
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformative Learning,Native Language Instruction,Second Language Instruction,Foreign Countries,Secondary Education,Educational Change,Educational Innovation,Educational Philosophy,Epistemology,Learning Processes,Professional Identity,Moral Values,Ethics,Metacognition,Preservice Teacher Education,Teacher Education Programs

This paper examines, ''transformative pedagogy'' in post-primary, language teacher education in Ireland from philosophical, psychological and social perspectives. Links are made, where appropriate, to findings from a study at the National University of Ireland, Galway, Ireland. The construct supports teacher and pupils in developing their identity as persons for whom relationships are based on interdependence. It examines conditions that can support them in developing the capacity as ''beings-in-relation'' as well as ''beings-in-becoming''. Key theoretical perspectives are used to frame the discussion: 1) identity, 2) beliefs and attitudes, 3) moral-ethical values, 4) socio-affective factors, 5) social interaction/collaboration, 6) target language use 7) meta(cognition), 8) school and wider society.