ethanporcaro/eric-fulltext-meta huggingface dataset:
Marginalization of Social Studies Teacher Preparation for Global Competence and Global Perspectives Pedagogy: A Call for Change
Author: Ukpokodu, Omiunota Nelly
Date: 2020-00-00
Type: Journal Articles
Subjects: Neoliberalism,Teaching Methods,Social Studies,Teacher Education Programs,Cultural Awareness,Educational Policy,Licensing Examinations (Professions),High Stakes Tests,Disadvantaged,Global Education,Preservice Teachers,Performance Based Assessment,Case Studies,Elementary Secondary Education

Few scholars have raised the question; why are teacher education programs not preparing teachers for global competence and global perspectives pedagogy? The purpose of this article is to explore this question. The study utilizes qualitative and practitioner research methodologies. Four factors marginalizing the preparation of teachers for global competence and global perspectives pedagogy in social studies teacher education are examined: a) competing pedagogical paradigms; b) lack of clarity on global perspectives pedagogy; c) neoliberal ideologies and policies, and d) complicity in new high-stakes teacher licensure assessment. The paper discusses critical implications and recommendations for preparing social studies teachers for global competence and global perspectives pedagogy in teacher education.
Social Studies Curricula: Interpreting and Using African Primary Source Documents
Author: Odebiyi, Oluseyi Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,African Languages,Postcolonialism,Foreign Countries,Curriculum Design,Discourse Analysis,Teaching Methods,Primary Sources,African Culture,History,Foreign Policy,Indigenous Knowledge,Ethnic Groups

While many U.S. residents like listening to African stories, hearing African stories is difficult because designing effective curricula and teaching about African contexts appear to be a major challenge in U.S. social studies education. Drawing on postcolonial theory, we analyzed the discourses of two contemporaneous historical documents to demonstrate the complexities in meaning-making processes inherent in the indigenous Yoruba social practices in the southwestern part of Nigeria. Differential complex perspectives on Yoruba social practices are evident in both colonialist- and nativeauthored historical documents from the same time period, when colonialist authority had been established but indigenous cultural practices were evident and continuing. The colonialist-authored historical document indicates misunderstanding of the meaning of some Yoruba social practices. The native-authored historical document provides underlying meanings for social practices and ties portrayal of social practices to indigenous ways of being. The discussion calls attention to how colonial legacies influence meaning-making, meaning made from and knowledge made available by historical documents, as well as ways forward in addressing contemporary discourse on Africa in U.S. social studies curricula.
Social Studies Teachers&apos; Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria&apos;s Basic Education Curriculum
Author: Lawal, Moshood Babatunde
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Readiness,Knowledge Level,Teacher Attitudes,National Security,Secondary School Teachers,Curriculum,Religion,Social Values,Elementary Secondary Education,Course Content,Safety,Teacher Competencies,Teacher Education,Crime Prevention

This study analyzed Social Studies teachers' readiness to teach Security Education. We administered a structured questionnaire to 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in South Western Nigeria. The data collected were analyzed using percentage, means, and standard deviations to test the three null hypotheses. Findings of this study showed that practicing Social Studies teachers have a significantly low knowledge and awareness of the components of Security Education. However, the teachers' readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of specialization (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed curriculum as a development that will create a significantly higher workload for them. Nevertheless, their response showed a relatively high degree of negative disposition toward the handling of the newly introduced Security Education theme in Religion and National Values class. Based on these findings, necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.
&quot;Hard&quot; Facts or &quot;Soft&quot; Opinion? History Teachers&apos; Reasoning about Historical Objectivity
Author: Boadu, Gideon
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Teacher Attitudes,Historical Interpretation,Evidence,Classroom Techniques,High School Teachers,Foreign Countries,Geographic Regions,Institutional Characteristics,Historians,Professional Development,Curriculum Development

Objectivity is a contested issue in history and history education. This study explores history teachers' conceptions about historical objectivity and whether or not their reasoning resonates with their classroom practices. Data was collected through in-depth interviews and lesson observations from 15 public senior high schools in the Central Region of Ghana. Data was thematically analyzed, with three themes forming the main lines of argument in this study. Findings show that participants recognize historical evidence as important to accessing the past reality and regard the interpretive intervention of historians as useful in the reconstruction of the past. Classroom practices reveal minimal attention to the problematization of historical knowledge, as most participants taught history as grand narratives. The study recommends a postmodernist re-orientation of the Ghanaian history curriculum and a continuing professional development of history teachers.
Global Education in Neoliberal Times: A Comparative Case Study of Two Schools in New York
Author: Mitchem, Melissa C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Education,Neoliberalism,Comparative Analysis,Case Studies,Context Effect,Metropolitan Areas,Public Schools,Private Schools,Humanism,Teacher Attitudes,Administrator Attitudes,Teaching Methods,High School Teachers,Middle School Teachers,Teacher Aides,Social Studies,Educational Quality

Preparing students to live in an interconnected world is of central importance in 21st century education. Neoliberal educational contexts, however, thwart efforts to implement more humanistic and critical versions of global education (GE). This comparative case study examines how teachers and administrators enact GE at two schools--one public, the other private--in the New York City metropolitan area. Findings demonstrate the constraints and possibilities of engaging GE in neoliberal educational contexts. Implications for GE scholars and practitioners include the study of how wider contextual factors shape GE's enactment in a neoliberal era.
What if People Judge Me Unfairly: The Mediating Role of Fear of Negative Evaluation on the Relationship between Perceived Autonomy Support and Academic Risk-Taking Behavior in Social Studies Courses
Author: Üztemur, Servet
Date: 2020-00-00
Type: Journal Articles
Subjects: Fear,Student Attitudes,Student Evaluation,Personal Autonomy,Risk,Social Studies,Correlation,Middle School Students,Foreign Countries,Academic Achievement,Structural Equation Models,Self Determination

This paper aims to investigate the mediation role of fear of negative evaluation (FNE) in the relationship between perceived autonomy support (PAS) and academic risk-taking (ART) in the context of social studies courses. A total of 339 middle school students from Turkey participated in the study. Data were collected through the Learning Climate Scale, Fear of Negative Evaluation in Academic Environments Scale, and Social Studies-Oriented Academic Risk-Taking Scale. Correlation results showed that PAS was negatively correlated with FNE and positively with ART. There was a negative correlation between FNE and ART. Structural equation model analyses showed that PAS predicted FNE negatively and ART positively. In addition, FNE predicted ART negatively. The partial mediation effect of FNE on the relationship between PAS and ART was significant. These results provide empirical evidence for the effect of self-determination theory (SDT) on affective characteristics such as ART and FNE.
The Belize Project: A Host School Perspective
Author: Doppen, Frans H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Student Attitudes,Preservice Teachers,Teacher Attitudes,Elementary School Teachers,Field Experience Programs,Teacher Exchange Programs,Faculty Development,Mentors,Administrator Attitudes,Study Abroad,Program Descriptions,Spanish,English (Second Language),Second Language Learning,Language of Instruction,Catholic Schools,Preservice Teacher Education

While the research literature is replete with studies on student perspectives and their development of cross-cultural sensitivity, research on the perspectives of educators who host international preservice teachers is woefully lacking. This study seeks to fill that gap by assessing the experiences of 15 educators at an elementary host school in Belize. It draws on their experiences with hosting the Belize Project, a week-long international field experience. Our findings lead to two major conclusions. Culture and completing a field experience in a classroom in another country are two closely intertwined and difficult to disentangle experiences. It is a reciprocal process in which both participating partners, the teacher candidates and host school community, reap the benefits of both a cultural and educational exchange. Not only does it benefit the student teachers, it also contributes to the professional development of the host school community and its educators. Despite the short length of the project, the mentor teachers and administrators unanimously agreed that its benefits clearly outweigh its challenges.
Building Capacity: The Case for Values-Based Operations
Author: Allen, Joseph
Date: 2020-02-00
Type: Journal Articles
Subjects: Capacity Building,Universities,Community Centers,Advisory Committees,Decision Making,Social Networks,School Community Relationship,Values,Sense of Community,Correlation,Employee Attitudes,Cooperation

Since the opening of the University of Nebraska at Omaha's (UNO) Community Engagement Center in 2014, both university and community building partners have been guided by a set of core values. Established by a community/university task force after months of focus groups, community conversations, and other data gathering activities, these values have helped provide a foundation for the selection of university and community building partners, decision-making, and ongoing operations. This study explored the ways in which building partner alignment with the Weitz CEC values influenced their subsequent perceived organizational capacity. Results indicated that embracing the values was positively associated with increased perceptions of organizational capacity. Essentially, those who indicated they embraced the values experienced heightened feelings of belongingness, participated in more networking activities, and agreed that the culture was more cooperative, which contributed to their organization's perceived capacity.
Determining the University&apos;s Position in a Multi-Stakeholder Collaborative Network
Author: Evans Reding, Tracie
Date: 2020-02-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Urban Universities,Institutional Cooperation,College Role,Social Capital

Complex problems are being approached through collaborations that cross sectors including businesses, nonprofits, public institutions, and academia. Social Network Analysis (SNA) methods have been adopted to help manage these large collaborations, and it is useful not only for exploring the network dynamics of the collaboration as a whole, but also for exploring where an individual organization lies within the network. Universities can benefit from understanding their position and ties within a network and utilize that information to strengthen their position within these collaborations while fostering collaborations within the network. This study applied SNA to determine the influential position of an urban university within a multi-stakeholder collaborative network (MSCN). The university in this study holds more formal intra-sector relationships and more informal inter-sector relationships with the organization types in the MSCN. The findings also show that the university does hold a prominent position within the informal network of the MSCN; however, it does not hold a position of prominence within the formal network of the MSCN. Fostering these formal and informal relationships would allow the university to strategically promote beneficial collaborations for the university and the network as a whole.
&quot;From School of Crisis to Distinguished&quot;: Using Maslow&apos;s Hierarchy in a Rural Underperforming School
Author: Fisher, Molly H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Small Schools,Elementary Schools,School Effectiveness,Educational Change,Needs,School Culture,Disadvantaged Schools

Despite conditions that would work against a small and rural school in an impoverish rural area of the United States, Fairway Elementary School has managed to excel in its accountability measures. Through interviews with faculty, staff, teachers, students, and parents of children at Fairway Elementary School a model was developed through the lens of Maslow's Hierarchy of Needs. It was found that a new administrator at the school started with the physiological needs of the children and are now working within the esteem stage of Maslow's Hierarchy. Details from each stage of the hierarchy are provided as a promising practice for other rural schools. Fairway Elementary continues to succeed in their efforts to improve not only student achievement, but the culture of their school within an impoverished community.
Google It: A Component Analysis of Free Online Violent Threat Assessment Tools for Schools
Author: Hall, Cristin Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,School Safety,Violence,Weapons,Internet,Access to Information,Rural Schools,School Districts,Disadvantaged Schools,Educational Resources,Evaluation,Mental Disorders,Prevention,Intervention

Although school-based youth homicides and student fear of attack or harm at school have slowly decreased over the past two decades (Musu-Gillette et al., 2018), students are not free from worry; violence is still present in schools. School violence refers to acts of physical force, harm, or power that occur on school grounds or at school events (Centers for Disease Control and Prevention [CDC], 2017; World Health Organization, 2002). School violence is manifested over a vast continuum, encompassing incidents ranging from bullying and physical fighting to weapon use, bombings, and mass attacks among students (CDC, 2017). While bullying and fighting are much more likely to occur in schools, the nation at large appears to demonstrate greater concern and worry for more unlikely events, such as school shootings (Juvonen, 2001). Because of the mounting evidence related to wide-reaching effects of school violence (Crawford &amp; Burns, 2016; Peguero, Connell, &amp; Hong, 2016), threat assessment efforts to identify serious threats and prevent unnecessary harm are more needed than ever. Educational agencies that are underfunded, lack needed training, and may be geographically isolated, like rural schools, may turn to the internet for free or low-cost resources to retrieve the information and materials that they need to keep students and communities safe. The present study compares extant open-access violence threat assessment measures to Cornell's (2018a) Comprehensive School Threat Assessment Guidelines (CSTAG) to examine the relative quality of existing resources that are available online for rural and underserved school districts.
Attending to Conditions That Facilitate Intercultural Competence: A Reciprocal Service-Learning Approach
Author: Collopy, Rachel M. B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Cultural Awareness,Attitude Change,Transformative Learning,Student Development,Native Speakers,English (Second Language),Foreign Students,Intercultural Communication,Interpersonal Competence,Intensive Language Courses,Reflection,Private Colleges,Preservice Teachers,Cooperative Learning,Undergraduate Students,Student Diversity

Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning's core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post-surveys. Results indicate that both participant groups--native English-speaking undergraduate students and international English language learners--experienced significant growth. This study responds to calls for quantitative pre- and post-research methods and the assessment of outcomes for all service-learning participants.
Increasing Enrollment in Foreign Language Teacher Training Programs
Author: Kissau, Scott
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Education Programs,Enrollment Trends,Trend Analysis,Language Teachers,Second Language Learning,Second Language Instruction,Declining Enrollment,Teacher Recruitment,Teacher Qualifications,Teacher Supply and Demand,Universities,Teacher Shortage,Graduate Study

The critical shortage of foreign language teachers in the United States is well documented, and it was recently reported by ACTFL (2017) to be the worst on record. Exacerbating this shortage is declining enrollment in foreign language teacher training programs that serve as a pipeline to the profession. Even more troublesome, in response to declining enrollment, many programs that prepare the next generation of foreign language teachers are being closed (Garcia, Moser, &amp; Davis-Wiley, 2019). To help address the inadequate supply of qualified foreign language teachers in the United States and to maintain program viability, faculty in the Cato College of Education at the University of North Carolina at Charlotte (UNC Charlotte) embarked upon a multi-year initiative to increase enrollment in a graduate program for aspiring foreign language teachers. In this article, they share some of the recruitment strategies they employed and the success they experienced in the endeavor.
How Can We Help You? An Exploration of What Institutional Websites Reveal about First-Generation Support Services
Author: Hodge, Lynell
Date: 2020-02-00
Type: Journal Articles
Subjects: First Generation College Students,Academic Support Services,Web Sites,Computer Mediated Communication,Information Dissemination,College Choice,College Readiness,Peer Relationship,School Holding Power,Expectation

Institutional websites are powerful tools that communicate wide range of information. Providing access to higher education requires institutions to consider how services are communicated with a goal of engaging students from diverse populations. This study utilized a conceptual content analysis to review university and college websites to determine how information about support services for first-generation students is electronically communicated. The researchers constructed an evaluative study to assess 14 institutions to formulate a critique and extend the work of Eccles's expectancy-value theory (1984), which suggests that achievement-related choices are motivated by students' expectations for success. The results of this study found salient factors to indicate that institutions sought to provide support for first-generation students, but relevant information was not always explicitly conveyed on websites, particularly in ways most likely to engage diverse populations.
Lessons Learned from Online PLCs of Rural STEM Teachers
Author: Durr, Tony
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Internet,Rural Schools,STEM Education,Science Teachers,Faculty Development,Video Technology,Feedback (Response),Teaching Methods,Educational Cooperation,Computer Mediated Communication,Teacher Effectiveness,Self Efficacy,Workshops

This article details a Title II grant funded professional development project for rural STEM teachers. For this project teachers were grouped in online professional learning communities (PLCs). Participants shared teaching videos and received feedback from their group members and university faculty. In a face-to-face workshop, participants were trained on how to effectively record and share videos with their PLC group. After the workshop, all communication was conducted through digital means. During this project we learned that the frequency of video posting, the type of videos posted, and the style of reflection questions, were critical aspects to the engagement of participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.
Applying Equity Literacy&apos;s Four Abilities to Middle Schools for the Benefit of Students Experiencing Homelessness
Author: Moulton, Matthew J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Federal Legislation,Homeless People,Incidence,Public Schools,At Risk Students,Middle School Students,Intervention,Literacy Education,Equal Education,Student Needs,Stakeholders

In this essay, I use the McKinney-Vento Homeless Education Assistance Improvements Act of 2001 to define homelessness and describe its prevalence in United States public schools. I present readers with statistics about student homelessness and situate Gorski's equity literacy within the progressive, equity-oriented foundations of the middle school movement and as a means by which stakeholders could begin to address homelessness in their contexts. After presenting the four abilities of equity literate educators, I apply the abilities to the nuances of student homelessness in the middle grades.
Civic-Minded Graduate: Additional Evidence
Author: Bringle, Robert G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Educational Objectives,Volunteers,Service Learning,Citizen Participation,Self Concept,Educational Experience,Undergraduate Students

The civic-minded graduate (CMG) construct provides a set of common civic learning objectives that can guide the design, implementation, and assessment of curricular and cocurricular civic engagement programs. This research examined components posited to be part of the CMG construct and found correlations between identity as a student and CMG, between civic identity and CMG, between CMG and all of the motives for volunteering on the Volunteer Functions Inventory, and between CMG and measures of interest in charity, service programs, and advocacy types of service. Implications for practice and future research are proffered.