ethanporcaro/eric-fulltext-meta huggingface dataset:
Healing Systemic Fragmentation in Education through Multicultural Education
Author: Saathoff, Stacy D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Background,Educational Practices,Mexican Americans,Hispanic American Culture,Hispanic American Students,United States History,History Instruction,Social Bias,Indigenous Populations,Minority Group Students,Culturally Relevant Education,English Language Learners,School Segregation,Language Usage,Mexican American Education,Ethnic Studies

The dismissal of students' backgrounds by the educational system has a deep effect on communities of color, perpetuating a system that sets them up for academic failure. Maori scholar Linda Tuhiwai Smith (2012) created terminology for the process of systematic fragmentation, which she describes as an act of dismissal on a macro-level. This article examines systematic fragmentation and how the concept applies to education in three specific ways. The first two examples focus on the ways in which education has systematically fragmented the Mexican American cultural legacy both historically and presently. The third example addresses how the American history curriculum, which reflects society's master narrative, systematically fragments communities of color by disregarding their histories and experiences, those of indigenous peoples specifically. This oppressive master narrative is framed as society's norm. Therefore people of color's histories are often not placed at the center but instead at the margins, if present at all. The center maintains the status quo and furthers society's narrative, leaving it unquestioned. This narrative can be traced back through history and continues to thrive in the educational curriculum today.
Islamophobia: What Teachers Can Do to Reduce It in the Classroom
Author: Hossain, Kazi
Date: 2017-00-00
Type: Journal Articles
Subjects: Muslims,Islam,Social Bias,Educational Environment,Intervention,Mass Media Effects,School Culture,Religious Cultural Groups,Teacher Role,Consciousness Raising,Cultural Awareness,United States History,World History

The year 2017 marked the sixteenth year anniversary of the destruction of the World Trade Center, the worst domestic attack in U.S. history. The global environment has been very different since September 11, 2001. Prior to that date, terms such as terrorism, terroristic actions, and Islamophobia were not commonly heard. The world environment has changed greatly since then. Now people all over the world are continually on edge. They do not feel safe, either physically or mentally. Most are struggling to come to terms with these changes and trying to understand the causes. Islamophobia is not only focused on Islam or Muslims, but also on anyone &quot;who may appear to be Muslim&quot; (Ramarajan &amp; Runell, 2007). Regardless of how the term Islamophobia is defined, one thing known for sure is that its impact on society, including the impact on U.S. schools and classrooms, is palpable. This article discusses: (1) Spread of Islamophobia; (2) The impact of Islamophobia in the classroom; and (3) Addressing Islamophobia.
Narrating the Life of a Multiculturalist: Marybeth Gasman&apos;s Refrain of Resilience
Author: Jesme, Shannon
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Qualitative Research,Interviews,Biographies,United States History,Educational History,Personal Narratives,Social Justice,Racial Bias,Social Bias,Black Colleges,Resilience (Psychology),African Americans

This article is the first in a series of narrative studies of leaders in the field of multicultural education researched and written by Cheryl Hunter and several of her graduate students at the University of North Dakota. Other articles in the series will appear in future issues of &quot;Multicultural Education.&quot; Hunter and her students demonstrate how incorporating the personal narratives of prominent multiculturalists and practitioners with their scholarship helps in understanding the depth of the scholar's writing, the complexities of such scholarship, and the passion surrounding both their work and their lived experience. The project of narrative inquiry combines qualitative research methods, including interviews, with multicultural education, thus producing a series of biographies that also provides readers with a window into the history and development of multicultural education and its concepts. The first article in the series highlights the work and life of Marybeth Gasman and the impact she has made on multicultural education.
Learning from Parents of Color in the Effort to Preserve Multicultural &amp; Public Education
Author: Schniedewind, Nancy
Date: 2017-00-00
Type: Journal Articles
Subjects: Minority Groups,Parent Attitudes,Educational Attitudes,Public Education,Multicultural Education,Educational Change,Resistance to Change,Standardized Tests,Politics of Education,Privatization,Common Core State Standards,Racial Differences,Racial Bias,Race,Social Class,Immigration,Activism

Now more than ever public education and multicultural education face daunting challenges. From federal efforts to privatize public education through vouchers, school take-overs, and charters, to the manner in which high-stakes testing has marginalized multicultural education in the curriculum and pedagogy of our nation's schools, and to the increased normalization of bigotry in daily interactions in classrooms and schools--educational justice is deeply threatened. Coalitions of educators, parents, and students that reach across lines of race, class, and immigration status are needed to push back in this challenging time. The stories of parents of color who stepped up to take leadership in the Opt-Out Movement in New York State offer insight and direction for others facing these threats. The purpose of the movement was to refuse participation in the state's high stakes Common Core tests. The experiences of these parents demonstrate the challenges families of color face when they become active in efforts to resist policies and practices harmful to their children and other young people. At the same time their successes can inform collective efforts for change.
Mary Pipher&apos;s &quot;I Am From&quot; in Art Application &amp; Poetic Expression for Identity Exploration
Author: Hernandez Juarez, Ilian
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Writing,Art,Self Expression,Self Concept,Cultural Influences,Poetry,Writing Exercises,Critical Thinking,Lesson Plans,Writing Instruction

Students from all over the world, from various ethnic and racial communities, make up the student population of the schools in the United States. Each one of them brings to the classroom several unique characteristics. Creative writing and art are both empowering tools that meet the commonality of self-expression. Both are processes &quot;in which students can find ways of expressing their perception of culture&quot; through artistic representations or words, and which help students identify the influence of culture on their formation of personal identity (Kiratli &amp; Eristi, 2011, p. 139). In chapter two of the book &quot;Writing to Change the World,&quot;, entitled &quot;Know Thyself,&quot; Mary Pipher states that the first step in her goal to &quot;experiment with identity&quot; is to write a poem with every line starting with the phrase &quot;I am from.&quot; This article includes Mary Pipher's inspirational poem, a lesson plan and related activities, and a template for students to use, all geared to help the individual child develop critical awareness, critical thinking, and identity definition.
Effect of Kolb&apos;s Experiential Learning Strategy on Enhancing Pedagogical Skills of Pre-Service Teachers of Secondary School Level
Author: Reshmad'sa, Laveena
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Learning Strategies,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Teaching Skills,Secondary School Curriculum,Statistical Inference,Teaching Methods,Instructional Effectiveness,Foreign Countries,Classroom Observation Techniques

This study aimed at investigating the effect of Kolb's Experiential Learning Strategy on enhancing the pedagogical skills of pre-service teachers of secondary school level. Kolb's Experiential Learning is a method of acquiring knowledge, skills, and experiences by creating situation to gain first hand experiences. According to Kolb optimal learning takes place when the learner pass through a cycle of experiential learning. It focuses on the learning process of the individual by reflecting upon the experiences provided and takes the students through the whole process in sequence. This study is an experimental study with 2x3 factorial design. Randomly selected 40 pre-service teachers were the samples of the study. Pedagogical skills of pre-service teachers were measured using 'Observation Cum Rating Scale' prepared by the investigator. Data was analysed using inferential statistic ANOVA at 0.05 level of significance. The study revealed that Kolb's experiential learning strategy is significantly effective than the conventional teaching strategy in enhancing the pedagogical skills of pre-service teachers of secondary school level.
Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum
Author: Rani, K. V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Foreign Countries,Thinking Skills,Problem Solving,Abstract Reasoning,Logical Thinking,Student Surveys,Correlation,Statistical Analysis,Hypothesis Testing,Comparative Analysis,Gender Differences

Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic achievement among secondary school students in Trivandrum district. Study also evaluated the difference in the mean scores of reasoning ability and academic achievement in terms of their background variables, such as gender, age, and type of school. Population of the study includes all students studying in secondary schools of Trivandrum district. The sample of the study consisted of 225 secondary school students of Trivandrum district. The tool adopted here was the Reasoning Ability of Secondary School Students Scale developed by the investigator herself and academic achievement by the term test conducted in the school by the state government. Statistical techniques involved here were t-test and Pearson's Product Moment coefficient of correlation. The result of the study showed that, there was significant high positive correlation between reasoning ability and academic achievement among secondary school students. Also male students showed more reasoning ability and academic achievement than that of female students. With reference to age, and type of school also there existed significant differences in reasoning ability and academic achievement. Educators need to recognize that the age and the type of the school are also influencing the student's reasoning ability and academic achievement of the students. Hence, it is necessary to allow the students to keep in touch with the latest facilities free of cost. So, the instructors have to arrange various competitive programmes, scientific exhibitions, various programs like quiz, talent test, puzzles, etc. Society allows students to access science and technology museums to students at low cost and encourages clubs and NGOs to arrange various programmes, such as seminars, symposium, etc., which promote the reasoning ability.
Organizational Role Stress of Secondary School Teachers with Reference to Gender and Management
Author: Mohanty, Sankar Prasad
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Secondary School Teachers,Institutional Role,Stress Management,Foreign Countries,Organizational Objectives,Stress Variables,Work Environment,Gender Differences,Statistical Analysis

Everyone talks on stress. Further, role stress in an organization is very common in the current scenario. The organization has its own structure and goal and an individual plays important role in order to achieve the organisational goals. Individual's unique personality and needs affects his role in any organization. The investigators conducted a study to find out whether gender, category of teachers, and school management were the discriminating factors among the secondary school teachers. 'Organizational Role Stress Scale' of Pareek (1993) was used for collection data. The study revealed gender as the decimating factor in ORS. But school management and category of faculty (Science and Arts) are not the discriminating factors.
Effects of Multimedia Instructional Strategy for Enhancing Students&apos; Learning and Retention in Mathematics
Author: Kumar, R. Raj
Date: 2017-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Educational Strategies,Academic Achievement,Foreign Countries,Information Technology,Retention (Psychology),Mathematics Instruction,Experimental Groups,Control Groups,Pretests Posttests,Comparative Analysis,Quasiexperimental Design,High School Students,Diagnostic Tests,Technology Uses in Education,Influence of Technology

Information and Communication Technology (ICT) has infused in every walk of life effecting the technology fields, such as launching satellites, managing businesses across the globe, and also enabling social networking. The technological tools provide students in discovering, classifying, and enhancing the knowledge towards mathematical concepts and relationships. The purpose of this study is to enhance students' learning in mathematics through teaching multimedia instructional strategy. The study was performed over the 60 IX standard students selected randomly. 30 students constituted the experiment group and 30 students constituted the control group. Multimedia instructional strategy were applied to experiment group and traditional method of instruction were implemented on the control group. Before the treatment both group were diagnosed and pretested and taught through multimedia for experimental group and traditional method for control group. After the intervention both groups were assessed by post-test. After 20 days both groups were tested by retention and then analysed by t-test. The results show that, experimental group students have more retention in learning mathematics. So this is an evidence that technological devices must enhance the students learning mathematics.
Improving Student Teachers&apos; Perceptions on Technology Integration Using a Blended Learning Programme
Author: Edannur, Sreekala
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Technology Integration,Blended Learning,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Quasiexperimental Design,Experimental Groups,Pretests Posttests,Hypothesis Testing,Scores,Technology Uses in Education

This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of Blended Learning Programme. Data were collected from 29 student teachers from a college of teacher education located in Puducherry state of India. The scale for assessing their perception was constructed and validated. The overall results indicated that student teachers changed their perceptions of Blended Learning in terms of their general perception, interactivity in classroom, knowledge creation, content knowledge, technology benefits, and overall satisfaction, positively, after undergoing the experiment. The factor perceptions of technology benefit turned out to be the predictor of the overall satisfaction of respondents on Technology Integration. From these results, the authors recommend that stakeholders of education work closely with teachers to address their perceptions about using technology in classrooms and then helping them to change it positively so as to improve quality of teaching and learning process. Student teachers need to be trained to integrate technology in teaching. Improving their perception is the first step towards it. The teacher education administration may provide personal support and resources required for such a change. This study also offers recommendations for involving teacher educators in educational software designing for strengthening the pedagogical components in such programmes keeping the teacher perceptions and expectations in mind, not focusing solely on the technology benefits as the results of the study shows.
Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level
Author: Devendiran, G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Vocabulary Development,Undergraduate Students,Experimental Groups,Control Groups,Conventional Instruction,Electronic Learning,Pretests Posttests,Instructional Effectiveness,Achievement Tests,Achievement Gains,Comparative Analysis,Quasiexperimental Design,Teaching Methods,Foreign Countries

This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71 (n = 71) students were drawn from two colleges. The overall study was divided into two groups, an experimental group and a control group; and it consisted of (n = 36) students in the experimental group, and (n = 35) in the control group. The experimental group students were taught through an e-content package, whereas the control group students were taught via existing conventional methods of teaching. The initial results of the study revealed that the students in the experimental group achieved more in learning organic chemistry than the students in the control group. The final results of the calculated t-values from the study indicated a higher level of significance. And the research hypothesis, which was based on pre-test and post-test scores of the control group and experimental group in teaching IUPAC nomenclature of organic chemistry was accepted. Our findings showed a significant difference in mean scores between the control group and experimental group in teaching IUPAC nomenclature of organic chemistry.
Children in Front of Screens: Alone or in Company? Desktop or Hybrid Computer? Children&apos;s Viewing and Browsing Habit
Author: Zilka, Gila
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Access to Computers,Mass Media Use,Reading Habits,Reading Interests,Parent Child Relationship,Interviews,Student Attitudes,Socioeconomic Status,Disadvantaged,Statistical Analysis,Questionnaires,Navigation (Information Systems),Online Searching,Aptitude Treatment Interaction

The viewing and browsing habits of Israeli children age 8-12 are the subject of this study. The participants did not have a computer at home and were given either a desktop or hybrid computer for home use. Television viewing and internet surfing habits were described, examining whether the children did so with their parents, family members, and friends. For this mixed-measure study, (n = 1,248) participants across Israel were assessed in two rounds. During the second round, 128 interviews were conducted with the children. Findings revealed the children were afraid of being criticized for their choice of programmes, the characters they admire, and the sites they browse, and this fear causes them to avoid dialogue, joint viewing, and browsing with others. Findings show that, the sharing habits adopted by children who had no computer in the home and were provided with one were affected not only by the new computer itself, but also by the manner of interaction with their parents and by the television viewing habits they had acquired before the computer reached the home. It was recommended that criticism and judgment be reduced, and be replaced with an existential discussion with the children, and to formulate together ways to create clear boundaries without punishment, empathizing the children's free will and finding activities that meet their need for autonomy, competence, and relatedness.
Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education
Author: Tajeri, Mojtaba
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Vocabulary,Writing Skills,Higher Education,Foreign Countries,English (Second Language),Second Language Learning,Pretests Posttests,Quasiexperimental Design,Qualitative Research,Questionnaires,Interviews,Vocabulary Development,Second Language Instruction,Language Teachers,Workshops,Technology Uses in Education,Content Analysis,College Students,Observation

The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20 postgraduate students and research scholars in two English classes. Qualitative data were collected, questionnaire responses for learning, as well as recordings of student interviews for evaluating the effectiveness of DST in learning. Descriptive analysis and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST is happy with DST and they feel they learned a lot from DST, especially their written skills and enhanced the high level of vocabulary.
Involvement of Students in E-Learning
Author: Al Ya, Marwa
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Electronic Libraries,Internet,Online Courses,Access to Information,Electronic Publishing,Familiarity,Teaching Methods,Intermode Differences,Interviews,Web Sites,Preferences,Teacher Attitudes,Student Attitudes,Courseware,Class Size,Technology Uses in Education,Foreign Countries,Questionnaires

The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and familiarity with the college portal. Determination of traditional teaching methods and reimbursements of E-Learning methods are practiced. A number of interviews from students and teachers are presented. A software R that gives the p-value used to see significant (a-level) level in different groups. Students and teachers were interviewed in using of smart and normal board, size of the students in the class, learning-teaching-solving software, and online E-learning websites.