ethanporcaro/eric-fulltext-meta huggingface dataset:
How Can Social Studies Teachers Best Use the Internet with Young Learners?
Author: Gibson, Susan E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Internet,Technology Uses in Education,Social Studies,Teaching Methods,Web Based Instruction,Inquiry,Web Sites,Elementary Education

The most effective integration of technology for enhancing learning in social studies has been found to engage students in inquiry centered around authentic, complex, real world problems in order to develop higher order thinking and problem solving skills. These technology enhanced learning environments allow for student control over the learning activities, provide opportunities for students to think critically and analytically about information, provide a variety of information resources and tools for constructing knowledge to solve these problems, and engage students in representing and creatively applying the resultant new knowledge. While such learning experiences have been found to be very successful with older students, young children need to begin building an understanding of how to navigate in these student controlled learning environments. A good place to begin developing that understanding with primary children is to use a more structured online learning approach such as a WebQuest.
Historical Thinking in the Elementary Years: A Review of Current Research
Author: von Heyking, Amy
Date: 2004-00-00
Type: Journal Articles
Subjects: History Instruction,Elementary School Students,Thinking Skills,Cognitive Ability,Guidelines,Educational Research,Learning Activities,Teaching Methods,History,Empathy,Moral Values,Epistemology,Social Change

Two important developments have occurred in the field of history education that have had important implications for elementary school teachers. First, our understanding of history as a discipline reflects a new understanding about the nature and purpose of history teaching. Second, we have a better understanding of the cognitive capacities of elementary school children, which means that new programs require even very young children in our schools to engage in historical thinking tasks. Peter Seixas (1996) identified six specific elements in the structure of the discipline of history that provide a coherent and thorough framework for an analysis of historical thinking. These elements will provide a framework for a review of current research into children's historical thinking and for suggested activities that would appropriately address these elements in elementary school history classrooms.
Newly Revised &quot;Intellectual Freedom Manual&quot; Makes It Easier to Find the Help You Need
Author: Magi, Trina
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Help Seeking,School Libraries,Librarians,Guides,Guidelines,Content Analysis,Layout (Publications),Library Services,Library Associations,Standards,Library Policy,Library Administration,Elementary Secondary Education

School librarians regularly face difficult intellectual freedom questions. Is it a good idea to put grade- or reading-level labels on the outside of books or use labels to determine what students should read? Do children have First Amendment rights? The ALA &quot;Intellectual Freedom Manual&quot; provides answers and guidance. The &quot;Intellectual Freedom Manual&quot; has been an essential resource for decades. Over time, it grew considerably in size and scope, containing official ALA policy statements on intellectual freedom and essays about the history of those statements. Based on feedback from librarians, the ninth edition has been revised and reorganized. This article describes what is included in the new edition, how it is arranged, and how school librarians can put it to use.
We Interrupt This Moment: Education and the Teaching of History
Author: Tupper, Jennifer
Date: 2005-00-00
Type: Journal Articles
Subjects: History Instruction,Social Studies,Teaching Methods,Transformative Learning,Critical Thinking,Problem Based Learning,Foreign Countries

The history that students learn in schools supports a view of the past that casts men as dominant and universal subjects. As such, the way that students understand the past will inevitably influence the way they think about the present and consider the future. Rather than perpetuating dominant narratives, this paper argues that history and social studies teachers much engage in a re(hi)storation through the pedagogical process of interruption as a means of bringing into view that which has always been there but has been neglected, abandoned and forgotten.
To What Questions Are Schools Answers? And What of Our Courses? Animating Throughline Questions to Promote Students' Questabilities
Author: den Heyer, Kent
Date: 2005-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Educational Practices,Educational Strategies,Questioning Techniques,Inquiry,Course Content,History Instruction,Class Activities,Learning Activities,High School Students,Case Method (Teaching Technique)

Schools are too often places in which answers are conveyed to questions students are rarely, if ever, asked. This article offers, therefore, some examples of content--animating and throughline questions--and assessment practices that centralize questions rather than answers. While animating questions return teachers to the mysteries that excite us as intellectuals (excitement that is crucial to share with students), they also spark throughline questions - provocative questions that give the content of our courses apparent purpose. Using a notion of dangerous teaching, I argue that such practices serve to disrupt the ahistorical stance of much of social studies and history teaching that offers students little opportunity to connect what they learn in schools to political charged debates over what and how they should be taught.
Teaching Second-Order Concepts in Canadian History: The Importance of &quot;Historical Significance&quot;
Author: Lévesque, Stéphane
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Concept Teaching,Teaching Methods,Historical Interpretation,Cultural Differences,Cultural Context,Heritage Education,Decision Making,Politics of Education,Educational Policy,Policy Formation

This article addresses the second-order concept of &quot;historical significance&quot; and attempts to answer the question of what criteria are used to make decisions about it in history and school history. Specifically, it explores the way Francophone and Anglophone students ascribe significance to selected historical events in Canada and discusses the implications of this study for history students and educators. The necessity of (re)considering how officials make decisions about historical significance in the school system is also examined.
History and Identity in Pluralist Democracies: Reflections on Research in the U.S. and Northern Ireland
Author: Barton, Keith C.
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,History,History Instruction,Role of Education,Self Concept,Cultural Pluralism,Curriculum,Religion,Political Attitudes,Teaching Methods,Democratic Values,Comparative Education,Educational Objectives,Program Content,Content Analysis,Patriotism

This paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children's ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics with Canada and other pluralist countries. In the United States, the history curriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus do little to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation's past that have promoted pluralism and democracy.
The Great Unsolved Mysteries of Canadian History: Using a Web-Based Archives to Teach History
Author: Sandwell, Ruth
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Web Based Instruction,Documentation,Teaching Methods,Primary Sources,Student Interests,Social History,Secondary Education,Elementary Education

Over the past few years, there has been a growing trend in the use of primary documents, those original historical documents used by historians, to teach history in high school and even elementary classrooms. This article uses the author's experience of designing a web-based history education project, &quot;The Great Unsolved Mysteries in Canadian History&quot; project (www.canadianmysteries.ca) to explore some of the promise and problems of using primary documents to teach history. The article suggests that this approach not only makes history more interesting to students, but it does so by drawing students into the processes of critical and imaginative thinking needed to &quot;do&quot; history.
Doin' the DBQ: Small Steps towards Authentic Instruction and Assessment in History Education
Author: Myers, John
Date: 2005-00-00
Type: Journal Articles
Subjects: History Instruction,Primary Sources,Information Sources,Instructional Materials,Literacy,Student Evaluation,Assignments,Evaluation Criteria,Feedback (Response),Scoring Rubrics,Outcome Measures,Performance Based Assessment,Instructional Innovation,Teaching Methods,Educational Practices,Educational Strategies,Foreign Countries

Even the best teacher education programs are notoriously short and barely adequate for preparing students to teach in today's schools. At the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) several projects have been undertaken in the use of sources in history classrooms (see Ruth Sandwell's article in this issue). This article describes the origins, features and challenges from an ongoing project exploring the use of sources in the history classroom.
Engaging Students in Learning History
Author: Fielding, John
Date: 2005-00-00
Type: Journal Articles
Subjects: History Instruction,Learner Engagement,Student Participation,Student Motivation,Motivation Techniques,Educational Strategies,Educational Practices,Learning Activities,Instructional Effectiveness,Teaching Methods,Creative Activities,Foreign Countries

There are two distinct sections to this article. In the first part, the author's relates, in a personal way, his conviction that the teaching of history is about the engagement and development of the &quot;historical imagination&quot;. In the second part Fielding presents not only many strategies for teaching history but also his analysis of these various activities in terms of how effectively they engage students' &quot;historical imagination.&quot;
Do Minors Have First Amendment Rights in Schools?
Author: Chmara, Theresa
Date: 2015-00-00
Type: Journal Articles
Subjects: Constitutional Law,Religion,Freedom of Speech,Court Litigation,School Libraries,Adolescents,Internet

Courts have held that minors have First Amendment rights and that those rights include the right to receive information. However, how does that apply in the school setting? The First Amendment prohibits governmental entities from unconstitutionally infringing rights of free speech. Students in public schools, therefore, do have rights under the First Amendment. The author, in introducing this article adds the disclaimer that the article is not a &quot;legal opinion,&quot; but rather presents examples where the rights of children in the school setting were challenged with regard to &quot;expressing their right to free speech, removal of inappropriate reading materials from school libraries, or internet access to sites that could prove harmful to minors.&quot; The author concludes that public school officials must be cognizant of the First Amendment rights of minors when these officials make decisions about library resources, the curriculum, and policies related to extracurricular activities. Decisions to restrict access to materials that are based on the officials' disagreement with the views expressed in the material, rather than on their educational suitability, could subject the school district to litigation and substantial costs.
History by the Minute: A Representative National History or a Common Sense of the Majority?
Author: Barbour, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: History Instruction,Heritage Education,Investigations,Culturally Relevant Education,Curriculum Evaluation,Curriculum Development,Multicultural Education,Research Projects,Coding,Racial Composition,Gender Issues,Geographic Distribution,Foreign Countries

A number of times over the past century, there have been struggles in the United States over what is and is not included in the history curriculum. These struggles have primarily been over who is represented in the teaching of history. In Canada, however, this debate has not been as prevalent. For example, Historica's Heritage Minutes is a national project that is designed to present Canadians with a common sense of national history and in the eight years since it was first introduced it has not received similar scrutiny. In this article, we use an emergent coding scheme to examine this project to investigate exactly whose history is being told and whether or not it is representative of Canadian society. We feel that while the Heritage Minutes are sometimes over representative of the dominant cultural traits in Canadian society, they do present a multicultural view of Canada.
The Five Cs of Digital Curation: Supporting Twenty-First-Century Teaching and Learning
Author: Deschaine, Mark E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Multimedia Instruction,Multimedia Materials,Instructional Innovation,Educational Practices,College Faculty,Relevance (Education),Educational Theories,Educational Resources,Electronic Publishing,Information Management,Instructional Materials,Material Development

Digital curation is a process that allows university professors to adapt and adopt resources from multidisciplinary fields to meet the educational needs of twenty-first-century learners. Looking through the lens of new media literacy studies (Vasquez, Harste, &amp; Albers, 2010) and new literacies studies (Gee, 2010), we propose that university professors be savvy consumers of multimedia through purposeful content curation. In this paper, we will discuss practices that university professors may use to transform teaching and learning through effective collection, categorization, critiquing, conceptualization, and circulation of resources deemed to have curricular and content standards value.
Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses
Author: Caruana, Vicki
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Activities,Transformative Learning,Learning Experience,Teacher Education Programs,Graduate Students,Preservice Teachers,Reflective Teaching,Access to Education,Reflection,Student Surveys,Instructional Effectiveness,Course Evaluation,Student Teacher Attitudes,Student Teacher Evaluation,Skill Development,Achievement Gains,Mixed Methods Research

The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course materials and learning experiences in a Capstone course in Reflective Teaching and a course in Universal Design for Learning (UDL). Results suggest that similar learning experiences were identified as triggering a perspective transformation. When learners have the opportunity to engage in critical reflection, they may more easily question their personal perspectives as a result.
Faculty Perception of Support to Do Their Job Well
Author: Eaton, Charissa K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Job Satisfaction,Performance Factors,Mentors,Family Work Relationship,Questionnaires,Semi Structured Interviews,Focus Groups,Teacher Recruitment,Teacher Persistence,Teaching Experience,College Faculty,Educational Practices

Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a university were surveyed about their experiences with these forms of support and the factors that influenced their perception of the ability to do their job well. Results indicate that faculty mentoring was an important predictor for support at the department level. Additionally, perceived work-life balance was a significant factor at the college and university levels.
Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans
Author: Sportsman, Michel A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Veterans,Instructional Effectiveness,Educational Strategies,Educational Practices,Military Personnel,Special Needs Students,Student Characteristics,Student Adjustment,Classroom Techniques,Social Adjustment,Educational Experience,Student Experience,Higher Education,Barriers,Teaching Methods,Instructional Innovation,Questionnaires,Cognitive Style

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.
Enhancing Children's Language Learning and Cognition Experience through Interactive Kinetic Typography
Author: Lau, Newman M. L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Research Methodology,Vocabulary Development,Language Acquisition,Child Development,Motion,Learning Experience,Learning Theories,Dictionaries,Computer Graphics,Layout (Publications),Schemata (Cognition),Illustrations,Toddlers,Young Children,Foreign Countries

This research aimed at investigating the method of using kinetic typography and interactive approach to conduct a design experiment for children to learn vocabularies. Typography is the unique art and technique of arranging type in order to make language visible. By adding animated movement to characters, kinetic typography expresses language meanings in a better and dynamic way. Kinetic typography may also help children to clearly grasp the relationship of difficult words by means of expressing, understanding and experiencing the cognition process. When children interact through the dictionary with animated typeface and movement, it brings on a more functional and profound impression on them for gaining knowledge. The present study takes children's development and learning theories into consideration by analyzing how they acquire information through interactive process to enhance their involvements. This study shows through the implementation of motion graphics, kinetic typography and information design, that a more diversified learning experience can stimulate and strengthen the sensitivity of children in their perception and learnability. It can also enhance children's understanding on the meaning of vocabularies, through kinetic expressions.
Teaching Reading for Students with Intellectual Disabilities: A Systematic Review
Author: Alnahdi, Ghaleb Hamad
Date: 2015-00-00
Type: Journal Articles
Subjects: Mental Retardation,Reading Instruction,Literature Reviews,Teaching Methods,Reading Improvement,Reading Skills,Intervention,Direct Instruction,Sight Method,Phonological Awareness,Word Recognition,Reading Aloud to Others,Instructional Effectiveness,Special Education,Reading Comprehension

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are in need to receive very intense practice and instruction to improve their reading skills, and it should be provided explicitly, systematically, and consistently. Recommendations for future studies are discussed.
An Investigation into Student Engagement in Higher Education Classrooms
Author: Witkowski, Paula
Date: 2015-00-00
Type: Journal Articles
Subjects: Investigations,Higher Education,Peer Teaching,Coaching (Performance),Class Activities,Student Participation,Undergraduate Students,Methods Courses,Reading Strategies,Classroom Observation Techniques,Teaching Methods,Affective Objectives,Cognitive Objectives,Behavioral Objectives,Classroom Environment,Self Evaluation (Individuals),Mixed Methods Research,Qualitative Research,Cooperative Learning,Student Surveys,Learner Engagement

This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors' concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.
Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students
Author: Arshavskaya, Ekaterina
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Assignments,Second Language Learning,Second Language Instruction,Motivation Techniques,Creative Writing,Writing Skills,Critical Theory,Expressive Language,Undergraduate Students,Academic Discourse,Inquiry,Student Surveys,Content Analysis,Participant Satisfaction,Teaching Methods,Instructional Effectiveness,Educational Practices,Skill Development,Qualitative Research

This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a second language writing course. This study presents the rationale for the use of creative writing grounded in critical pedagogy and the context of instruction. Data collection focused on the content of students' writing and their attitudes towards creative writing and critical pedagogy. The results show that all the participating students found the assignment both enjoyable and beneficial for the development of their writing ability. However, the students' perceptions of critical pedagogy varied. The author argues for greater employment of creative writing in second language courses in the future.