ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Citizenship Education within a Context of Accountability and 21st Century Skills: The Case of Olympus High School
Author: DiCicco, Marzia Cozzolino
Date: 2016-05-16
Type: Journal Articles
Subjects: Citizenship Education,Global Education,Global Approach,Accountability,High Schools,Case Studies,Integrated Curriculum,Educational Change,Social Justice,Semi Structured Interviews,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Participant Observation,Content Analysis,Qualitative Research,Competition,Program Implementation,Ethnography

This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009-2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus's reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.
The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills
Author: Gorucu, Alpaslan
Date: 2016-05-23
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Cooperative Learning,Secondary School Students,Problem Solving,Instructional Effectiveness,Statistical Analysis,Nonparametric Statistics,Pretests Posttests,Self Control

The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016 school year. The research utilized an experiment (24 students) and a control (24 students) group. In order to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on students' problem solving skills, &quot;Problem Solving Inventory for Primary School Children&quot; developed by Serin et al. (2010) was implemented. Data were analysed on statistics software, using Mann Whitney-U and Wilcoxon Signed Rank tests. According to the findings obtained in the present study, there are not any significant differences between experiment and control groups in terms of pre-test confidence in problem solving skill, self-control, and avoidance and total score averages (p&gt;0.05). There are significant differences between control group pre-test and post-test scores in all dimensions and total scores, in favour of post-test (p&lt;0.05). There are significant differences between experiment group pretest and post-test scores in all dimensions and total scores, in favour of post-test (p&lt;0.05). There are significant differences between experiment and control groups' post-test scores in all sub-dimensions and total scores (p&lt;0.05). Obtained findings showed that, problem solving skills of the experiment group students, on who cooperative learning approach was conducted, significantly increased more than control group students, on whom traditional methods were conducted, and the difference between these two groups was significant.
Context and Curriculum in Two Global Cities: A Study of Discourses of Citizenship in Hong Kong and Singapore
Author: Alviar-Martin, Theresa
Date: 2016-05-16
Type: Journal Articles
Subjects: Citizenship,Foreign Countries,Qualitative Research,Case Studies,Comparative Education,Citizenship Education,Nationalism,Moral Values,Self Concept,Definitions,Discourse Analysis,Educational Change,Curriculum

This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.
The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language
Author: Varisoglu, Mehmet Celal
Date: 2016-05-23
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Cooperative Learning,Second Language Learning,Socialization,Learning Strategies,Qualitative Research

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative learning can be used in teaching of Turkish as a foreign language. The article uses the framework of the research made on learning strategies and is based on qualitative research methods. It evaluates the strategies which are connected to the social language learning and the principles of cooperative learning and puts a particular emphasis on the issues which are connected to the process of teaching Turkish as a foreign language by bringing into a discussion such questions as which principles should the learning activities be prepared and what are the roles of students and a teacher. In addition, the article gives some suggestions on how to detect learning strategies of every student and to accomplish their internalization by the students - achieving thus success in teaching Turkish as a foreign language.
Do L2 Writing Courses Affect the Improvement of L1 Writing Skills via Skills Transfer from L2 to L1?
Author: Gonca, Altmisdort
Date: 2016-05-23
Type: Journal Articles
Subjects: Writing Skills,Skill Development,Second Language Programs,Language Proficiency,Transfer of Training,Interference (Language),Native Speakers,Native Language Instruction,Turkish,Essay Tests,English (Second Language),Language Acquisition,Statistical Analysis,Achievement Gains,College Students,Foreign Countries

This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study. While 20 of them attended a two-semester-L2 writing course, the other 20 students did not take any writing courses in L2. At the end of the course, all of the students took an essay writing exam in L1. They were asked to write an essay on education. The exam scores prove that writing skill transfer from L2 to L1 is possible in adult English as a Second Language (ESL) learners. The study illustrates that L2 learning and acquisition enable L2 writing skills transfer from L2 to L1; and this can bring about a progress in their first language writing skills.
Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas
Author: Tichnor-Wagner, Ariel
Date: 2016-05-16
Type: Journal Articles
Subjects: Global Education,Social Justice,Teaching Methods,Qualitative Research,Case Studies,Inservice Teacher Education,Elementary Secondary Education,Educational Practices,Competency Based Education,Integrated Curriculum,Student Centered Curriculum,Teacher Competencies,Citizenship Education,Teaching Models,Interviews,Classroom Observation Techniques,Focus Groups,Lesson Plans,Global Approach,Teacher Background,Language Arts

Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers' global experiences, students' global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work.
Local Control in the Era of Accountability: A Case Study of Wisconsin PreK
Author: Graue, M. Elizabeth
Date: 2016-05-23
Type: Journal Articles
Subjects: School District Autonomy,Accountability,Case Studies,Preschool Education,Educational Policy,Public Policy,State Standards,National Standards,Policy Formation,Models,State Policy,Educational Change,Public Education,Politics of Education,Educational History,Semi Structured Interviews,Stakeholders,Policy Analysis,Program Implementation

The opposing principles of local control and increased standardization are a prominent tension in the United States' education system. Since at least the early 1990s, this tension has taken shape around the accountability movement, defined by educational reforms that hold schools, teachers, and students accountable for performance on new standards, assessments, and curricula. While many scholars have examined the manifestations of the current accountability movement, few have looked at this phenomenon within the growing public preK movement. Drawing from interviews with state policymakers and district-level actors, this paper describes how the seemingly contradictory principles of local control and increased state and national standards (what we refer to simply as standardization) are shaping the policy and practice of Wisconsin's preK system, known as 4K. We argue that rational models of policy making fail to explain the coexistence and blending of the strands of local control and standardization we found in our data, and suggest that Deborah Stone's (2001) policy paradox provides a better theoretical framework for our findings.
Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development
Author: Covay Minor, Elizabeth
Date: 2016-05-23
Type: Journal Articles
Subjects: Faculty Development,Educational Policy,Middle School Teachers,Interviews,Teacher Characteristics,Teaching Experience,Prior Learning,Program Effectiveness,Science Teachers,Qualitative Research,Statistical Analysis,Intervention,Pedagogical Content Knowledge

In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle school science PD randomized control trial in the US, we find that what teachers learn in PD varies significantly based on their prior knowledge and experience. This paper explores several hypotheses about how content knowledge and teacher learning interact. We conclude that the next step toward improving teacher PD is to calibrate learning opportunities to teachers' prior knowledge.
Developing Science and Mathematics Teacher Leaders through a Math, Science &amp; Technology Initiative
Author: Green, André M.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Science Course Improvement Projects,Mathematics Teachers,Science Teachers,Teacher Leadership,Leadership Training,Pedagogical Content Knowledge,Qualitative Research,Online Surveys,Faculty Development,Teaching Styles,Inquiry,Self Efficacy,Participant Satisfaction,Teacher Collaboration,Barriers,Fellowships,Elementary School Teachers,Supervisor Supervisee Relationship

This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program.
Hiring Quality Teachers: The Devil Is in the Details
Author: Whitworth, Jerry
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Qualifications,Teacher Recruitment,Teacher Characteristics,Teacher Educators,Teacher Attitudes,Administrator Attitudes,Portfolios (Background Materials),Eligibility,Selection Criteria,Teacher Selection,Teacher Competencies

Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher candidates who possess those characteristics. This study utilized a multi-part survey to examine the perceptions of school administrators and teacher educators in five states regarding the most valuable and important components of the teacher hiring process with a focus on the professional portfolio as a practical tool for delivering and documenting those components. Results demonstrated close agreement between the perceptions both groups in regard to the teacher hiring process and yielded some useful information to assist schools in identifying and employing high quality teachers.
Empowering Students to Make Sense of an Information-Saturated World: The Evolution of &quot;Information Searching and Analysis&quot;
Author: Wittebols, James H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Empowerment,Information Literacy,Internet,Information Seeking,Assignments,Courses,College Instruction,College Students,Media Literacy,Course Content,Course Objectives,Foreign Countries

How well students conduct research online is an increasing concern for educators at all levels, especially higher education. This paper describes the evolution of a course that examines confirmation bias, information searching, and the political economy of information as keys to becoming more information and media literate. After a key assignment in which students assess their own tendency to engage in confirmation bias, students research a social justice issue across web, news and academic research resources. Designed to build good analytical skills in assessing the trustworthiness of a variety of sources of information, the course empowers students as researchers, citizens and consumers.
Two Parts Reflection, One Part Selfie: A Visual Alternative to the Minute Paper
Author: Meehlhause, Kellie
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Student Evaluation,College Students,Library Instruction,Social Media,Writing (Composition),Writing Instruction,Writing Assignments,Prompting,Reflection,Cognitive Style,Library Research,Research Skills,Skill Development,Retention (Psychology),Learning Activities,Active Learning,Formative Evaluation,Experiential Learning,Handheld Devices,Photography,Visual Learning

For almost 40 years, the Minute Paper has been a quick and easy means of learning assessment, both in the college classroom and in library instruction. More recently, the use of social media, particularly selfies, has gained popularity by connecting with students through the technology with which they are most familiar. This article makes the case for combining the Minute Paper and selfies in order to gain an insight into students' skill development and retention after a library session. Adaptable to a variety of classes and learning outcomes, the activity enables students to actively use the skills they have learned, rather than passively reflecting on them.
Identifying Threshold Concepts for Information Literacy: A Delphi Study
Author: Townsend, Lori
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Fundamental Concepts,Delphi Technique,Expertise,Usability,Knowledge Level,Information Science,Scholarship,Models,Research Skills,Library Research,Library Instruction

This study used the Delphi method to engage expert practitioners on the topic of threshold concepts--core ideas and processes in a discipline that students need to grasp in order to progress in their learning, but that are often unspoken or unrecognized by expert practitioners--for information literacy. A panel of experts considered two questions: First, is the threshold concept approach useful for information literacy instruction? The panel unanimously agreed that the threshold concept approach holds potential for information literacy instruction. Second, what are the threshold concepts for information literacy instruction? The panel proposed and discussed over 50 potential threshold concepts, finally settling on six information literacy threshold concepts.
Institutional Assessment of Student Information Literacy Ability: A Case Study
Author: Chan, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Libraries,Testing,Standardized Tests,Information Literacy,Case Studies,Student Evaluation,Undergraduate Students,Performance Based Assessment,Evidence,Cutting Scores,Student Improvement,Validity,Reliability,Longitudinal Studies,Instructional Program Divisions,Comparative Analysis,Pretests Posttests

With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in Hong Kong in administering a standardized test of information literacy--the Research Readiness Self-Assessment (RRSA)--at the institutional level to satisfy the need for evidence of learning. Compelling evidence was found of improvement in student information literacy ability over the course of their studies.
Reporting or Reconstructing? The Zine as a Medium for Reflecting on Research Experiences
Author: Vong, Silvia
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Teaching Methods,Student Research,Rating Scales,Outcome Measures,Student Reaction,Content Analysis,Evaluation Methods,Thinking Skills,Layout (Publications),Undergraduate Students,Educational Practices,Learning Experience,Foreign Countries

In a research-based course, undergraduate third year students were asked to submit their reflections on their research experience in the zine medium. While the literature shows that the medium can encourage students to reflect meaningfully about their experiences, evaluating the medium, which is a mix of text and visuals, can be challenging for the instructor. This paper explores the value of zines as a medium for reflection using the 4R Reflection Scale as a framework. The 4R Scale by Ryan and Ryan (2015) outlines four levels--reporting and responding, relating, reasoning, and reconstructing--to determine the depth of thinking in the reflection. The analysis using this scale shows that students were likely to report and respond on their research experience (lowest level on the scale) rather than reconstruct (highest level on the scale).
Creating an Engaging Library Orientation: First Year Experience Courses at UC San Diego
Author: Goldman, Crystal
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,College Libraries,Orientation,Introductory Courses,Learning Modules,First Year Seminars,Online Courses,Library Services,Student Research,Library Research,Library Skills,Class Activities,Student Educational Objectives,Learning Activities,Taxonomy,Instructional Design,Scaling,Educational Technology,Educational Games,Homework,Assignments,Student Attitudes,Feedback (Response),Statistical Significance,Expectation,Access to Information,Handheld Devices

This article focuses on the development of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The library module included a brief in-class presentation about research concepts and library services, an online interactive library scavenger hunt given as an in-class activity, and a homework assignment where students created public service announcements highlighting their favorite library space or resource. Over 400 FYE students completed the library module, and many indicated a marked increase in comfort using the library by the end of the module. Recommended practices are included for those wishing to create a similar module.