ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Cooperative Learning and Lecture Demonstration Method on Developing Ecocentric Attitude among Secondary School Students
Author: Kumari, Vijaya S. N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Lecture Method,Student Attitudes,Secondary School Students,Foreign Countries,Human Body,Power Structure,World Views,Ethics,Wildlife,Environmental Education,Intelligence Tests,Statistical Analysis,Pretests Posttests,Environment

Anthropocentrism and ecocentrism are two ways of understanding an extension of ethics to nature. In an anthropocentric ethic, nature deserves moral consideration because how nature is treated affects humans. In an ecocentric ethic, nature deserves moral consideration because nature has intrinsic value. Ecocentrism focuses on the biotic community as whole and strives to maintain ecosystem composition and ecological processes. Anthropocentrism is the root cause of the ecological crisis, human over population, and the extinction of many non-human species. The understanding of the human-nature relationship affects strongly people's world views and differences in world views determine the way people conceptualise the need for addressing solutions to existing environmental problems. Developing Ecocentric attitude among secondary School students is a challenging task in the hands of teacher in the present society. Hence, the investigator made an attempt to develop Ecocentric Attitude among Secondary School Students by using two different Instructional Strategies, such as Co-operative Learning Strategy and Lecture Demonstration Method. It is an experimental study. Pretest-Post test parallel group design was used to select two Schools for the experimentation. The selected sample 80 were grouped into two and the instructional strategies used were Co-operative Learning strategy and Lecture Demonstration Method. Based on these selected two instructional strategies, the instructional package was developed for the IX Standard Environmental Science Content. The Ecocentric Attitude scale was developed and validated by the investigator and used to collect data. The findings of the study reveals that both the instructional strategies are effective in developing Ecocentric Attitude among Secondary School Students, but Cooperative Learning Strategy proved to be more effective than Lecture Demonstration Method in developing Ecocentric Attitude among Secondary School Students.
Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature
Author: Hernandez, Hjalmar Punla
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Direct Instruction,Teaching Methods,Literature Reviews,Second Language Learning,Evaluation Methods,Educational History,Educational Research

Second Language Acquisition (SLA), as a sub-discipline in applied linguistics, is rapidly growing and changing (Ellis &amp; Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at critically reviewing the related literature of instructed SLA particularly direct instruction as situated in the landscape of language teaching. Initially, the paper kicks-off with the essentials of direct instruction. It subsequently delves into the importance of such instruction, and this extends to the analysis of notably empirical studies conducted in the 20th century and currently empirical studies in the 21st century. In regards of these, the paper arrives at conclusions, recommendations, and trajectories for future SLA studies.
Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life
Author: D'Olimpio, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Holistic Approach,Creative Thinking,Caring,Artists,Art,Individual Development,Teaching Methods,Children,Communities of Practice

This article explores the meeting of two approaches towards philosophy and education: the philosophy for children (P4C) approach advocated by Lipman and others, and Schmid's (2000a) philosophical concept of&quot; Lebenskunst&quot; (the art of living). Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid's theory is the practical application of philosophy through the notions of &quot;Bildung,&quot; (self-)reflection, prudence and practical wisdom, as well as the requirement for each individual to take responsibility for actively shaping their life as an artwork. In this sense, each person is the artist responsible for living their own beautiful life. We argue that there are useful parallels between Schmid's concept of the art of living and P4C, such as the ideal of a holistic philosophy that is &quot;lived.&quot; The pragmatic approach of P4C focuses on the embodied learner who practices critical, caring and creative thinking. Both P4C and Schmid's theory are reminiscent of the Aristotelian notion of practical wisdom (&quot;phronesis&quot;), which allows for an approach to an education for life that prepares (young) students to develop their own art of living.
Education in Safe and Unsafe Spaces
Author: Callan, Eamonn
Date: 2016-00-00
Type: Journal Articles
Subjects: Safety,Freedom of Speech,Human Dignity,Intellectual Freedom,Stereotypes,College Students,Race,Prosocial Behavior

Recent student demands within the academy for &quot;safe space&quot; have aroused concern about the constraints they might impose on free speech and academic freedom. There are as many kinds of safety as there are threats to the things that human beings might care about. That is why we need to be very clear about the specific threats of which the intended beneficiaries of safe space are supposed to be relieved. Much of the controversy can be dissolved by distinguishing between &quot;dignity safety,&quot; to which everyone has a right, and &quot;intellectual safety&quot; of a kind that is repugnant to the education worth having. Psychological literature on stereotype threat and the interventions that alleviate its adverse effects shed light on how students' equal dignity can be made safe in institutions without compromising liberty. But &quot;intellectual safety&quot; in education can only be conferred at the cost of indulging close-mindedness and allied vices. Tension between securing dignity safety and creating a fittingly unsafe intellectual environment can be eased when teaching and institutional ethos promote the virtue of civility. Race is used throughout the article as the example of a social category that can spur legitimate demands for &quot;dignity safe space.&quot;
The Challenges of Integrating Mobile Technology in the Classroom Examining an iPad Professional Development Project
Author: Barbour, Michael K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Handheld Devices,Technology Uses in Education,Technology Integration,Faculty Development,High Schools,Secondary School Teachers,Interviews,Computer Attitudes,Barriers,Coding,Science Teachers

The iPad is a tool that could change the way in which teachers prepare and deliver instruction in the K-12 environment. But, while proponents tout its capabilities, school administrators run the risk of purchasing yet another tool without understanding its potential impacts on the teacher, students, and classroom environment. This study used iPads to implement a four-month professional development program aimed at helping teachers integrate technology into their classrooms. The iPads were deployed to classroom teachers in the science department at a suburban high school. Professional development was tailored to the teachers' interests, and was followed by individual interviews by the project leader. Results of the study showed that while teachers are open to new technologies, their focus is more on teaching considerations than on professional development. The study also indicated that teachers have difficulty considering incorporating a single device into a classroom of multiple students. It is recommended that this study be replicated, without the technical problems, on a larger scale and in subject areas beyond the sciences.
Safety, Dignity and the Quest for a Democratic Campus Culture
Author: Ben-Porath, Sigal
Date: 2016-00-00
Type: Journal Articles
Subjects: Safety,Human Dignity,College Students,Higher Education,Freedom of Speech,Prosocial Behavior,Critical Thinking,Democratic Values,Equal Education,Educational Opportunities,Beliefs

In his excellent paper, Callan (2016) differentiates intellectual safety, which fosters smugness, indifference and lack of effort, from dignity safety, which is needed for participation, learning and engagement. He suggests that college classrooms that reject the first and espouse the second would be ones that focus on &quot;cultivating open-mindedness in a context of disagreement and fostering the civility that would secure dignity safety for all&quot; (p. 75). This is an important goal, and Callan makes here a significant contribution to the current discussion--both scholarly and public--on free speech, academic freedom and dignity safety. In what follows, I: (1) expand on the suggestion that dignity safety is a threshold condition, contextualizing its role in providing access and on its place in the continuum of safety requirements, (2) consider the overlaps between dignity safety and intellectual safety, and subsequently reject nobility as an appropriate basis for creating a democratic atmosphere, and (3) suggest a democratic alternative to nobility and (Callan's version of) civility for the advancement of a democratic campus culture. [For Eamonn Callan's article, &quot;Education in Safe and Unsafe Spaces,&quot; see EJ1140343.]
The Epistemology behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice
Author: Colgan, Andrew D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Epistemology,Educational Philosophy,Montessori Method,Concept Formation,Teaching Methods,Decision Making,Sensory Experience,Early Childhood Education

This article seeks to re-introduce Dr. Maria Montessori's educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her &quot;Method.&quot; Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori's philosophy of instruction. This article concludes with a brief resolution of the &quot;is-ought&quot; objection as framed by Scheffler that might be waged against Montessori's approach.
Preparing Teachers for Technology Based Teaching-Learning Using TPACK
Author: Padmavathi, M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Educational Technology,Technology Uses in Education,Teacher Competencies,Inservice Teacher Education,Preservice Teacher Education,Knowledge Level,Faculty Development,Barriers,Teacher Educators

Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology in their teaching, they need to be competent in all three domains. This present paper is an attempt to understand the assumptions and components of Technological Pedagogical and Content Knowledge (TPACK) as a conceptual framework. Further, the paper addresses the issues and challenges in preparing teachers with TPACK capabilities, apart from emphasizing the role of teacher educators, pre-service, and in-service teachers in understanding TPACK for effective classroom teaching and learning. Suggestions for developing TPACK competencies among teacher educators, inservice teachers, and preservice teachers were discussed. Recommendation for restructuring curriculum of teacher training programmes was also included.
Anger and Pedagogy
Author: Mayo, Cris
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Activism,Social Justice,School Safety,Educational Environment,Social Bias,Homosexuality,Sexual Orientation,Sexual Identity,Gender Issues

In his discussion of safety on campus, Eamonn Callan (2016) suggests a way to distinguish between two sorts of safety: &quot;dignity safety&quot; and &quot;intellectual safety.&quot; As much as this author has some concerns that student activists should think more about pedagogy, she is not sure that &quot;dignity&quot; is the best approach to solving inequities nor does she think the key issue in the discussion about academic safety is &quot;humiliation.&quot; Mayo does not believe that it is a minor quibble to say that by excluding someone we haven't so much humiliated them as we have made them angry at their exclusion. As much as she agrees with Callan that the tenor of some protest is disturbing, she is not sure that it is permanently destructive of critical inquiry--indeed, the vigor with which some demands are made indicates to Mayo that students are reading institutional exclusion in robust and nuanced ways and, without better support from institutions, feel that &quot;intellectual safety&quot; is anything but. [For &quot;Education in Safe and Unsafe Spaces,&quot; see EJ1140343.]
English as a Foreign Language Students&apos; Opinions about the Use of English on the Internet
Author: Coskun, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Internet,Educational Technology,Technology Uses in Education,Student Attitudes,High School Students,Likert Scales,Questionnaires,Foreign Countries,Student Interests,Gender Differences,Statistical Analysis,Socialization,Recreational Activities

As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the Internet for various reasons (i.e., interest, benefit, socialization, entertainment), the views of 364 high school students at two high schools in a small city in Turkey were collected. Mean values and standard deviations were calculated in Statistical Package for the Social Sciences (SPSS-23) to reveal their reasons for using English on the Internet. Also, the question as to whether opinions about the use of English on the Internet significantly differ depending on the gender variable was explored by means of the independent samples t-test. The analysis of the data yielded the conclusion that participants mostly use English on the Internet for entertainment. It was also found that their level of interest in using English on the Internet was not very high. Additionally, it was discovered that girls mostly use English on the Internet for socialization while boys use it for entertainment. The implication of the study is that students' level of interest in using English on the Internet should be increased.
Egalitarianism, Safety, and Virtue in Education: A Response to Callan
Author: Turcotte-Summers, Jonathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Safety,Academic Freedom,Justice,Power Structure,Equal Education,Freedom of Speech,Ethics,Criticism,Universities,Civil Rights

In this article, Turcotte-Summers responds to Eamonn Callan's essay &quot;Education in Safe and Unsafe Spaces&quot; (2016) with three main counterarguments. First, the correct response to the systemic oppressions faced by our students is not a more liberal but a more liberatory and radical education. Second, dignity safety is not a useful construct for such an education, nor are any constructs of safety based on psychological states; instead, proposed is one based on reducing proven, observable causes of harm, especially the violence of systemic oppressions--an interpretation that may challenge the hegemonic view of free speech and academic freedom. Third, while civility and candor are desirable in a classroom, they should not be prioritized over virtues that are more essential to anti-oppressive harm reduction, such as commitment to equity, love of justice, and vulnerability. [For &quot;Education in Safe and Unsafe Spaces,&quot; see EJ1140343.]
Unequal Classrooms: Online Higher Education and Non-Cognitive Skills
Author: Morton, Jennifer M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,Equal Education,Interpersonal Competence,Emotional Development,Role of Education,Low Income,Minority Group Students,Social Mobility,Educational Change,Institutional Mission,Educational Philosophy

In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to developing the social and emotional skills that are needed by students from low-income and minority backgrounds to achieve social mobility. I argue that this flexible, context dependent, and empirically grounded way of theorizing about the aims of higher education should lead us to revise the classical vision of the university's aims in light of its changing social, political, and economic role. The resulting proposal is sensitive to the university's new role without falling prey to coarse pragmatism. This approach delicately navigates the middle ground between idealism and pragmatism.
The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators
Author: Yesildere-Imre, Sibel
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Administrators,Teacher Characteristics,Qualitative Research,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Middle School Students,Teacher Effectiveness,Semi Structured Interviews,Teacher Student Relationship,Teaching Methods,Professional Identity,Preservice Teacher Education,Content Analysis

This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form consisting of three questions was used. According to the results obtained, students, teachers, and school administrators agreed that a good mathematics teacher should know how to teach mathematics. The students assessed a good mathematics teacher as someone who not only explains mathematics well, but also takes into account the positive teacher-student relationship. They also expressed that they learn better when the mathematics teacher teaches mathematics by relating it to real life and prepares concrete examples like pictures and graphics. Mathematics teachers defined a good mathematics teacher in terms of knowledge of mathematics, knowledge of mathematics teaching methods, and affective features. According to school administrators, on the other hand, a good mathematics teacher should have mathematics teaching ability; develop himself/herself professionally; communicate with students, colleagues and parents effectively; and obey the rules of institution.
SMILE (Shared Mentoring in Instructional Learning Environments): Effectiveness of a Lesson-Study Approach to Student-Teaching Supervision on a Teacher-Education Performance Assessment
Author: Chizhik, Estella Williams
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teacher Supervisors,Supervision,Performance Based Assessment,Student Placement,Mentors,Communities of Practice,Elementary School Teachers,Comparative Analysis,Program Effectiveness,Interviews,Focus Groups,College School Cooperation,Partnerships in Education,Multivariate Analysis

Student-teaching field placements play an important role in preparing teacher candidates, many of whom rate the practice as the most authentic and relevant learning experience associated with their teacher-education programs. As a part of these field experiences, teacher candidates have opportunities to learn instructional and class management strategies from mentor teachers. These placements also provide opportunities for teacher candidates to connect methodological and theoretical content taught at the university with actual practices at K-12 public schools. But what effects do field placements have on teacher performance? To help build a research base in the field of student-teacher development, this study examines how a lesson-study approach to student-teaching supervision, Shared Mentoring in Instructional Learning Environments (SMILE), affects teacher candidates' achievement on the edTPA, a performance-based assessment for teachers. SMILE established professional learning communities (PLCs) with two to three teacher candidates who are working at one site with students of similar ages (elementary schools), their mentor teachers, and a university supervisor. Thirty participants (teacher candidates) in the SMILE cohort were assigned to a mentor teacher in one of eight elementary schools. The comparison group included 30 participants (teacher candidates), each of whom experienced the traditional model of supervision by being assigned to a mentor teacher without SMILE PLCs at school sites. Four university liaisons worked with the 30 teacher candidates in the SMILE program and an additional four university supervisors implemented the traditional model of supervision with that cohort. Upon completion and submission of edTPAs, all participants were interviewed in focus groups. Findings show a trend toward higher quality planning for diverse learning needs and assessment analysis among teacher candidates who engaged in the SMILE model than among teacher candidates from the traditional cohort.
Politically Conservative Preservice Teachers and the Spiral of Silence: Implications for Teacher Education
Author: Journell, Wayne
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Political Attitudes,Student Attitudes,Teacher Education Programs,Ideology,Personal Narratives,Student Experience,Semi Structured Interviews,Individual Characteristics,Religious Factors,Place of Residence,College Environment,Interaction,Political Issues,Social Attitudes

A common perception within politically conservative circles is that American colleges and universities are bastions of liberal thought led by left-leaning faculty who seek to indoctrinate their students into adopting progressive views of the world. The purpose of this study is not to debate or justify a progressive vision of teacher education. Rather, this article explores a topic that has received little attention within the teacher education literature: how politically conservative preservice teachers respond to their teacher education programs, particularly programs they perceive to be ideologically liberal. The findings from this narrative inquiry of seven politically conservative teachers reflecting on their teacher education program offer implications for a philosophically liberal conception of teacher education that values multiple perspectives and open deliberations of ideas. Although the findings from this study are not generalizable beyond the seven participants interviewed, it is possible that, given the statistics cited in the introduction to this article, their experiences are similar to those of many politically conservative preservice teachers across the United States and, thus, offer implications for teacher education broadly.