ethanporcaro/eric-fulltext-meta huggingface dataset:
Gamification of Assessments in the Natural Sciences Subject in Primary Education
Author: Sánchez-Rivas, Enrique
Date: 2019-02-00
Type: Journal Articles
Subjects: Educational Games,Natural Sciences,Science Education,Elementary School Science,Elementary School Students,Science Tests,Foreign Countries,Student Evaluation,Educational Benefits,Learning Motivation,Teacher Attitudes,Science Teachers

The type of tests used most by Primary Education teachers in the Spanish education system is traditional examinations, despite not fulfilling the educational qualities that pedagogy and the Spanish law prescribe for assessment processes. In this study, an assessment test has been designed by applying game-design elements to examinations of the Natural Sciences subject of Spanish Primary Education, considering the potential games have for learning at school. A sample of 217 teachers divided into two groups was studied. Teachers who agreed to apply gamification in class were included in the experimental group and teachers who declined to apply gamification were included in the control group. Both groups answered a questionnaire on their perception of how each type of assessment influenced different didactic aspects. The comparison of the traditional assessment model and the game-based model revealed that the gamified exam presented notable advantages associated with increased motivation and increased capacity of the assessment activity to continuity the learning process beyond the school context.
The Structural Relationship among Digital Literacy, Learning Strategies, and Core Competencies among South Korean College Students
Author: Kim, Kyu Tae
Date: 2019-04-00
Type: Journal Articles
Subjects: Technological Literacy,College Students,Structural Equation Models,Foreign Countries,Learning Strategies,Individual Characteristics,Correlation,Competence,Metacognition,Goal Orientation,Cognitive Style,Self Efficacy,Academic Achievement,Student Characteristics,Questionnaires,Comparative Analysis

This study explores the structural relationship among digital literacy, learning strategies, and core competencies among South Korean college students as well as the group differences between these variables depending on individual characteristics. Data analysis was conducted by correlation analysis, independent sample &quot;t&quot;-testing, and structural equation modelling. Participants were 916 college students from 10 colleges in South Korea. The results showed that (i) no difference between groups existed in digital literacy and core competencies; however, a group difference existed in learning strategy; (ii) digital literacy had a direct effect on core competencies and learning strategies had an indirect effect on the influence of digital literacy on core competencies; and (iii) digital literacy can enhance the effect of core competencies when mediating learning strategy. This study suggests areas for future research, including developing digital technology-enhanced, competency-driven learning resources that account for the effects of cognitive, meta-cognitive, and resource management; the relationship between digital literacy and core competencies of learner characteristics such as achievement goal orientation, learning style, and academic self-efficacy; the effect of individual digital technologies on core competencies based on individual learning strategies through experimental and quasi-experimental designs; and qualitative studies on employing digital technologies and learning strategies.
Character Education for Social Action: A Conceptual Analysis of the #iwill Campaign
Author: Lamb, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Social Action,Case Studies,Social Media,Quality Assurance,Positive Attitudes,Emotional Intelligence,Guidelines,Youth,Ethics,Moral Development,Reflection,Habituation,Educational Philosophy,Accountability,Friendship,Communities of Practice,Organizations (Groups)

Purpose: This article integrates two distinct discourses to show how an Aristotelian account of character education can supply a valuable framework for developing a habit of social action. Approach: We use a review of relevant secondary literature, a documentary analysis of #iwill materials, and an Aristotelian conceptual framework to analyse the quality principles of the #iwill campaign--a cross-sector, cross-party collective impact campaign that encourages youth social action in the UK. Findings: We show how an Aristotelian account offers useful resources for conceptualising and applying #iwill's six quality principles and addresses four practical and theoretical challenges in #iwill's model. In particular, an Aristotelian account provides a more capacious conception of a habit and offers a revised model for understanding social action's benefits to individuals and communities. Practical Implications: With over 800 partner organizations in the UK, #iwill has a significant impact on how social action is practised and supplies a valuable model for other campaigns to follow. By informing #iwill's quality framework, this Aristotelian account seeks to amplify efforts to cultivate social action as a virtuous habit for life.
An Evaluation on the Changing Educational Policies and Socio-Political Rituals in Turkey
Author: Giorgetti, Filiz Meseci
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Cultural Activities,Ceremonies,Elementary School Students,Holidays,Political Socialization,Educational Change,Politics of Education

Purpose: The purpose of this paper is to demonstrate how the socio-political rituals such as national festivals and student pledges have changed in the Turkish Republic primary schools over the last twenty years. Method: The data used to achieve this purpose was collected from four different sources; the applicable legislation, statements of policymakers, teacher organizations and an interview with primary school class teachers. Findings: Developments in politics have affected both the daily life and the celebration of special occasions in primary schools considerably. Abolishing the Student Pledge which took place in 2013 can be regarded as the most important alteration in the everyday life of the school since the foundation of the Turkish Republic. The most significant change in the celebration of special occasions in primary schools was made in 2012, and was ostensibly to free the marking of these festivals from their militaristic framework. However, a knock-on effect of this change appeared to be a waning of enthusiasm for such festivals in general. After the failed coup attempt on 15th July 2016, Turkey announced the 15th July Democracy and National Unity Day. During the first week of the school year, activities are carried out for this day.
Country Report: Civic and Citizenship Education in Polish School
Author: Kopinska, Violetta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civics,Citizenship Education,Core Curriculum,Democracy,Secondary Education,Role of Education

Purpose: The aim of this paper is to reconstruct the shape of current civic education in Polish schools. Methodology: The results of the analysis presented in this article are based on the following research question: What shape of civic education can be reconstructed on the basis of the researched sources? The method of collecting data is finding secondary sources and documents. The method of analysing data is content analysis. The research sample includes legal act regarding education law, new school core curricula that have been implemented since 2017/2018 school year and publications showing results of research on civic education in Poland. Findings: Within the framework of civic education in Polish schools, emphasis was placed on knowledge and on adaptive and reconstructive function of schools. Deficiencies in terms of skills and attitudes assumed in the core curricula indicate that neither has there been an establishment of active citizenship, nor has any emphasis been placed on developing attitudes. Results of the research indicates that legal regulation regarding social bodies such student self-government fail to give these authorities significant powers and opportunities for the experience of democracy by students are very limited. Civic education in Polish schools is not learning in democracy, it is learning about democracy.
&quot;With Tears upon Our Eyes?&quot;: Commemorations of Victory Day in the Great Patriotic War in the School Practice in the Soviet Union and Russia
Author: Linchenko, Andrei
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holidays,World History,War,Patriotism,Geographic Regions,Ceremonies,Political Socialization,Rhetoric

Purpose: This article is devoted to the description and comparative analysis of the commemorations of Victory Day in the Great Patriotic War in the practice of Soviet and Russian school education, based on the example of the two regions of Central Russia (Tambov and Lipetsk region). The purpose of the article is to study the features of the transformation of the content and forms of organization of festive events and rituals of the holiday at the level of the school system. Design/Methodology/Approach: The article was prepared on the basis of a wide range of the sources: educational and methodological materials, materials of social networks and school websites, legislative acts and normative documents of school institutions connected with patriotic education, and also qualitative observations of the authors with the support of several visual materials. Findings: The analysis has shown that the activation of the patriotic rhetoric in modern Russia has transformed Victory Day into a central element of the official politics of memory, one of the most important resources of which is the system of school education and upbringing. At the same time, while preserving most of the external attributes and Soviet symbols of the holiday, the commemorative practices and rituals of celebrating Victory Day in the Russian school differ significantly from the Soviet era. This is due both to demographic and political causes, and to the growing influence of local practices of family memory. The performativity, temporal inversion, repressive nature of some events are typical of some commemorations of Victory Day in modern Russian school.
Black Fish in a White Pond: Identity Development of African American Students in Predominately White Suburban Schools
Author: Jones, Lisa A.
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,Racial Composition,Whites,Suburban Schools,Identification (Psychology),Cultural Influences,Middle Class,Social Influences,Political Issues,Student Diversity,Minority Group Students,Classroom Environment,Student Needs,Culturally Relevant Education

The issues that African American students face daily in suburban schools are different from what their White counterparts as well as other African American students living in urban areas face. Such issues are grounded in the cultural and social identity development of individuals. Not only do African American students have to learn to deal with the pitfalls of school but they must navigate the murky waters of identity development at the same time. This notion is underscored by Tatum (1997), who pointed out that &quot;the search for personal identity that intensifies in adolescence can involve several dimensions of an adolescent's life: vocational plans, religious beliefs, values, and preferences, political affiliations and beliefs, gender roles, and ethnic identities.&quot; This article briefly explores the sociopolitical context of school as it applies to the cultural identity development of African American students and their education in predominately White, middle-class, suburban schools. Topics of discussion include: (1) cultural and social identity development; (2) sociopolitical context of schooling and multicultural education; (3) minority students and the classroom; and (4) addressing the needs of students of color, particularly African Americans, in predominately White, middle-class, suburban schools.
Higher Education Governance and Reforms in Indonesia: Are the Matrices of Autonomy Appropriate?
Author: Ngo, Jenny
Date: 2019-00-00
Type: Journal Articles
Subjects: College Administration,Governance,Educational Change,Foreign Countries,Public Colleges,Institutional Autonomy,Educational Finance,Funding Formulas,Budgeting,Competition,Commercialization,Governing Boards,Agenda Setting,Resource Allocation,Financial Audits,Student Participation,Administrative Organization,Global Approach,Research and Development,Educational Innovation

This paper describes the current state of governance and reforms of Indonesia's higher education system. It seeks to identify the impact of and the constraints on the national higher education reform agenda with respect to institutional autonomy for public universities. Under the prevailing government regulations, 11 public universities have been converted to autonomous institutions and given financial and organizational autonomy. Financial autonomy means a change of the public funding mechanism from line-item budgeting to lump-sum funding, thereby accentuating the importance of outputs and performance, competition and market orientation. In response, the need for a spirit of innovation to increase research outputs and to achieve internationalization has become an important driver for universities. Managerial autonomy entails a loosening of state control in internal university governance. In autonomous universities, the Board of Trustees now holds most authority, representing a range of stakeholders, including the Government which appoints 35% of the members.
&quot;Our Silent Day&quot;: One White Gay Teacher Explores Teacher Agency and Counter-Socialization during the National Day of Silence
Author: Conrad, Jenni
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Teachers,Homosexuality,LGBTQ People,Teacher Participation,Activism,Civics,High School Students,Student Participation,Socialization,Inclusion,Ceremonies,Holidays,Outcomes of Education,Empathy,Trust (Psychology),Experiential Learning,Student Centered Learning,Teacher Empowerment

Purpose: This study examines one &quot;out&quot; gay teacher's participation in the Day of Silence (DoS), an international event highlighting the silencing of LGBTQ people in schools, to illustrate teacher agency in counter-narrative teaching, particularly for countering the typical civic exclusions of LGBTQ people. Design: Civic education and queer theory inform this interpretive qualitative case study based on four semi-structured teacher interviews and document analysis. Findings: When all 150 students chose to participate and nearly all found DoS meaningful, the ritual's possibilities for counter-socialization and civic inclusion deepened, expanding teacher agency and suggesting increased trust and communal concern, particularly for students of color. Though being &quot;out&quot; may often be perceived as a constraint or liability for social educators, this teacher drew on his identity and queer theory as clear assets for crafting effective, experiential counter-socialization learning. Research limitations: District concerns limited data to those collected from the teacher, limiting triangulation efforts. Practical implications: &quot;Out&quot; LGBTQ teachers able to contextualize counter-socialization learning with their own experiences of civic exclusion may have particular assets for social education. DoS and queer theory may offer useful tools for non-LGBTQ educators, especially when multiple or intersectional meanings are validated.
Exploring Critical Awareness of Media and Teacher Education: An Experience with Colombian ELT Pre-Service Teachers
Author: Dominguez, Camillo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Literacy,Media Literacy,Preservice Teacher Education,Preservice Teachers,Second Language Learning,English (Second Language),Second Language Instruction,English Teachers,Advertising,Critical Reading

Today's media spectacle is shaping societies, cultures, and even our own values and identities at a global scale. Even though media can be used to promote education, democratic self-expression, and social progress, it is often used to perpetuate social injustices, prejudice, and violence. Media texts are exponentially displayed in physical and virtual public spaces and their impact on humanity is unimaginable. Teachers of all fields face the challenge and the responsibility to educate sensitive humans who are able to critically consume or produce media messages. English language teachers are no exception. In this paper, the author describes a qualitative research study conducted by a teacher educator exploring how a group of Colombian pre-service English teachers developed critical awareness of media as they critically deconstructed advertisements displayed in the public spaces of their rather rural communities. Implications for teacher education emerging from this study and new questions for further research will be presented.
Media Literacy and American Education: An Exploration with Détournement
Author: French, Seth D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Literacy,Resistance (Psychology),Educational Change,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Film Production,Video Technology,Student Projects,Educational Benefits

Many competing voices are speaking about the state of American education and how it should be reformed in the best interest of students. Topics such as teachers unions, charter schools, and standardized tests are at the center of many of these discussions. How do we decipher what to believe amid such conflicting perspectives concerning these topics and others like them? To progress American education in a direction that benefits students and democratic society, today's educational stakeholders must adopt a critical stance in their evaluation of issues at the center of American education; lessons that encourage the development of critical media literacy skills are vital to this effort. This article explains how using détournement in the classroom contributes to this goal, providing a historical background of détournement, exploring a détournement created by the authors, and sharing practical applications for teachers. Practical considerations are drawn from the authors' experiences implementing détournement in the context of a master's level Disciplinary Literacies course for preservice teachers. The détournement creation process in this context provided an opportunity for preservice teachers to cultivate skills in digital video composition as both critical media consumers and critical media producers. Resources and practical applications shared within the article can guide teachers in implementing détournement in the classroom to help students adopt a critical stance toward the media they regularly consume.
Preparing Pre-Service Teachers to Teach Media Literacy: A Response to &quot;Fake News&quot;
Author: Cherner, Todd S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Media Literacy,Critical Literacy,News Media,Deception,Constructivism (Learning),Teaching Methods,Lesson Plans,Educational Principles,Assignments

The call for integrating media literacy into public education is not new. However, with the rise of &quot;fake news&quot; and sensationalism along with technology's ever-growing role in society, media literacy offers teachers and students a set of skills to analyze, critique, and respond to the information that appears before them in the digital texts they read, the television shows they watch, and their social media feeds. As multiple case studies have identified ways teachers are already blending media literacy into their instruction, this case study used a lesson plan assignment coupled with a survey to analyze how pre-service teachers enrolled in an instructional technology class approached media literacy. We found that the pre-service teachers tended to use constructivist teaching methods that required students, not the teacher, to interpret the media messages. In addition, the pre-service teachers used questions as a strategy to facilitate that interpretation, though at times the questions included the pre-service teachers' own viewpoints, values, and perspectives. We conclude with ways teacher educators can develop their pre-service teachers' ability to bring media literacy skills into their content-area instruction.
A Case for the Common Good: How Training in Faith-Based Media Literacy Helped Teachers Address Social Justice Issues in the Classroom
Author: Tenorio de Azevedo, Maria Rosalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Social Justice,Critical Literacy,Teacher Education Programs,Catholics,Educational Practices,Religious Factors,Middle School Teachers,High School Teachers,College Faculty,Values Education,Student Empowerment,Church Role,Teacher Certification,Teacher Education Curriculum,Mass Media Role

This case study reveals how a faith-based initiative offering structured teacher training in media literacy. The program is centered in Catholic Social Teaching, encouraging the use of critical media literacy in the classroom to aid the learning of social justice issues. The critical literacy of Paulo Freire serves as theoretical framework to help answer the research question: How has a teacher training program in faith-based media literacy influenced teachers' practice when addressing social justice issues in the classroom? This case study relates the accounts of a middle school teacher, a high school teacher, and a college professor, graduates of the program. Participants discuss how the training influenced their practice. The data collected brought to light the Media Mindfulness Method, MMM, which according to participants promoted character education, solidarity, student empowerment, and values. MMM also served as a media literacy teaching aid because this strategy for media literacy education facilitated the integration of media education into any given discipline.