ethanporcaro/eric-fulltext-meta huggingface dataset:
Taken out of Context: Defending Civic Education from the Situationist Critique
Author: Ben-Porath, Sigal
Date: 2015-00-00
Type: Journal Articles
Subjects: Criticism,Educational Philosophy,Civics,Ethics,Social Behavior,Behavior Standards,Compliance (Psychology),Citizenship Education,Democracy

Situationists have suggested that educational efforts to improve character and instill virtues should be abandoned, as individuals' behavior is predicted by contexts and situations rather than by character traits. More recently it has been suggested that civic education and especially the effort to cultivate civic virtues are ineffective for similar reasons and should be replaced by the introduction of desirable social norms and institutions. After surveying the debate on this topic in the first part of the essay, we suggest that in fact virtues should not be judged as existing within one person and absent from another based on their behavior in a single instance. Rather, virtues should be understood as composite and probabilistic and therefore strengthening them is a valuable endeavor. In considering civic virtues specifically we argue that the social and public nature of their expression make schools excellent contexts for cultivating and practicing democratic civic virtues. Even the best institutional structures of a well-functioning democratic society rely on the compliance of virtuous citizens, and the situationist preference for desirable social norms is implicitly predicated on virtuous citizens to institute and follow those norms. Moreover, civic education in a democracy strives to cultivate more than compliance with norms of conduct. It aspires to nurture youth who see themselves as responsible to, and capable of shaping the norms of the society in which they live. We thus incorporate some of the insights from situationism into a revamped view of civic education.
&quot;The Very Unrecognizability of the Other&quot;: Edith Stein, Judith Butler, and the Pedagogical Challenge of Empathy
Author: Kukar, Polina
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Empathy,Power Structure,Prosocial Behavior,Social Theories,Social Environment,Doctoral Dissertations,Presidents,Educational Philosophy

There is no standard definition of empathy, but the concept is assumed to be innately pro-social and teachable regardless of factors such as power dynamics or other manifestations of social injustice within a society. Such assumptions in discursive practices, whether academic, popular, or pedagogical, obscure the emergence of two important questions: What does it mean when we cannot empathize with another? And could it be that we may gain greater insight from the examination of empathy's limits and failures than the hopes we have for its success? Through an exploration of some of Edith Stein's and Judith Butler's work on the subject, I propose that discussions of empathy, particularly in education, must be grounded in social context. Once this is done, assumptions about empathy must be continually troubled if one is to have a cogent conversation--whether as a philosopher, social theorist, educator, or policy maker--about what empathy is (or is not) and what it does (or does not) make possible.
What Does Health Have to Do with Transition? Everything!
Author: Shapland, Ceci
Date: 2006-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Transitional Programs,Disabilities,Health,Individualized Education Programs,Educational Legislation,Equal Education,Federal Legislation,Family Involvement,Job Training,Postsecondary Education,Family Environment,Community,Leisure Time,Goal Orientation

Adolescence is a time for dreaming for youth to imagine and set a course for the future. High school students naturally spend time imagining the future if and where to continue their education, to find a job or pursue a career, to move away from home, or to start a family. The Individuals with Disabilities Education Act (IDEA) includes a process to help youth with disabilities turn their dreams into reality. This Parent Brief provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process. [Article excerpted from National Center on Secondary Education and Transition (NCSET) at http://www.ncset.org/publications/viewdesc.asp?id=2967.]
A Comparison of Inclusive versus Resource Classroom Placement for Black Students with Mild Disabilities at the Secondary Level. Is There a Need for Separation?
Author: Graham, Earle
Date: 2007-00-00
Type: Journal Articles
Subjects: Inclusion,Student Placement,Resource Room Programs,Mild Disabilities,High School Students,African American Students,Comparative Analysis,Academic Achievement,Reading Skills,Scores,Achievement Tests,Pretests Posttests

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving special education services were assessed using the Grade Level Short Form (Reading sub-test) of the Multilevel Academic Survey Test (MAST). Their reading scores were examined relative to each participant's placement in either included or non-included classrooms. Results revealed statistically significant evidence of difference in reading abilities to indicate that one group outperformed the other group in the inclusive or resource classroom settings. Limitations of the study, implications for both general and special educators, and considerations for future research are discussed.
International Perspectives on Attention-Deficit/Hyperactivity Disorder: A Comparison of Teachers in the United States and Sweden
Author: Carlson, Steven
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention Deficit Hyperactivity Disorder,Comparative Analysis,Cross Cultural Studies,Cultural Differences,Drug Therapy,Teacher Attitudes,Children,Etiology,Intervention,Environmental Influences,Genetics,Academic Ability,Stimulants,Elementary School Teachers,Vignettes,Likert Scales,Questionnaires,Behavior Problems

States and 116 general education elementary classroom teachers in Sweden were sent surveys assessing how teachers in the United States and Sweden (1) view the use of stimulant medication to treat ADHD behaviors in children, (2) attribute the causes of ADHD behaviors, and (3) rate the acceptability of various interventions used to treat ADHD behaviors. Compared to Swedish teachers, U.S. teachers indicated that more children in their classrooms were diagnosed with ADHD and received stimulant medications to treat ADHD behaviors. Regarding causation, both groups believed that ADHD behaviors could have environmental and genetic causes. Teachers from both countries agreed that lacking basic academic skills could be a cause of inattention in the classroom. Although Swedish and U.S. teachers reported similar beliefs about the causation of ADHD behaviors, Swedish teachers viewed stimulant medication in a significantly more negative manner. In addition, a majority of Swedish teachers preferred an intervention package that did not include stimulant medication.
Indexical Ways of Knowing: An Inquiry into the Indexical Sign and How to Educate for Novelty
Author: Campbell, Cary
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Indexes,Models,Modeling (Psychology),Novelty (Stimulus Dimension),Development,Semiotics

In this paper, I propose that the indexical sign can be used to derive a model for active (touching-and-feeling) learning. The implicit processes involved in the subtle reading of indices contain explanatory possibilities for understanding how students adapt to novelty in the learning process. Besides looking at how indexicality functions in human ontogeny and cognition, I will also examine the human capacity for modeling our world through aggregations of systems of representations (Sebeok, 1994). Modeling systems (with their implicit recognition that the human is a semiotic animal) help us to conceptualize how novelty is assimilated in the learning process. I posit that how we come to terms with new experiences (and new stimuli generally) is of an indexical nature. I am specifically referring to the site where &quot;the new&quot; comes from the outside (like a rain cloud signaling the coming storm) and acts upon us. We can recognize the rain cloud as an experiential pattern (as a semiotic entity) or not; the rain is still going to bear down on us regardless of the success of our interpretations. This existential realness of indexical signs is precisely their power to function as a pedagogical tool, to help us assimilate and accommodate to novel stimulus. The concept of modeling helps us conceptualize the process in which the new stimulus is absorbed and integrated into our cultural/semiotic systems. In short, this paper aims to explore what I call the indexical rub of learning; that initial friction or resistance felt when meeting a new experience. My hope is that this exploration can aid in the cultivation of a mindset in teachers, students and researchers that does not fear this resistance, but can use it to propel positive absorption (in the Deweyian sense) and engaged learning.
Rethinking Intercultural Communication Competence in English Language Teaching: A Gap between Lecturers&apos; Perspectives and Practices in a Southeast Asian Tertiary Context
Author: Vo, Quyen Phuong
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Intercultural Communication,Communicative Competence (Languages),Foreign Countries,Higher Education,Postsecondary Education,Mixed Methods Research,Teacher Surveys,College Faculty,Questionnaires,Interviews,Language Teachers,Barriers,Teacher Attitudes,Knowledge Level,Teaching Methods

It is undeniable that the existence of internationalization has given a great deal of influences within various fields of worldwide nations, namely science, technology, economics, politics, and even education. One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. Although ICC in ELT has been long discussed in the previous studies of Vietnamese tertiary contexts, its investigations are revealed differently and separately with regard to its theoretical analysis in this context or its practices in English classrooms. This study aims to gain an in-depth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT in the context of Vietnamese southern tertiary institutions. The study uses a mixed method, namely a survey questionnaire and interviews to English lecturers from six southern universities in Vietnam. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.
Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled?
Author: McDougall, Dennis
Date: 2006-00-00
Type: Journal Articles
Subjects: Self Management,Disabilities,Mainstreaming,Inclusion,Student Behavior,Literature Reviews,Regular and Special Education Relationship,Behavior Modification,Program Effectiveness,Maintenance,Generalization

This comprehensive review synthesizes findings from 43 studies in which students with disabilities utilized behavioral self-management (BSM) techniques in general education settings. Findings suggest that the long-standing promise of BSM as an inclusive technique has been partially fulfilled. The review identifies strengths and limitations of BSM studies and BSM techniques, provides recommendations for future research and practice, and identifies BSM training materials.
An Evaluation of a Self-Access Centre through EFL Learners&apos; Eyes
Author: Balcikanli, Cem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Personal Autonomy,Student Centered Learning,Cooperative Learning,Student Attitudes,Student Behavior,Student Experience,Interviews,College Students,Program Effectiveness,Teaching Methods,Educational Resources,Learning Processes,Barriers,Learning Resources Centers

Learner autonomy has become a central concern in the recent history of language learning. Self-Access Centres (SACs) play a critical role in fostering learner autonomy specifically in EFL (English as a Foreign Language) settings. As SACs aim at enabling learning to occur independent of teaching, in these centres, language learners are given more opportunities to control their own learning and gain learning experiences and learning outcomes through collaborative endeavours. This study reports an evaluation of an SAC in the School of Foreign Languages of a state university in Ankara, Turkey, where it presents a challenging task to set up an SAC at a state university due to low budget provided to state universities. Using Gardner and Miller's (1999) and Morrison's (2008) frameworks, the study examines the effectiveness of an SAC in terms of learners' attitudes, behaviours, and experiences. Data derived from the interviews conducted with more than 200 EFL learners basically reveal the following points: First, the SAC provides opportunities specifically for learning outside the classrooms. Second, it offers possibilities for learners to reflect on their own learning processes, which is a key to the use of learner strategies. Third, it encourages learners to develop their autonomous skills through the exercise of out-of-class learning because in a collaborative setting, students interact with others in the Vygotskian sense. More importantly, students mention collaborative aspects of language learning, which has been given particular weight in recent years. In spite of the above-mentioned findings, there is recognition of the practical problems of an SAC.
The Perfectionist Call of Intelligibility: Secondary English, Creative Writing, and Moral Education
Author: Belas, Oliver
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Development,Creative Writing,High School Students,English Instruction,Writing (Composition),Educational Policy,Educational Experience,Reading Comprehension,Literary Criticism,Educational Philosophy,Teaching Methods,Writing Instruction,Foreign Countries

This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the &quot;well-rounded learner,&quot; what we have, or should have, in mind is moral agents whose capacities for moral dialogue, judgement, and discourse are increased as a result of their formal educational experiences. In its current form, secondary English is built mainly, though not exclusively, around reading assessment; around, that is, demonstration of students' &quot;comprehension&quot; of texts. There is little or no sense that the tradition and practice of literary criticism upon which this type of assessment is based is a writerly tradition. By making writing practices central to what it is to do English in the secondary classroom, I argue that we stand a better chance at helping students develop their capacities for self-expression, for articulating their developing webs of belief and for scrutinizing those webs of belief. I thus wish to think about English and Creative Writing Studies in light of Cavell's moral perfectionism, and to conceive of it as an arts-practical subject and a mode by which one might, in Baldacchino's sense, undergo a process of &quot;unlearning.&quot; My arguments are tailored to the English educational context.
Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education
Author: Desroches, Sarah J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Justice,Intention,Educational Philosophy,Metacognition,Political Attitudes,Attention,Foreign Countries

In this paper, I explore the possibility of social justice education as pedagogy of &quot;attention&quot; rather than simply pedagogy of &quot;intention.&quot; Drawing on Gert Biesta's (2010) concept of &quot;strong&quot; education, I begin by explaining how the language of intention in social justice education relies on a discourse in which &quot;in-puts&quot; will result in specific and immediate &quot;out-puts.&quot; In this sense, social justice education can proceed too quickly to action-oriented imperatives. Following this, I take up Jan Masschelein's (2010) notion of poor pedagogy: pedagogy that requires nothing more than paying attention to argue that creating a space in which the only goal is to pay attention offers the potential of producing a shift in how social justice education proceeds. Pedagogy of attention subverts the primacy of pedagogy of intention by making an important contribution to social justice education, presenting the world in a way that is not contained by the frames (limitations) of what students are told exists, allowing for the possibility of transformation.
Cultivating Identities: The Catholic School as Diverse Ecclesial Space
Author: McDonough, Graham P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Catholic Schools,Self Concept,Churches,Religious Factors,Institutional Characteristics,Educational History,Elementary Secondary Education,Enrollment Rate,Lay Teachers,Educational Theories,Foreign Countries,Religious Education,Controversial Issues (Course Content),Cultural Pluralism,Intergroup Relations

I argue that the crisis of identity Catholic schools are experiencing in the 21st century presents an opportunity for a rediscovery and expanded conversation, both within and beyond the confines of the institutional Church, of what it means to exist separately from the mainstream without restricting internal diversity. I begin by presenting salient historical, theological, and sociological features of Catholicism and Catholic education during and since the Second Vatican Council (1962-65) to establish the context and substance of its modern identity crisis. I then provide a review of current controversies within Catholic schools to demonstrate how they are symptomatic of this crisis, but are also potential catalysts for exploring new options. The next section argues for both recognizing multiple Catholic identities and imagining the Catholic school as an institution that assembles and coordinates them. I propose that the fact of multiple Catholic identities should be interpreted as differences in kind, rather than by their degree of difference from a narrowly constructed idea of Catholicism. I also propose that the intersection of these identities at school should be encouraged as a way of nurturing both students' own identities and their ability to encounter religious difference within their own tradition and community. The conclusion demonstrates how in practice this model presents a promising means of possibly deepening individual and institutional religious identit(y/ies) in today's world, and of responding to controversial issues that arise within Catholic schools.
Philosophy of Education Subscales: Predictors of EFL Teachers&apos; Professional Development
Author: Ashraf, Hamid
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Gender Differences,Educational Philosophy,Teacher Attitudes,Faculty Development,Predictor Variables,Questionnaires,Multiple Regression Analysis,Correlation

The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It also attempted to find out whether Iranian EFL instructors' philosophy of education subscales can be considered as some significant predictors of their professional development or not. Consequently, 300 Iranian EFL male and female instructors teaching at English language institutes in Mashhad, Tehran, and Bojnord, in Iran, took part in the study. The participants were asked to fill out two questionnaires, Professional Development Inventory along with Teachers' Philosophy of Education Inventory simultaneously, in order to elicit their ideas about the aforementioned issues. To analyze the data, Multiple Regression was employed. The results exhibited that &quot;Perennialism&quot; as one of the philosophy of education subscales was considered to have the only significant relation with Iranian EFL teachers' professional development along with being the only significant predictor of their professional development. Finally, pedagogical implications along with suggestions for further studies are discussed.
Envisioning the Experience of Others: Moral Imagination, Practical Wisdom, and the Scope of Empathy
Author: Fletcher, Natalie M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Values,Empathy,Imagination,Teaching Methods,Educational Philosophy

The concept of empathy has gained appeal in many educational initiatives in recent years, notably in the charitable sector, yet conceptual confusions endure and the challenges associated with educating for empathy tend not to receive the attention they deserve. This article strives to help clarify the concept of empathy for educative purposes by examining one such challenge--conceived as &quot;narrow empathetic scope&quot;--drawing on central ideas from neo-Aristotelian virtue theory. The article explores the ways in which moral imagination, as a precursor to empathy, may be uniquely able to assist with the cultivation of practical wisdom in children since it enables them to visualize contexts they have not yet encountered and broaden the moral lens through which they approach and assess their lived experience. The article will also present the Philosophy for Children model as an effective pedagogical method for cultivating the virtue of empathy through morally imaginative dialogue.
Accounting Students&apos; Perspective of Work-Relevant Communication Skills: Evidence from a Philippine University
Author: Tenedero, Pia Patricia P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Accounting,Communication Skills,Student Attitudes,Foreign Countries,Employer Attitudes,Higher Education,Statistical Analysis,Student Surveys,English (Second Language),Second Language Learning,Language Skills,Entry Workers,Business Communication,Audits (Verification),Questionnaires,Business English,Content Analysis,College Students

To further probe the alignment (or misalignment) of university and industry priorities in terms of English language skills development of future accountants, this study extends the earlier investigation of employers' perception on the communication skills needed by entry-level accountants. Using conjoint analysis, this research examines the outlook of 302 graduating accounting students on the communication skills that they consider relevant to their target career. The respondents answered a researcher-made questionnaire by ranking 16 skills set in the order of their perceived importance for employment in audit firms. Results show that accounting majors perceive interview skills to be the most important communication skill related to employability, followed by reading and communication technology. Such views are relatively consistent with employers' perspectives. However, writing and listening are ranked lower by the students than employers. Analysis of gender variance further shows that female students give higher importance to reading than their male counterpart.