ethanporcaro/eric-fulltext-meta huggingface dataset:
What Makes Pedagogical Content Knowledge &quot;Pedagogical&quot;? Reconnecting PCK to Its Deweyan Foundations
Author: Tallman, Michael A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Psychology,Pedagogical Content Knowledge,Educational Research,Mathematics Instruction,Constructivism (Learning),Epistemology,Philosophy

In this theoretical paper, I review the history of research in educational psychology that inspired Shulman's notion of pedagogical content knowledge (PCK) and I critically examine interpretations of PCK reflected in prominent theoretical frameworks for mathematical knowledge for teaching (MKT). I propose a theory of PCK--grounded in radical constructivism and Piaget's genetic epistemology--that addresses limitations of these prominent frameworks. I conclude with a description of what makes PCK in the proposed theory &quot;pedagogical&quot; and describe a research agenda that reconnects MKT scholarship to its Deweyan philosophical foundations.
Comparative Investigation of Fine Arts High School Music Department Curricula in Turkey from Past to Present
Author: Yilmaz, Gülce
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Fine Arts,Music Education,High Schools,Departments,Magnet Schools,College Readiness,Second Language Instruction,Curriculum

Fine arts high schools are schools that form the basis for vocational music education given in higher education institutions. These schools form the basis for higher institutions; therefore, it is of great importance that the contents of their curriculum be of a quality that will prepare them for higher education institutions. Based on this purpose, in this study, eight music department programs that have been reached in the fine arts high school music departments from their establishment to the present day were examined comparatively. Document analysis method was used in the data collection process of this case study model research, one of the qualitative research methods, was used. The data obtained by document analysis were analyzed by content analysis. When the findings obtained from the research were examined, it was found that the most striking results were that the biggest change at the first and second-grade level was in the foreign language course, as a result of the separation of high schools as &quot;Music&quot; department, &quot;Turkish Folk Music&quot; department and &quot;Turkish Art Music&quot; department in 2016, the piano course at the third-grade level was only included in the third and fourth grades of the music curriculum, and the course, which was under the name of &quot;choir&quot; until 2005, was divided into &quot;Western Music Choir&quot; and &quot;Turkish Music Choir&quot; after 2005. Suggestions were given in line with the results of the research.
Have the European Union Guidelines Been a Driving Force in the Inclusion of Children&apos;s Rights into the German &quot;Sachunterricht&quot; Course Curriculum?
Author: Hareket, Erdem
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Social Studies,National Curriculum,Curriculum Evaluation,Guidelines,Curriculum Design,Citizenship Education,Values Education

It is observed that efforts are made to benefit from the perspective of the Universal Convention on the Rights of the Child and to undertake the protection and promotion of children's rights more effectively in countries that are members of the European Union/membership process with the European Union Agreement (Lisbon Treaty) which came into force in 2009. In this direction, the European Union Guidelines on the Promotion and Protection of Children's Rights were published to guide the EU member countries and their countries in the process of membership in their work on children's rights. So, the research purposed primarily to examine the status of children's rights in the official &quot;Sachunterricht&quot; course curriculum used in the German education system in line with the EU Guidelines. In the research, a holistic multiple-state pattern was adopted from the qualitative research approach patterns. In the process of obtaining research data, the document review method was used. The official &quot;Sachunterricht&quot; course curriculum in sixteen states in the Federal Republic of Germany was examined in this scope. As a consequence of the research, it was concluded that the content included in the curriculum in most states is in line with the EU Guidelines. However, we saw just a few curricula have that there are statements of attainment and study examples regarding children's right to protection and participation. At this point, studies can be put forward to make all education curricula more compatible with EU Guiding Principles. These studies should ensure that the teaching curricula that countries will use address children's rights and related learning outcomes and teaching activities aimed at recognizing children's rights, preventing discrimination against them, building a culture of universal peace, and preparing children for responsible lives in a free society.
What Makes Principals&apos; Feedback Effective?
Author: Miranda, Simone F.
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Feedback (Response),Teacher Evaluation,Elementary Secondary Education,Knowledge Level,Curriculum,Time Management,Observation

When it comes to generating better practices, feedback--a fair representation of professional performance--plays a crucial role due to its transformational power of enhancing skills, which helps ensure high-quality teaching in the classroom. However, principals' lack of time, lack of knowledge of curriculum content, and lack of training are the causal factors for ineffective feedback. This paper presents elements that make K-12 principals' feedback effective. Feedback must be given within a 24-hour period after each supervision or evaluation; it must also be descriptive, specific, understandable and dialogical while communicating through constructive dialogue.
Perception of Ecological Literacy in Education: A Scale Development Study
Author: Koçoglu, Erol
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ecology,Environmental Education,Scientific Literacy,Knowledge Level,Public School Teachers,Test Construction,Test Reliability,Attitude Measures

The increase in the world population day by day affects the balance of the living world, nature, and environment. Due to unawareness and misuse, the emergence of some environmental imbalances causes the formation of ecological problems. In order to prevent the emergence of these problems or to combat them, everyone in the education process should have an awareness level of ecological literacy. The aim of the research conducted in this direction is to develop a valid and reliable measurement tool for determining the ecological literacy levels of teachers. Within the framework of the purpose of the research, a literature review on ecology and ecological literacy was conducted. An item pool of 96 items was created. Language, meaning and content validity of the items forming the trial scale form was ensured. The data of the research were obtained with the participation of 879 teachers working in public schools in Turkey. Exploratory and confirmatory factor analyses were performed on the obtained data. The final ecological literacy scale consists of three different components: cognitive ([alpha]:0.84), affective ([alpha]:0.87), and behavioral ([alpha]:0.92) attitudes. According to the results of the analysis, it can be said that the scale developed is reliable enough to measure teachers' ecological literacy attitudes.
Play-Based Learning: Playing the Way to Rich Learning
Author: Blyth, Jamie
Date: 2023-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Instructional Effectiveness,Social Emotional Learning,Academic Achievement

Play-based learning is a combination of rich play and curricular outcomes. When implemented in a classroom, play-based learning has a multitude of positive effects on the students, both academically and social-emotionally. As leaders of a play-based learning classroom, educators must understand the different types of play, how to create an inclusive environment, and how to use their expertise to enhance the play and learning of their students. When used effectively, play-based learning can enrich and extend the learning of all students.
Publications on Germanistics in the Scopus Database: A Science Mapping Study
Author: Özdemir, Ayhan Yavuz
Date: 2023-00-00
Type: Journal Articles
Subjects: German,Language Research,Publications,Foreign Countries,Authors,Citations (References)

It is aimed to reveal the current state in the field of Germanistics on a global scale in this study. In this direction, the Scopus database was searched for the publications in the field of Germanistics, and the publications related to the relevant literature between the years 2018-2022 were examined with bibliometric analysis. The vast majority of the publications included in the scope of the study are in the article type, and their language is mostly English. The data obtained were visualized with science mapping, which is one of the bibliometric analysis techniques. The VOSviewer program was employed for this. Among the science maps created using this program, there are network maps of the most productive country, keyword co-occurrence analysis, bibliographic coupling analyses of institutions and countries, author and reference co-citation analyses, and co-authorship analysis of countries. The maps were presented in the study's findings section, and the bibliometric information and relationships in each of these maps were assessed separately.
Saudi EFL Teachers&apos; Perceptions of the Communicative Approach
Author: Althagafi, Wafi Ayed
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,English (Second Language),Language Teachers,Second Language Instruction,Interpersonal Communication,Teacher Role,Communicative Competence (Languages),Secondary School Teachers,Student Motivation,Teacher Education,Secondary School Students

In order to promote language learners' literacy, teachers need to adopt a learner-centered approach, such as CLT. Thus, the current study aims at investigating the Saudi EFL teachers' perceptions of the communicative approach (CA, henceforth). It also scrutinizes to what extent this approach assists teachers in their teaching practices and enables students to achieve better academic results. The study adopted a quantitative research design. For the sake of data collection, a 30-item questionnaire was utilized. The items were distributed on three dimensions: (1) principles of the CA, (2) teacher's role in implementing the CA and (3) secondary school EFL students' motivation when CA is implemented. The study included 33 Saudi secondary school teachers. The findings of the study revealed that teachers have a high understanding of the communicative approach. However, it indicated a lower degree of teachers implementing the approach while teaching. The study found that the students get high motivated when they are taught through the CA. The study recommends special training programs for teachers on CA in order to enable them to teach language skills effectively.
Tales of Re-Entry to Adult High School Programs: A Rhizomatic (De)(Re)Tangling
Author: Kokorudz, Shelley
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Students,Adult Education,High School Equivalency Programs,Reentry Students,Educational Attainment,Beliefs

This research abstract presents the rhizomatic research of an experimental wondering and wandering with a Deleuzian-Guattarian mindset. The purpose of the study is to de-re-territorialize &quot;affective&quot; adults who have been &quot;dropping out&quot; and &quot;dropping back in&quot; to high school. Adults who are &quot;dropping out&quot; and &quot;dropping in&quot; often find themselves placed at society's margins. These margins occur outside of the (ir)rational system of education that purposes to shape its body of students, its product, its graduates, through the attainment of a high school diploma. The re-entry (&quot;dropping in&quot;) process is the focus in the study. Thus, attention is given to possible (re)consideration of re-entry high school programs by &quot;(dis)(re)tracting&quot; the territorialized views of these adult learners. The concepts offered by Deleuze and Guattari enable a range of potentiality found in the rhizomatic connections &quot;becoming&quot; produced in the intra-relational assemblage among participants and researcher.
Influence of a Multiphase Inquiry-Based Learning Project on Students&apos; Science Literacy
Author: Machado, Crystal
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Scientific Literacy,Science Education,Secondary School Students,Foreign Countries,Urban Education,Urban Schools,Faculty Development,Program Implementation,Program Effectiveness,Science Achievement,Gender Differences,Student Attitudes

Globally, fewer students are choosing careers in science. In developing countries like Bangladesh, this attrition is often attributed to limited access to laboratories, lack of qualified science teachers, and limited use of student-centered strategies (SCS). Educators are attempting to design professional development programs to empower teachers with innovative teaching methods that will eventually boost enrolment in STEM-related fields. With this end in mind, we designed a six-month-long grant-funded project that equipped five urban schools in Bangladesh with 20 science toolkits. We also provided 20 science teachers and five site coordinators with ongoing professional development to support use of these toolkits with 109 students for inquiry-based learning (IBL). Using an explanatory sequential design, we analyzed quantitative and qualitative data from three surveys. We also used transcripts from interviews with five site coordinators and four Zoom panel presentations to understand the numeric findings. While quantitative analysis with SPSS revealed that teacher-centered strategies (TCS) continue to be widespread in Bangladesh, we noted that the IBL project influenced student outcomes in several ways. The qualitative data confirmed that teachers who receive training and support over an extended period implemented SCS quite effectively. Both quantitative and qualitative findings revealed that a shift from TCS to SCS enhanced students' ability to hypothesize, experiment, and make real-life connections. In this paper, we describe statistically significant differences in the students' knowledge across curriculum type and gender. We also describe the influence of the project on student attitudes.
Supporting English Language Learners with Reading Recovery
Author: Flight, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: English Language Learners,Reading Instruction,Language Usage,Direct Instruction,Second Language Learning,Emergent Literacy,Cultural Influences,Language Skills,Student Needs,Writing Instruction

English language learners (ELLs) need to build competency with the English language quickly, in order to benefit from classroom instruction. Reading Recovery offers theoretical underpinnings which support accelerated language acquisition with valuable applications in a classroom setting. Teachers need to develop language as a meaningful whole, making connections between speaking, reading, and writing. By carefully observing a child's use of language, teachers can design instruction to build on the child's current language strengths. Learning a new language is complex and teachers must support ELLs by providing explicit teaching and massive opportunities to practise speaking, reading, and writing.
Preservice Preschool Teacher&apos;s Phenomenological Understanding of Environment: A Projection to Education for Sustainable Development
Author: Kahriman-Pamuk, Deniz
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Sustainable Development,Conservation (Environment),Student Attitudes,Expectation,Political Issues,Social Problems,Economic Factors,Ecology,Foreign Countries

The current study aims to understand the expectations of pre-service preschool teachers regarding what kind of environment we will live in in the future and the reasons behind these expectations in terms of sustainable development (SD). To this end, the current study was conducted based on a phenomenological model with the participation of 77 pre-service preschool teachers. The participating pre-service teachers were first asked to draw the future environment they expect to see. Subsequently, they were interviewed and asked to explain their drawings and why they hope to see that environment in the future. According to the study, most pre-service teachers have negative expectations about the future environment. On the other hand, there are a few positive and technology-oriented expectations. Furthermore, a significant portion of the participants explained the environmental dimension of SD. On the other hand, a small number of participants preferred to explain different pillars together by creating cause-and-effect relationships. Given the obtained findings, it is suggested that environmental education should be more widespread at every level of schooling. The political, economic, and social pillars of SD should be more extensively incorporated into the existing curriculums.
Promoting Preschool Pre-Service Teachers&apos; Understanding of Food Additives Using the Debate Method
Author: Aydin, Ganime
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Education,Preservice Teacher Education,Preservice Teachers,Food,Health,Nutrition,Student Attitudes,Attitude Change,Debate,Journal Articles,Scientific Research,Information Sources,Information Literacy,Foreign Countries,Females

The aim of this research is to investigate the development of preschool education pre-service teachers' (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST's opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research.
Developing Teachers to Develop Students&apos; 21st Century Skills
Author: Mopara, Raphiphan
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teacher Competencies,Faculty Development,Skill Development,Knowledge Level,Teacher Effectiveness,Online Courses,Educational Innovation,Foreign Countries,Secondary Education

The operation in the research project for developing teachers towards enhancing the 21stCentury skills of students was one of the research projects on 21st Century Skills. It was a research operation that was based on the advancement of digital technology and a knowledge-based society in the 21st Century. Various international perspectives on developing the 21st century skills of students, which had been presented by experts, were gathered utilizing Research and Development methodology, with the aim of creating educational innovations that can be used to empower teachers' learning and subsequently promote students' development. This approach transformed the old belief of &quot;Knowledge is Power&quot; into the idea that &quot;Knowledge and Action are power.&quot; It is believed that if teachers learn, they will put their knowledge into practice in the classroom, which, in turn, will lead to more effective results for their students. The research project resulted in an educational innovation called the &quot;Online Self-Training Program for Developing Teachers to develop their Students' 21st Century Skills,&quot; which had been previously evaluated by those teachers, who were stakeholders in this educational innovation and who had already passed the experimental research in the field. The innovation has been found to be effective in accordance with the specified criteria. Therefore, it is possible for this educational innovation to be disseminated so that the teachers' skills can be developed in order to enhance their students' 21st Century Skills in secondary schools that are affiliated with the Basic Education Commission, which is the target group for the widespread dissemination of this research work.
Empowerment and Motivation of Young Aboriginal Mathematics and Science Students in Canada
Author: Binda-Moir, Nadia
Date: 2023-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Minority Group Students,Urban Schools,Rural Schools,Barriers,Student Empowerment,Student Motivation,Mathematics Instruction,Science Instruction,Foreign Countries,Canada Natives,Culturally Relevant Education,High School Students,College Students,Disproportionate Representation

This article addresses the issues faced by the young Aboriginal students in urban and rural settings, which hinder their achievement in mathematics and science. An effort is made to reveal the techniques and programs that address the under-representation of young Aboriginal students in these subjects at secondary and post-secondary levels. Successful programming is essential to bridge the gap between differing urban and rural cultures and also to make the content material recent and relevant, thus providing a supportive environment. The Aboriginal students can be empowered to learn and be motivated to succeed by improving the linkage between Western and Indigenous thinking, by creating relevant and up-to-date curricula, and by providing adequate support at the family and community level.