ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming a Rural Elementary School through Invitational Education Practices
Author: Evans, Martha
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Elementary Schools,Educational Change,Educational Practices,Educational Theories,School Culture,Educational Environment,School Community Relationship,School Effectiveness

This case study discusses the transformative impact of implementing the tenets of Invitational Education (IE) theory and practice upon a rural elementary school and subsequent preparation of teacher candidates. Through the lens of hermeneutic phenomenology the researcher examined the transformative change as IE theory and practice was exhibited and communicated by students, teachers, administration, staff, families, and the community at large. As a result of implementation, the culture and climate of the school became more positive. People of all ages joined and experienced a metamorphosis that extended from the school into the community. Changes included improved student behavior, greater trust between families and teachers, increased parental involvement and an expansion of the school culture into the community. Between 2010, when there had been more than 100 days of Out-of-School Suspensions issued to students for aggressive behavior and 2013, when only 13 days were missed by students due to suspension (according to West Virginia Education Information System data), the elementary school evolved from a low-performing, negative environment into a child-centered hub of learning where the climate reflected familial connection and care beyond academics. This became evident in the interaction between students and their teachers, families with the school, and between employees within the elementary setting. This case study documents that journey through the lens of hermeneutic phenomenology for the purpose of replication at other schools.
How an Intentionally Inviting Play Library Benefits Young Children and the Community
Author: Shine Edizer, Filiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Libraries,Preschool Children,Emergent Literacy,Library Services,Program Effectiveness,Socialization,Cultural Awareness,Play

A qualitative case study sought to investigate the impact of a recently opened Play Library in Istanbul, Turkey upon the acquisition and development of literacy and creative reading culture for attending children and their families. The research was carried out among pre-schoolers from different ethnic and cultural backgrounds attending the Sisli Feriköy Kitap Okuyan Çocuklar (Children Reading Books) Play Library, which was the third Play Library opened in Turkey. &quot;Kitap Okuyan Çocuklar&quot; is a civil society group that works to establish local children's spaces, blending the concepts of play-centers, children's libraries, and family-centers as found in Western countries. The qualitative methods utilized during the research employed direct observation, interviews and questionnaires with stakeholders, which included librarians, children and their families.
Innovative Collaboration with Digital Stories: Making a Difference through Invitational Education
Author: Coffey, Debra
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Childrens Literature,Innovation,Group Activities,Student Experience,Creative Activities,Cooperative Learning,Educational Theories,Educational Practices,Computer Uses in Education,Alignment (Education)

This study was designed to explore and describe the impact of innovative group collaboration on digital stories in a children's literature course for pre-service teachers. Participants described the highlights of experiences with innovative creation and the ways they collaborated in an intentionally inviting environment while they prepared the digital stories. The results of this study aligned with the overarching goals, elements, and domains of Invitational Theory and Practice.
Increasing Campus Sense of Belonging through LLC Participation: To Gems Camp We Go
Author: Bowers, Maureen E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Sense of Community,Communities of Practice,Skill Development,Research Skills,Cooperative Learning,Student Leadership,Honors Curriculum,Program Effectiveness,Interdisciplinary Approach,Undergraduate Students,Teamwork,Communication Skills,Orientation,Resident Camp Programs,Student Attitudes,Student Participation,Social Environment,Mentors,State Universities

Gemstone seeks to develop students' research and collaboration skills, foster leadership opportunities, and provide a sense of belonging on a large campus utilizing the Best Practices Model (BPM) and a variety of high impact practices (HIPs), like a Gemstone-specific orientation program called Gems Camp. While studies have demonstrated that LLCs increase students' sense of belonging, the goal of this study is to explicitly test via propensity score matching if (a) enrollment in the Gemstone Honors Program increases sense of belonging compared to university students not in Gemstone and (b) attendance at Gems Camp increases sense of belonging in Gemstone students. Gemstone students (N=221) had an increased sense of belonging compared to matched university students (N=221). Moreover, Gemstone students who attended Gems Camp (N=92) had an increased sense of belonging compared to matched Gemstone students who did not attend Gems Camp (N=92). In conclusion, the Gemstone Honors Program is an example of an LLC with scaffolded high impact practices, such as intentional first year programming, undergraduate research, and collaborative projects, that promotes an increase in students' sense of belonging, providing a model for other LLCs to consider in their programming efforts.
Supporting Student Assets and Demonstrating Respect for Funds of Knowledge
Author: Roe, Katherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Capital,Teacher Student Relationship,Educational Theories,Educational Practices,English Language Learners,College Freshmen,Socialization,Student Characteristics

Much has been written about the importance of culturally relevant pedagogy which can motivate and stimulate learning. Proponents of the Funds of Knowledge theorize that cultural relevance is founded on the student's culture, community, and family. These aspects of students' worldview are referred to as assets. The extent to which teachers learn about students' assets is termed Funds of Knowledge. To increase students' sense that they are a part of the classroom community, it is recommended that teachers learn about students' families, community, and culture. Understanding these assets can then be leveraged to intentionally invite students into learning that results from enhanced engagement, cognition, and comprehension. Appreciation for the exchange between teacher and student of the assets attributed to Funds of Knowledge theory aligns with Invitational Education theory and practice, which encourages personal and professional opportunities to be intentionally caring, optimistic, respectful, and trusting toward others' pursuit of their human potential. Research indicates teachers that implement tenets of these theories foster a positive learning environment that promotes their students' self-concept.
A Leader&apos;s Emotional Self-Control and Management of Others Impacts a School&apos;s Climate
Author: Anderson, Chris James
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Urban Schools,Suburban Schools,Educational Theories,Educational Practices,Self Control,Emotional Intelligence,Teacher Attitudes,Principals,Administrator Characteristics

A quantitative study with a correlational design, analyzed responses from a target population of more than 200 teachers employed in over four dozen urban and suburban schools in the New York metropolitan area. A sample of 42 teachers completed the &quot;Inviting School Survey-Revised and the Genos 360 EI Assessment-Concise Rater.&quot; Subsequent simple linear regression procedures found Emotional Self-Control [beta = 0.486, t(74) = 2.016, p = 0.052] and Emotional Management of Others [beta = 0.494, t(74) = 2.310, p = 0.027] predict a strong relationship in the positive direction between four of the five &quot;Inviting School Survey--Revised&quot; (ISS-R) domains of school climate. Analysis of the leaders' demonstrated Emotional Self-Awareness [beta = - 0.172, t(74) = -0.816, p = 0.420] results identified a strong relationship in the negative direction between all five ISS-R dimensions of school climate. Implications suggest educational leaders seeking to improve school climate should develop and demonstrate emotional intelligence skills and tenets of Invitational Education theory.
Designing an Inquiry-Based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students&apos; Experience
Author: Lee, Jongwon
Date: 2020-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Inquiry,Program Design,Handheld Devices,Student Experience,Technology Uses in Education,High School Students,Foreign Countries,Knowledge Level,Active Learning,Historic Sites,Heritage Education,Learning Activities,Geographic Location,Metacognition

The objectives of this research are, first, to find mobile technology--informed ways of designing inquiry-based fieldwork, in support of students' inquiry processes and, second, to evaluate how a technology-integrated fieldwork project can affect students' knowledge and experience. In order to achieve these objectives, the study adopted a set of core design principles and guidelines for the creation of inquiry-based fieldwork projects, detailing tips and an example (i.e., the Yangdong Village Project) of these principles and guidelines' application. In addition, this study used a questionnaire to determine the influence of the project on students' understanding of the investigation area and their inquiry-related behaviors. It also analyzed conversation between students, to examine how students' learning processes are supported in fieldwork through use of mobile technology. A total of 86 high school students (ages 17-18), from four schools located in the Seoul metropolitan area, participated in the project. The results of the analyses showed that participation in the project helped students become better informed about the area they investigated. While they were conducting the field tasks, they showed more inquiry-driven behaviors, such as being more active and adventurous, more talkative, and more responsible (88.7%). Technological support for the process of field inquiry was prominent in three situations: location identification, data capture, and monitoring. The functionalities of mobile technology that students used during the field inquiry would reflect not only the characteristics of the task, but also the types of mobile technology involved in the project.
Secondary Students&apos; Self-Perceptions of School Climate and Subjective Well-Being: Invitational Education Meets Positive Psychology
Author: Reid, Kathy L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept,Student Attitudes,Educational Environment,Well Being,Educational Theories,Gender Differences,Individual Differences,High School Students,Questionnaires,Positive Attitudes,Student School Relationship

This study investigated the relationship between secondary students' self-perceptions of school climate and subjective well-being based upon the tenets of Invitational Education Theory and Positive Psychology. The present study not only examined the relationship between the two constructs but also, if Gender and Year Level mediate such a relationship. School climate was operationally defined according to Invitational Educational Theory while student well-being was defined according to positive psychology's PERMA model of well-being. The participants included 120 students from a large high school in the state of New York. Findings indicated evidence for a significant relationship between students' self-perceptions of school climate and subjective well-being and insignificant mediation by various demographic factors. Implications for practice include providing a method for educational administrators to evaluate and improve their school climate for the promotion of student well-being. Further research on a larger sample is recommended to understand the relationships between student well-being and perceptions of school climate in various contexts.
Investigation of Geography and Social Sciences Curriculum in Terms of Map Skills
Author: Pala, Senol Mail
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Social Sciences,Map Skills,Comparative Analysis,Curriculum Development,Teaching Methods,Learning Processes,Literacy,Spatial Ability,Instructional Program Divisions,Units of Study,Foreign Countries,Elementary Secondary Education

Map skills are included in the curriculum of different courses in basic education and secondary education, although they are more involved in the Social Sciences Curriculum (SSC) and Geography Curriculum (GC). Based on this situation, the research aimed at a comparative examination of the mapping skills included in the SSC and GC, which were updated in 2018. In the research, qualitative research model and document review method were preferred. The data source of the study was designated as 2018 SSC and GC. The analysis of the data was done with descriptive analysis technique. As a result of the research, it was observed that the map skills included in 2018 SSC continued in 2018 GC. However, different mapping skills were also included in the 2018 GC. In 2018 SSC 'people, places and environments' (PPE) learning area attainments in grades 4, 5 and 6 are observed to include map skills. However, other areas of learning of these grades and 7. It was determined that none of the attainments in classroom learning areas included map skills. In the 2018 GC, mapping skills were included in the attainment of almost all grades and units. In the 2018 GC, it was reached that the numbers of attainments involving mapping skill are similar in their distribution to grades, while there are differences in their distribution to units. However, the 2018 GC has been observed to include more extensive mapping skills than the 2018 SSC.
Preservice Teachers&apos; Metaphors about the Concept of Space Perception
Author: Kuzey, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Figurative Language,Student Attitudes,Foreign Countries,Social Environment,Physical Environment,Spatial Ability,Place Based Education,Primary Education,Social Sciences,Psychological Patterns

The aim of this study is to reveal the metaphors produced by the students of the Faculty of education regarding the concept of space perception. In accordance with this aim, the phenomenon design from qualitative research designs was used. The working group consists of 261 teachers who study in the Departments of Bayburt University Faculty of Education, Turkish, Social Sciences and primary education in the 2018-2019 academic year. &quot;Perception of spatial&quot; in order to determine the metaphors produced by the teacher candidates for the concept of &quot;perception of spatial&quot;... like/is similar to because... &quot;the semi-structured form containing the statement was distributed and they were asked to convey their thoughts. The data obtained at the end of the study were analyzed in accordance with the content analysis. Participants produced a total of 109 valid metaphors for the concept of space perception, and these metaphors were grouped under 10 different categories. As a result of the study, it was determined that half of the teachers associated the concept of space perception directly with the words that contain the meaning of the concept of space.
Social Science Education in France: A Fragmented Educational Landscape in Transition
Author: Straub, Christophe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum,Educational Change,Citizenship Education,Labor Force Development,History Instruction,Geography Instruction,Civics,Social Sciences,Economics,Elementary Secondary Education

Purpose: After a short historical presentation, this country report highlights current developments of social science education in France and clarifies its general status in the French school system, giving not only information about the curricula baselines, but also on current reforms, shifts and conflict lines among practitioners and researchers. Design/methodology/approach: This article is based on a synopsis of both official documents and evaluation reports published by the French Ministry of Education and other public organs and scientific data such as empirical case studies. Findings: Social sciences education falls under broad purposes such as educating citizens and preparing the future workforce. History, geography and civics are more established and taught to more students than other more recent subjects like &quot;Sciences économiques et sociales&quot; (Economic and social sciences), all of those subjects raising broader research questions.
Citizenship Education or Civic Education? A Controversial Issue in Spain
Author: Sánchez-Agustí, María
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Educational Legislation,Teaching Methods,Political Attitudes,Educational Policy,Educational Change,Foreign Countries,Educational History,Civil Rights,Interdisciplinary Approach,Civics,Elementary Secondary Education

Purpose: The aim of this country report is to offer an overview of civic and citizenship education in Spain. Approach: The report analyses the Spanish curriculum and the current legislative framework, examining the way social and civic competences are integrated in both primary and secondary education. Additionally, the paper also examines the latest educational reform, establishing a comparison between how citizenship education was addressed in the curriculum until 2013 and the way a cross-curricular approach has been adopted since then. Findings: The paper has been able to establish a clear difference between two political and educational conceptions. On one hand, from 2006 to 2013, the Spanish government introduced &quot;Citizenship and Human Rights Education&quot; as a core subject linked to a broader approach to traditional civic education. After the 2013 reform, the new government favoured instead a cross-curricular orientation that avoided references to the idea of citizenship and limited the scope of civic education. A discussion is provided regarding what policy reforms can be expected in the near future in Spain.
Social Studies in Denmark: A Country Report
Author: Hansen, Mogens
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum,Tests,Citizenship Education,Course Content,Instructional Materials,Secondary Education,Textbooks,Course Descriptions,Teacher Education,Teacher Associations

Purpose: The purpose of the article is to give a survey of the status of Social Studies in the Danish educational system. To deepen the survey the article also will contain some reflections of the contents and didactics of the subject. Design and approach: The analysis of the contents and didactics will focus on the description of the curriculum and the examination system. The approach will primarily consist of reflections on basis of text analysis of curriculum, examples of oral and written exam and basic concepts of citizenship. Findings: The main finding in the study is that it is important to understand the teaching in Social Studies both with regards to contents and didactics as an important part of developing the sense of citizenship. Research limitations: The main focus will be on written material and the official curriculum. It would be of great value to do more qualitative research among students and teachers about the practice of teaching in relation to the official objectives of the subject.
Psychometric Analysis of the Translated Version of the Inviting School Survey-Revised (ISS-R-2015) and Perceived School Climate in Diverse Tehran Schools
Author: Safarzadeh, Maryam
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Student Attitudes,Grade 9,Secondary School Students,Secondary Schools,Public Schools,Private Schools,Test Reliability,Student Surveys,Attitude Measures,Test Validity,Factor Structure

The present study examined the school climate of various types of schools in Tehran Iran. School climate was defined as the perceptions of 9th grade pupils in five areas: People, Programs, Policies, Processes, and Places based on the Invitational Theory and Practice paradigm. In this study we examined the climate of three types of schools: public, government samples, and nonprofit schools. In order to examine this, a valid and reliable instrument that measure the perceptions of school climate was needed. Therefore, the researchers used the Inviting School Survey (Revised Version 2015, ISS-R) based on an investigation of the factor structure, validity and reliability of the ISS-R (translated form). Results showed that translated version of ISS-R had an acceptable internal consistency, Cronbach's alpha coefficient for the total scale was 0.96 and for subscales was between 0.73 and 0.92 and confirmatory factor analysis confirmed that the structure of the translated version of ISS-R provided an acceptable fit with the data and all goodness indicators of fitness for the model. The results of the study showed that unfortunately the school climate for Tehran public schools were identified as disinviting. For these schools, the mean of most factors was less than 3. Program (3.09) and Process (3.04) factors for these schools were identified as somewhat inviting. However, with the other two types of Tehran schools studied, all factors but place were identified as somewhat inviting. The mean of the place factor for government samples and nonprofit schools was identified as disinviting.
Past and Present of Social Science Education in Hungary
Author: Dancs, Katinka
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Educational History,Educational Change,Foreign Countries,History Instruction,Interdisciplinary Approach,National Curriculum,Textbooks,Nationalism,Multiple Literacies,Citizenship Education,Core Curriculum,Elementary Secondary Education,Service Learning,Exit Examinations,Nonformal Education,Teacher Education

Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching.