ethanporcaro/eric-fulltext-meta huggingface dataset:
What Can Be Learned about Antisemitism from Holocaust Survivor Testimonies? A Narrative Inquiry Approach
Author: Morgan, Katalin Eszter
Date: 2020-00-00
Type: Journal Articles
Subjects: Jews,Death,European History,Racial Bias,Social Studies,Cultural Context,Personal Narratives,Correlation,Portraiture,Social Attitudes,History Instruction,Generalization,Safety,Intimacy,Psychological Patterns,Books,Self Concept,Parent Child Relationship,Fathers,Sons,Stereotypes,Foreign Countries,Interviews,Teaching Methods

Purpose: The purpose of this contribution is to analyse a set of Holocaust survivor testimony transcripts in order to find out their educational value regarding the connection between antisemitism of the past and the present. The narrative analyses are used to generate questions that might be relevant for addressing certain curricular aims within German Social Science Education. Approach: Testimony transcripts of six Jewish Holocaust survivors were reconstructed using portraiture techniques with the aim of capturing the essence of the experience of being Jewish in a given socio-cultural context. Certain themes from the stories were picked out and probed further with other historical and scholarly literature so as to lend them depth and generalisability to theoretical concepts. Findings: Within the context of antisemitism, the following themes are identified and discussed: a sense of safety, love, belonging, solidarity and resistance; set-apart times, Kristallnacht and the burning of the Book of Books; an example of an &quot;identity model&quot; under tension; Father-Son relationship and continued experiences of antisemitic stereotypes. Questions are generated about aspects of cultural and national self-image that could be relevant in Social Science Education.
Phenomenological Happiness of the History and Geography Teacher in Rural
Author: Cisneros, Yone Vilchez
Date: 2020-00-00
Type: Journal Articles
Subjects: Phenomenology,Well Being,Hermeneutics,Teacher Attitudes,History Instruction,Geography Instruction,Reflection,Educational Change,Job Satisfaction,Life Satisfaction,Foreign Countries,Rural Areas

The purpose of this research was to describe, analyze and interpret the essence of the experience lived by teachers of the specialties of History and Geography in Huanca Sancos - Ayacucho. Reflective and empirical methods of hermeneutical phenomenology were developed; the latter is responsible for addressing reality based on the subject's consciousness in understanding the meaning of what has been experienced; research was oriented from the qualitative approach and interpretive paradigm. The information was obtained from a sample made up of teachers who narrated their experiences through anecdotes. Close observation and a conversational interview were also used as instruments and techniques. The analysis and interpretation of the information allowed to discover individual and group meanings such as happiness, reflection, satisfaction, and tranquility; thus building as a general thematic unit of this study: the happiness of the teacher, understood as fullness, well-being and satisfaction; it is actually the source of all pedagogical transformation. To conclude, it can be stated that the study has the character of stimulation and satisfaction in the practice of pedagogical happiness as a habit that leads to making thinking more flexible and discovering better options for a change.
Global Citizenship Education for Global Citizenship? Students&apos; Views on Learning about, through, and for Human Rights, Peace, and Sustainable Development in England, India, New Zealand, South Africa, and Sweden
Author: Nygren, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Global Education,Civil Rights,Peace,Sustainable Development,Environmental Education,Teaching Methods,Educational Objectives,Developing Nations,Developed Nations,Conflict Resolution,Violence,Social Action,Local Issues,High School Students,Student Attitudes,Educational Attitudes,Adolescents,Context Effect,Cultural Context,Comparative Education,National Curriculum,Foreign Countries

Purpose: In this study, we explore students' views and experiences in relation to education about, through, and for human rights, peace, and sustainability in the global north and south. We investigate what students after nine years of schooling see as central issues and productive actions linked to key elements of global citizenship education (GCE) to better understand the complexity of GCE in theory and practice. Design: We use a survey designed in line with theories of global citizenship education. Using a mixed methods approach, we analyse responses from 672 upper secondary school students, aged 16-19, in England, India, New Zealand, South Africa, and Sweden. Findings: We find that students in different contexts may experience global citizenship education very differently, even if they are all part of a global community with guidelines from UNESCO. Dimensions of human rights education, peace education, and education for sustainable development are evident in both the global north and south; yet, students in European contexts, namely in Sweden and England, for instance, appear to be taking away very different learnings. Overall, while students across the national samples have knowledge about human rights, peace, and sustainability, they seem to struggle to identify activities for human rights, peace, and sustainability. We find a vernacularisation of GCE, highlighting a diversity of methods and cultural contexts linked to students' experiences from education. Research limitations: This study is limited to a few schools in selected countries; thus, our findings may not be generalisable on a national or global level. Practical implications: Students across our diverse sample highlight the importance of education to promote global goals. Findings indicate that more focus on education for global citizenship is necessary if schooling is to work in line with international recommendations. Similarities and differences in students' knowledge and understanding about peace, human rights, and sustainability call for differentiated and localised approaches in attempts to reach common and shared goals.
The Phenomenological Confidence of the Teacher in Conducting Learning Projects
Author: Carrillo, Rosa Ines Rondinel
Date: 2020-00-00
Type: Journal Articles
Subjects: Phenomenology,Teaching Experience,Teacher Attitudes,Self Esteem,Professional Autonomy,Teamwork,Trust (Psychology),Security (Psychology),Hermeneutics,Teaching Methods,Teacher Student Relationship,Program Administration

The present research intends to capture in essence the meaning of teachers' experiences in relation to confidence in the management of learning projects, deepened through the hermeneutical phenomenological method, the qualitative approach and the interpretive paradigm. The sample was made up of teachers who were successful in the implementation of learning projects. They were asked to narrate an anecdote, used with a conversational interview as an instrument for collecting their experiences. From the analysis and interpretation of the data, individual thematic units emerged, such as individual physiognomy, motivation, values, confidence, mistrust, frustration, reflection, satisfaction, vocation, teamwork, autonomy and commitment. After categorization, the central theme or group physiognomy 'teacher confidence' reflected in the phenomenological text was conceived. It is concluded that, in environments of trust and security, comprehensive values are developed to optimize learning and project development.
Pedagogical Competence of the High School Teacher
Author: Fakhrutdinova, Anastasiya Viktorovna
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Competencies,Teacher Qualifications,Foreign Countries,Pedagogical Content Knowledge

The need conditions the relevance of the article for the formation of higher education teachers' pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers' pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of &quot;competence&quot;, the distinction between the concepts of &quot;qualification&quot; and &quot;competence&quot;, as well as an understanding of the essence of higher school teacher's pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.
Post-Digital World, Pandemic and Higher Education
Author: Safonov, Alexander Sergeevich
Date: 2020-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Higher Education,Distance Education,Epidemiology,Student Surveys,Online Courses,Learning Processes,Universities,Disease Control,Program Implementation,Teaching Methods,Educational Change,Educational Objectives,Student Attitudes,College Students,Foreign Countries

The article examines the prospects that open up for the implementation of the educational process in higher educational institutions, as well as the problems faced by the modern higher education system in the context of the transition to distance learning caused by the current epidemiological situation in the post-digital world. On the basis of the data from a student survey made during the COVID-19 pandemic, who studied using distance digital technologies, we have analyzed the current state of higher education. Consequently, the authors have concluded that the universities, implementing programs for the digitalization of the educational process and the creation of massive online courses, are actually away from the real social circles of the post-digital society. Given the results, the authors argue that digitalization is not a way to resolve the internal contradictions of higher education. Moreover, digitalization as a goal of higher education somewhat hides the real contradictions of the learning process.
Project Thinking as the Basis of Design Creativity: Content and Features of Its Development among Bachelor-Designers
Author: Kadyjrova, Lyajsan Habibulhakovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Graphic Arts,Creativity,Thinking Skills,Skill Development,Active Learning,Student Projects,Photography,Computer Software,Computer Graphics,Visual Aids,College Freshmen,Foreign Countries,Art Activities

In current conditions, without the ability to think outside the box, without the formed artistic-design competency that identifies the ability to create a design idea based on conceptual and creative approaches to solve the design problem, a specialist cannot be in demand, competitive in the professional field. The content of education in the field of professional training of designers should provide graduates with opportunities for freely promotion along with various professional ways (Koveshnikova &amp; Koveshnikova, 2012). The urgent task of the modern professional training of designers in higher education has been and remains the development of creative project thinking of future specialists. It can be developed in various ways, one of which is the use in the training of bachelors-designers, the integration of photographics and academic disciplines, the aim of which is to teach students the basics of graphic design. The article reveals the essence of project thinking and the role of Photographics in developing project thinking among designers in the process of their art-project activities. Particular attention is focused on the specifics of project thinking as a priority during the training process in the field of design. Photographics is interpreted in this study as a modern form of visual art, capable of developing components of project thinking in integration with graphic design.
Protection of Traditional Knowledge: The Work and The Role of International Organisations and Conferences
Author: Gazizova, Asiia Sharifullovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Preservation,Cultural Maintenance,International Organizations,Conferences (Gatherings),Medicine,Plants (Botany),International Trade

The concepts of traditional knowledge, indigenous people and indigenous knowledge have gained broad use in international discussions on sustainable improvement. Nevertheless, their use is usually subjected to confusion. There have been numerous attempts to clarify the notions of traditional knowledge, indigenous knowledge and people. Although there are no globally approved definitions, this paper is devoted to analysing the approaches of international organisations to the protection of traditional knowledge. The study discusses the work of the international organisations: World Intellectual Property Organization (WIPO), United Nations Educational, Scientific and Cultural Organization (UNESCO), World Health Organization (WHO), World Trade Organization (WTO) and Food and Agriculture Organization of the United Nations (FAO), as well as international conferences: Conference of the Parties of Convention on Biological Diversity and United Nations Conference on Trade and Development (UNCTAD). The examples of traditional knowledge illustrate the paper: use of turmeric for wound healing in India, use the Hoodia plant to suppress hunger during hunting in South Africa and others. It is noted that today, at the international level, there are no instruments that ensure comprehensive protection of traditional knowledge. The author concludes that WIPO and UNESCO currently carry out the main work aimed at providing the protection of traditional knowledge. However, other international organisations and conferences, such as WHO, WTO, FAO, UNCTAD and Conference of the Parties of CBD in their work are also addressed some aspects associated with the preservation of traditional knowledge.
Digital Literacy and Digital Skills in University Study
Author: ?brosimova, Galina Alexandrovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Integration,Electronic Learning,Distance Education,COVID-19,Pandemics,Second Language Learning,English (Second Language),College Students,Student Motivation,Student Responsibility,Readiness,Knowledge Level,Self Evaluation (Individuals),Competence,Barriers,Foreign Countries

Recently, the digitalization phenomenon has been trending upwards globally. This term has occupied all spheres of our lives, including education. Along with global tendencies and calls of the Industrial Revolution, 4.0 national projects outlined by the president in the particular project &quot;Digital economy&quot; have provided many impulses to the Digitalization of education. This research paper is mainly devoted to exploring digital education and digital learning in Russia's realities today. The author utilizes the current situation with lockdown and, therefore, distance education and learning to try to shed light on some aspects of educational Digitalization. The article provides a theoretical discussion of the irreversibility and necessity of Digitalization of education, its components, stages, structure, advantages, and disadvantages; of what has been done and what is to be done in this field. The author also provides empirical data of studying Kazan Federal University students in foreign language classes during distance education and learning period. Remarkably, the article offers some insight into students' readiness for the digital era, evaluating their digital literacy and digital skills and competencies, their motivation to keep on studying while on distance, their abilities to take responsibility for their learning as well as some issues challenging students during distance learning.
Organization of Legal Education of Gifted Students Using Modern Methodological Tools
Author: Ibragimova, ?lina Nazyrovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Academically Gifted,College Students,Law Students,Educational Technology

This article is devoted to a topic, which is relevant due to the need to create an effective educational environment for gifted students through the use of modern methodological tools within the framework of education digitalization. Study purpose: to identify the state and prospects for the development of pedagogical competencies of future law teachers on the development and use of modern methodological tools in organizing work with gifted students. Research objectives: to determine the main definitions on the research topic to identify the role and place of modern methodological tools in the activities of teachers and students, to evaluate the effectiveness of its application during legal education; to develop and conduct a distance survey among the 1st-5th year students and the 1st year undergraduates of the institutes of the Kazan (Volga) Federal University, as well as gifted students from the specialized educational organizations based on the analysis of scientific and methodological literature, the regulatory framework. The authors also describe the pedagogical capabilities of the main digital educational platforms of web services used by law teachers in the practice of working with gifted students.
Never a Bystander &amp; Other Enduring Lessons for Holocaust Remembrance
Author: Lincoln, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Jews,Death,War,European History,Crime,Social Discrimination,History Instruction,Teaching Methods,School Libraries,High School Students,Student Projects

The United States Holocaust Memorial Museum (USHMM) defines the Holocaust as the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators. During the Holocaust, German authorities targeted groups because of perceived racial and biological inferiority: Roma (Gypsies), people with disabilities, and those of Slavic background (Poles and Russians). Other groups persecuted on political, ideological, and behavioral grounds included Communists, Socialists, Jehovah's Witnesses, and those in the lesbian, gay, bisexual, transgender, queer (LGBTQ) community. There has been an alarming rise in anti-Semitism in the United States and worldwide. In addition, a January 2020 Pew Research Center survey found that fewer than half of American adults could answer basic questions such as how many Jews were killed in the Holocaust or the way Adolf Hitler came to power (2020). Educators are among those most concerned with confronting the continuing cycle of hatred and violence from anti-Semitism. Due to this rise in anti-Semitism and the lack of knowledge, there has been a need for federal and state initiatives to teach the Holocaust. Twelve states currently require Holocaust instruction (USHMM 2020). Margaret Lincoln, a Lakeview Schools district librarian in Battle Creek and a USHMM Teacher Fellow, has organized annual Holocaust Days of Remembrance events to support Holocaust instruction, which was mandated in Michigan in 2016. The following Holocaust Remembrance collaborative projects described in this article can be replicated or adapted by other school librarians.
Intercultural Competencies in Graduate Students of a Private University in Lima
Author: Orozco-Vargas, Paola Gissella
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Cultural Awareness,Private Colleges,Masters Programs,Cultural Differences,Competence,Gender Differences,Student Attitudes,Diversity

Over the years, the importance of good relationships to carry out healthy teamwork in our diverse land has become evident in the world. Putting on the table the importance of having suitable intercultural skills for the realization of these. In this framework, the purpose of the study was to know the level of intercultural competences of graduate students from a private university in Lima, from a non-experimental quantitative approach with a simple descriptive scope. The population was 1000 students and the samples were made up of 296 master's students. The instrument was a questionnaire of intercultural competences. It was found as results that 36.0% have very adequate intercultural competences and the predominant dimension was intercultural sensitivity, presenting a very adequate level of 83.0% with a predominance of (Wald = 16.842) compared to the other Intercultural Awareness dimensions with (Wald = 9.654) and rejecting the general hypothesis that proposed the intercultural ability which obtained (Wald = 7.432). Concluding that, from this study, strategies should be generated that strengthen the development of intercultural competences with emphasis on its most lacking indicators in master students because they are primarily responsible for guiding the training of future professionals in all areas.
Disruption Caused by the COVID-19 Pandemic in Peruvian University Education
Author: Chiparra, William Eduardo Mory
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Higher Education,Distance Education,Blended Learning,Conventional Instruction,Online Courses,Electronic Learning,Teaching Methods,Competency Based Education

The objective of the research was to analyze the effects of the disruption that Peruvian university education has suffered due to COVID-19 in 2020. The type of research was basic under the design of grounded theory (De la Espriella &amp; Gómez Restrepo, 2020). The study scenario was university education in the first semester of 2020, considering more than twenty academic texts; between articles, texts and reports related to university educational disruption. The technique implemented was that of documentary analysis. And in the procedure for collecting information, the inclusion and exclusion criteria were taken into account. The results show that disruption is the break, abrupt or sudden interruption caused within a current paradigm. Therefore, the paradigm of face-to-face Peruvian university education due to the COVID-19 pandemic has suffered a sudden interruption; so much so that article 47 of University Law N° 30220 was modified; The modalities of face-to-face, semi-face-to-face and distance or non-face-to-face teaching were established, introducing university higher education in the new paradigm of online education. For this reason, universities should be required to leave their comfort zone and incorporate information and communication technologies as a possibility and opportunity for academic development.