ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating Imagined Community in National Curriculum: The Taiwanese Case
Author: Li, Yu-Chih
Date: 2019-00-00
Type: Journal Articles
Subjects: National Curriculum,High School Students,Foreign Countries,Self Concept,Imagination,Educational Change,Curriculum Development,History Instruction,Social Action,Student Attitudes,Democratic Values,Student Participation,Nationalism,Social Change,Political Power,Foreign Policy,History

Due to its historical and geopolitical contestations, Taiwan is a country whose people possess divergent imaginations of the national community. Such a condition has been described as institutional liminality, which captures Taiwan's status as not a complete nation state nor a non-nation state; not China nor non-China. Under such a condition, people recognize themselves either as Taiwanese, Chinese, or both. Through utilizing the concept of imagination, especially Anderson's notion of &quot;imagined communities&quot; and Harvey's interpretation of &quot;geographical imagination,&quot; this paper investigates the representation of imagined communities embedded in various revisions and makings of the national curriculum in Taiwan. A specific focus is put onto the revision of the national historical curriculum at the senior high school level and the resistance to it during 2014-2016. It is argued that through organizing protests and boycotts against the revision, students are no longer simply pure receivers of official knowledge, they actively express their imagination of the national community and participate in the negotiation of official knowledge, which gives the national curriculum a more democratic base.
Education as Agency: Challenging Educational Individualization through Alternative Accounts of the Agentic
Author: Bunn, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Theories,Competition,Democratic Values,Neoliberalism,Individualism,Equal Education,Knowledge Economy,Aspiration,School Business Relationship,Commercialization,Entrepreneurship,Employment Potential,Role of Education,Access to Education,Learner Engagement

In this paper, we problematize current conceptualizations of agency in education. We begin by considering how the construction of the hyperindividual, one that is entirely determined by its own internal capacities, has become the norm within Australian educational policy. We propose that this conceptualization produces undemocratic educational possibilities built on assumptions that individuals have the capacity to rationally choose pathways that will maximize their own interests, ignoring the contextually bound ways in which this produces, makes durable, and reproduces trajectories of disadvantage and advantage within the educational system. We experiment with how education could be understood if the ontological assumption of the individual was unsettled, with a focus shifting to relations rather than intrinsic entities. To do this, we draw from the New Materialist literature and Karen Barad's agential realism to suggest that the assignment of &quot;interactive&quot; agency between fully interiorized individuals, especially through competitive logics, confuses the basis and possibility of democratic action. We consider how educative spaces are the &quot;enactments&quot; and realization of knowledge and, thus, how an enactment of education is not reducible to separate or separable individuals.
Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class
Author: Sormunen, Kati
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Problems,Handheld Devices,Telecommunications,Inclusion,Science Instruction,Elementary School Science,Foreign Countries,Elementary School Teachers,Elementary School Students,Educational Technology,Technology Uses in Education,Special Education Teachers,Special Education

This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils' smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers' memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers' and pupils' engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.
Why Has Japanese Educational Reform Come to a De Facto End?
Author: Takeuchi, Mamiko
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Trends,Trend Analysis,Academic Standards,Failure,Public Schools,Private Schools,Elementary Secondary Education,Educational Development

A reform of public education in Japan took place from the 1980s, coming to a de facto end in 2013. The reform, which affected large numbers of Japanese children, focused on creating a more flexible, relaxed form of education by reducing the amount included in the curriculum. However, the effects of this reform have been ambiguous, and we therefore aimed to assess them more accurately. We assessed the effects of the reform by looking at the private educational costs of households during the reform period, using the data from a time series survey conducted by the Japanese government. Our evidence shows that the auxiliary study expenses of children in public junior high schools increased steadily, and the proportion of children from households in the highest income group attending private junior high schools also rose during the reform period. This evidence indicates that the reform had unexpected results. It may have triggered a widening of children's academic ability gap depending on household wealth. There is also no comprehensive evaluation of how pressure-free education affected the academic results of Japanese children. We drew some lessons from this experience to suggest what is needed for successful educational reform.
Shifting Sands and the Prophet&apos;s Dream: Exploring the Future of Information Organization Education
Author: Snow, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Management,Cataloging,Library Education,Ethics,Competency Based Education,Classification,Metadata,Educational Change,Required Courses,Standards,Internet,Bibliographies,Social Justice,Interpersonal Competence,Expertise,Faculty Development,Instructional Improvement,Librarians

This paper explores four main areas that will likely have an impact upon the future of information organization education. In particular, information organization education must be prepared for the continued shift from the use of traditional library cataloging standards to more web-compliant, linked-data standards. Also, there will be more emphasis on the ethical impact of information organization work and the achievement of behavioral competencies of students interested in information organization. Finally, the paper addresses the need for educators to improve their teaching ability in order to more effectively impart the importance of information organization to all library and information science students.
Whither Museum Studies?
Author: Latham, Kiersten F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Museums,Information Science,Interdisciplinary Approach,Theory Practice Relationship,Curriculum Development,Course Descriptions

In this article, we assess the state of museum studies, with special attention to programs in the United States. After briefly reviewing the historical trajectory of museum studies, we define this field of study and determine that it should more accurately be called museology. To investigate the most critical issues in current museological pedagogy, we then address museology's current status and, finally, its future through select critical issues in the field: museological thinking, the meaning of &quot;museum professional,&quot; museology as an academic discipline, and museological curricula.
Argumentation-Based Learning in Social Studies Teaching
Author: Bulut, Birol
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Persuasive Discourse,Foreign Countries,Teacher Effectiveness,Critical Thinking,Thinking Skills,Secondary School Students

An argument is the product that is produced as a result of the discussion to support a claim. Argumentation is a reasoning process in which arguments are generated by using claims, data and reasoning components. Argumentation-based learning is an effective approach that can be used to discuss ideas on sociological issues, and is particularly effective in teaching semi-structured problems, such as sociological issues. Social studies are the process of forming a bond based on proofs via social reality and getting dynamic information as a result. The aim of this study is to determine the place of argumentation-based learning in social studies teaching. Whether or not the argumentation-based learning approach is applied in social studies teaching constitutes the research problem. According to the data obtained from this study, it is thought that argumentation-based learning approach can be applied in social studies teaching. In this study, one of the qualitative research methods used in the document analysis method was used.
Loud and Clear: Using the Graphic Novel to Challenge the Status Quo in Content Area Literacy
Author: Marlatt, Rick
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Area Writing,Content Area Reading,Teaching Methods,Novels,Cartoons,Literacy Education,Preservice Teachers,Nonfiction,Student Attitudes,Teacher Education,Lesson Plans,College Faculty,Teacher Attitudes

Literacy across the content areas has often signified a focus on helping future teachers navigate nonfiction texts and promote command of textual features and literary terms, yet these teachers also need to model critical insight that invites students to question information and purported facts that define their realities. Following a brief review of literature, we situate ourselves and our students. This article documents the pedagogical moves to introduce a graphic novel in a university Content Area Literacy course while also showcasing insightful responses from teacher candidates along the way. We argue that using a graphic novel and introducing it strategically to teacher candidates complicated their ideas about literacy engagement. Further, our work challenged teacher candidates to consider literacy practices, especially involving nonfiction texts, that are multidimensional and critical.
Leveraging Digital Spaces for Pre-Service Teachers to Practice Reading and Responding to Student Writing
Author: Barnes, Meghan E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Student Relationship,Writing Instruction,Teacher Education,Student Experience,Grade 6,Feedback (Response),English Teachers,Writing Processes,Electronic Learning,Teacher Educators,Educational Practices,Middle School Students,Computer Mediated Communication,Pedagogical Content Knowledge,State Universities,Grouping (Instructional Purposes),Positive Reinforcement,Writing Improvement,Questioning Techniques,Writing Evaluation

There is currently a dearth of research inquiring into the ways that pre-service teachers (PSTs) are prepared to teach writing, including reading and responding to student writing. Furthermore, although the benefits of a practice-based approach to teacher education are widely cited, increasing financial and legislative pressures to shorten the length of university-based teacher education programs and to migrate to online spaces present challenges for including opportunities for PSTs to practice. In this study, we inquired into the experiences of one group of PSTs as they completed a digital Pen Pal Project, wherein they were partnered with sixth grade students to learn about and practice responding to student writing. Data analysis indicated that PSTs engaged in many different types of feedback yet struggled to provide specific feedback aligned with students' competencies as readers and writers. We draw on these findings to offer recommendations to teacher educators as they leverage digital spaces to realize the benefits of practice-based learning in preparing PSTs to teach writing.
Play and Learning with KAHOOT!: Enhancing Collaboration and Engagement in Grades 9-16 through Digital Games
Author: Zucker, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Writing Instruction,Writing (Composition),Academic Language,Cooperative Learning,Learner Engagement,High School Students,College Students,Student Centered Learning,Social Media,Active Learning,Study Guides,Student Developed Materials,Instructional Effectiveness,Outcomes of Education

This Voices from the Field piece tells the story of a fortunate meeting on Twitter between a high school teacher and a college professor that blossomed into an exchange of KAHOOT! games and the recognition of shared pedagogical beliefs. KAHOOT! is a web-based platform that allows users to easily create and play interactive, multiple-choice-style games. The authors used KAHOOT! games in their respective classrooms to teach MLA format and academic integrity--traditionally dry topics that were enhanced by playing games. Through the use of KAHOOT! games, the students and teachers were able to play their way into substantive and student-centered discussions. The authors discuss the opportunity Twitter provided for professional development and collaboration, their students' experiences playing KAHOOT! games in class, and their reflections on using games to promote active learning. The piece concludes with recommendations for educators to make use of digital collaboration tools to connect and share expertise with colleagues across educational sites and levels in order to work together to meet the learning needs of new generations of students.
Trusting Students&apos; Voices in Critical English Education
Author: Gordon, Charity T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Action Research,English Teachers,English Instruction,Critical Literacy,Teaching Methods,Sociocultural Patterns,Classroom Environment,Participatory Research,High School Teachers,High School Students,Discourse Analysis,Researchers,Interpersonal Relationship

The purpose of this qualitative study is to examine how secondary students at an urban high school perceived and experienced critical English education. This study is situated within a larger ethnographic study in which the researcher employed a Participatory Action Research (PAR) orientation to collaborate with an English teacher who was implementing critical literacy in her classroom for the first time. Critical sociocultural theory provided a framework for understanding how students' words and actions shaped and were shaped by the classroom environment. Critical discourse analysis was used to interpret observational and student interview data that was collected across three school semesters from three different groups of students. Patterns in students' talk when sharing their perspectives on critical English education provide valuable insights on the affordances and challenges when enacting critical literacy in the secondary English classroom.
A Collaborative Activity for Generating Ideas in the Writing Classroom
Author: Brittain, Elise
Date: 2019-00-00
Type: Journal Articles
Subjects: Collaborative Writing,English (Second Language),Second Language Learning,Writing Instruction,Brainstorming,Class Activities

Many students struggle when they are asked to write. They may feel the lack of ideas, or they believe their ideas are not good enough. Prewriting techniques (e.g., brainstorming, clustering, and freewriting) help students develop their ability to think and their confidence in generating ideas. Collaborative prewriting activities expand students' ideas as they learn from the experiences and knowledge of their classmates. In the English as a foreign language (EFL) classroom, collaborative activities also provide opportunities for students to practice their English speaking skills and activate vocabulary needed to write about the topic. This article describes an activity using collaborative techniques for generating ideas in the classroom. The activity has been used in an EFL university writing course. For the example provided students are preparing to write an opinion essay on the following topic: &quot;What is the most important room in the house?&quot; (Other topic suggestions are given at the end of the article.) The objective is that students will be able to collaborate with other students to generate ideas for an essay topic and reflect on how their ideas were similar to and different from those of other students.
Famous Quotes for Theme Analysis
Author: Gregg, Cecilia
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Critical Thinking,Thinking Skills,Writing (Composition),Group Activities

Theme analysis requires students to examine information and isolate patterns--or themes--to determine meaning. Analyzing themes from written material helps English language learners practice and demonstrate higher-level critical-thinking skills. Cecilia Gregg writes in this article that she finds that students crave participating in engaging group activities and want to discuss personally meaningful topics like interpersonal relationships, social, and cultural issues, and current events that affect them. Here she describes a theme analysis task that will motivate students and encourage them to look at the world from new vantage points. Gregg has used this activity with students who are generally 18-20 years old. Their English proficiency level is low to midrange; however, the activity can be used with students at all levels.
&quot;I Feel Normal Here&quot;: The Social Functions of a Book Club in a Residential Recovery Program
Author: MacGillivray, Laurie
Date: 2019-00-00
Type: Journal Articles
Subjects: Clubs,Residential Programs,Rehabilitation Programs,Females,Reading Programs,Interpersonal Relationship,Sense of Community,Individual Power,Homeless People,Emergency Shelters,Addictive Behavior,Literacy,Identification

Book clubs are gatherings around shared texts; they have the potential to build strong interpersonal bonds (Pittman &amp; Honchell, 2014; Porath, 2018). This study examines a weekly book club in a residential treatment center for female addicted trauma survivors and offers contrast to research on book clubs in non-restrictive settings. We address, &quot;What are the social functions of a book club in a restrictive setting?&quot; We drew upon sociocultural theory, specifically, literacy as a social practice which focuses on cultural literacy practices embedded in local contexts (Barton &amp; Hamilton, 2000; Perry, 2012) that people draw upon in particular interactions (Barton, 2001). The findings focus on three primary social functions of the book club as developing: (1) a reading identity through the habit of reading and discussing books, (2) a sense of belonging to a book club, and (3) a sense of normalcy. The discussion considers this book club in relation to: (1) others held in restrictive and non-restrictive settings, (2) the establishment of a sense of community; and (3) a sense of normalcy and agency. This research offers insight into ways literacy practices, such as book clubs, meet the often-unrecognized needs of individuals and communities in restrictive environments. [Note: The volume number (14) and issue number (2) shown on the PDF are incorrect. The correct citation is v15 n1.]
Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis
Author: Low, David E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Research Methodology,Intermode Differences,Theories,Educational Research,Reading Research,Validity,Literacy Education,Video Technology,Researchers,Maps,Reflection

In this article we highlight analyses conducted in two qualitative literacy studies to discuss various implications of a blended, or hybrid, approach to multimodal analysis. By investigating several prominent frameworks commonly used together for the purpose of analyzing multimodal data, and describing our own experiences blending these frameworks, we determine that a hybrid approach is not necessarily ineffective at producing data interpretations, but that it is insufficiently reflexive of the role researcher positionality plays in multimodal analysis. We conclude the article by offering recommendations for supplementing hybrid analytical approaches through data co-construction and increased attention to researcher positionality.
&quot;I&apos;m Fat. It&apos;s Not a Cuss Word.&quot;: A Critical Content Analysis of Young Adult Literature Featuring Fat Female Protagonists
Author: Amato, Nicole Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Analysis,Adolescent Literature,Young Adults,Novels,Cartoons,Obesity,Females,Literary Devices,Human Body,Social Bias,Fiction,Self Concept,Stereotypes,Dating (Social),Interpersonal Relationship,Parent Child Relationship,Gender Issues,Food,Feminism

This critical content analysis examines the representation of fat female bodies within and across four contemporary young adult novels, two prose novels and two graphic novels: &quot;Gabi, A Girl in Pieces&quot; (Quintero, 2014), &quot;Dumplin'&quot; (Murphy, 2015), &quot;In Real Life&quot; (Doctorow &amp; Wang, 2015), and &quot;This One Summer&quot; (Tamaki &amp; Tamaki, 2015). Guided by the theoretical frameworks of Critical Fat Studies, Feminist Criticism, and Reader Response Theory, this study uses the methods of critical and comparative content analyses (Johnson, Mathis, &amp; Short, 2017; Sulzer, Thein, &amp; Schmidt, 2018) to explore the tension between prose and graphic novels with regards to constructions of fat female bodies. As a result of this analysis, the following themes emerged across the texts: fatness defined in relation to other bodies, the conflation of weight and desire, young women's body surveillance by adult women, and precarious relationships with food. While the female protagonists in the texts under analysis demonstrate agency and complexity in the face of fat shaming, findings from this study reveal the visual nature of graphic novels make possible the ability to better disrupt narratives of fatness rooted in shame.
Embracing Social Media to Engage Students and Teach Narrative Writing
Author: Borch, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Writing Instruction,Writing (Composition),Graduate Students,Creative Writing,Foreign Countries,Literary Devices,Writing Evaluation

Twenty-first-century learners are &quot;plugged in,&quot; fluent with technology, and motivated by social media. Why not embrace their passion and use social media to engage them in authentic and meaningful English-language learning that allows them to practice reading, writing, speaking, and listening in a familiar and motivating context? Author Jennifer Borch believes that social media can provide teachers with an opportunity to embrace a context that is meaningful to twenty first century learners. This article explains an activity in a graduate-level creative writing class at Cadi Ayyad University in Marrakech, Morocco, which uses Facebook to analyze and scaffold narrative writing.