ethanporcaro/eric-fulltext-meta huggingface dataset:
Romanian Youths' Civic Identities: 20 Years after the Revolution
Author: Obenchain, Kathryn
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Agencies,Citizen Participation,Citizenship Education,Citizenship Responsibility,Democratic Values,Constructivism (Learning),High School Students,College Students,Freedom,Misconceptions,Ethics,Social Attitudes,Social Change,Qualitative Research,Semi Structured Interviews,Grounded Theory

The study explores the civic identities of Romanian youth. Children born after 1989 have no memory of the communism; yet, they are the children and students of those who were educated under communism. Data sources were small group interviews with 21 youth and results indicate that participants believe &quot;civic engagement is possible and desired&quot;; but few are engaged because they believe that &quot;freedom is misunderstood&quot; and &quot;corruption permeates everything&quot;; and, ultimately, &quot;nothing changes.&quot; Civic education is one factor in developing civic identity; and, knowing youths' constructions of their identity is one source of information to consider as civic education curriculum evolves.
The Impact of Culture on the Concept of Love in &quot;Love in the Time of Cholera&quot; and in Persian Literature References
Author: Sharifzadeh, Mansoureh
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature,Indo European Languages,Islam,Foreign Countries,Intimacy,Catholics,Religion,Language Usage,Novels,Moral Values,Teaching Methods,Comparative Analysis,Cross Cultural Studies,Ethics,Sexuality,Religious Factors

Love, as an essential motif in life, may be expressed in various forms based on the cultural identities of the people expressing it. The concept of love in &quot;Love in the Time of Cholera&quot; is demonstrated by the two forms of romantic and elusive love. The book is a mirror of the cultural and traditional values of the late 19th and early 20th centuries in Colombia. The rejection of the catholic faith, and religion in general, can be considered a central argument of the story. The poetic language and the precise descriptions expand the narrative's attraction. The concept of love in Persian literature , on the other hand, is a reflection of virtue and devotion, i.e. &quot;virtual /earthly love is a bridge to real/heavenly love&quot; a philosophy attributed to renowned Iranian scientists Avicenna and Mulla Sadra. Iranian cultural values and Islamic instructions for religious morality have been integrated in each other for fourteen centuries. In the Quranic Surah of &quot;Yusuf,&quot; love is a means by which Joseph/Yusuf is tested by God to be granted a higher divine position. This concept of love is an ingrained notion in Persian literature. This essay compares the concept of love in the Colombian and Iranian cultures. The two main parts of this essay deal with &quot;Love in the Time of Cholera&quot; and Persian literary works from early times to modern day.
New Zealand's National Standards Policy: How Should We View It a Decade On?
Author: Thrupp, Martin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Standards,Educational Policy,Policy Analysis,Teacher Attitudes,Performance Factors,Context Effect,Elementary School Teachers,Politics of Education,Trend Analysis,Educational Change

Most New Zealand primary teachers are well aware of the National Standards assessment system that has followed during the last three terms of government in New Zealand and the controversies surrounding it. Teachers draw on a range of quantitative and qualitative evidence to make &quot;Overall Teacher Judgements&quot; (OTJs) about primary school achievement. In this article, the author considers how teachers might judge the National Standards system these days and also how the policy might be understood more generally. These are important questions coming up to the 2017 election because the National Standards system has been such a central feature of the current Government's approach to education. Teachers will be aware of teacher and principal colleagues who are supportive of National Standards while others are much less so. Conflicting views amongst teachers and principals about the value of the National Standards is also apparent from a recent New Zealand Council for Educational Research (NZCER) national survey (Bonne, 2016). School websites indicate diverse views as well. There are some primary school websites that reflect enthusiasm about National Standards and some that barely mention them.
The Rewards of Professional Change: Two Primary School Teachers' Experiences of Transforming Outdoor Education
Author: Cosgriff, Marg
Date: 2017-00-00
Type: Journal Articles
Subjects: Outdoor Education,Teaching Experience,Elementary School Teachers,Professional Education,Educational Change,Well Being,Professional Identity,Faculty Development,Foreign Countries

Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of professional learning and change in recent issues of this journal have suggested it can be both risky and rewarding, with a range of impacts and outcomes for all involved. In this paper I pick up on the notion of the possible rewards of professional change, drawing on the experiences of two generalist primary school teachers engaging in curriculum and pedagogical change in outdoor education within the Health and Physical Education learning area. Specifically, the contributions of outdoor-based learning in a local bush reserve to teachers' own sense of personal wellbeing and rejuvenated sense of professional identity are explored. Here I speculate about the potentially renewing components of professional change in outdoor education in HPE for teachers themselves.
Sinking or Swimming in the Deep End? Developing Professional Academic Identities as Doctoral Students Chairing Large Classes
Author: Bereznicki, Hannah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Professional Identity,Faculty Workload,Females,Psychology,Figurative Language,Coping,Teacher Responsibility,Doctoral Dissertations,Burnout

Much of the burden of undergraduate teaching in Australian higher education institutions falls to sessional staff and postgraduate students. These members of staff assume high teaching loads and administrative management responsibilities. This paper explores the perspectives of two female academics in the unique position of being the subject co-ordinators for large first-year psychology units (around 1600 students) whilst still being doctoral (PhD) candidates. This situation raises interesting issues around the creation of academic identity. Using the metaphor of sinking or swimming in the deep end, we explore strategies to navigate the often turbulent waters of working in academia without drowning in teaching and administration, whilst attempting to stay afloat with doctoral research.
Holy Psychopathology Batman: The Pedagogical Use of Comic Books in the Teaching of Abnormal Psychology
Author: Rahman, Reece O.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychopathology,Teaching Methods,Cartoons,Instructional Materials,Books,Undergraduate Students,Constructivism (Learning),Pilot Projects,Instructional Effectiveness,Outcomes of Education,Supplementary Reading Materials,Questionnaires,Scores,Experimental Groups,Control Groups

Many undergraduate psychology students eventually choose a career providing clinical mental health services. A background in abnormal psychology (psychopathology) is helpful and requisite in these graduate academic and future professional venues. The creativity needed to adequately teach the complex material covered in most abnormal psychology courses may be best conjured from the theory of pedagogical constructivism. Using constructivist theory, the present pilot study evaluates the efficacy of using comic books to supplement undergraduate abnormal psychology course material. Students who completed a diagnostic evaluation of a comic book character (N = 29) performed significantly better on an abnormal psychology 'pop quiz' than students who received lecture-style instruction exclusively (N = 15). These preliminary results add to the existing and expansive library of constructivist-inspired activities used in the instruction of abnormal psychology.
Reflecting on the Postgraduate Experience: Teaching Research Methods and Statistics: Review of the DART-P Sponsored Workshop at PsyPAG 2013
Author: Jackson, Emma J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Instruction,Teaching Methods,Research Methodology,Psychology,Conferences (Gatherings),Workshops,Statistics,Anxiety

Following the success of last year's teaching and career development workshop, this year's DART-P sponsored workshop at the Psychology Postgraduate Affairs Group (PsyPAG) Annual Conference held at Lancaster University focused on postgraduate's experiences of teaching research methods. This article provides a review of the invited speakers presentation, Dr. Emma McDonald, the Higher Education Academy (HEA) Psychology Technician of the year.
&quot;I Cannot Mess This up Anymore&quot;: The Experiences of Undergraduates Who Withdraw and Start Again Elsewhere
Author: Withey, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Withdrawal (Education),Transfer Students,Reentry Students,Coping,Semi Structured Interviews,Student Attitudes,Phenomenology,Decision Making,Self Concept,Social Support Groups,Educational Improvement,Dropouts,Expectation,Foreign Countries

This research sought to explore undergraduates' experiences of non-completion and re-uptake, with a particular focus on coping strategies. Five undergraduate students who had left the university system and then re-entered it took part in semi-structured interviews about their feelings and experiences in this context, and these were then analysed using Interpretive Phenomenological Analysis (IPA). Six themes emerged that are highlighted by quotations from the students' concerns to illustrate their difficulties in decision-making, coping, identity-development, and social and academic issues. The findings suggest the need for: (i) greater academic and social support for such returning students; (ii) greater academic and social support generally in the first year of study; and (iii) improvements in the ways of promoting higher education and its alternatives to potential and incoming students.
The Use of Postcolonial Theory in Social Studies Education Some Implications
Author: Saada, Najwan Lleeb
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Global Education,Foreign Policy,International Relations,World Affairs,Foreign Countries,Secondary School Teachers,High School Students,Arabs,Islamic Culture,Muslims,Asian Culture

In this essay I explain the basic tenets of postcolonial theory and its possible implications for teaching social studies and global issues in American high schools. The use of this theory is becoming increasingly significant, given the growing Islamophobia and Orientalism in the United States, the ongoing uprisings in the Middle East, and the divide between East and West at the political levels. Also, it recognizes the right of the Other for appropriate representation, self-determination, and justice. The essay allows scholars, teachers, and educators to enrich their strategies of critique, and their pedagogical repertoire, and to prepare critically and globally informed citizens.
Teachers as Defenders of Democracy for All in Hard Times
Author: Gordon, Liz
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Responsibility,Politics of Education,Poverty,Disadvantaged,Change Strategies,Foreign Countries,Democracy

Prior to 1984 teaching was a valued commodity in New Zealand. Teachers were, in general, strongly supported by successive governments and by the Department of Education, which was largely staffed by ex-teachers and consulted closely with the profession on most matters. However, since the new right revolution, brought in by the third Labour government, teachers have been seen in a different light. Not just teachers, in fact, but the whole public service. Under the new right model, agencies and public servants were viewed as self-interested &quot;free riders&quot; whose only goal was to get more and more resources for their own area. This led, it was argued, to bloating of the government sector, inefficiency and &quot;provider capture&quot; of resources. Teachers and the education system were identified early on as the worst example of a feather-bedded system. Teachers fought for their pay and conditions and high levels of unionisation. This article presents a plan for teachers to act to maintain democracy in hard times, the BLESS approach, a 5 point approach that teachers can use in their daily lives.
&quot;Some Students Really Want to Know Obscure Facts about Chi-Square but Others Will Pass out in Terror if You Mention It&quot;: Psychology Postgraduates' Experiences of Teaching Research Methods
Author: Davies, Emma L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Psychology,Teaching Methods,Research Methodology,Online Surveys,Teaching Experience,Grading,Self Esteem,Learner Engagement,Teacher Student Relationship,Locus of Control,Qualitative Research,Statistical Analysis

Gaining teaching experience is an important aspect of being a psychology postgraduate. We undertook an online survey of 140 postgraduates from 50 UK institutions to explore their experiences of teaching with a focus on research methods in order to inform training and workshop provision. Of the sample, 91 per cent were involved in some type of teaching; the most commonly reported activity was marking. Participants reported a high level of enjoyment of teaching and thought it was an important part of their future careers. Written responses were received from 85 respondents about their experiences of teaching research methods. Qualitative analysis of these findings allowed us to identify the positive aspects of this experience, such as finding it rewarding to help students with this important area of their learning. Our findings also identified challenges in teaching research methods such as confidence, student disengagement and lack of control over content taught. The findings are discussed in light of their implications for future training provision for postgraduates who teach.
Global Educators' Personal Attribution of a Global Perspective
Author: Carano, Kenneth Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Education,Teacher Attitudes,Attribution Theory,Performance Factors,Decision Making,Social Studies,World Views,Educational Resources,Educational Strategies,Faculty Development,Professional Services,Mentors,Study Abroad,Socioeconomic Influences,Secondary School Teachers,Interviews,Intercultural Programs,Cultural Awareness,Service Learning,Social Justice,College School Cooperation,Case Studies

This case study of self-identifying global educators investigated factors that they attributed to the development of their global perspective and how it influenced curricular decision-making. Analysis resulted in seven themes identified by the participants as having attributed to the development of a global perspective: (a) family, (b) exposure to diversity, (c) minority status, (d) global education courses, (e) international travel, (f) having a mentor, and (g) professional service. Additionally, the themes were perceived to influence curricular decision-making by providing strategies and resources. The participants' perspectives have implications for social studies teacher education programs and future research. These implications include the types of instructional methods, themes, and global dimensions that should be addressed in teacher education programs. Future research should focus on issues underlying the nature of global education courses being taught in social studies teacher education programs, the teaching methods being used by graduates of those programs, and further analysis on emerging themes perceived to be critical in developing a global perspective.
The Effectiveness of Service Learning Practice for Teacher Education in Japan: For the Support of a New Subject Called, &quot;Houshi,&quot; for a High School in Tokyo
Author: Miyazaki, Takeshi
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Service Learning,Preservice Teachers,Preservice Teacher Education,Secondary School Teachers,High Schools,Public Schools,Teaching Skills,Skill Development,Faculty Development,Undergraduate Students,Beginning Teachers,Outcomes of Education,Semi Structured Interviews

This study presented practices based on Service Learning that gave pre-service teachers ideas about the significance of Service Learning and the challenges that exist. They made lesson plans for &quot;Houshi&quot; (=Service) and conducted them in a high school in Tokyo's public school system. Service Learning is one of the effective methods in which students improve their academic learning and develop social and civic skills through structured service activities that meet the needs of the community. Service Learning was introduced to Japan in the 1990s. Educators in Japan are interested in the application of Service Learning in grades K-12, and also in some colleges and universities in Japan. However, the introduction of Service Learning into teacher education programs is relatively new in Japan. The study particularly focuses on these three questions: (1) What impact does the project have on teacher development?; (2) What challenges exist in overcoming the difficulties in the ongoing Service Learning project?; (3) What are the positive results of the experience? According to the study, in order for this program to succeed, it is important for the students to be given responsibilities, to understand social and educational values, and to develop a spirit of teamwork. The introduction of Service Learning in teacher education fosters teacher's abilities and teaching skills, and gives them a sense of personal growth. They can incorporate these ideas and methods from their experience of Service Learning after having after become teachers. The teachers will be encouraged to be leaders in introducing these concepts of Service Learning in their schools.
A New Scholarship of Classroom-Based, Open, Communal Inquiry
Author: Parker, Jan
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Research,Learning Processes,Educational Change,Curriculum Development,Discovery Learning,Intellectual Disciplines,Epistemology,Communities of Practice,Undergraduate Students,College Faculty,Teacher Student Relationship,Scholarship,Integrated Curriculum,Student Research,Foreign Countries

This article argues that SoTL may draw on and inform other scholarships--of discovery, application and integration--by bringing them into a classroom- and community-based scholarship of communal inquiry. In so doing, SoTL will resist teaching being regarded and evaluated as transmission and delivery of knowledge made elsewhere, reasserting the classroom as the place for the development of knowledge- and meaning-making, the site and focus of &quot;teaching-led research&quot;. It outlines a scholarship of communal inquiry which includes students, community and academics, as well as &quot;Discovery&quot; and Teaching and Learning scholars: a boundary-crossing community creating, evaluating and publishing disciplinary knowledge, including from open data and curriculum- and assessment-change processes. Further, that a scholarship of inquiry that is developed in partnership with community interest groups (through scholarship of application projects), grounding and re-valuing the research agenda of higher institutes and professions while reimaging the curriculum, will prepare the student to become that lifelong, practitioner-scholar so needed for our future.
Evidence of the Impact of Scholarship of Teaching and Learning Purposes
Author: Trigwell, Keith
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Evidence Based Practice,Questionnaires,Teacher Attitudes,Teaching Methods,College Faculty

This paper identifies a need for empirical studies to validate the purposes of the Scholarship of Teaching and Learning (SoTL) and reports the results of an investigation into one purpose based on one definition. The SoTL movement needs to be seen to be scholarly and to be engaging in evidence-based practice. More evidence is needed on whether SoTL is achieving its purposes and whether those purposes are worthwhile. The study was designed to address this issue by assessing whether one acknowledged purpose of SoTL (to enhance students' experience of learning) is being achieved. Questionnaires on SoTL and approaches to teaching were used to capture the experiences of 56 faculty. It is concluded that when teaching is seen as scholarly and inquiring and when it is made public and peer reviewed, there is a stronger likelihood that the improving student learning purposes of SoTL are being achieved.
Faculty Learning Processes: A Model for Moving from Scholarly Teaching to the Scholarship of Teaching and Learning
Author: Gayle, Barbara M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Faculty Development,Teaching Methods,Transformative Learning,College Faculty,College Students,Outcomes of Education,Likert Scales,Teacher Surveys,Educational Research

This essay explores the development and conceptual validation of the &quot;Faculty Processing Model for SoTL&quot; through anecdotal reports gathered from six institutions and additional survey data collected from three institutions. The results identified how faculty learning occurred through faculty development activities across various campuses and how that faculty learning cumulatively represented distinctive developmental stages that led to both cognitive and affective transformations for the professors' and their students' learning. This analysis provided a first step in understanding the efficacy of faculty development activities in relation to their impact on student and faculty learning and upon practicing the Scholarship of Teaching and Learning.
How SoTL-Active Faculty Members Can Be Cosmopolitan Assets to an Institution
Author: Bernstein, Daniel
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Teacher Role,Teaching Methods,Inquiry,Reflection,Values,College Faculty,Educational Change,Cultural Pluralism

Faculty members engaged in the Scholarship of Teaching and Learning generate visible analyses of the learning taking place in their institutions, provide excellent models of practice for local colleagues, generate high-quality evidence for internal and external assessment, and offer accessible examples of quality education to prospective students. SoTL contributions of this kind should be nurtured by institutions as a basic expectation of high-quality instruction. I discuss these faculty contributions as assets derived from a cosmopolitan social role within their organizations, and I develop a recommendation for institutional strategy from that perspective.