ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for Social Justice: Perspectives from Library and Information Science and Collaboration with K-12 Social Studies Educators
Author: Naidoo, Jamie Campbell
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Social Studies,Library Science,Information Science,Librarian Teacher Cooperation,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Educational Technology,Power Structure,Printed Materials,Multiple Literacies,Culturally Relevant Education,Library Education,Computer Uses in Education

Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education. Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there has been a focus in LIS on educating librarians from a social justice perspective. In this essay we will discuss some of the strategies we use for training librarians to practice librarianship using a social justice framework as a way to help social studies teachers and other educators critically think through their role in educating for social justice in their classrooms. Some areas of particular transference from LIS to K-12 educators that we focus on include locating classroom technologies as sites of power and privilege, prioritizing print and digital materials representative of culturally diverse populations and relevant contexts, and expanding the notion of literacy to include multiple literacies. These strategies lay a foundation for a critically-oriented classroom as a step towards teaching for social justice, and provide opportunities for collaboration between social studies educators and librarians.
The Intersection of Culture and Behavior in Social Studies Classrooms
Author: Schlein, Candace
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Adoption,Attachment Behavior,Student Behavior,Cultural Differences,Emotional Disturbances,Behavior Disorders,Parents,Experience,Semi Structured Interviews,Access to Education,Culturally Relevant Education,Special Education,Teacher Characteristics

Social studies is a school subject that aims to enmesh local and global concerns and ways of understanding the world. It is a complex task to position local concerns and perspectives within an intercultural vantage. In turn, this objective for teaching and learning also presumes that students interact with social studies material from fixed and definable cultures, identities, and family structures, as well as in accordance with normalized behavioral expectations for students in school. Children who have been adopted from foreign countries, and particularly children who have been placed in transnational families and homes, might have multiple and shifting identities and cultural identities. Within this article, we discuss the findings of an investigation into the experiences of families of children with Reactive Attachment Disorder (RAD) who are transnational adoptees. We argue for the great need for teachers to gain intercultural competence in order to meet the needs of all students in terms of academics, behaviors, and cultures. Significantly, we consider how the use of intercultural competence might support the practices and perspectives of social studies teachers. We explore the intersection of culture and behavior in deliberating over intercultural competence, transnational adoptees, and social studies classrooms.
&quot;They Don't Tell It&quot;: Indigenous Social Studies Teachers Transforming Curricula in Post-Conflict Guatemala
Author: Rubin, Beth C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum Development,Indigenous Populations,Minority Group Teachers,Qualitative Research,Educational Policy,Citizenship Education,Case Studies,Middle Schools,High Schools,Elementary Secondary Education,Observation,Focus Groups,Grounded Theory,Interviews

This analysis considers the complex ways that attempts to create a liberal, democratic Guatemalan national identity through policy-driven curricular reform were taken up, engaged with, contested and transformed at the local level by Indigenous social studies teachers. While post-conflict education initiatives aimed at civic reconstruction proliferate globally, this investigation draws on qualitative data collected in a variety of school settings to provide insight into the complexities of moving from policy to practice, highlighting the significant part played by social studies teachers in this process.
Video-Based Big Data Analytics in Cyberlearning
Author: Wang, Shuangbao
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,Online Courses,Educational Technology,Information Security,Computer Security,Program Descriptions,Computer Science Education,Peer Relationship,Teacher Student Relationship,Data Analysis,Computer Software,Search Strategies,Recordkeeping,Cooperative Learning,Second Languages,Computer Assisted Testing,Masters Degrees,Graduate Students,Outcomes of Education

In this paper, we present a novel system, inVideo, for video data analytics, and its use in transforming linear videos into interactive learning objects. InVideo is able to analyze video content automatically without the need for initial viewing by a human. Using a highly efficient video indexing engine we developed, the system is able to analyze both language and video frames. The time-stamped commenting and tagging features make it an effective tool for increasing interactions between students and online learning systems. Our research shows that inVideo presents an efficient tool for learning technology research and increasing interactions in an online learning environment. Data from a cybersecurity program at the University of Maryland show that using inVideo as an adaptive assessment tool, interactions between student-student and student-faculty in online classrooms increased significantly across 24 sections program-wide.
Examining the Historical Representation of the Holocaust within Trade Books
Author: Bickford, John H., III
Date: 2015-00-00
Type: Journal Articles
Subjects: European History,History Instruction,Jews,Death,Interdisciplinary Approach,Teaching Methods,English,Language Arts,Victims,Primary Sources,Content Analysis,Historiography,Literary Styles,Social Bias,Ethnic Groups,War,Ghettos,Foreign Countries,Childrens Literature,Adolescents,Adolescent Literature,Qualitative Research,Books

State and national education initiatives provide American students with opportunities to engage in close readings of complex texts from diverse perspectives as they actively construct complicated understandings as they explore complex texts. Opportunities for interdisciplinary units emerge as the role of non-fiction in English/language arts and informational texts in history/social studies increases dramatically. Trade books are a logical curricular link between these two curricula. The initiatives, however, do not prescribe specific curricular material so teachers rely on their own discretion when selecting available trade books. Scholarship indicates that historical misrepresentations emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Holocaust, which is arguably the most consequential global event in 20th century. It is also a curricular element of U.S. history, world history, and English/language arts. We report various misrepresentations within the trade books regarding the Holocaust's origins, targeted victims, victim totals, contributors, and recognition of other genocidal acts. We provide ancillary primary sources for teachers interested in addressing or balancing the historical misrepresentations.
Inclusion of Arab-Americans and Muslim-Americans within Secondary U.S. History Textbooks
Author: Eraqi, Monica M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Arabs,Muslims,Secondary Education,History Instruction,Textbooks,Multicultural Education,Textbook Content,Stereotypes,Social Studies,Immigrants,Textbook Evaluation,United States History,Religious Cultural Groups,Content Analysis

Over the past 2 decades, textbook publishers have made large improvements by including multicultural education within their texts. U.S. history textbooks have specifically included diverse perspectives. The increased inclusion of diverse perspectives creates a more historically accurate depiction of how various cultures have contributed to the growth and success of America and promotes cultural pride and understanding. Unfortunately, the same is not true of Arabs, Muslims, and Arab- and Muslim-Americans. A contextual analysis of five U.S. history textbooks was conducted to determine if Arab, Muslim, Arab-American and Muslim-American contributions and achievements were included. The results determined that Arabs and Muslims are included within U.S. history textbooks, but primarily during times of conflict. Arab- and Muslim-Americans are typically not included nor are their contributions and achievements.
A Review of Characteristics and Experiences of Decentralization of Education
Author: Mwinjuma, Juma Saidi
Date: 2015-01-00
Type: Journal Articles
Subjects: Administrative Organization,Educational Administration,Politics of Education,Concept Formation,Participative Decision Making,Administrative Principles,Administrative Policy,Organizational Objectives,International Education,Educational Finance,Foreign Countries

This paper scrutinizes decentralization of education with reference to some countries around the world. We consider discussion on decentralization to be complex, critical and broad question in the contemporary education planning, administration and politics of education reforms. Even though the debate on and implementation of decentralization education can result from differences in ideological and philosophical backgrounds (McGinn &amp; Welsh, 1999), in this scrutiny we begin by theorizing the concept, provides dimensions and goals of decentralization and demonstrate how decentralization has been implemented in some countries. Finally, conclusion is assumed in this debate as a summary and a conduit to further discussion and investigation of educational decentralization.
Assessment of Conventional Teaching Procedures: Implications for Gifted Learners
Author: Alenizi, Mogbel Aid K.
Date: 2016-07-00
Type: Journal Articles
Subjects: Gifted,Conventional Instruction,Mathematics Skills,Mathematics Instruction,Learning Problems,Control Groups,Experimental Groups,Achievement Gains,Scores,Skill Development,Teaching Methods,Teaching Models,Instructional Effectiveness,Gifted Disabled,Achievement Tests,Females,Task Analysis,Foreign Countries,Statistical Analysis

The present research aims to assess the conventional teaching procedures in the development of mathematical skills of the students with learning difficulties. The study group was made up of all the children with academic learning disorders in KSA. The research questions have been scrutinized from the averages and the standard deviation of the marks scored by the participants in the test and control group. The outcomes of the study show that the conventional teaching procedures have effects on mathematical skill development of the female pupils with learning disorders. The results of the study show that the test group outperformed the control group. Based on the data and the evidences, various recommendations have been proposed for the stakeholders in the area of teaching the gifted children so as to ascertain better training for them.
A Postcolonial Reading of Amiri Baraka's 21st Century Political Poem on America
Author: Mehrvand, Ahad
Date: 2016-10-00
Type: Journal Articles
Subjects: Poetry,Poets,Political Attitudes,Political Issues,Social Change,Terrorism,Criticism,Social Discrimination,African American Literature,Literary Criticism,Literary Styles,Literature Appreciation

In the fifteen years since the 9/11 terrorist attacks in America, countless literary and artistic works have responded to the incident. This paper examines Amiri Baraka's literary response to this violent event through his most famous poem entitled &quot;Somebody blew up America,&quot; which defies American orthodox responses to the attacks. The mainstream reading of the poem swings toward its poetical and political qualities; however, nobody has engaged in a postcolonial reading of the poem so far. Hence, this paper intends to highlight its postcolonial and decolonizing characteristics. Baraka's political poem is significant in terms of its educational role because, as a discovery poem, it attempts to foster private, domestic, and international awareness of both oppressors/ colonizers and the oppressed/ colonized to help them bring about a social change and become new humans carrying ideas of equality, justice, and respect for humanity. The question this paper raises is as follows: What colonial characteristics could be found in Baraka's poem? Drawing upon Césaire, Memmi, and Fanon, it applies postcolonial and decolonization concepts such as dehumanization, &quot;thingification,&quot; Manichaeism, and reverse Manichaeism to the poem. The paper concludes that both international and domestic terrorism are rooted in America's and Europe's racist, colonial, capitalist, and imperialist involvements.
Leadership Adaptation and Traits in Nepalese Police Forces
Author: Shrestha, Thakur Mohan
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,Police,Mixed Methods Research,Leadership Styles,Surveys,Interviews,Transformational Leadership,Behavior,Focus Groups

Recently, the role of leadership has been considered as one of the crucial factors for the success of any organization. However, what constitutes the effective leaders and what is the status of leaderships is still a subject of study. Hence, this research article is carried out with a mixed method. Based on the evaluation of 7 leadership styles, Bass and Avolio (1994)'s &quot;5Is&quot; behaviors, 49 traits, and 28 affecting elements for the development of police officers in Nepal, this study has used a survey questionnaire from 1111(N) and in-depth interview from 21(N) respondents from all the districts of Nepal. The findings of the study display that people are expecting a lot from police administration for adaptation of transformational leadership followed by participative/democratic, authentic and strategic models which were rated with highest ratings respectively. The trait status does not seem sound since the negative traits seem dominant with highest rating-&quot;moderately to mostly&quot;, whereas the majority of positive traits are rated with &quot;a little to moderately&quot;. Moreover, the transformational leadership behaviour is dealt with &quot;a little to moderately&quot;, which needs to be improved.
A Review of Research Literature on Obstacles That Prevent Use of ICT in Pre-Service Teachers' Educational Courses
Author: Mirzajani, Hassan
Date: 2015-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Literature Reviews,Educational Technology,Technology Uses in Education,Preservice Teachers,Teacher Education Programs,Barriers,Technological Literacy,Technology Integration,Access to Computers,Time Factors (Learning),Self Efficacy,Leadership Responsibility

In spite of growing amount of technologies, tools and information communication and technology (ICT) by providing pre-service teacher education courses, pre-service teachers' ICT utilization is not still as predicted. Research shows many barriers influencing pre-service teachers' utilization of ICT. Many researchers have identified a number of factors to describe why student teachers do not feel ready to use ICT in their classrooms. The purpose of this review of research literature is to discover what reasons are key obstacles that prevent utilization of ICT in pre-service teachers' educational courses. The review results show that most of the researchers believe that lack of enough training, lack of suitable software and hardware, lack of knowledge and skills, lack of ICT leadership support, lacking time, and lack of self-efficacy are the key barriers for utilization of ICTs in pre-service teachers' educational courses. The study also concluded that understanding the amount to which these obstacles affect ICT users and institutes can support decisionmaking on how to equip them.
What Educators Need to Do with Biased Children's Books on Religion, Gender and Race
Author: Morgan, Hani
Date: 2016-00-00
Type: Journal Articles
Subjects: Childrens Literature,Books,Gender Bias,Racial Bias,Social Bias,Religion,Indigenous Populations,American Indians,Jews,Foreign Countries

Children's books have frequently portrayed groups holding power more favorably than marginalized people. In this essay, we show how such books support a theoretical framework based on the notion that education can either preserve the status quo or change it. We use primary sources consisting of passages from various children's books in addition to highlighting the findings of previous researchers. We examine gender misrepresentation as well as the biased depiction of religious and racial minority groups.
The Analysis of Learning Objectives in Iranian Junior High School English Text Books Based on Bloom's Revised Taxonomy
Author: Rahpeyma, Ayoub
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,English (Second Language),Second Language Instruction,Textbooks,Coding,Classification,Knowledge Level,Textbook Evaluation,Metacognition,Qualitative Research

This study was carried out to evaluate the Iranian junior high school English text books according to learning objectives of Bloom's Revised Taxonomy (BRT) (2001) to find which learning levels of Bloom's Revised Taxonomy were more common in these text books. The primary data in this study came from the newly published English text book, &quot;English for Schools&quot; series consisting of two three-volume series named &quot;Prospect 1, 2&quot; and English book grade three named &quot;Right Path to English.&quot; Therefore, the data sources were junior high school English text books contents. This study is important as these course books are the first English text books that have been prescribed for Iranian junior high school students to study from 2014. To fulfill the purpose of this study, the contents of junior high school English text books were codified by a coding scheme of BRT. The data were then analyzed; at the first step the frequency and percentage of occurrence of different learning objectives from each book was separately considered and then the average of the whole books were calculated. Results from the codification of 439 tasks and exercises indicated that in three grades, the first three low levels in BRT were the most prevalent than higher learning levels in Iranian junior high school English text books. In addition an important difference was found among the text books in their inclusion of different levels of learning objectives of two dimensions of BRT (knowledge and cognitive). This study can provide useful information for text book development, curriculum writers, and syllabus designers to boost English learning in the EFL setting of Iran.
Science Teachers' Information Processing Behaviours in Nepal: A Reflective Comparative Study
Author: Acharya, Kamal Prasad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Cognitive Style,Teacher Behavior,Cognitive Processes,Statistical Analysis,Teaching Methods,Teacher Qualifications,Public Schools,Private Schools,Social Class

This study examines the investigation of the information processing behaviours of secondary level science teachers. It is based on the data collected from 50 secondary level school science teachers working in Kathmandy valley. The simple random sampling and the Cognitive Style Inventory have been used respectively as the technique and tool to collect the data. The results indicate that the secondary level science teachers possess three types of information processing behaviours, namely, split cognitive style, undifferentiated cognitive style and integrated cognitive style. It has also been found that there exists a difference in cognitive behaviours of science teachers based on the variation in their type of schools while there is no significant difference in information processing behaviours based on type the of activities, qualification, instructional method used and their castes.
Ethical Credibility of Scientists in Social Research
Author: Petrovic, Ruzica
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Science Research,Ethics,Credibility,Researchers

In the paper we open the question of the correlation of scientific researchers and the ethical credibility of this engagement. The purpose of this paper is to point out to the significance of the connection between the scientific, especially social researches and the ethical postulates which we use to regulate the way in which they operate. The author refers to cases from the research practice pointing out to the presence of antagonism between the scientific ambitions and the ethical principles as well as to the necessity of its overcoming through harmonization of the scientific interest with the interest of the individual and the community. In the paper we conclude that only the research, which is conducted in accordance with &quot;the ethic of concern&quot; and with the respect of the ethical regulation procedure, can preserve the academic integrity of the researcher and make possible reliable research results.
The Proposed Creation of University System in the Province of Ilocos Sur, Philippines
Author: Alviento, Severino G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Undergraduate Students,Public Colleges,Statistical Analysis,Correlation,College Administration,Student Attitudes,Educational Change,Questionnaires

This study aimed to determine the level of acceptability of the proposed amalgamation of the three Public Higher Education Institutions in Ilocos Sur. It employed the descriptive method of research. The respondents of the study are the 3rd and 4th year AB Political Science and BSE major in Social Science students and the 4th year BEED students of North Luzon Philippine State College. The statistical tools used in the treatment of data in this study are Frequency and Percentage, Weighted Mean and Pearson Product Method of Correlation.The conclusions of this study are the following: The proposed amalgamation of Public Higher Education Institutions in Ilocos Sur, Philippines would offer wider opportunity in the administration of the State Universities and Colleges. It is recommended that: There should be proper forum or symposium on Amalgamation for a better understanding on how to enhance the value and recognition of student qualifications in the local, regional and national setting in the proposed amalgamation or university system in the province; In order to strengthen linkage opportunities of the three Public Higher Education Institutions in the province with the Local Government Units and National Government Agencies, a close working relationship and partnership should be initiated;and similar study should be conducted by other researchers to find out the level of acceptability of the proposed Regional University System in Region I and in other regions in the country.