ethanporcaro/eric-fulltext-meta huggingface dataset:
Character Building or the Development of the Personality: An Innovative Methodological Platform in the Informational Educational Space
Author: Berulava, Mikhail Nikolayevich
Date: 2018-00-00
Type: Journal Articles
Subjects: Personality,Individual Development,Higher Education,Universities,Socialization,Stereotypes,Social Development,Educational Change,Foreign Countries

Currently an acute crisis exists regarding the traditional methodological platform of the higher education system. Research continues with studies of individual facets of human personality without referring to new methodological realities. The dominant model of the University has remained unchanged for about 200 years. Today, however, the goals, means and agents of socialization are changing. In this essay, a new methodological platform for personality development is proposed and discussed, one which examines the role of behavioral stereotypes in the social and professional success of the individual.
Mentoring, Counselling and Mediator Models to Improve the Educational Situation of Sinti and Roma in Germany
Author: Hofmann, Natascha
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Mentors,Minority Groups,Educationally Disadvantaged,Role Models,Immigrants,Children,Social Integration,Success,Educational Counseling,Attendance,Student School Relationship,Participation

This article presents the educational situation of Sinti and Roma in Germany. The members of this highly heterogeneous minority group differ not only in terms of the time of their immigration, their legal status and language, but also in terms of their educational participation and success. The only thing they have in common is that they can all be defined as disadvantaged when compared to an average German citizen. Since the 1990s, various mentoring, counselling and mediator programmes have been developed and implemented in Germany to improve the participation in education and the educational success of Sinti and Roma. The impact -- for example the positive effects of self-chosen mentors and role models from the majority society or of Sinti and Roma educational mediators -- has been proved by empirical studies. In order to further improve and strengthen these models, educational programmes for the professionalisation of mediators have been developed, such as the Hamburg Model or the ROMED Model.
A Story in the Telling
Author: Kovach, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Indigenous Populations,Indigenous Knowledge,Canada Natives,Foreign Countries,Oral History,Interpersonal Relationship

Story is experience held in memory and story is the spark for a transformative possibility in the moment of its telling. The words we use are equally significant. This commentary reflects upon why words, stories, and oracy are powerful in learning landscapes. Indigenous peoples have known the value of story and the significance of words in creating and sustaining relationships. In an era of Truth and Reconciliation as Canadian postsecondary institutions seek to indigenize, the words we use and the stories we share will matter.
How William H. Kilpatrick&apos;s Project Method Came to Germany: &quot;Progressive Education&quot; against the Background of American-German Relations before and after 1933
Author: Retter, Hein
Date: 2019-00-00
Type: Journal Articles
Subjects: International Relations,International Educational Exchange,History,Progressive Education,Foreign Countries,Educational Philosophy,Letters (Correspondence),Diaries,Authoritarianism,Books,Cooperative Learning,College Faculty,Teaching Methods,Racial Bias,Educational Policy,African Americans,Teacher Education Programs

This study shows which contacts and events were decisive for the publication of essays by John Dewey and William Kilpatrick as a German book in connection with Kilpatrick's ensuing discussion after 1918 of the project method - in the middle of the Nazi era. The volume was edited in 1935, by Peter Petersen, at the University of Jena, the founder of the Jenaplan (Jena Plan). A number of previously unknown letters, information from various archives and Kilpatrick's diaries, which are now available in digital form, were used. It was not possible to clarify all the details. However, it is certain that personal contacts and the educational exchange in American-German relations were not completely broken off with the beginning of Nazi rule in Germany in 1933.
A Rediscovery of Voice: The Story of Self through a Qualitative Lens
Author: Choudhury, Sabina
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Researchers,Student Research,Identification (Psychology),Research Methodology,Story Telling,Self Concept,Inquiry,Art Activities,Theater Arts

The following article tells the story of how a qualitative research methods PhD course and the creation of a researcher portfolio helped to answer the sometimes elusive question of, &quot;Who am I as a researcher?&quot; and ultimately led to a rediscovery of voice. This story describes how using various modes of inquiry set the groundwork for my rediscovery of voice. This is my story. This is my story about voice. This is my story about how this PhD course provided the starting point to discover who I was as a researcher, and, more importantly, allowed me to reclaim my lost voice.
Global Applications of the Japanese ?Lesson Study&quot; Teacher Education and Training Model
Author: Duez, Erin
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Educational Change,Global Approach,Foreign Countries,Teacher Education,Elementary Secondary Education

(Erin Duez: Global Applications of the Japanese ?Lesson Study&quot; Teacher Education and Training Model): &quot;Lesson study&quot; has been used for over a century in Japan (Makinae, 2010). However, only recently, in 1999 with the release of The Teaching Gap by Stigler and Hiebert, did the practice begin to spread globally (Fujii, 2013; Ebaeguin &amp; Stephens, 2013). The Teaching Gap is a summary of the Third International Math and Science (TIMSS) video study and included an entire chapter titled &quot;Beyond Reform: Japan's approach to the improvement of classroom teaching.&quot; This chapter stated that the way the United States was reforming education was not systematic and offered lesson study in eight steps as a way to improve teaching and learning (Stigler &amp; Hiebert, 1999). From 2000-2006 the lesson study process spread across the globe to nations including Indonesia, United States, England, Philippines, Australia, Sweden, and several African Nations (Groves &amp; Doig, 2014). This paper will describe Japan's lesson study process and the successes and failures of global application.
The Privilege of Being Politically Active -- A Qualitative Study on the Political Commitment of University Students
Author: Lübcke, Stefanie
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Political Attitudes,Foreign Countries,Student Participation,Educational Background,Educational Policy,Student Motivation,Social Capital,Cultural Capital,Socialization

This article presents the most important results of a study on the university political commitment of students at the Otto-von-Guericke-University Magdeburg. The study focuses on the question of why and how students at the Otto-von-Guericke-University Magdeburg become involved in university politics. Semi-standardized interviews are conducted with students from different educational backgrounds. The Civic Voluntarism model by Brady, Schlozman and Verba, and Bourdieu's capital theory were used to evaluate the interviews. This provides an insight into the relationship between participation-relevant resources, or capital, and political commitment. On the basis of a comparison of the interviews, hypotheses are developed that can be regarded as the results of the study. The study thus provides insight into the significance of social origin and political participation, as well as socialization-related factors.
Remembering Childhood Play
Author: Fidyk, Alexandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Children,Child Development,Memory,Creativity,Adults,Psychological Patterns,Inquiry,Imagination,Experiential Learning,Informal Education

In looking back to childhood, and what constituted daily life, a case is made for unique ways of knowing that unfold through play, place, and tradition. A closer look at the relationship between childhood memory and the particularities of place, suggests that adult creativity, a sense of psychological stability, and an attitude of wonder, even experimentation, are vital outgrowths. The loss of play from the realm of the child is considered a contributing factor to the current trauma epidemic within our society. How might returning to imagination, the body, free play, and the ecology of relationship renew the ways we live and make meaning, in addition to the ways we heal and become more whole?
Community Stories and Growth through Research-Based Theatre
Author: Cook, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dramatic Play,Art Therapy,School Community Programs,Urban Areas,Ethnic Groups,Indigenous Populations,Community Attitudes,Puppetry,Theater Arts,College Faculty,Universities,Learning Experience

Community members and staff at the University of British Columbia (UBC) Learning Exchange collectively created a theatre piece, based on stories from Vancouver's Downtown Eastside (DTES), entitled &quot;Voices UP!&quot; This article examines the impact this project had on four DTES community members who took part in the collective creation process. The results are presented as both a thematic analysis and a short play script, entitled &quot;Give Me Your Hands. Give Me Your Hands&quot; is a play about making a play, illustrating the shared and individual learning experiences of those who took part in a community-based collaborative theatre process.
Towards a Safe and Respectful Campus: Perspectives of Multicultural Education
Author: Chen, Hsuan-Jen
Date: 2018-00-00
Type: Journal Articles
Subjects: School Safety,Power Structure,Multicultural Education,Campuses,Cultural Pluralism,Foreign Countries,Acculturation,Ideology,Learning Processes,Student Diversity,Role of Education,Social Integration,Violence,Junior High School Students,Case Studies,Sexual Orientation,Student Characteristics,Teaching Methods,Bullying,Ethnicity,Social Class,Gender Differences,Prosocial Behavior,Death,Elementary Secondary Education

This paper argues that multicultural education is an essential way of creating a safe and respectful campus. Examined from the perspective of power relations, schools are viewed as a site that helps maintain existing power relations by reinforcing the assimilation ideology. A drawback of this is that only one set of perspectives is valued. As a result, students who are not part of the norm are more likely to be treated unfairly in school. This may impose a negative effect on their learning as school is not a safe environment for them. To create a safe and respectful campus, multicultural education has to be incorporated as it helps students foster multiple perspectives and learn to embrace diversity. This paper first defines multicultural education. Secondly, it illustrates why multicultural issues should be examined in the framework of power relations. Then, it focuses on exploring the assimilation ideology and the role schools play in the process of assimilation. In this section, it analyzes how students are endangered by assimilation, and the case of the Yeh Yong-Zi event in Taiwan is also examined. Finally, it discusses in what ways multicultural education could help establish a safe and respectful campus culture.
Götz Hillig and His Search for the True Makarenko. What Did He Find?
Author: Waterkamp, Dietmar
Date: 2018-00-00
Type: Journal Articles
Subjects: Researchers,Teachers,Authors,Educational History,Social Systems,Foreign Countries,World History,Educational Practices,Comparative Education,Political Issues

Beginning in the twenties of the previous century, the writings of Anton Semjonovitch Makarenko, an educator who was born in the Ukranian part of the former Russia and mainly spoke and wrote in Russian, attracted much attention among educators not only in the Russian-speaking world and in communist states but also in the Western world and other countries. He lived from 1888-1939, which means that the bulk of his writings were published in the Stalinist period of the Soviet Union. The most detailed investigations into his writings and professional and private life were accomplished by the West German researcher Götz Hillig (born 1938) at the University of Marburg. He dedicated his professional life to the famous educator and produced a critical edition of Makarenko's important works together with a multitude of analyses and commentaries covering most of the disputed questions regarding his life and work. To most of them he found a convincing answer. So far, Hillig's immense, yet diversely published work has not been explored to see which new picture of Makarenko can be drawn from Hillig's scrutiny. He himself did not finish this task as he focussed on delivering a fully clarified basis of texts and a complete history of Makarenko's life. This article underpins the necessity of drawing conclusions from Hillig's works and gives a first idea of the change in our picture of Makarenko which flows from Hillig's work
The Centenary of William H. Kilpatrick&apos;s &quot;Project Method&quot;: A Landmark in Progressive Education against the Background of American-German Relations after World War I
Author: Retter, Hein
Date: 2018-00-00
Type: Journal Articles
Subjects: Progressive Education,Teaching Methods,Educational Philosophy,Educational History,Comparative Education,Race,International Relations,Foreign Countries,International Educational Exchange,Democracy

In 1935 a book was published in Germany with essays by John Dewey, the most famous American philosopher, and his equally internationally-renowned pupil, William H. Kilpatrick. Kilpatrick's essay, &quot;The Project Method&quot;, published in 1918 (September), had triggered a storm of enthusiasm in the USA to convert the curriculum of public schools to the project method, which, however, in principle, had been used decades earlier in manual training schools. The article is the starting point of a larger investigation which shows how Kilpatrick's Project Method came to Germany when its popularity had already evaporated and criticism dominated. This attempt at historical construction is based on previously unpublished letters by Kilpatrick 1931-34. To do this, we must describe the contemporary background, in particular the relations between American and German specialists in education, which were institutionally fostered by the Teachers College of Columbia University, New York City, and the Zentralinstitut für Erziehung und Unterricht (Central Institute for Education and Teaching), in Berlin. Both institutions were engaged in an exchange of educational experience through study trips until 1932. The different attitude and the ambivalence of Kilpatrick and Dewey with regard to the race question in the USA will also be mentioned. Claims of the more recent German Dewey reception that there was no interest in Dewey, Kilpatrick and American education in Germany between 1918-1932 are given critical examination.
Short-Term Study Abroad: The Storied Experiences of Teacher Candidates from Japan
Author: Douglas, Scott Roy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,English (Second Language),Second Language Learning,Preservice Teachers,Language Skills,Skill Development,Canada Natives,Indigenous Populations,Cultural Influences,Teaching Methods,Culturally Relevant Education,Cultural Awareness,Preservice Teacher Education

The story extracts presented here reflect the experiences of five teacher candidates from Japan on a shortterm study abroad program focusing on developing English-language skills while exploring Canadian culture and English-language teaching methods. Narrative inquiry techniques were employed to gather data related to the participants' program experiences. These data were crafted into stories with participant input and review. The story extracts relate to intercultural interactions, First Nations culture, teaching methods, meals, and extracurricular activities. On reflection, the narrative inquiry process employed in this study worked as both a research and pedagogical tool to uncover meaningful program experiences.
Are Schools Alienating Digitally Engaged Students? Longitudinal Relations between Digital Engagement and School Engagement
Author: Hietajärvi, Lauri
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Informal Education,Grade 8,Grade 7,Grade 9,Foreign Countries,Learning Strategies,Information Technology,Technology Integration,Electronic Learning,Elementary School Students

This article examined digital learning engagement as the out-of-school learning component that reflects informally emerging socio-digital participation. The gap hypothesis proposes that students who prefer learning with digital technologies outside of school are less engaged in traditional school. This hypothesis was approached from the framework of connected learning, referring to the process of connecting self-regulated and interest-driven learning across formal and informal contexts. We tested this hypothesis with longitudinal data. It was of interest how digital engagement, operationalized as a general digital learning preference, wish for digital schoolwork, and their interaction, is related to traditional school engagement. This was examined both cross-sectionally in three time points and longitudinally across three years. The participants were 1,705 (43.7% female) 7th-9th graders (13-15 years old) from 27 schools in Helsinki, Finland. We explored the structure of correlations between latent constructs at each time point separately, and finally, to evaluate longitudinal relations between digital engagement and school engagement we specified latent cross-lagged panel models. The results indicate that students holding a stronger general digital learning preference experienced higher schoolwork engagement, both contemporaneously and over time, indicating successful connected learning. However, the results also showed support for the gap hypothesis: Students who preferred digital learning but did not have the chance to digitally engage at school, experienced a decrease in school engagement over time. The article shows that there is a need to examine the reciprocal interactive processes between the learners and their social ecologies inside and outside school more closely.
Education Is Ceremony: Thinking &quot;with&quot; Stories of Indigenous Youth and Families
Author: Chung, Simmee
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Youth,Personal Narratives,Identification (Psychology),Indigenous Knowledge,Cultural Maintenance,After School Programs,Clubs,Art Activities,Family Involvement,Story Telling,Culturally Relevant Education,Foreign Countries,Canada Natives

This research with three Indigenous youth and their families is an intergenerational narrative inquiry around experiences of belonging and identity making. Pulling forward teachings from Indigenous Elder Francis Whiskeyjack, a metaphor of &quot;education as ceremony&quot; is juxtaposed with the ceremonies of &quot;schooling&quot; (Greene, 2001). Thinking with stories lived and told by the youth and their families, I retell stories as a teacher, mother, and now, teacher educator. Experiencing personal and practical shifts to my teaching and learning, I reconsider the ceremonies of &quot;schooling.&quot; This study offers possibilities for how educators might co-compose more relational and educative (Dewey, 1938) experiences in schools.
Emotions in Charter School Teaching: Three Stories from Year One
Author: Hirsch, Miriam
Date: 2018-00-00
Type: Journal Articles
Subjects: Charter Schools,Undergraduate Study,Teacher Education Programs,Preservice Teacher Education,College Graduates,Urban Schools,Constructivism (Learning),Educational Philosophy,Beginning Teacher Induction,Communication Skills,Self Control,Emotional Response,Teaching Conditions,Beginning Teachers,Resilience (Psychology)

The purpose of this paper is to illuminate the experiences of two recent graduates from an undergraduate initial certification educator preparation program (EPP) who began their first year working for a charter school in a large urban city. Their background in the constructivist-oriented EPP contrasts sharply with the philosophy and instructional practices of the charter school. The extreme nature of this particular context sheds light on the teacher induction process and raises questions about enhancing new teachers' adaptive capacities and emotional resilience to work through professional dissonance in the first years. These stories suggest that new teachers may benefit from additional training in communication skills and emotion management in the navigation of school workplace dilemmas.
Reflections from a Narrative Inquiry Researcher
Author: Clandinin, D. Jean
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,College Faculty,Researchers,Teacher Educators,Barriers,Personal Narratives,Research Methodology,Story Telling

In this interview, author, researcher, and professor D. Jean Clandinin reflects on her many years of experience as a narrative inquiry researcher, teacher, and teacher educator. She believes that growing up in a large, extended family with rooted engagement in the community set the stage for her later interest in narrative inquiry. She describes the many varied scholars who have had an influence on her and explains the basic tenets of narrative inquiry in both the classroom and research contexts. The challenges that face narrative inquiry researchers are described and she shares her vision of how things are changing. Finally, she tells one of her favorite narrative inquiry stories.
The Institutionalization of Inclusive Migration Pedagogy as an Academic Discipline in the Context of Austrian Teacher Training
Author: Oberlechner, Manfred
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migration,Migrant Education,Inclusion,Reflective Teaching,Self Evaluation (Individuals),Cultural Differences,Cultural Pluralism,Equal Education,Social Bias,Social Attitudes,Age Differences,Social Class,Place of Residence,Disabilities,Academically Gifted,Sexual Orientation,Beliefs,Religion,Racial Bias,Ethnic Stereotypes,Teacher Education Programs,Cultural Awareness,Faculty Development,Professional Identity,Higher Education,Teaching Methods,Interdisciplinary Approach,Student Diversity,Teacher Competencies,Immigration

Since the 2016-17 winter semester, migration has become an essential component of the theoretical and practical teacher training in the central region (Upper Austria, Salzburg) as part of the interdisciplinary unit on diversity and inclusion. Reflective and inclusive migration pedagogy requires therefore extensive self-critical reflection work by teachers and students on recognizing difference and plurality, critically examining structures of discrimination and privilege, such as age, class, education, place of residence, physical and mental disabilities, giftedness, sexual orientation, beliefs, religion, and also racially-motivated dehumanization and ethnic stereotypes. In 2013 the &quot;Federal Framework Law Introducing New Training for Educationalists&quot; was passed in the Austrian National Council, thereby creating the legal basis for the education policy project PädagogInnenbildung NEU (see URL: https://www.bmb.gv.at/schulen/lehr/labneu/index.html; retrieved August 10, 2016).