ethanporcaro/eric-fulltext-meta huggingface dataset:
Young Europeans&apos; Constructions of a Europe of Human Rights
Author: Ross, Alistair
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Youth,Values,Diversity,Freedom of Speech,Social Services,Democracy,Citizen Participation,Identification (Psychology)

This article argues that many young people (11 to 19) in Europe articulate a construction of their identity that includes a European element. This articulation is often initially made in instrumental terms, but through deliberative discussion can move to become more idealistic. The data is drawn from over 300 small discussion groups across 29 European countries, and it suggests that the 'specific risks' to European values described by the Council of Europe in 2011 are not held by the younger generation. Contemporary and local political events were used in discussion to construct ideas of Europe as representing, for them, a relatively unique phenomenon of a group of countries who they felt shared similar conceptions of human rights, and who sought to enforce them. These included the acceptance of diversity (in terms of sexuality, gender and ethnicity), of freedom of expression within particular limits, of the obligations of countries to organize social services, and of participation in democratic processes. Discussion groups were held over the 2010 to 2016 period. The methodology adopted was particularly non-directive, and each discussion moved according to the interests of the group, so no quantitative analysis of this phenomenon is possible; but the overall impression is of a generation of young people who largely express support for rights-based societies, and reject intolerance, nationalism and authoritarian behaviours. The methodology used may have potential pedagogic implications.
Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms
Author: Hsu, Pi-Sui
Date: 2020-04-00
Type: Journal Articles
Subjects: Teaching Methods,Middle School Teachers,Persuasive Discourse,Science Instruction,Teacher Attitudes,Technology Integration

The purpose of this qualitative study is to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employs qualitative case study and drew on data sources of interviews and observations. This study identifies two themes. Six teachers regard scientific argumentation as an important science practice, but five of them integrate this practice into their science class without formally introducing it. All teachers integrate different forms of technology to engage students in scientific argumentation. The findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-service teachers.
Promoting Youth Employment through Information and Communication Technologies in Vocational Education in Tanzania
Author: Mtebe, Joel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Technology,Technology Uses in Education,Job Training,Job Skills,Youth Programs,Secondary Education,Community Programs,Program Effectiveness,Technological Literacy,21st Century Skills,Self Esteem,Communication Skills,Leadership Training,Creativity,Innovation,Critical Thinking,Thinking Skills,Employment,School Business Relationship

Africa is the most youthful continent in the world with approximately 20% of the global youth population, which is expected to increase by 42% by the end of 2030. This great number of youths, which could be used as a huge asset for the continent's economic growth and development, is largely unemployed. As a result, governments have introduced Vocational Education and Training (VET) by providing occupation-oriented training in a bid to reduce unemployment amongst youth. Despite these efforts, the majority of VET graduates remain unemployed due to the inadequate employability skills needed in the current job market. This study reports on the implementation of a project aiming at enhancing employability skills through ICT in four centres in Tanzania: Nangwa VTC, Manyara VTC, Arusha VTC, and Mto wa Mbu FDC, as well as Ketumbeine secondary school with a total of 100 students and 20 teachers. Through participating in the project, it was expected that students would gain the ICT skills as well as the 21st-Century skills required in their current workplaces. At the end of the project, an evaluation was conducted using a self-administered survey, where a total of 80 students were involved in the four centres. Moreover, Focus Group Discussions (FGDs), non-participatory observation, and documentary review were adopted as qualitative data instruments. It was found that students' perceived competence and level of skills on technology knowledge of multimedia was moderate (M = 3.63), while that of CISCO was found to be high, with 76 students having graduated and obtained a CISCO certification. In terms of the 21st-Century skills, it was found that students' self-reported confidence levels in all four 21st-Century skills domains were found to be high, with collaboration skills (M = 4.5) being the highest, followed by communication skills (M = 4.26), leadership (M = 4.20) and creativity and innovation (M = 4.06). Nonetheless, the lowest 21st-Century skills element was critical thinking skills (M = 3.9). The findings from this study show that with some planned activities within colleges, students can easily acquire the needed employability skills. The implication of these findings are discussed at the end of the paper.
Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-Monitoring of Learners
Author: Zhu, Meina
Date: 2020-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Self Management,Independent Study,Teacher Attitudes,Feedback (Response),Metacognition,Cognitive Processes,Reflection,Communities of Practice,Computer Mediated Communication,Foreign Countries,Higher Education

This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students' self-monitoring with both internal and external feedback. Students' internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students' self-monitoring. Among the other strategies, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting students' self-monitoring.
Fostering Digital Education among Teachers and Learners in Sri Lankan Schools
Author: Karunanayaka, Shironica Priyanthi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Lifelong Learning,College Faculty,Technology Integration,Leadership Training,Teacher Leadership,Barriers,Program Effectiveness,Technological Literacy,Leadership Qualities,Secondary School Teachers

The Commonwealth Digital Education Leadership Training in Action (C-DELTA) programme provides a framework for fostering digital education for lifelong learning by developing digital education leaders. The Faculty of Education at the Open University of Sri Lanka implemented an action research project to promote the adoption of C-DELTA among teachers and students of secondary schools in Sri Lanka, and evaluate its impact on the teaching-learning process. A group of 41 teachers participated in the intervention and implemented C-DELTA in their schools. A variety of data were collected throughout the process via questionnaires, concept maps, focus group interviews, implementation reports, and log records in the C-DELTA platform. Findings revealed that despite challenges, such as inadequate ICT facilities, time constraints and limitation in English language competencies, the adoption of C-DELTA has supported improving digital literacy, enacting changes in thinking and digital behaviour among teachers and students, and enhancing teachers' digital education leadership skills.
Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process?
Author: Whitelock, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Security,Electronic Learning,Student Attitudes,Teacher Attitudes,Trust (Psychology),Computer Assisted Testing,Students with Disabilities,Special Needs Students,College Students,College Faculty,Cheating,Foreign Countries

The EU-funded TeSLA project -- Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) -- has developed a suite of instruments for e-Authentication. These include face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection, which were designed for integration within a university's virtual learning environment. These tools were trialed across the seven partner institutions: 4,058 participating students, including 330 students with special educational needs and disabilities (SEND); and 54 teaching staff. This paper describes the findings of this large-scale study where over 50% of the students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were &quot;to ensure that my examination results are trusted&quot; and &quot;to prove that my essay is my own original work&quot;. Teaching staff also reported positive experiences with TeSLA: the figure reaching 100% in one institution. We show there is evidence that a suite of e-authentication tools such as TeSLA can potentially be acceptable to students and staff and be used to increase trust in online assessment. Also, that while not yet perfected for SEND students it can still enrich their experience of assessment. We find that care is needed when introducing such technologies to ensure building the layers of trust required for their successful adoption.
Exploring Open Digital Badges in Teacher Education: A Case Study from India
Author: Wolfenden, Freda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Education Programs,Educational Technology,Technology Uses in Education,Faculty Development,Workshops,Recognition (Achievement),Information Storage,Teacher Motivation,Rewards,Teacher Attitudes

This case study concerns findings from a workshop with senior teacher educators from three Indian states as part of the TESS-India teacher professional development initiative. The workshop explored how open digital badges might be used to support, capture and validate changes in teachers' classroom practice. Workshop participants drew on the TESS-India OER to design short online in-service teacher professional development courses to support movement towards the more participatory approach advocated in education policy. As part of this course design process, participants were encouraged to propose digital badges to recognise changes in teachers' pedagogic practice. Analysis of the workshop discussions and outputs indicated enthusiasm for digital badges, while also revealing that the process of defining digital badges may be helpful in prompting disruption of deeply embedded cultural scripts about ways of being and knowing that shape teacher educators' practice and helping them to recognise what the work of quality teaching entails.
A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments
Author: Türk, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Geography Instruction,Curriculum Evaluation,Global Approach,Teaching Methods,Content Analysis,Educational Philosophy,Program Design,Holistic Approach,Foreign Countries,Citizenship Education,Secondary School Students,Role

The world has experienced in recent years, a number of factors such as the intensification of international relations, the acceleration of technological developments and the presence of transboundary problems have led to increased scientific interest in global issues. In this context, the aim of the study is to evaluate the geography course curriculum in Turkey in terms of global awareness education. In this study, a document review was conducted, one of the qualitative research designed. The obtained results were analyzed using descriptive analysis and content analysis. Within the scope of the study, overarching themes frequently highlighted and highlighted by researchers were identified from the topics derived from global awareness field literature. Geography course curriculum is evaluated within the scope of these themes. In general, it is seen that the issues related to global awareness are significantly involved in all aspects of the program, including its basic philosophy, general goals and achievements. When we look at the size of the attainments that are the application area of the program in detail, it is seen that there is no balanced distribution between the global themes highlighted in the attainments and that these are not designed to give individuals full global awareness. Therefore, it is necessary to develop a systematic global awareness learning area by using the relevant field writing while designing the geography course curriculum program. In addition, in order for students to understand the world from a holistic perspective, the program should include more themes for developing a global perspective.
The Rural RISE (Rural Initiatives Supporting Excellence): University-Rural K-12 Collaboration Programs for College and Career Readiness for Rural Students
Author: Ohlson, Matthew A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Rural Schools,College Readiness,Career Readiness,Elementary Secondary Education,Program Design,Program Implementation,Program Effectiveness,Universities,Partnerships in Education

Faculty from two universities in Florida and Ohio designed, developed, and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students' career development skills. In this paper, we examine the programs' designs, implementations, and results; we include feedback from students, school personnel, and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support student transitions from high school to college, or directly into a career.
&apos;Boosting Resilience&apos; and &apos;Safeguarding Youngsters at Risk&apos;: Critically Examining the European Commission&apos;s Educational Responses to Radicalization and Violent Extremism
Author: Christodoulou, Eleni
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prevention,Terrorism,Violence,Education,International Organizations,Problems,Evidence,Language Usage,Vocabulary,School Role,Teacher Role,Students

Despite the Radicalisation Awareness Network (RAN) being tasked with being a core policy tool of the European Union and helping to shape its research funding agenda on preventing violent extremism, very little is known about how it operates, the practices and activities it engages with and the discourses it mobilizes to do so. This study fills this gap through an in-depth investigation into RAN's working group on education, critically examining the construction and enactment of discourses and practices related to the prevention of violent extremism through education. Combining a critical engagement of organizational practices with a discourse analysis of the various RAN EDU outputs, such as manifestos, policy papers and videos, it offers an examination of the discursive terrain of the European Commission, revealing the normative values and ideological assumptions underpinning it, as well as the subject-positioning of students and teachers involved.
The Council of Europe&apos;s &quot;Reference Framework of Competences for Democratic Culture&quot;: Policy Context, Content and Impact
Author: Barrett, Martyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Democracy,Competence,Cultural Awareness,Citizenship Education,Multicultural Education,Civil Rights,Educational Policy,Development,Preschool Education,Elementary Secondary Education,Higher Education

The Council of Europe's &quot;Reference Framework of Competences for Democratic Culture&quot; (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning to have on Council of Europe actions in the sphere of formal education.
A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior
Author: Mahoney, Joseph L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Extended School Day,Extended School Year,Antisocial Behavior,Achievement Tests,International Assessment,Elementary Secondary Education,Foreign Countries,Mathematics Tests,Science Tests,Grade 4,Grade 8,Outcomes of Education,Elementary School Students,Secondary School Students,Student Behavior

Expanded learning time (ELT) refers to a longer school day, week, or year. ELT schools are becoming common in the United States and aim to provide all students with additional opportunities for learning, recreation, and enrichment. ELT schools differ from afterschool programs that take place immediately following the regular school day and serve a select group of students. Research on ELT schools has tended to focus on academic outcomes. This study examines whether extended school time relates to norm-breaking (e.g., cheating) and antisocial behavior (e.g., violence). A nationally representative sample of 496 schools from the 2007 Trends in International Mathematics and Science Study (TIMSS) data was used and involved students in Grades 4 and 8. Results showed a longer school day predicted high norm-breaking behavior for 4th-graders. For 8th-graders, a longer school year predicted high norm-breaking and antisocial behaviors. Results underscore studying social outcomes to evaluate ELT schools.
Developing an Evidence-Based Rationale for a Children&apos;s Zone Approach
Author: Kerr, Kirstin
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Education,Urban Schools,Family Programs,Community Programs,Neighborhood Schools,Integrated Services,Evidence Based Practice,Disadvantaged,Context Effect,Program Effectiveness

The Harlem Children's Zone (HCZ) is arguably one of the most extensive extended education approaches established to date. It has sought to create a seamless programme of support for children living in Harlem, from birth to early adulthood, in family, school and community settings. The evidence on HCZ's impacts is limited, but its approach nonetheless has many proponents internationally, who see it as a means to further an extended education agenda. In this paper, given the lack of robust evidence on HCZ, we seek to advance an evidence-based rationale for adopting a 'children's zone' approach. We conclude it may have the potential to achieve greater impacts than more limited school-led approaches to extended education.
Culturally Inclusive Online Learning for Capacity Development Projects in International Contexts
Author: Gunawardena, Charlotte Nirmalani
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Mentors,Cultural Pluralism,Program Descriptions,Allied Health Personnel,Professional Identity,Inquiry,Communities of Practice,Power Structure,Creative Thinking,Capacity Building,Cross Cultural Studies,Foreign Countries,Allied Health Occupations Education,International Cooperation,Partnerships in Education,Needs Assessment,Cross Cultural Training,Graduate Students,College Faculty,Case Studies,Transformative Learning,Blended Learning,Rural Areas,Educational Cooperation,Distance Education

This paper explores cultural inclusivity in online learning design by discussing two international capacity development projects: an online tutor mentor development programme in Sri Lanka and a hybrid physician assistant training programme in Ghana. Inclusivity involves establishing partnerships and conducting needs assessments to maximise the capacity that already exists within a given context, and addressing cultural factors that impact online learning -- developing a learning community, negotiating identity, power, and authority, generating social presence, supporting collaboration, engaging in authentic inquiry-based learning, navigating interactions in a second language, and developing co-mentoring relationships to support learning. The paper provides a framework, WisCom (Wisdom Communities) to guide the design of culturally inclusive online learning incorporating lessons learned from international projects. By emphasizing divergent thinking, consensus building, and the exploration of multiple solutions to complex, real-world problems, WisCom maximises opportunities for participants' diverse backgrounds and experiences to be valued.
&quot;Real Learning&quot; in Service Learning: Lessons from La Clase Mágica in the US and Spain
Author: Gómez-Estern, Beatriz Macías
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Pilot Projects,Self Concept,Transformative Learning,Student Attitudes,Program Descriptions,Cross Cultural Studies,Community Development,Foreign Countries,Emotional Development,Social Development,Intellectual Development,Undergraduate Students,Practicums,Child Development,Mexican Americans,Professional Identity,Concept Formation

In this article, we present initial findings of an exploratory-pilot research study that focuses on &quot;service learning&quot; as a framework to examine &quot;real learning&quot; and identity changes of university students participating in a community based educational activity known as &quot;La Clase Mágica.&quot; Student's reports and fieldnotes from two distinct locations: the original 25-year old project located in San Diego, California and a recent adaptation in Seville known as LCM-Seville, now completing two academic years of experience. The two programs in San Diego (US) and Seville (Spain) illustrate the types of learning that students acquire as they engage community members in activities that support community participants' development.