ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging the Divide through Graphic Novels: Teaching Non-Jews&apos; Holocaust Narratives to Jewish Students
Author: Reingold, Matt
Date: 2019-09-00
Type: Journal Articles
Subjects: Teaching Methods,Novels,Cartoons,Jews,Death,War,European History,History Instruction,Social Discrimination,Personal Narratives,Fiction,Autobiographies

The following paper considers how integrating Holocaust graphic novels that prominently feature non-Jewish characters can be effective in introducing Jewish students to new perspectives on contemporary understandings of the Holocaust. Drawing on the results of recent studies about rising anti-Semitism and Jews' concerns for their safety, feelings of insularity are understandably becoming more pervasive within the Jewish community. The author argues that in order to combat the negative aspects of this entrenchment, Jewish students need to be introduced to thoughtful and complex narratives that relate to historical anti-Semitic incidents which also model ways of building relationships between the disparate communities in the present. While very different from each other, Rutu Modan's &quot;The Property&quot; and Nora Krug's &quot;Belonging&quot; present these types of sophisticated engagements with the past and present and their textual and visual statements are assessed for the ways that they can help reframe Jewish understandings of the legacies of the Holocaust and for building contemporary Jewish-non-Jewish relationships.
Film on Paper, Graphics on Screen, Feminism in Story: An Exegesis of a Feminist Graphic Novel Project
Author: Xu, Jingwei
Date: 2019-09-00
Type: Journal Articles
Subjects: Novels,Cartoons,Feminism,Marriage,Story Telling,Symbolic Language,Freedom,Graphic Arts,Color,Design,Books,Text Structure,Semiotics

This research is the second stage of my entire graphic novel practice looking at a feminist topic -- women's awakening from marriage. In this phase, the study carries out the practical process of the creative work, involving a graphic novel (body), an opening title (hook) and a package of visual communication design (promotion), in order to convey my feminist claim that women's real emancipation depends on whether they can rouse their subject awareness and break through the chain of marriage. Based on this practice-led research, my personal knowledge is generated, including the value of combining graphic novels and title sequences, the importance of symbolic storytelling and my understanding of female subjective freedom. In addition, this research potentially provides an arts-based research method, which can enable practitioner/researcher to utilise a reflective triangle model to develop art and design work.
&quot;Because Like -- And so I Don&apos;t -- So I Think It&apos;s Maybe, I Don&apos;t Know&quot;: Performing Traumatic Effects While Reading Lynda Barry&apos;s &quot;The Freddie Stories&quot;
Author: Lewkowich, David
Date: 2020-05-00
Type: Journal Articles
Subjects: Literary Devices,Trauma,Reading Processes,Reading Comprehension,Undergraduate Students,Teacher Education,Psychological Patterns,Books,Visual Aids,Reader Response,Foreign Countries

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading &quot;The Freddie Stories&quot; presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry's text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie's suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry's text disarticulates the adult's reading experience.
Evaluating Chinese Secondary School Students&apos; Understanding of Green Chemistry
Author: Juanjuan, Ma
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Evaluation,Chemistry,Conservation (Environment),Scientific Concepts,Science Tests,Knowledge Level,Gender Differences,Misconceptions

This study aimed to examine the understanding of secondary school students about green chemistry-related concepts, to include raw materials, solvent, and atom economy. Interviews were conducted with secondary school students from Grades 9 to 12 to acquire their descriptive understanding of the corresponding concepts. Based on the systematic analysis of the collected data, a semi-structured two-tier diagnostic instrument was proposed, which was then administered to secondary school students. Some options that were less often selected by respondents were eliminated. Using the revised instrument, a pilot survey was conducted among secondary school students, and the similar elimination procedure was followed. The final instrument was used to conduct a survey among secondary school students from Grades 9 to 12 for examining their understanding of various concepts related to green chemistry. The results showed that secondary school students' understanding of green chemistry-related concepts and the term &quot;green chemistry&quot; was low. However, the older students' understanding of the corresponding concepts was significantly superior to that of the younger students. No noticeable differences were found between male and female students. The findings of this study can help teachers to better examine the knowledge mastered by their students and evaluate progression in learning green chemistry.
Fostering Students&apos; Critical Thinking and Achievement in Basic Science Using Graphic Organizer and Experiential Learning Strategies with Feedback
Author: Samba, Regina Marita Onabid
Date: 2020-06-00
Type: Journal Articles
Subjects: Learning Strategies,Teaching Methods,Instructional Materials,Critical Thinking,Tests,Junior High School Students,Science Tests,Science Instruction,Technology Education,Experiential Learning,Science Achievement,Item Response Theory,Comparative Analysis,Scores,Feedback (Response),Thinking Skills,Foreign Countries,Instructional Effectiveness

The study investigated the effects of graphic organizer (GO) and experiential learning (EL) with feedback on the mean achievement and students' critical thinking in Jos North Local Government Area of the Plateau State of Nigeria. A pre-test post-test quasi-experimental design was used. A sample of 75 students was drawn from the population of 1950 junior secondary (JS) two students. Two instruments, the Basic Science and Technology Achievement Test (BSTAT) and a critical thinking test (CTT), were used for data collection. The respective reliability coefficient values of 0.81 and 0.79 were obtained using an item response theory three parameter logistic model. The statistical tools used for data analysis were mean and analysis of covariance (ANCOVA). Results revealed that students taught using GO had a mean gain of 12.99 while students taught using EL had mean gain of 12.02 in the BSTAT. ANCOVA analysis of post-test mean scores in the BSTAT, F (1, 58) = 1.282, [rho] &gt; 0.05, was not significant. Furthermore, ANCOVA analysis between mean post-test scores of the CTT for GO and EL groups F (3, 81) = 2.236, [rho] &gt; 0.05, was not significant. GO an EL with feedback strategies enhanced students' achievement and critical thinking with GO being slightly superior. Both strategies are recommended for use in teaching Basic Science and Technology.
Development and Validation of Unplugged Activity of Computational Thinking in Science Module to Integrate Computational Thinking in Primary Science Education
Author: Mensan, Tracy
Date: 2020-06-00
Type: Journal Articles
Subjects: Learning Modules,Elementary School Science,Scientific Concepts,Content Validity,Foreign Countries,Scientific Literacy,Preadolescents,Rural Schools,Public Schools,Hands on Science,Active Learning,Inquiry,Integrated Curriculum,Cooperative Learning,Problem Solving,Thinking Skills,Flow Charts

Computational thinking (CT) is increasingly acknowledged as an essential skill to solve problems interdisciplinary. This paper describes the development and validation of the unplugged activity of CT in science (ACTS) module, which is specifically designed to integrate CT. The present study was conducted in five phases: Phase I was composed of needs analysis to elicit respondents' opinions regarding the knowledge of CT and appropriate topic to integrate CT within the year 5 science curriculum. Phase II was the development of the unplugged ACTS module, Phase III was content and face validation of the module, Phase IV was the implementation and Phase V was the evaluation of the effectiveness of the module. The needs assessment indicated that students have never known about CT. The module covered the &quot;Matter&quot; topic for year 5. A content validity index (CVI) was used to quantitatively assess content validity, finding a CVI of more than 0.79 as appropriate. The module was found to have a high mean of validity for content value (CVI=0.83). Expert members have made suggestions that will then be used to develop the module as required. This study concluded that the module has strong validity of the content and can be used to improve CT and science content knowledge among children in primary school.
Designing and Creating Digital Interactive Content Framework: Description and Evaluation of the Almekhlafi Digital Interactive Content Model
Author: Almekhlafi, Abdurrahman Ghaleb
Date: 2020-06-00
Type: Journal Articles
Subjects: Instructional Design,Models,Curriculum Development,Instructional Materials,Multimedia Materials,Interaction,College Faculty,Preservice Teachers,Foreign Countries,Student Projects,Web Sites,Portfolios (Background Materials),Usability,Computer Software,Positive Attitudes

The design and creation of digital interactive content for teaching and learning are gaining increasing importance. As this technology advances, the need to cope with everyday demands necessitates teachers and content developers to accommodate their students in this aspect. Interactive digital content provides opportunities for students to study anywhere and anytime, with classmates or independently, and within conventional or blended teaching and learning environments. The Almekhlafi Digital Interactive Content (ADIC) model is a systematic guide that could be used to produce interactive digital content on any subject. This model can serve as a framework for developing such content. The model consists of four major phases: Planning, designing, production, and evaluation. Each of these phases consists of a number of steps. The model was content-validated and tested for its reliability in real contexts. The model was piloted with 28 university faculty members and implemented with 81 university students. The results support the implementation of the model for designing and creating interactive digital content. The paper recommends that K-12 schools and higher education institutions should train students, teachers, and university faculty members to use the model effectively for producing sound, worthwhile, and interactive digital educational content.
Physical Geography Education: The Postgraduate Research Trends in Turkey
Author: Yazici, Öznur
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Geography,Geography Instruction,Educational Trends,Foreign Countries,Educational Research,Bibliometrics,Theses,Doctoral Dissertations,Masters Degrees,Doctoral Degrees,Elementary Secondary Education

The field of research in physical geography relates to subjects such as place-shaping, climatic events, soil formation, vegetation development, the water cycle, and the nature and use of natural resources including underground mining processes. In order for humans to survive and facilitate their daily lives, they must have sufficient knowledge about many physical events taking place on planet Earth. In physical geographical education, various scientific research projects are carried out to bring rigour to the subject and the teaching of related concepts. Such projects include postgraduate thesis studies. In this research, an examination of the status and general trends for postgraduate theses occur in relation to physical geography education in Turkey. The current study is a mixed methods design and an evaluation of the theses occur through a document review. The theses are retrieved from the database of the National Thesis Center of the Council of Higher Education Institution. A descriptive analysis and bibliometric study on the theses aims to reveal the progress in physical geography education. Results from the research show the most common type of graduate thesis includes writing about the research subject, university, year of admission, institute, writing language, sample, study group/sample size, method/research model, data collection tool, data analysis technique/analysis method, research subject and the subject of physical geography, and the level of instruction/target audience. In response to the less frequently covered topics and methods, suggestions are made for future research and investigation to occur at the level of postgraduate studies.
What Learning and Developmental Science Says about Optimal Learning Environments
Author: Cantor, Pamela
Date: 2020-05-00
Type: Journal Articles
Subjects: Child Development,Role of Education,Equal Education,Context Effect,Educational Environment,Skill Development,Interpersonal Relationship,Educational Change,Holistic Approach,State Boards of Education,Board of Education Role

Children's environments, experiences, and relationships drive how they learn and develop--more so than their genes. This article discusses how education leaders can help transform the antiquated U.S. education system into one that drives toward equity and prepares all students for thriving in school and in life. Informed by recent advances in the science of learning and development and building on years of practice knowledge and experience, schools can be designed to foster the holistic development of engaged, self-directed learners who have the knowledge, competencies, and higher order skills they need for success in a changing world.
Why School Climate Matters and What Can Be Done to Improve It
Author: Darling-Hammond, Linda
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Environment,Elementary Secondary Education,Federal Legislation,Educational Legislation,Holistic Approach,Student Development,Teacher Education,Interpersonal Relationship,Child Development,Trauma,Stress Variables,Social Bias,Social Development,Emotional Development,Wellness,Culturally Relevant Education,Self Efficacy,Educational Policy,Preschool Education,Teacher Competencies,School Safety,Teacher Effectiveness,Standards,Discipline

For much of the last two decades, the narrowed focus on raising test scores under No Child Left Behind left important aspects of education untended. Since 2016, when the Every Student Succeeds Act (ESSA) enabled a more comprehensive look at accountability, state leaders have heard growing demands for a whole-child approach that emphasizes students' social and emotional well-being along with a broader approach to academic development. ESSA renewed attention on the learning environment itself, which plays a critical role in children's ability to learn and thrive. A positive school climate--where students feel a sense of safety and belonging and where relational trust prevails--improves academic achievement, test scores, grades, and engagement and helps reduce the negative effects of poverty on academic achievement. To bring about such environments, teachers, paraprofessionals, and school and district leaders must be prepared to create the school and classroom structures that encourage secure relationships. Preservice preparation programs and professional development should cultivate knowledge, skills, and beliefs that build educators' understanding of student needs and their ability to support learning and development. This article discusses principles for practice to help create a positive school climate. The authors explain the importance of preparing educators to gain the knowledge, skills, and attitudes to meet their students' needs. Considerations for policymakers are included.
A Foundational Perspective for Spatial Thinking in Relation to Social Studies Curriculum and Middle-School Textbooks in Turkey
Author: Elbay, Sezgin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum,Middle Schools,Spatial Ability,Textbook Content,Textbooks,Alignment (Education),Geographic Concepts,Thinking Skills

Social Studies is a middle-school course that unites social-science disciplines and contributes to developing an understanding about the social existence of humans. It is reported that existing studies have simply focused only on the 2005 Social Studies Curriculum and omitted focus on relevant textbooks. Within such a context the aim of the current study is to present the current state of spatial thinking skills in relation to the 2018 Social Studies Curriculum and middle-school textbooks in Turkey. Furthermore, the study aims to analyze the coordination that exists between curriculum and textbooks around spatial thinking. To achieve the aims of the current study, the technique of document analysis technique occurs through examination of Social Studies Curriculum and middle-school textbooks. By the end of this research it was detected that in the 5th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 8, and the total number of units in the textbook about spatial thinking was 12; in the 6th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 7, and the total number of units in textbook about spatial thinking was 12; and finally, in the 7th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 3, and the total number of units in textbook about spatial thinking was 5. Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.
Disaster Awareness and Preparedness of Barrio Community in Zambales, Philippines: Creating a Baseline for Curricular Integration and Extension Program
Author: Rogayan, Danilo V., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergency Programs,Natural Disasters,Knowledge Level,Readiness,Extension Education,Information Dissemination,Curriculum,Risk Management,Intervention,Individual Characteristics

This cross-sectional descriptive survey research determines the extent of disaster awareness and preparedness of the barrio or barangay community from the five southern municipalities of Zambales, Philippines. A total of 480 residents responded to the study. Results revealed that a majority of respondents were moderately aware about the different disasters occurring in the community. They are very aware about a typhoon whilst being moderately aware about a tsunami and storm surge. In terms of hazard level, respondents perceived a typhoon to be 'very destructive', whilst they understood a tsunami and storm surge to be 'strong'. The barrio community often practice disaster preparedness for earthquakes, strong typhoons, landslides, fire, flood and volcanic eruptions. Amongst residents of the barrios, a moderate correlation exists (r=0.449) between their levels of disaster awareness and disaster preparedness. The results of this study provide a baseline information to use in decisions about the integration of disaster science and management in the curriculum at basic and higher education levels. Moreover, it also provided insights into the crafting of a community extension program to be spearheaded by the university. Such a program accentuates the need for massive dissemination of information about disasters for local communities so they become more aware about the causes and consequences of disasters. The proposed curriculum integration and extension program may inform practitioners and policy makers in making sound decisions regarding disaster risk reduction and mitigation strategies.
Examining the Value of a Summer Kindergarten Transitioning Program for Children, Families, and Schools
Author: Griebling, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Summer Programs,Kindergarten,School Readiness,Program Descriptions,Parent Attitudes,Social Development,Emotional Development,Anxiety,Program Effectiveness,Student Leadership,Teacher Student Relationship,Special Needs Students,Family School Relationship,Friendship,School Role,School Districts,Self Control,Parent Surveys

The transition to more formal schooling in kindergarten can be difficult for young children and their families. However, preparing children for this transition can produce positive results. This article examines the qualitative results of a four- to six-week transition program for 715 children. Data include parent and school surveys as well as school personnel reports and discussions from two years of the program, involving two separate groups of children. This qualitative data suggested positive affects for children's social/emotional readiness for school. Children who attended the program became leaders in the classroom and experienced less anxiety. Because the transitions in the start of the school year were easier, teachers had more instructional time with the children early in the school year. Children with special needs received more support, and families became connected with the schools on multiple levels. Parents developed friendships with other families and overall felt less anxious about their child starting school.
The Role of a Black Church-School Partnership in Supporting the Educational Achievement of African American Students
Author: McIntosh, Reubin
Date: 2020-00-00
Type: Journal Articles
Subjects: Churches,Partnerships in Education,African American Education,African American Students,Critical Theory,Race,Urban Schools,High School Students,Case Studies,Socialization,Academic Achievement,Equal Education,Outcomes of Education,Student Needs,Community Involvement,Educational Benefits,School Personnel,Interpersonal Relationship,Time Management,Program Descriptions,Church Role

Despite efforts of educators across the nation, African American students in the United States underperform their peers and experience graduation rates lower than any other ethnicity. The purpose of this case study was to gain an understanding, through the lenses of social learning theory (SLT) and critical race theory (CRT), of how a partnership between a Black church and an urban high school supports the achievement of African American students. Findings, consistent with the literature on the Black church's foundation, include the importance of relationships, equity, community, and commitment. Implications include the partnership's positive influence on student educational outcomes by meeting student needs of relationship and community. Interest convergence and counterstorytelling, tenets of CRT, are used to explain student success and support provided through partnership efforts.