ethanporcaro/eric-fulltext-meta huggingface dataset:
Powerful Knowledge, Transformations and the Need for Empirical Studies across School Subjects
Author: Gericke, Niklas
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,Change,Curriculum,Intellectual Disciplines,Instruction

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.
What Have the Changes Made to Primary and Secondary Assessment Frameworks since 2014 Done to the &apos;London Effect&apos; in School Performance?
Author: Hayes, Sean
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Educational Improvement,Educational Attainment,Academic Achievement,Educational Change,Outcomes of Education,Teaching Methods,Elementary School Students,Secondary School Students

This article examines whether the so-called 'London effect', in which London's schools improved rapidly and outperformed the rest of England on key performance measures between 2003 and 2013, has persisted through the high levels of change that have continued to characterize the school system in England since 2013. Using detailed analysis of educational attainment data, its primary focus is on determining whether the introduction in 2014 of significant changes to the primary curriculum and the national assessment frameworks in both primary and secondary phases affected the performance of London's schools in 2016, when the first examinations were taken under the new assessment systems.
The Application of Empirically Supported Practices in Middle School Social Studies Classrooms
Author: Kent, Shawn C.
Date: 2018-12-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Evidence Based Practice,Educational Practices,Social Studies,Grade 8,Reading Difficulties,Academic Achievement,Disabilities,Learning Strategies,Instructional Materials,Peer Teaching,Computer Assisted Instruction,Mnemonics,Achievement Gains,Knowledge Level,Reading Tests,General Education,History Instruction,United States History

Material encountered in social studies has been shown to be challenging for students with reading difficulties, including those with disabilities. This study first examined the amount of time eighth-grade U.S. History teachers implemented empirically supported instructional practices. Second, this research investigated the association between instruction and student growth in content knowledge. The sample included 188 students identified with low reading ability, of which 20% were students with disabilities. Instruction in 30 classrooms was coded for the presence of learning strategy instruction, study aids, graphic/spatial organizers, peer-mediated instruction, computer-aided instruction, and mnemonics. Utilization of these practices was limited (~20% of total instruction), with the use of spatial/graphic organizers and peer-mediated activities most prevalent. Time allocated to these practices was not significantly associated with student gains in content knowledge. Additional research to determine how to best impact content learning for students at-risk for poor learning outcomes is warranted.
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research
Author: Stevens, Elizabeth A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Students,Secondary School Students,Intervention,Meta Analysis,Low Achievement,Mathematics Skills,Learning Disabilities,Experimental Groups,Control Groups,Elementary School Mathematics,Secondary School Mathematics

The purpose of this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in Grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information, research design, description of treatment, and comparison groups) and data needed to calculate Hedge's &quot;g.&quot; We used robust variance estimation (RVE) to address dependence resulting from multiple outcomes per study. The RVE random-effects model estimated a treatment effect of 0.85. After adjusting for small-study effects, the final model estimated an underlying, moderate effect of 0.49 with a large amount of unexplained heterogeneity between studies. Studies with more than 15 hr of treatment and those focused on fraction content significantly moderated mathematics outcomes. Findings are limited by extreme variability across study estimates, the lack of standardized mathematics measures, and a limited number of studies across 25 years of research.
Developing Culturally Responsive Programs to Promote International Student Adjustment: A Participatory Approach
Author: Johnson, Laura R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Adjustment,Participatory Research,Acculturation,Stress Variables,Foreign Students,College Students,Cultural Awareness,Learner Engagement,Student Attitudes,Student Leadership,Program Development,Action Research,English (Second Language),Second Language Learning,Intercultural Communication,Communication Problems,Culture Conflict,Social Differences,Religious Factors,Daily Living Skills,Psychological Patterns,Racial Bias,Racial Discrimination,Study Abroad

International students in the United States face acculturative stress, yet few seek counseling. In this paper, we highlight a participatory approach to develop culturally and contextually competent programs to enhance international student adjustment and engagement. We combined findings from the Acculturative Stress Scale of International Students (ASSIS) with interviews eliciting international student concerns and ideas for programming. On the ASSIS, randomly selected international students (n=40) expressed high levels of acculturative stress. These students, along with key informants (n=5) and international student leaders (n=8) formed focus groups, and provided suggestions for programs. Based on these formative results, we developed and described a variety of programs. Our experiences with participatory approaches suggest a promising avenue for enhancing cultural and contextual competence in international student programming.
Transformation through Teacher Education: A Case Study of One Social Studies/History Methods Course in Kenya
Author: Cude, Michelle Dawn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Social Change,Sustainable Development,Transformative Learning,Educational Quality,Educational Change,Student Centered Learning,Preservice Teacher Education,Knowledge Level,Teaching Skills,Thinking Skills,Student Teacher Attitudes,Values

How do we equip future teachers to create a more sustainable world? This study follows one teacher educator from the US seeking to bring change and support new pedagogical ideologies within Kenya. The research question is, Can one class on transformative teacher education make a difference in training future teachers?
Philosophy for Children: A Deliberative Pedagogy for Teaching Social Studies in Japan and the USA
Author: Makaiau, Amber Strong
Date: 2018-00-00
Type: Journal Articles
Subjects: Philosophy,Citizenship Education,Global Education,Foreign Countries,Social Studies,Comparative Education,Secondary School Students,Secondary School Teachers,Middle School Students,Middle School Teachers

Two international social studies teacher educators and researchers (from Japan and the USA) use qualitative methods to systematically examine the impact of the philosophy for children Hawai'i (p4cHI) approach to deliberative pedagogy on social studies teaching and learning in two countries. The study's participants are two secondary level social studies teachers (from Japan and the USA) and their students. Data comes from class sessions that were video recorded in each country and transcribed. Collaborative analysis of the data produced three major themes: inquiry stance, inquiry topics, and the nature of the inquiry. At the study's conclusion, the researchers share what they learned about implementing the p4cHI approach to deliberative pedagogy in two countries and how it can be used to prepare Japanese and American students for global citizenship in the 21st century.
Perception of Ethiopian Students and Educators on the Responsibility for Good Citizenship
Author: Worku, Mulugeta Yayeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Teacher Attitudes,Citizenship Education,Civics,Ethics,Responsibility,School Role,Community Role,Mass Media Role,Government Role,Nongovernmental Organizations,Role,Family Role,Elementary Secondary Education,Administrator Attitudes

The purpose of this study was to understand the perceptions of Ethiopian students and school practitioners as to whose responsibility it is to foster good citizenship. To achieve this purpose, a descriptive survey design was used. Through different sampling techniques, 42 Civic and Ethical Education teachers, 410 students, 157 non-Civic and Ethical Education teachers, and 29 school leaders were selected from 20 schools. A questionnaire was used to gather data concerning participants' perceptions on the responsibility of the three major stakeholders of good citizenship: traditional institutions (the family, community, and religious institutions), educational institutions, and nonacademic institutions (NGOs, mass media, and political parties). Results of the study revealed that the perceptions of Ethiopian students and educators regarding the responsibility for good citizenship were narrow and incomplete. It is also understood that there has been much reliance on schools and their Civic and Ethical Education teachers for the preparation of good citizens. In the article, the implications of these findings, both for policymaking and classroom practice, are indicated.
Exploring the Relationship between Constructivist Learning Environments, Attitudes, Academic Delay of Gratification, and Teaching Efficacy Beliefs in a Social Studies Teaching Course
Author: Dündar, Sahin
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Constructivism (Learning),Social Studies,Teaching Methods,Self Efficacy,Delay of Gratification,Student Attitudes,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Prediction,Foreign Countries

This study aimed to investigate relations between perceived constructivist learning environments in a social studies teaching course in consideration of attitudes toward the course, academic delay of gratification, and students' social studies teaching self-efficacy beliefs. A total of 295 preservice elementary school teachers participated in the study. The data were collected over three academic years during a social studies teaching course in the Faculty of Education at a state university in Turkey. Results showed positive and significant correlations between the variables. The study found that perceived constructivist learning environments in a social studies teaching course positively and significantly predicted the preservice elementary school teachers' attitudes toward the social studies teaching course, their academic delay of gratification in the course, and their social studies teaching efficacy beliefs. Attitudes toward the social studies teaching course positively and significantly predicted both the academic delay of gratification in the course and social studies teaching efficacy beliefs. However, the direct effect of academic delay of gratification on social studies teaching efficacy beliefs was not significant. Moreover, some indirect effects of perceived constructivist learning environments were found.
Banal and Fetishized Evil: Implicating Ordinary Folk in Genocide Education
Author: van Kessel, Cathryn
Date: 2018-00-00
Type: Journal Articles
Subjects: Death,Homicide,Social Influences,Behavior,Social Studies,Teaching Methods,World Views,Compliance (Psychology),Resistance (Psychology),Fear

Genocide education would benefit from a renewed focus on how ordinary people perpetuate atrocities more so than villains. Ordinary evil is often understood via Hannah Arendt's political theory, which explains how people can contribute thoughtlessly to genocide. This &quot;banality of evil&quot; explains an important aspect of human behavior, especially when understood in conjunction with Elizabeth Minnich's work on intensive and extensive evil, as well as with Stanley Milgram's research on obedience. Yet Arendt, Minnich, and Milgram do not explain ordinary people who become eager killers. Thus, the addition of Ernest Becker's idea of the fetishization of evil is important. Students would benefit from engaging with Arendt and Becker's theories in tandem, as well as from learning about disobedience and ways to expand fetishized perceptions of others.
Assessing the Health of Community Education: The Experience of Change from the Perspective of Community Education Practitioners
Author: Kyle, Suzanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Education,Community Education,Foreign Countries,Teacher Attitudes,Barriers,Teacher Student Relationship,Adult Students,Professional Identity,Educational Policy,Inclusion,Educational Change

This paper examines the changing adult education landscape in Ireland from the perspective of community education practitioners. It draws on qualitative research which highlights the challenges faced by practitioners in terms of their practice, their relationship with adult learners, and their sense of professional identity. The findings of the study indicate a tension between current adult education policy and the principles and practice of community education. The paper highlights the role community education plays in addressing social and educational exclusion and recommends that practitioners are recognised as key partners in adult and further education policy development.
Reflective Practice and the Feminist Lens: The Other Side
Author: Connolly, Brid
Date: 2018-00-00
Type: Journal Articles
Subjects: Feminism,Reflective Teaching,Teacher Education,Adult Education,Community Education,Critical Theory,Epistemology,Teaching Methods,Educational Philosophy

This article aims to explore the recent promotion of reflective practice in teacher education and to draw on the thinking that has developed in adult education, particularly in feminist community education. It endeavours to unpack, briefly, the foundational theories that are promoted in teacher education and identify the failings inherent in these traditional constructions. Finally, it proposes a feminist reflective practice that draws on de Beauvoir's concept of the Other, as a key route to enabling educators to understand the multifaceted dimensions of inequality.
High School Study Abroad: What Do World History Students Really Learn?
Author: Newstreet, Carmen
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Study Abroad,Student Attitudes,Advanced Placement,History Instruction,Enrichment Activities,College School Cooperation,Foreign Countries,Enrichment,Intellectual Disciplines,Outcomes of Education,Community Colleges,Case Studies,Art Appreciation,Self Concept,Global Approach,Citizenship Education

Study abroad is recognized as a means to teach global citizenship to students, but little empirical research exists to support the notion. This qualitative research study details how a large, urban, public high school implemented a study abroad program to enrich its Advanced Placement World History course. The diverse school collaborated with a local community college to allow students to participate in a weeklong European study abroad exploring art, architecture, and historic sites. Student interviews demonstrate that study abroad, as a global education enrichment, extended comprehension and enriched classroom learning and could be integrated into many disciplines. Further, the study reveals the value of the program in meeting the needs of 21st century learners and their self-perceptions as members of the global society. The study provides insight for school leaders, study abroad coordinators, and teachers and suggests future research and study abroad implications for the field of global citizenship.
Teacher-Centered Mentorship as Meaningful Professional Montessori Development
Author: Saylor, Laura L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Montessori Method,Faculty Development,Clinical Supervision (of Teachers),Reflective Teaching,Metacognition,Preschool Teachers,Elementary School Teachers,Trust (Psychology),Accountability,Teacher Improvement,Communities of Practice

A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants' experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research. [Note: The page range shown on the document (1-23) incorrect. The correct page range is 10-32.]
Assessing Lifelong Learners through Enquiry Based Learning: A Master&apos;s Level Perspective
Author: Wright, Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Inquiry,Masters Programs,Adult Students,Student Employment,Business Administration Education,Student Evaluation,Evaluation Methods,Problem Based Learning,Foreign Countries,Educational Practices

'Enquiry Based Learning' (EBL), as an engagement strategy to encourage lifelong learning, is the focus of this paper. Participants in this study are adult learners in full time employment who are returning to education, in many cases, after a substantial break. The empirical data was gathered from these students who are studying a master's in business. As educators, there is a need to move beyond traditional assessment models to more creative and innovative ways to ensure learning. The empirical data gathered in this research is relevant and important and will inform practice when considering the inclusion of EBL for assessment and its role in lifelong learning.
Montessori Education in the Ngaanyatjarra Lands
Author: Holmes, Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Montessori Method,Early Childhood Education,Indigenous Populations,Rural Areas,Learner Engagement,Personal Autonomy,Students

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.
Social Studies in South Korea: Examining Teacher and Teacher Educator&apos;s Views
Author: Hollstein, Matthew S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Teacher Educators,Geography Instruction,Case Studies,Teacher Role,Correlation,Futures (of Society),Foreign Countries,Educational History,Comparative Analysis,Citizenship Education,Teacher Characteristics,College Faculty,Elementary Secondary Education,National Curriculum

The Republic of South Korea is a nation that has seen dramatic changes in its economic and educational systems over the course of the last 50 years. These circumstances present unique views of citizenship and the roles that teachers and teacher educators play in this process. This study presents two case studies, one a classroom teacher and the other a teacher educator. It examines their views of social studies and geography education, the process of training new citizens, and offers insights into what the dynamic relationship between the two offers future educators and teacher educators.
Children&apos;s Preference for Real Activities: Even Stronger in the Montessori Children&apos;s House
Author: Taggart, Jessica
Date: 2018-00-00
Type: Journal Articles
Subjects: Preferences,Montessori Schools,Preschool Children,Childhood Attitudes,Activities,Age Differences,Preschool Education

In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children's development (Haight &amp; Miller, 1993; Haight, Masiello, Dickson, Huckeby, &amp; Black, 1994; Parmar, Harkness, &amp; Super, 2004; Roopnarine, 2010). Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one (Taggart, Heise, &amp; Lillard, 2018). The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-yearold children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretend and real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.