ethanporcaro/eric-fulltext-meta huggingface dataset:
From Critical to Decolonizing Service-Learning: Limits and Possibilities of Social Justice-Based Approaches to Community Service-Learning
Author: Santiago-Ortiz, Aurora
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Social Justice,Power Structure,Social Discrimination,Higher Education,School Community Relationship,Disadvantaged,Neoliberalism,Group Unity,Indigenous Populations,Racial Bias

Diverging from the traditional approach to service-learning, critical service-learning focuses on the root causes of inequality by addressing power and oppression. By incorporating critical pedagogy in the classroom, and action and reflection outside of it, critical service-learning looks to find solutions to social issues through university-community partnerships. In this article, I review relevant literature that centers social justice-based approaches to critical service-learning and argue that while these approaches are vital to student understanding of oppression, an anticolonial framework is needed to broaden notions of critical service-learning that challenge settler colonial logics. This article engages with the question &quot;Can we decolonize critical service-learning?&quot; and concludes by offering practices, such as solidarity to counter coloniality in higher education, that are responsible to the communities involved in the service-learning partnership.
Irving Babbitt and the Service-Learning Ethic: An Early Critique of Deweyan Progressivism
Author: Smilie, Kipton D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Educational History,Progressive Education,Criticism,Humanism,Humanistic Education,Educational Philosophy

Service-learning has become an integral component of American education, and scholars continue to debate its definition, purposes, and outcomes. Service-learning in the classroom is not without critics at present, however. This article provides an introductory examination of Irving Babbitt's critiques of the service-learning ethic at its inception in the beginning of the 20th century, particularly of the ideas espoused by John Dewey. This consideration offers an incisive perspective on the service-learning ethic (and its critiques) in our own time.
Performance, Pedagogy, Potential: Utopian Performance as Community-Based Education
Author: Howard, Leigh Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance,Instruction,Community Education,Critical Theory,Epistemology,Service Learning,Social Change,Intervention,Community Involvement,Interaction

This article examines the intersection of critical pedagogy, service-learning, and interactive performance epistemology to describe the impact performance events and processes have on student learning. Specifically, this research extends Jill Dolan's concept of utopian performance and illustrates the potential of performance not only to generate a utopian impulse essential to social change and transformation but also to stand as an intervention for social change. It clarifies the potential of utopian performance to change people, provoke action, and stand as an intervention
Digital Citizenship: A Theoretical Review of the Concept and Trends
Author: Manzuoli, Cristina Hennig
Date: 2019-04-00
Type: Journal Articles
Subjects: Technological Literacy,Definitions,Information Technology,Access to Information,Empowerment,Citizen Participation,Policy,Measurement Techniques,Internet

This article aims to analyze the concepts and tendencies identified in research conducted on digital citizenship in the last ten years. To satisfy this objective, search parameters were established for articles in specialized databases. Within the results, the prevailing categories were concepts, abilities, empowerment, instruments, programs and technologies that favor digital citizenship. The main findings include that different definitions exist of the concept of digital citizenship and that information and communication technologies contribute to access to information, though not equally at the global level. Additionally, digital citizenship is promoted by different initiatives such as programs focused on citizen participation. Thus, research focused on digital citizenship adopts a transcultural perspective in educational, social, public and private arenas.
ICT Literacy and School Performance
Author: Santos, Gina M. M. C.
Date: 2019-04-00
Type: Journal Articles
Subjects: Technological Literacy,Information Technology,Educational Technology,Technology Uses in Education,Teaching Methods,Elementary Secondary Education,Parent Role,Teacher Role,Foreign Countries,Academic Achievement,Parent Background,Educational Attainment,Employment Level,Occupations

There is no doubt that Information and Communication Technologies (ICT) are now an integral part of the life of children and young people. Some of the recent literature studies on literacy in ICT show that this should incorporate Internet literacy, Computer literacy and Information literacy, and being these three forms of literacy indispensable in many aspects of human life in the 21st century. To determine the relationships between these three dimensions of literacy in ICT, the importance of parental and teachers support and use of the Internet as a pedagogical tool, as well as the influence of these factors on school performance and assess how they relate to explain, in general, why ICT literacy influences school performance, structural equation models have been used. The results show that ICT literacy is undoubtedly a factor in school performance of students of the 3rd cycle of basic education and secondary education (7th to 12th grades) in the district of Vila Real, Portugal. It was further found that the use of the Internet as a pedagogical tool is a major factor in school performance, and that parental and teacher support has a positive influence on ICT literacy.
Investigation on Motivation of Online Reading: A Case Study Preparatory Year Students
Author: Yaghi, Eyhab Talal
Date: 2019-04-00
Type: Journal Articles
Subjects: Electronic Publishing,Reading Motivation,Foreign Countries,Student Motivation,Student Behavior,College Students,Peer Influence,Value Judgment,Difficulty Level

Our knowledge of online reading motivation behavior is primarily based on limited data. The aim of the research was consequently to scrutinize students' motivation behavior toward online reading act. Therefore, this research employed a mixed method approach to satisfy the objectives of the study. Thus, data collection tools from previous research were carefully selected and modified to suit the purpose of the study. Respondents included in this study were randomly selected from the population under examination, the students of PYP at Majmaah University. The students' responses were keyed WARPPLS software. In respect to qualitative data, five students were interviewed to obtain their responses to online reading motivation behavior. The main result was students and their colleagues have a different opinion about online reading. In line with results of the questionnaire, students' interviews revealed that they are motivated to read online for different purposes such as reading for exam, pleasure or discovering new things. These results offer an overwhelming understanding of the notion of online reading motivation and broaden our knowledge of the factors that might affect students' motivation while reading online
How Sustained Service-Learning Experiences Inform Career Pathways
Author: Mitchell, Tania D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Career Development,Social Responsibility,Public Service,Alumni,Outcomes of Education,Career Choice,Skill Development,Self Efficacy,Communication Skills,Correlation,Job Placement

Developing values, interests, and skills for future careers, an important part of career development, is an outcome alumni perceive from participation in service-learning. Using in-depth interviews, this qualitative study of 33 alumni from three service-learning programs suggests rich connections between sustained service-learning experiences (i.e., course-based community engagement programs lasting two or more consecutive terms) and career decisions. More specifically, alumni perceive their engagement in service-learning as facilitating exploration of career possibilities connected to public service and social responsibility.
Natural Mentors, Racial Pride, and Academic Engagement among Black Adolescents: Resilience in the Context of Perceived Discrimination
Author: Wittrup, Audrey R.
Date: 2019-05-00
Type: Journal Articles
Subjects: African American Students,Mentors,Racial Attitudes,Learner Engagement,Resilience (Psychology),Racial Discrimination,Adolescents,Interpersonal Relationship,Middle School Students,High School Students,Correlation,Racial Identification,Blacks

The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth. [For the corresponding grantee submission, see ED570974.]
Learning Leadership of School Administrators and Teaching Behavior Affecting the Effectiveness of Teacher Professional Development: Hierarchical Linear Model
Author: Cockpim, Julasak
Date: 2019-04-00
Type: Journal Articles
Subjects: Leadership Training,Administrators,Teacher Behavior,Teacher Effectiveness,Faculty Development,Hierarchical Linear Modeling,Foreign Countries,Secondary School Teachers,Secondary Education

The main aim of this research was to investigate the effects of learning leadership of school administrators and teachers' teaching behavior toward teacher professional development. A total of 412 samples consisting of 103 school administrators and 309 teachers participated as respondents. Researchers utilized a quantitative survey design with a questionnaire instrument. Descriptive statistics were used to examine the perceived level of all variables and inferential statistics, applying hierarchical linear model using teacher and school administrator level. Results showed that all the independent variables either school administrators' learning leadership or teachers' teaching behaviors are positively associated to teacher professional development at significant level 0.01. Teachers' teaching behavior was correlatively explained to the variance of teacher professional development of 20.60 percent. The learning leadership factors namely creativity and integration and advanced technologies were significantly affecting teacher professional development at 0.01 and 0.05 levels respectively. Finally, learning leadership was correlatively explained 95.50 percent to the variance of teacher professional development and learning leadership factors namely creativity and team learning were significantly affecting teachers' teaching behavior at significant level of 0.01 and 0.05 respectively.
Responsive or Adaptive Educational Mobile Websites: The Impact of Different Designs on Students&apos; Preferences at Jouf University -- Saudi Arabia
Author: Khalaf, Mohammed H. Ragab
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Web Sites,Instructional Design,Student Attitudes,Preferences,Undergraduate Students,Handheld Devices

The current research aimed to develop &amp; compare between two different learning mobile websites designs, which are responsive versus adaptive. The best design amongst them is determined in terms of learners' preferences. To conduct this, the researcher formulated a preference level test (PLT) and installed it on both websites. 84 undergraduate students participated in the main experiment. They were divided into two experimental groups; each group consisted of 42 students. The first group used the responsive website (RW), while the second group used the adaptive website (AW). The results showed the superiority of the second group in the PLT with a statistically significant difference. The research recommended the necessity of raising awareness about the importance of mobile learning, as well as the adoption of effective designs, which enhancing the students' level of preference.
Languages and Economic Development: 2009 Keynote Address
Author: Wijnberg, Nico
Date: 2010-00-00
Type: Journal Articles
Subjects: Languages,Economic Development,Foreign Countries,Speeches,Language Role,Indo European Languages,Culture

Nico Wijnberg began his work in economic development in The Netherlands as the Dutch government country specialist for Russia and Central Asia, particularly Kazakhstan. His job was to assist companies in their efforts to enter the Russian and Kazakhstani markets. In this position, it was important to not only stay aware of the ever-changing commercial opportunities in these countries, but also to learn and communicate in Russian. Wijnberg now works as International Business Concierge at the Georgia Department of Economic Development in Atlanta. Equipped with 10 international offices in Toronto, Mexico City, Santiago de Chile, Munich, London, Jerusalem, Tokyo, Seoul, and Beijing, this Department of roughly 250 people focuses on promoting Georgia in different parts of the world. Through his experiences, Wijnberg has learned that being able to speak different languages makes a crucial difference in economic development. In this keynote address, Wijnberg begins by describing his personal background, The Netherlands, and the importance of languages in the Dutch educational system. He goes on to discuss how this relates to his present work as International Business Concierge and the role languages play in economic development.
Student-Centered Instruction: Linking Career Goals and Instruction
Author: Cheatham, Rosalie
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Second Language Instruction,French,Curriculum Development,Majors (Students),College Faculty,Language Teachers,Course Descriptions,Native Language

In 2002 French faculty at the University of Arkansas at Little Rock began the process of curricular revision to prepare for the challenges of a standards-based French major. After five years of experience and positive evaluations from students, faculty are gratified that the number of graduates in French has increased. However, new challenges have emerged recently. Institutional pressure to graduate a larger number of majors, professional expectations that graduates have acquired a higher level of proficiency than was previously expected, and a significant change in student access to and usage of technology for communication have demanded attention and offered new opportunities. Faculty members have chosen to embrace these challenges by modifying course syllabi to provide for more student-centered learning. This article suggests strategies for a student-centered curriculum that also utilizes technology for communication in the second language (L2) similarly to the ways students communicate in their native language (L1).
Determination of Pre-Service Science Teachers&apos; Attitudes towards Reading Science Texts
Author: Can, Sendil
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Science Teachers,Reading Attitudes,Gender Differences,Grade Point Average,Student Characteristics,Books,Scientific and Technical Information

The purpose of the current study is to determine the effects of the variables such as gender, grade level, grade point average and book reading frequency on pre-service science teachers' attitudes towards science texts. The sampling of the current study is comprised of 103 pre-service science teachers enrolled at the Education Faculty of Mugla Sitki Koçman University in the spring term of 2017-2018 academic year. In the current study, in order to determine the pre-service teachers' attitudes towards reading science texts, &quot;The Scale of Attitudes towards Reading Science Texts&quot; was used. The effects of gender and grade level on the pre-service science teachers' attitudes towards reading science texts were analyzed with independent samples t-test and the effects of academic achievement and book reading frequency were analyzed with one-way variance analysis (ANOVA). As a result of the study, it was concluded that the gender and grade level variables have significant effects on the pre-service teachers' attitudes towards reading science texts in the sub-dimensions of making use of science texts when possible, denial and contribution of reading science texts to learning and skills and that the general grade point average and book reading frequency have significant effects on the pre-service teachers' attitudes towards reading science texts in the sub-dimension of making use of science texts when possible.
Development of Preschool Social Emotional Inventory for Preschoolers: A Preliminary Study
Author: Im, Goh Wah
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Measures (Individuals),Interpersonal Competence,Emotional Intelligence,Self Concept,Self Management,Attachment Behavior,Decision Making,Communication Skills,Preschools,Age Differences,Gender Differences,Mental Health,School Readiness,Academic Achievement,Test Reliability,Test Validity

Social-emotional competencies have been established as important predictors in children's mental health, school readiness and academic success. Age and developmentally appropriate screening for preschool children is important for early detection of developmental delays and early intervention. The purpose of this study is to measure preschool children's social emotional competencies (SEC) based on the Malaysian context using the Preschool Social Emotional Competency Inventory (P-SECI) developed to provide parents, teachers and childcare professionals with a standardized, normreferenced, reliable and valid instrument. A pool of 50 items was created for P-SECI, representing eight clusters of social emotional competencies in children: self-awareness, social awareness, self-management, relationship management, attachment, communication, responsible decision making and pro-social skills. This pilot study involved two public Annex preschools in Johor Bahru, purposely selected with 49 preschool children as respondents. Results showed that P-SECI has a high reliability index (Alpha Cronbach-Teachers 0.98 and Parents 0.95). Initial findings also showed that Teachers and Parents differ in their evaluation of their children's SEC according to age and gender. But for the age criteria, the mean difference is slightly wider in comparison to gender. Therefore, P-SECI is relevant in predicting children's mental health, school readiness and academic achievement. Results from the study also showed that the inventory holds promise as a reliable and valid instrument to evaluate SEC in young children according to the Malaysian context.
Figure of Community Support in Achieving Muhammadiyah School Autonomy Progress
Author: Susilo, Mohamad Joko
Date: 2019-03-00
Type: Journal Articles
Subjects: Institutional Autonomy,Community Support,Junior High Schools,Foreign Countries,School Support

School autonomy can not be separated from support factor. This study aimed to determine source and form of community support and contribution in realizing autonomous in Muhammadiyah schools. This research development is part of dissertation conducted with five stages: define, design, model development, model validation, and model use. The study was conducted at SMP Muhammadiyah, Sleman Regency, with 280 respondents; consist of principals, teachers, staff, students, and ministerial assemblies of &quot;Dikdasmen.&quot; Data collection technique used: interviews, questionnaires, and documentation. Data analysis techniques use quantitative inferential analysis, EFA and CFA techniques. The results showed that form and source of support for Muhammadiyah schools is internal as well as external. School support also comes from internal and external support, such as: committee, parents, stakeholders, foundation, education official, collages, and related institutions. Directly and indirectly effect, contribution of school supporting component (Bac) to be school autonomous (Kms) up to 0.30.
The Development of Science Process Skills in Visually Impaired Students: Analysis of the Activities
Author: Kizilaslan, Aydin
Date: 2019-03-00
Type: Journal Articles
Subjects: Science Process Skills,Visual Impairments,Foreign Countries,Science Instruction,Science Activities,Instructional Design,Scientific Concepts,Scientific Literacy,Achievement Gap

Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students' learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.