ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Teachers&apos; Approaches to Multicultural Education &amp; Perceived Barriers to Disseminating Anti-Bias Messages
Author: Vittrup, Brigitte
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Multicultural Education,Barriers,Information Dissemination,Preschool Teachers,Elementary School Teachers,Questionnaires,Online Surveys,Race,Racial Bias,Teacher Attitudes,Attitude Change,Change Strategies,Prevention,Racial Attitudes

Over the past two decades, the United States has become increasingly more diverse. This growth and diversification of society means that schools are becoming more diverse as well. Students of color now make up 48% of the school population and are projected to reach 55% by 2023 (National Center for Education Statistics, 2013). Nonetheless, the majority (84%) of teachers in schools remain predominantly White (National Center for Education Information, 2011). Therefore, it is important for these teachers-and teachers of any racial background-to be educated on various multicultural issues in order to better serve a diverse population of students, as well as for them to be capable of guiding their children in proper interactions with children and adults who are of different racial or ethnic backgrounds. Teachers have a prime opportunity to educate children about diverse issues and help them better understand the complexities of a multicultural society. Literature in the field of multicultural education encourages teacher educators to learn about the populations they serve and become culturally competent (e.g., Howard, 1999). However, the implementation of multicultural education programs has been varied, and evidence of the effectiveness of the programs in terms of turning knowledge into practice is scarce and somewhat inconclusive (Levine, 2006; Lowenstein, 2009). Teachers have a prime opportunity to educate children about diverse issues and help them better understand the complexities of a multicultural society. Although literature in the field of multicultural education encourages teacher educators to learn about the populations they serve and become culturally competent (e.g., Howard, 1999), the implementation of multicultural education programs has been varied, and evidence of the effectiveness of the programs in terms of turning knowledge into practice is scarce and somewhat inconclusive (Levine, 2006; Lowenstein, 2009). The study reported here sought to explore why teachers choose, or choose not, to discuss race, which particular topics related to race they are willing to discuss, whether they perceive the children at their school to harbor any racial biases, and whether the teacher's own race influence these choices. Finally, the teachers were asked what advice they have in regards to teaching children tolerance and anti-bias and whether they perceived any barriers to implementing an anti-bias curriculum.
Promoting Native American College Student Recruitment &amp; Retention in Higher Education
Author: Mosholder, Richard S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Recruitment,American Indian Students,College Students,Academic Persistence,Grounded Theory,Student Attitudes,Student Experience,Cultural Relevance,Success,Family Involvement,Program Effectiveness,Statistical Analysis,Hypothesis Testing,Qualitative Research,Online Surveys,Content Analysis

This is the third report of a longitudinal project to improve recruiting and retention of Native American students at a large open-enrollment teaching university in the intermountain West where such students are greatly underrepresented. In the first study (Mosholder, et. al, 2013a), grounded theory was employed to create and evaluate a survey used to generate Native American student perceptions and experiences as they related to the key elements affecting recruitment and retention. In a follow-up study (Mosholder, et al., 2013b) the researchers duplicated methods used during the prior year. They found an improvement in the perceptions of Native students towards the institution. In contrast to the group in the previous study, almost all now felt that a college education was important, supported by their parents, and that they fit in at the university. In the year between the first and second studies, enrollment and retention of Native students increased, by 20% and 15%, respectively. In their report on the second study, the researchers noted a number of implications for further research. Students in the previous study had identified a number of issues about Native American students that the researchers wanted to know more about in terms of their effects on recruiting and retention. There were unresolved issues about how best to communicate with Native students and to establish effective mentoring and advising relationships. In extending the results of their previous two studies, and to develop the survey they used for the current study, the authors employed an assets-based approach. They wanted to understand what contributes to Native American success in a very Eurocentric environment and what role an institution could play in facilitating that success. The study added a great deal to the authors' understanding of factors that contribute to Native American student success in a very Euro-centric environment.The faculty and staff at the university created a significant number of Native American-centered programs and curricula (Mosholder, et al., 2013b). Parents, other family members, and elders were invited to attend the programs and many did. The implementation of these programs and curricula correlated with Native American student perceptions that they and their communities were welcomed and valued and there were enough courses and activities to make a culturally informed career choice. During this time Native American student persistence increased.
Pre-Service Teachers&apos; Perceptions towards Multicultural Education &amp; Teaching of Culturally &amp; Linguistically Diverse Learners
Author: Taylor, Roben
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Multicultural Education,Student Teacher Attitudes,Likert Scales,Student Surveys,Online Surveys,Gender Differences,Race,Ethnicity,Cultural Differences,Language Minorities,Student Diversity,Teaching Skills,Teaching Methods,Statistical Analysis

The issue of diversity in U.S. K-12 schools requires significant training and experiences for preservice teachers to recognize the importance of students' socio-cultural, religious values, and the influence their cultural background have in their quest to succeed in their educational endeavors. This study provides significant information to teacher educators, policy makers, curriculum and development planners, and future teachers about the need to reform teacher training and multicultural education to make it an integral part of teaching and learning at all levels of education. Hopefully, reforms will create an awareness and special attention to culture as well as the realization that every student grows up in a specific culture.
Multicultural Dance Education for Teaching Students with Disabilities
Author: Masunah, Juju
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Dance Education,Student Diversity,Disabilities,Teaching Methods,Foreign Countries,Case Studies,Logical Thinking,Autism,Blindness,Deafness,Creativity

There are two different goals of multicultural dance education. First, multicultural dance education is a concept of teaching strategies to understand people's cultural productions using various dances. The main goal of learning various dances is to understand the people behind those dances. Second, multicultural dance education is a concept to educate diverse students, including those with disabilities, to learn to dance. The goal of this concept is to help students achieve high potential in learning dance. Teaching dance to disabled students necessitates that teachers have the skills and knowledge of dance and methods of teaching, as well as attitudes directed to serve different students' abilities. An adaptation of the synectics model and exploration of analogies are therefore recommended for teaching dance to the deaf, the blind, and students with autism. Some attitudes that should be possessed by teachers of students with disabilities are equity and equality, care, and attention. It is important to note that these dimensions of multiculturalism in teaching dance are equally viable in the U.S. and in Indonesia, and thus likely in any other national or cultural setting.
Cultural Memory, an Asset for Design-Driven Innovation within the Creative Industries Sector: Lessons for Design Education
Author: Moalosi, Richie
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Innovation,Sustainable Development,Cultural Awareness,Case Studies,Creativity,Foreign Countries,Industry,Handicrafts,Industrial Arts

Culture is gaining recognition globally as an important driver of sustainable development in the creative economy. The significance of the role of design and culture with the creative industries is under-researched, especially from the new emerging economies perspective. Therefore, designers need a framework which will guide them on how they can create sustainable, and innovative cultural sensitive products which reflect users' identities. Co-designing from cultural memory is a new design approach which embeds users' beliefs, expectations, and expressive values in products and services. The paper discusses two case studies which were conducted in Botswana within the creative industries. The aim was to study how designers imbued cultural memory factors into design features. The paper developed a culture-centred design model after carefully studying how designers identify, transform and imbued cultural memory factors into innovative glocalised products that have local meaning and a global appeal.
Pre-Service Teachers' Conclusive Principles for Teaching Technology Education
Author: Snape, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Education,Teaching Methods,Preservice Teachers,Educational Principles,Epistemology,Student Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Relevance (Education),Educational Needs,Foreign Countries

What enduring knowledge and understanding from tertiary education study will learners remember most that will contribute to their on-going performance and understanding for effective teaching? This paper is based on research undertaken to identify what third-year initial teacher education students in a course including Technology Education curriculum development conclude as important principles for teaching that discipline effectively in their classrooms. Their course-concluding principles should be seen as first steps or thoughts as they transition from university into their first appointments and begin teaching. Literature on personal epistemologies (Brownlee, Schraw &amp; Berthelsen, 2011) identifies that preservice teachers' awareness will also be reflective of prior experiences they have had in the community and from teachers they have been exposed to and that their naïve epistemologies will give way to more sophisticated beliefs and practices as their confidence and understanding develops. The students' conclusive principles were analysed to identify the nature of their understanding and as a guide to what teaching in this discipline might look like as they begin their teaching career.
Designing Connected Learning: Emerging Learning Systems in a Craft Teacher Education Course
Author: Vartiaien, Henrikka
Date: 2016-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Content Analysis,Information Technology,Handicrafts,Teacher Education,Qualitative Research,Student Teachers,Instructional Design,Universities,Course Descriptions,Foreign Countries,Cooperative Learning,Intervention,Teaching Methods,Technology Integration,Case Studies

This socioculturally informed study aims to apply learning by collaborative designing (LCD) as an instructional model for the creation and studying of new kinds of connected learning systems in teacher education. A case study was organized at the University of Eastern Finland in the context of an information and communication technology (ICT) course aimed at craft student teachers' (N = 13). A qualitative content analysis was used to describe the kind of learning systems that emerged when the students collaboratively designed an extended network of people, objects, and tools for their own learning and teaching. The results reveal that the student teams were active in designing and self-organising the learning environment in the pursuit of shared objects, and in using diverse tools and technologies for thinking and for collecting, organising and sharing information. Implications for designing connected learning and teaching across spaces and communities are also discussed.
Female Technology Education Teachers' Experiences of Finnish Craft Education
Author: Niiranen, Sonja
Date: 2016-00-00
Type: Journal Articles
Subjects: Sex Fairness,Technology Education,Gender Differences,Qualitative Research,Semi Structured Interviews,Gender Issues,Females,Handicrafts,Teacher Attitudes,Coding,Intervention,Futures (of Society),Elementary School Teachers,Secondary School Teachers,Foreign Countries

In order to introduce a more equitable gender balance in education and consequently in the labour market, it is highly relevant to continue to expand our knowledge of technology education and to give attention to gender related issues. The ultimate purpose of this study was to contribute to efforts to get more women to study technology and pursue technological careers by investigating their experiences. To approach this, the aim was to offer an overview of the gendered processes that girls and women may experience when studying and working in the area of technical craft and technology education. The study was carried out using semi-structured theme interviews, and the data were collected from November to December 2014. The study group consisted of seven female teachers of technical craft and technology education working in basic education schools. A qualitative theory-oriented thematic analysis was carried out through the identification, coding, analysis and reporting of patterns within the data. The findings revealed that all of the participants had experienced gendered patterns in terms of divisions of labour, construction of symbols and images and interactions between women and men. It is hoped that the findings of this study will facilitate the implementation of supportive interventions in the future.
The Teachers' Views on the Significance of the Design and Craft Teaching in Finland
Author: Ronkko, Marja-Leena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Design Crafts,Teaching Methods,Problem Solving,Design,Essays,Curriculum Implementation,Teacher Competencies,Student Participation,Elementary School Teachers,Qualitative Research,Case Studies,Semi Structured Interviews,Content Analysis

The Finnish curriculum for crafts emphasises the creative problem-solving skills of the student, the completion of different design tasks and the implementation of designs, while seeking to nurture the student's self-esteem. Furthermore, students should draw up the designs for their artefacts, plan their work, and also develop designs when needed. These aims can be accomplished by teachers diligently teaching the designing of craft products. The purpose of the present study is to analyse teachers' views on design as a part of the holistic craft process in the school context. The study was conducted in two phases. In the first phase five teachers were interviewed, and in the second phase four teachers wrote short essays. The research questions addressed were as follows: &quot;What kind of views do teachers hold on students' designing in the crafts area?&quot; &quot;How is designing implemented in craft teaching?&quot; The results indicate that the extent of students' participation in designing their craft product is dependent on the attitudes and competence of their craft teacher. Design-oriented teachers plan the designing situations and stimuli carefully and value design as a significant part of the craft process. Technique-oriented teachers will consider their students' participation in design unnecessary or too challenging and as detracting from more essential learning outcomes, such as craft techniques. It seems the teachers need supplementary education to implement the new curriculum of crafts in Finland.
Examining Technological Knowledge and Reasoning in Icelandic and Finnish Comprehensive Schools
Author: Autio, Ossi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Questionnaires,Design Crafts,Elementary School Students,National Curriculum,Thinking Skills,Student Surveys,Student Attitudes,Statistical Analysis

This research was undertaken in Finnish and Icelandic schools during the years 2013-14, in order to explore students' technological knowledge and reasoning at the ages of eleven and thirteen. The research considered the congruence between students' undertakings within Craft and Design education in the national curriculum and their ability to understand technological concepts. Data was collected using a questionnaire distributed to seven elementary schools and is highlighted with the researchers' reviews of the national curricula. The Icelandic part of the research was undertaken with 277 students and Finnish sample consisted from 317 participants. Technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. The results highlighted that students should have been more familiar with the content of the survey as a result of their Design and Craft studies and the use of textbooks in other subjects, such as physics. We expected that there is more transfer effect between the content of curriculum and the results in technological knowledge and reasoning. In addition, some differences between boys and girls were found. This is explained by boys and girls different interests and obviously this has an impact on girls' motivation for learning about technology.
New Teachers&apos; Challenges: How Culturally Responsive Teaching, Classroom Management, &amp; Assessment Literacy Are Intertwined
Author: Lew, Moi Mooi
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Classroom Techniques,Student Evaluation,Beginning Teachers,Qualitative Research,Interviews,Locus of Control,Informal Assessment,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

In the past decade, educational environments have drastically changed over time and have become more diverse and complex. The rapid influx of pluralistic populations from a variety of different societies contribute to the diverse student population. Student diversity creates challenges to new teachers if they are not familiar with culturally responsive teaching (CRT) (Gay, 2002). The study reported in this article was conducted to investigate new teachers' challenges, in the hope that the findings might advance teacher education practice. Three research questions were developed to guide this study: (1) What is the conceptual understanding of culturally responsive teaching among new teachers and how well are they prepared to use this pedagogy? (2) What classroom management practices do new teachers adopt and how well are they prepared to manage their classroom effectively? (3) How do new teachers conceptualize classroom assessment and how well are they prepared to assess student learning? The study used a qualitative research design to investigate in-depth these salient issues faced by new teachers. The findings showed that some new teachers understood CRT in a simplistic way and view CRT as cultural celebrations that are disconnected from academic learning. Document reviews and participants' feedback revealed that they had not been well-prepared in this area. In the area of classroom management, findings showed that participants use a variety of classroom management strategies in their classrooms. Almost all participants perceived that they are competent in managing the classroom even though they claimed that they had not been well-prepared in this area. Meanwhile, in the area of classroom assessment, the initial analysis suggests that each participant seems to develop their own unique conceptual understanding of assessment. Results reveal a significant gap between teacher education curriculum and the real fabric of schools in the area of culturally responsive teaching, classroom management, and assessment. There appears to be a need for some concerted measures to bridge the gap between theory and practice in those areas to assist new teachers in facing such challenges confidently. These efforts can also help to address factors contributing to new teacher turnover and retention issues.
WhatsApp Messaging: Achievements and Success in Academia
Author: Nitza, Davidivitch
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Educational Technology,Communication Strategies,Student Attitudes,Student Satisfaction,Academic Achievement,Foreign Countries,College Students,Questionnaires,Correlation,Hypothesis Testing

In recent years, there has been a significant rise in the use of technological means in general and in academic teaching in particular. Many programs have been developed that include computer-assisted teaching, as well as online courses at educational institutions. The current study focuses on WhatsApp messaging and its use in academia. Studies have found that class WhatsApp groups serve for communicating with students, nurturing a social atmosphere in the classroom, forming dialogue and collaborations between students, and as a means of learning. The current study explored students' level of achievements and satisfaction as part of a WhatsApp group in a case study of a seminar course, with the aim of investigating whether use of a WhatsApp group as part of guiding an academic seminar will improve achievements in writing the seminar paper. The findings show a significant positive relationship between the achievements of WhatsApp users and their satisfaction, such that the higher the achievements of WhatsApp users the higher their satisfaction. This tool was found to have a strong effect on students' achievements. The current findings illuminate the possibilities offered by technological tools for teaching practice.
Student's Conceptions in Statistical Graph's Interpretation
Author: Kukliansky, Ida
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Statistical Analysis,Graphs,Questionnaires,College Students,Visual Aids,Teaching Methods

Histograms, box plots and cumulative distribution graphs are popular graphic representations for statistical distributions. The main research question that this study focuses on is how college students deal with interpretation of these statistical graphs when translating graphical representations into analytical concepts in descriptive statistics. This study is divided into two parts. The research sample included 256 college students in the first part and 187 college students in the second part. The research tools were questionnaires dealing with the interpretation of the graphs, while relating the graphs and other concepts in descriptive statistics. In spite of the benefits learners may reap from using multiple representations, the results reveal that some of the students had difficulties in relating multiple representations to the same data. Educators have to take into account that only deep understanding of each and every one of the representations and their inter-relation will enable students to translate successfully one format into another. Some of the mistakes students made could be derived from the use of the intuitive rule known as the Same A-Same B.