ethanporcaro/eric-fulltext-meta huggingface dataset:
Visiting the Forced Visitors -- Critical and Decentered Approach to Global Citizenship Education as an Inclusive Educational Response to Forced Youth Migration
Author: Harðardóttir, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Educational Philosophy,Teaching Methods,Immigrants,Refugees,Cross Cultural Studies,Inclusion,Foreign Countries,Educational Theories,Models,Civil Rights,Equal Education,Neoliberalism,Epistemology,Educational Practices

Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK.
Teaching about Migration -- Teachers&apos; Didactical Choices When Connecting Specialized Knowledge to Pupils&apos; Previous Knowledge
Author: Blanck, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Teaching Methods,Knowledge Level,Prior Learning,Migration,Social Studies,Social Influences,Foreign Countries,Course Content,Migrants,Cultural Pluralism

Purpose: This article contributes to the discussion of teaching migration in upper primary school by examining teachers' didactical choices concerning specialized knowledge and pupils' previous knowledge. Design/methodology/approach: The approach is practice-based design research, in which meetings with teachers and focus group interviews with ten- to twelve-year-old pupils are analysed in relation to educational practice and exemplary teaching. Findings: Teachers expanded concept of migration developed through discussions of specialized knowledge in relation to pupils' previous knowledge contributes to a more qualified migration education. Migration can be taught from a perspective or in thematic interdisciplinary projects. Migration biographies as well as using stories, pictures, and affective dimensions, can make the abstract concepts become concrete when reconstruction of migration in teaching. Practical implications: This addresses issues of continuous education in social studies for teachers and the need for collaborative platforms.
Preparing Teachers for Emotional Labour: The Missing Piece in Teacher Education
Author: Molyneux, Tonje M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Response,Emotional Response,Psychological Patterns,Interpersonal Competence,Teacher Shortage,Emotional Experience,Professional Identity,Foreign Countries

A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates' lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solutions. First, the social historical context of teaching is explored as an entry point to inquiry into this topic. Next, through discussion of the emotional nature of teaching, the thesis that teacher candidates must be prepared to handle the emotional labour of teaching during their teacher education program is advanced. Then, a review of the literature surfaces three key content areas which if addressed during teacher preparation can help prepare teacher candidates to handle the emotional labour of teaching: identity development, emotions and teaching, and social-emotional competence. Finally, these components are included in a theory of change for a new program that could be integrated into existing teacher education programs.
Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks
Author: Barkaskas, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Canada Natives,American Indian Education,International Law,Treaties,Civil Rights,Educational Change,Elementary Secondary Education,Postsecondary Education,Intergroup Relations

This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada's Truth and Reconciliation Commission's (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary).
Teachers&apos; Voices: Pandemic Lessons for the Future of Education
Author: Eblie Trudel, Lesley G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,COVID-19,Pandemics,Distance Education,Electronic Learning,Context Effect,Stress Variables,Needs Assessment,Access to Education,Access to Computers,Parent Participation,Teacher Role,Self Management,Learner Engagement,Elementary Secondary Education,Foreign Countries

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change.
The Process of Play in Learning in Higher Education: A Phenomenological Study
Author: Forbes, Lisa K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Game Based Learning,Graduate Students,Student Experience,Learning Processes,Teaching Methods,Learner Engagement,Student Motivation,Positive Attitudes,Classroom Environment,Stress Management,Trust (Psychology),Security (Psychology),Value Judgment

Higher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy. This phenomenological study examines the meaning of students' experiences of play as a foundation to learning. The themes that emerge are: 1) play is underutilized and devalued in higher education, 2) play cultivates relational safety and a warm classroom environment, 3) play removes barriers to learning, 4) play awakens students' positive affect and motivation, and 5) play ignites an open and engaged learning stance to enhance learning.
Process Drama, Play and Popstars: Integrating Expository Writing Rehearsal Opportunities across the Day in a Fourth Grade Inclusive Classroom
Author: Coakley-Fields, Mary R.
Date: 2021-06-00
Type: Journal Articles
Subjects: Dramatic Play,Writing Instruction,Writing Workshops,Expository Writing,Essays,Grade 4,Elementary School Students,Inclusion,Classroom Communication,Discourse Communities,Reading Writing Relationship,Prompting,Popular Culture,Urban Schools

This article presents a case study of a fourth-grade teacher, Kathy Topaz (all names are pseudonyms), her seventeen students, and the ways that they talked about and rehearsed essay-writing through speech across the school year in an inclusive fourth grade class. With increased focus on informational writing and opinion writing in curriculum and Common Core State Standards (CCSS) across grade levels, Kathy, like most upper elementary teachers, needed to teach her students the five-paragraph essay structure in a grade-appropriate format for upper elementary students. Starting in September of the year of the study, Kathy intentionally facilitated talking prompts and sentence stems, as well as dramatic and playful activities, as ways to rehearse the structure and content for writing in various genres such as personal narrative, poetry, and -- the focus of this article -- expository, or essay-writing. In the present study, Kathy's goal for the students was to explore and practice key concepts of the expository genre and its structure through speech, as rehearsal, before committing their own ideas to paper during independent writing time in Writing Workshop.
Think Aloud Modeling: Expert and Coping Models in Writing Instruction and Literacy Pedagogy
Author: Traga Philippakos, Zoi A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Protocol Analysis,Writing Instruction,Metacognition,Writing Strategies,Models,Coping,Learning Theories,Self Control,Mastery Learning,Problem Solving,Observation,Writing Skills,Writing Assignments

The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter challenges and show how to resolve them using specific strategies, are more effective than expert models according to which tasks are completed at a level of mastery. The paper reviews learning theories and focuses on specific practices that can support learners' self-regulation through the use of models that verbalize and make visible both the use of strategies and problem-solving applications on behavior and use of procedural facilitators that support strategy use. Specific recommendations for teachers' classroom application are included as well as examples to guide their work.
Changing Terms, Not Trends: A Critical Investigation into Children&apos;s &amp; Young Adult Literature Publishing &amp; Its Effect in Curriculum &amp; Pedagogy
Author: Newvine, Keith
Date: 2021-06-00
Type: Journal Articles
Subjects: Childrens Literature,Adolescent Literature,Publishing Industry,Reading Material Selection,Social Problems,Racial Bias,Social Bias,Diversity,Social Change,Elementary Secondary Education,African Americans,Indigenous Populations,Minority Groups,Blacks

The central argument proposed within this article is that while recent publishing trends in children's and adolescent literature have changed for the better (Cooperative Children's Book Center, 2020) and research about the importance of diverse reading experiences for students has become concentrated, centered, and validated (Adichie, 2009; Bishop, 1990; Ebarvia et al., 2020; Parker, 2020; Thomas, 2016; Tschida et al., 2014) many schools are still struggling with changing or hesitant to change the texts centered in classrooms with youth. In the end, this article provides practical steps that practicing teachers can take in order to feature the voices and narratives of historically marginalized individuals within literacy classrooms.
Initiating Courageous Conversations about Race and Racism with Read-Alouds
Author: Adams, Brittany
Date: 2021-06-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Race,Racial Discrimination,Reading Aloud to Others,Elementary School Teachers,Preservice Teachers,Assignments,Picture Books,Learning Activities

This article describes a classroom activity developed by two teacher educators to support pre-service teachers in integrating culturally responsive teaching practices with reading methods instruction. The activity tasks pre-service teachers to select culturally authentic children's texts and design read-alouds that engage elementary students in conversations around race and racism while simultaneously meeting English Language Arts standards. This reimagined classroom practice will be of interests to educators who are seeking resources on how to address culturally relevant topics, such as race and racism, in the classroom.
Decoding New Normal in Education for the Post-COVID-19 World: Beyond the Digital Solution
Author: Xiao, Junhong
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Role of Education,Educational Principles,Social Justice,Inclusion,Caring,Equal Education,Sustainable Development,Technology Uses in Education,Influence of Technology,Open Education

The new normal in education has been in the spotlight since the outbreak of the COVID-19 pandemic. The mainstream discourse is in favor of online education as the new normal during the pandemic crisis and even in the post-pandemic world. This reflection first examines education in its broad sense, i.e., in the context of the United Nations' 2030 agenda through the lens of social justice. It then makes a strong case for a caring, inclusive and equitable approach to education as the new normal for the post-COVID-19 era. The role of technology in the new normal as well as in education in general is discussed with six lessons drawn from the past experiences. It is argued that the normal - whether new or old - in education should first and foremost embody care, inclusion and equity and that technology is but a means, not an end, although education would be unimaginable without technology. The reflection concludes by appealing to stakeholders in education to learn from decades of research and practice in the field of open and distance education.
Emergency Remote Education: Experience from Sri Lanka during COVID-19
Author: Liyanagunawardena, Tharindu R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,Parent Attitudes,Teacher Attitudes,Teaching Methods,Home Schooling,Access to Education,Access to Computers,Online Courses,Barriers,Futures (of Society),COVID-19,Pandemics,School Closing,Elementary Secondary Education,Rural Areas,Urban Areas,Educational Resources

This study explores the Emergency Remote Education (ERE) experience in Sri Lanka using mixed method research to understand how ERE was offered in Sri Lanka and what this homeschooling experience was like for both parents and teachers. An online survey (N=153) of parents and six semi-structured interviews with a purposive sample of teachers were used to gather data. The findings suggest, despite all the hurdles faced, the teachers have offered some form of ERE to their pupils. However, the uptake of ERE has not been satisfactory in many instances. In resource rich settings, ERE has been more successful. Parents in the Western province, where computer penetration is highest in the country, were more satisfied with the ERE provision than parents in other parts of the country. While online offering of ERE may seem viable or desirable in certain areas or circumstances, large parts of Sri Lanka are not prepared for online educational delivery due to the multifaceted digital divide, which should be considered in any future implementations of ERE.
Associations between Social Camouflaging and Internalizing Symptoms in Autistic and Non-Autistic Adolescents
Author: Bernardin, Courtney J.
Date: 2021-08-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Symptoms (Individual Disorders),Mental Health,Gender Differences,Age Differences,Clinical Diagnosis,Social Behavior,Predictor Variables,Depression (Psychology),Anxiety,Stress Variables,Adolescents

Autistic individuals experience higher rates of psychiatric comorbidities than their peers. Camouflaging, the process through which individuals hide autistic traits, can be detrimental to mental health. This may be particularly true for autistic females, although research on sex differences in the relationship between camouflaging and mental health has focused on adults. The purpose of this study was to extend previous research on camouflaging and mental health through examining age, sex, autism diagnosis, and camouflaging as predictors of depression, anxiety, and stress levels in autistic and non-autistic adolescents. One hundred forty adolescents ages 13-18 years (62 non-autistic, 58 female) completed an online survey including measures of camouflaging, autistic traits, and internalizing symptoms. Hierarchical linear regression was used to examine age, sex, diagnosis, and camouflaging as predictors of internalizing symptoms. Findings suggest that level of camouflaging is an important predictor of depression, anxiety, and stress in autistic and non-autistic adolescents and that camouflaging may be particularly distressing for females, regardless of diagnosis. These findings inform our understanding of camouflaging and its consequences and point to future directions for support for autistic and non-autistic adolescents. Clinicians may consider interventions targeting social skills, self-acceptance, and self-esteem to reduce possible negative effects of camouflaging.
Towards Enhancing Quality Learning among Undergraduate Students in Nigeria&apos;s Universities: The Place of Social Media Networking
Author: Abanikannda, Mutahir Oluwafemi
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Undergraduate Students,Foreign Countries,Social Media,Social Networks,Private Colleges,Public Colleges,Handheld Devices,Social Status,Social Differences

Given that social media networks have proliferated rapidly, it was hypothesized that the classification of universities attended by undergraduate students would influence their utilization of social media. It was felt that students in privately owned universities as a result of their higher family background, better social status and economic advantage which should afford them a better access to electronic devices and telecommunication gadgets would make a better use of social media for learning than their counterparts in public universities. Two research hypotheses were tested in this study, a descriptive research of the survey type was employed, and 635 undergraduate students were sampled from a privately owned and a public university. Two validated research instruments tagged 'USSMCUS' and 'USSMFU)' which were found reliable were used to gather data. Although there was a significant difference in the utilization of different social media concepts for learning by undergraduate students in both privately owned and public university, there was not a significant difference between most of the individual forms of social medium. It was found that the extent of social media network utilization by undergraduate students in public universities for learning was low. In privately owned universities on the other hand, the utilization level of social media network was high. Since there was no evidence indicating that undergraduate students in the two universities had interest and affinity for specific forms of social media networks and that this interest led to their extent of utilization, this was recommended for further studies.
A Status Study of Cancellation of Distance Education Admission Cases in India
Author: Duggal, Shyni
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Admission,Withdrawal (Education),Academic Persistence,School Holding Power,College Students,Student Behavior,Student Attitudes

IGNOU being one of the largest universities of the world in terms of students' enrollment, not only contributing to the increasing Gross Enrollment Ratio (GER) of Higher Education of India in a big way by admitting lakh of students every year, but it is also democratizing the higher education; and promoting life-long education in India. IGNOU is offering relatively flexible entry to aspirants of the higher education, without putting much emphasis on rigidity of subjects/courses studied or percentage obtained as compared to the face-to-face mode universities. Further, there is no restriction in terms of intake capacity for most of its Programmes vis-à-vis maximum number of students to be admitted. Consequently, cumulative strength of students admitted in IGNOU is more than three million. However, there are number of students who are quitting IGNOU due to certain reasons by applying cancellation of their admission. Though the number of such students is not very large, still it has become a persisting trend. To minimize the persisting withdrawal trend, researcher felt that there was a need to analyse the phenomenon of cancellation of admission, which would help in suggesting strategies for containing the same.