ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Education: Proceed with Caution
Author: Williams, P. John
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,School Schedules,Core Curriculum,Integrity,Engineering Education,Science Education,Technology Education,STEM Education,Labor Force Development,Business,Industry,Outcomes of Education,Interdisciplinary Approach,Intervention

The STEM (science, technology, engineering and mathematics) movement has developed from a non-educational rationale. Although some think it may enliven the delivery of maths and science in classrooms, the social and economic rationales are those that have initiated this movement. Spurred on by the global financial crisis, it is hoped that coordination and integration of STEM activities will better equip a workforce for dealing with the contemporary nature of business and industry, and encourage more school leavers to seek further training and employment in areas of engineering and science. The problem for educators here is that the consequent absence of a sound educational rationale for this combination of subjects inhibits its development. There needs to be a reason for integrating these subjects which relates to quality learning outcomes for students. Given the developing momentum of the STEM agendas, it may be unwise for technology educators to isolate themselves from this movement. In addition, it may be an opportunity to reinforce the place of Technology Education in the school core curriculum. Rather than integration, a more reasonable approach may be to develop interaction between STEM subjects by fostering cross-curricular links in a context where the integrity of each subject remains respected. However, almost as many impediments remain to interaction as to integration: rigid school timetables and curriculum structures, deficient awareness by teachers of other subject areas, inflexible classroom design, and assessment. With a focus on STEM interaction, driven by teachers, interventions can be developed which will overcome these impediments. A focus on STEM integration will not overcome the barriers, and may result in the decimation of technology as a distinct component of the school core curriculum. A STEM orientation, therefore, must be approached with caution.
Preparing Teachers for the 21st Century Using PBL as an Integrating Strategy in Science and Technology Education
Author: Brears, Lindsay
Date: 2011-00-00
Type: Journal Articles
Subjects: Scientific Principles,Interdisciplinary Approach,Problem Based Learning,Reflective Teaching,Technology Education,Teaching Methods,Science Education,Educational Strategies,Preservice Teacher Education,Educational Philosophy,Behavioral Objectives,Educational Practices

This paper explores the foundational principles of Problem-Based Learning (PBL) as an integrative teaching strategy designed deliberately to cross discipline boundaries in order to make meaningful and lasting connections. The authors suggest that while PBL has in recent times has largely manifested towards a method of inquiry within a single discipline the founding principles and key characteristics that inform PBL may be applied to solving technological inquiry where an understanding and application of scientific principles is fundamental in informing and developing the preferred solution. This paper highlights that in order to be effective classroom educators, in an ever increasing and complex world, pre-service teachers' need to develop robust mental models and metacognitive skills that are transferable. In supporting this development the rationale and the application of PBL as an integrated teaching and learning strategy in pre-service science and technology education will be examined. This paper suggests that PBL is an effective strategy in supporting inquiry of an interdisciplinary nature as well as developing dispositions that embrace collaborative inquiry and reflective practice. (Contains 1 figure and 1 table.)
Integration of Science, Technology, Engineering and Mathematics: Is This Curricular Revolution Really Possible in France?
Author: Lebeaume, Joel
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,STEM Education,Integrated Curriculum,Unified Studies Curriculum,Educational Change,Curriculum Research,Educational History,Educational Development,Change Strategies

The French school system is a subjects-centred curriculum from the beginning of 1960s. This deep-rooted organisation tends to block the several attempts made to integrate the teaching of scientific school subjects. From an historical point of view, this paper describes the curricular system and the issue of its current change. It focuses on the main issue about separation or integration of these subjects in secondary school. (Contains 2 figures.)
Underpinning the STEM Agenda through Technological Textiles? An Exploration of Design Technology Teachers' Attitudes
Author: Hughes, Chris
Date: 2011-00-00
Type: Journal Articles
Subjects: Grounded Theory,Curriculum Design,Technology Education,Teacher Attitudes,STEM Education,Design,Design Crafts,Textiles Instruction,Constructivism (Learning),Interviews,Theory Practice Relationship,Vignettes,Foreign Countries,Influence of Technology,Schematic Studies

This paper discusses ongoing research into the role of design and technology education in emerging post industrial economies. Previous work (Hughes et al., 2010) focused on the changing characteristics of textiles technology in modern times and discussed how this could inform a design and technology curriculum related to the needs of a modern textile technology workforce. This current paper reports on the second stage of the grounded theory programme in which theoretically sampled data from the first phase provides the direction and purpose for the work presented here. Within this context, this research explores practising teachers' perceptions of textile technology associated with the emergent STEM agenda. Data gathered supports the view that technological aspects of design and technology closely linked to the STEM agenda are needed to provide a firm foundation for the design aspects of the subject. Without a STEM focus, the subject may lose its hard won importance in the UK schools and colleges' curriculum. This is especially the case in an economic climate in which curriculum design stakeholders may be forced to review the content of the national curriculum across all key stages as a whole.
Using Image Analysis to Build Reading Comprehension
Author: Brown, Sarah Drake
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Content Area Reading,Student Interests,History Instruction,Teaching Methods,Thematic Approach,Grade 6,Thinking Skills,Visual Aids,Reading Difficulties

Content area reading remains a primary concern of history educators. In order to better prepare students for encounters with text, the authors propose the use of two image analysis strategies tied with a historical theme to heighten student interest in historical content and provide a basis for improved reading comprehension.
The Role of Individual Negation in Enabling Social Capital, Moral Education, and Citizenship Education
Author: Misco, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Citizenship,Citizenship Education,Creative Thinking,Social Capital,Moral Values,Role,Educational Change

Social capital, moral education, and citizenship education are three big ideas fundamental to the health of any democratic state. Yet exactly what these terms mean is a source of much contention and divergent thinking. Bringing some clarity to the three might help the cause of bolstering their prominence in educational discourse and reform. Therefore, in this essay I explore the underlying form of social capital, moral education, and citizenship education, which I characterize as "the negation of the individual."
Democratizing Our Youth: Citizenship, Community and Governance
Author: McVeigh, Ryan
Date: 2010-00-00
Type: Journal Articles
Subjects: Citizenship,Democracy,Civics,Foreign Countries,Governance,Democratic Values,Citizenship Education,Curriculum Evaluation,Politics of Education,Youth Problems,Youth Programs,Citizenship Responsibility,Social Studies

In this paper we argue that the inherent flaw in the current Ontario civics curriculum is that it is too heavily influenced by the functional aspects of &quot;what is&quot; Canada, rather than giving the opportunity to experience the emotional qualities of what it means to be Canadian. Creating a community of learners based on the caveats of citizenship and good governance is the key element to the revitalization of a deteriorating democracy. (Contains 3 notes.)
Curriculum in the Age of Globalization
Author: Broom, Catherine
Date: 2010-00-00
Type: Journal Articles
Subjects: Global Approach,Foreign Countries,Teaching Methods,Curriculum,Stereotypes,Mass Media,History,Social Studies

When Canadian students are asked their perceptions of Mexico, their answers are filled with stereotypes from the media. When they are asked about Darfur, they have no idea what or where Darfur is, or what has occurred there. When they are asked to list the names of famous Canadians they state the names of white men, primarily politicians. When they are asked to name famous historical figures from non European nations, they become silent. These stereotypes and silences are the products of the &quot;absent curricula&quot; in BC, and they make the aim of creating Global Citizens at a time of Globalization, almost impossible. This paper explores the reasons for these stereotypes and silences through a study of BC's curricula and provides suggestions as to how to address them.
Conceptions of Volunteerism among Recent African Immigrants in Canada: Implications for Democratic Citizenship Education
Author: Chareka, Ottilia
Date: 2010-00-00
Type: Journal Articles
Subjects: Citizenship,Democracy,Citizenship Education,Foreign Countries,Public Agencies,Immigrants,Volunteers,Citizen Participation,Role,Immigration,Curriculum Design

In democratic societies the level of citizens' civic engagement and inclusion in all forms of democratic participation is crucial in maintaining social cohesion and a vibrant democracy. In the historical development of Canada's demographic, political, socio-economic and cultural systems, immigration continues to play an influential role. Our paper presents conceptions of civic participation held by, inclusion and integration of recent African immigrants to Canada. We focus on volunteerism as one form of democratic participation. The findings show immigrants volunteer for the common good of society, making a difference, personal self-service gaining experience for advancement in their host society. Some are coerced into volunteering. Some of these findings concur with theoretical literature that positions various volunteering motives, bringing up implications for federal agencies involved in the settlement, adaptation programs for newcomers and educational curriculum planners attempting to widen conceptions of volunteerism, fostering engagement and promotion of citizenship education in general. (Contains 3 tables.)
Transformative History: The Possibilities of Historic Space
Author: Cutrara, Samantha
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Change,Concept Formation,Power Structure,Teaching Methods,History,History Instruction

Until the grand narrative is recognized as a product and process of power and privilege it can never do the transformational work that it can, and should, do in education. In this paper, I argue that concept learning can be a practical strategy for exploring and deconstructing power that is structured through the grand narrative and manifested in the nation. In particular, I introduce my pedagogical model of Historic Space as a transformative tool for having these discussions and support this approach by discussing students' interactions with it. (Contains 4 figures.)
A Theoretical Model of Four Conceptions of Civic Education
Author: Cohen, Aviv
Date: 2010-00-00
Type: Journal Articles
Subjects: Citizenship Education,Epistemology,Classification,Teaching Methods,Cultural Pluralism,Models,Comparative Analysis

The field of civic education is one that encompasses an abundance of topics and issues. In an attempt to bring some much needed clarity to this field, this conceptual study will question the way different epistemological conceptions of citizenship and education influence the characteristics of civic education. Offering a new conceptual framework that concentrates on the different undercurrent conceptions that lay at the base of the civic education process, a new typology of the term civic education will be presented. With the use of the methods of ideal types, four conceptions of civic education will be brought forth: "Liberal Civic Education"; "Diversity Civic Education"; "Critical Civic Education" and "Republican Civic Education." After describing these conceptions and the theoretical field on which they are based, the potential applications of these conceptions in the classrooms and in research will be presented. (Contains 1 table, 2 figures, and 1 footnote.)
Race, Social Studies Content, and Pedagogy: Wrestling through Discomfort Together
Author: Gershon, Walter S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Studies,Race,Teaching Methods,Biographies,Cooperation,Preservice Teacher Education,Teacher Attitudes,Course Content,Student Attitudes,Teaching Experience

This autobiographical piece of collaborative discensus (Gershon, 2008; Gershon, Peel & Bilinovich, 2009) presents the authors' interwoven perspectives about the challenges they faced as they talked about race in a pre-service social studies class. Their work here serves two main purposes. First it is an opportunity for a teacher and two former students to think about the difficulties pre-service social studies teachers had in conceptualizing and talking about the relationship between race and social studies content. Second, this transparent discussion also serves as an opportunity to consider what such understandings of social studies might mean in practice.
The Inside, Out: Diaries as Entry Points to Historical Perspective-Taking
Author: Lemisko, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Diaries,History Instruction,Perspective Taking,Historiography,Intellectual History,Hermeneutics,Evidence,Historical Interpretation,Social Class,Religious Factors,Gender Differences,Ethnic Diversity,Cultural Differences,Social Studies

Diaries can serve as meaningful entry points for advancing historical consciousness and develop historical thinking (Seixas, 2002) because they can connect readers/learners with the diverse emotions, thoughts and motivations of the people who wrote them in particular times and particular places. According to philosopher and historian, R.G. Collingwood (1994/1946), historical thinking and meaning-making involves exploration of both the "outside" (that which would have been observable: "bodies and their movements") and the "inside" (that which would have been unobservable: thoughts, emotions, motivations) of past human actions. One of the tasks and tensions of historical work is to get to the "inside"--to bring out (reveal or reconstruct) and contextualize ways of thinking and feeling represented in documents and artifacts left behind, so that one can understand both the similarities and differences in how people viewed the world. In this paper, the author will: (1) briefly discuss the importance of historical perspective-taking as an aspect of historical thinking and the obligation of educators to assist learners in developing their capacity to engage; (2) outline why and how teachers could assist learners in using diaries as evidence for reconstructing historical perspectives; (3) layout excerpts from three published diaries to demonstrate how these provide evidence of classed, gendered, ethnic/religious points of view within the time periods they were written; and (4) provide some specific suggestions as to how teachers can use examples from these diaries to spark deeper probing of ideas and time periods. (Contains 1 note.)
The Four Generations of PTA
Author: Brinckerhoff, Peter C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Teacher Conferences,Parent Teacher Cooperation,Intergenerational Programs,Age Differences,Interpersonal Competence,Group Dynamics,Conflict,Barriers,Change Strategies

Generation change, intergenerational conflict, whatever one calls it, the society is confronted with different generations that often have a failure to communicate. For PTAs (Parent Teacher Association), an older generation may be leading a PTA while a younger generation constitutes the majority of the parents, or newly minted teachers may be dealing with older parents, particularly in middle school and high school. In this article, the author looks at the four main generations that are involved with PTA, discusses what does and doesn't motivate each group, and explores how to use this information in one's PTA's long-term strategy for growth and improvement.
Make Your PTA an Essential Resource to Your Community
Author: Jones, Delcenia
Date: 2011-00-00
Type: Journal Articles
Subjects: Change Strategies,Group Dynamics,Parent Teacher Conferences,Parent Teacher Cooperation,Community Cooperation,Community Coordination,Parent Participation,Organizational Change

In these stressful times, many Parent Teacher Association (PTA) leaders are finding membership recruitment and retention to be particularly challenging. The Black Star Community PTA in Chicago has found some unique methods of getting their community to support students and families, and join PTA. The basis for their efforts is in recognizing the needs of their community, and finding innovative ways to bring the community together to share and work toward the goals of PTA. Through such collaborations, this PTA has become an essential resource to the community it serves. In this article, the author shares some strategies to make one's PTA an essential resource to the community.
Did You Get My E-Mail? Moving E-Mails beyond the Inbox
Author: Ellis, Susan J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Mail,Computer Mediated Communication,Interpersonal Communication,Communication Strategies,Communication Skills,Volunteers,Organizational Communication,Leadership Effectiveness

The challenge today is how to make e-mail and other forms of electronic communication effective in motivating volunteer action. Is it possible to make e-mails feel personal and welcoming? E-mail, instant messaging, texting, and social media are tools that allow individuals to communicate quickly and inexpensively, but they are lifeless without the personalities and attitudes of the sender and receiver. A leader of volunteers in the 21st century needs to approach electronic communication with a new mindset. In this article, the author offers some practical ideas, along with some tips for making electronic communication efforts more effective.
How to Share the Value of PTA
Author: Back, Krista
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Participation,Caregivers,Parents,Parent School Relationship,Parent Teacher Cooperation,Parent Associations,Teacher Associations,Partnerships in Education,Teachers,Parent Role

While virtually everyone agrees that it is important for parents and caregivers to get involved in their children's education--in fact, when asked, most parents will gush about how much they care about the education of their child--there is a disconnect when it comes to Parent Teacher Association (PTA). Parents, especially younger ones, have trouble understanding what belonging to PTA can do for them and their child. A PTA leader's job is to inform these parents that the local PTA fills the gap between wanting to be involved and finding the time to do so. In this article, the author discusses how to share the value of PTA and suggests that one of the most powerful ways to communicate the value of PTA is by telling one's own story.
Fairness and a Sustainable Society: Why Do We Care for the Education of Future Generations?
Author: Miyadera, Akio
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Objectives,Educational Philosophy,Educational Principles,Sustainable Development,Motivation,Futures (of Society),Justice,Access to Education

Regarding education as &quot;the social&quot; rather than an intentional action between individuals, this paper discusses the fair way of its distribution. Fairness is presumed to be relevant to the distribution of resources for education not only among people belonging to the same generation in the same society, but also among people belonging to different generations and different societies. To keep society sustainable and to leave a sustainable society to future generations, it is not sufficient to keep resources intact. It is also necessary to leave a fair way, i.e. the fair way of sharing burdens and benefits, for future generations. The educational significance of John Rawls' difference and just savings principles is elucidated in contrast to Robert Nozick's account of the entitlement of property. The main conclusion of the paper is that, if we see education as &quot;the social&quot;, we cannot design fair education without concern for the welfare of those who are living in different societies and are not yet born. (Contains 1 note.)
Higher Education Studies in Japan
Author: Kaneko, Motohisa
Date: 2010-12-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Research,Educational Researchers,Institutional Autonomy,Academic Freedom,Human Capital,Educational Administration,Governance,Access to Education

The rapid development of higher education in the postwar period has given rise to various problems, and higher education studies in Japan have developed in response to them. What have been the major issues, and how did academic research respond to them, in postwar Japan? This article delineates an outline of higher education studies in general, describes a few major research paradigms set forth by generations of researchers, and examines the present status of higher education in Japan and the challenges it presents for higher education studies. (Contains 1 table.)