ethanporcaro/eric-fulltext-meta huggingface dataset:
Place and Pedagogy
Author: Orr, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Place Based Education,Outdoor Education,Observational Learning,Hands on Science,Interdisciplinary Approach,Montessori Method,Elementary School Students,Adolescents,Ecology

David Orr's classic article links education to living in the outdoors and studying all disciplines through the unifying lens of place. Pedagogy of place counters abstraction, it is the natural world embodying principles of learning that involve direct observation, investigation, experimentation, and manual skills. Place is the laboratory providing the hands-on materials through the diversity of the habitat and its messages through a community experience. Emphasis is placed on human history, social science, political science, geology, biology, etc. as creating a &quot;complex mosaic&quot; that widens perceptions about applications of the disciplines and deepens the perception of time. Mr.Orr's article ties into Montessori education and the role of nature in the development of the older elementary child and adolescent. [This article was reprinted from David Orr &quot;Ecological Literacy: Education and Transition to a Postmodern World.&quot; New York: State University of New York Press, Albany, 1992: 125-131.]
Nature in Education
Author: Montessori, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Natural Resources,Montessori Method,Outdoor Education,Food,Gardening,Teaching Methods,Child Development,Experiential Learning

This piece of writing addresses the &quot;boundless&quot; garden created through the web of foresight and patience combined with the spontaneous activity necessary for growing food and harvesting the bounty. Most will be familiar with this unique writing by Montessori who suggests that it is not the work and actual produce of the garden but the activities of &quot;living naturally&quot; that enhance the child's development. [This article was reprinted from &quot;The Discovery of the Child,&quot; pages 69-77, copyright © 1988 by Montessori-Pierson Publishing Company.]
Deep Ecology: Educational Possibilities for the Twenty-First Century
Author: Capra, Fritjof
Date: 2013-00-00
Type: Journal Articles
Subjects: Ecology,Educational Theories,Holistic Approach,Global Approach,Educational Methods,Montessori Method,Montessori Schools,Sustainability,Educational Development,Natural Resources,Outdoor Education,Gardening,Environmental Education

Fritjof Capra's two-part lecture presents the fundamentals of systems thinking and sustainability along with the power of an ecologically comprehensive theory to shape education to fit the needs of human development in relation to the environment. Dr. Capra aims for the big picture emphasizing that effective learning is a system embedded in the web of life, which is yet another system. It gives us the ability to see the interconnectedness of the environment, of the community, of the natural world all at once--&quot;a network of phenomena that are fundamentally interconnected.&quot; Capra maintains that systems theory, including systems learning, is a new way of seeing the world as living connections in which humans are playing their part in finding a real sense of belonging by working in direct contact with the natural world and all of its facets. [Reprinted from &quot;The NAMTA Journal&quot; 28,1 (2003, Winter): 157-193. This talk was a keynote address at the NAMTA conference titled &quot;Montessori Education for Human Development: The Child in the Natural World,&quot; in Chicago, IL, October 31-November 3, 2002.]
Experiences in Nature: Resolute Second-Plane Directions toward Erdkinder
Author: Leonard, Gerard
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Elementary Education,Natural Resources,Teaching Methods,Gardening,Journal Writing,Poetry,Animals,Biographies,Scientists,Laboratory Equipment,Classification,Curriculum,Outdoor Education,Creativity

Gerard Leonard and Kathleen Allen describe a variety of nature experiences as a part of the Montessori elementary tradition, beginning with a warning about the way contemporary life constrains children's experience of nature. Through a lyrical rendering of the nature-based expressions of children, Leonard and Allen look at a variety of approaches to nature study through the senses, the enrichment of gardening, daily journals of nature observations, poetry writing, bird watching, biographies of natural scientists, drawing, use of the microscope, and classification. Finally, they present a list of curriculum inclusions for the elementary, with concluding remarks summarizing the role and uniqueness of studying the &quot;book of nature.&quot; [Reprinted from &quot;The NAMTA Journal&quot; 33,3 (2008, Summer): 81-97. This talk was presented at The Fourth Adolescent Colloquium, Chicago, IL, April 24-27, 2008.]
Critiquing Questions
Author: Zimmerman, Lynn W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Criticism,Questioning Techniques,Sociocultural Patterns,Intercultural Communication,Language Skills,English,Classroom Techniques,Teaching Methods

Question formation is a basic part of teaching and learning English. However, teachers often focus on the ability to form the question properly and not as much on the quality of the information the question is seeking. Whether teaching English language learners or students who want to be English teachers, teachers need to carefully consider the intent of questions. What makes a good discussion question? A question that results in a Yes/No answer or one that elicits only factual information is not likely to promote discussion. More fruitful are open-ended questions that elicit factual information as well as opinions and differing perspectives. To address the issue of how to develop effective discussion questions, Lynn Zimmerman planned an interactive activity that required students to write questions about a topic they had just focused on, in this case, the topic was sociocultural influences on intercultural communication. After writing discussion questions, students then critiqued one another's questions. Herein, Zimmerman describes how the activity engaged students in authentic discussion at several levels while using a variety of language skills and functions.
Creating Planet Earth
Author: Keeler, Rusty
Date: 2013-00-00
Type: Journal Articles
Subjects: Playgrounds,Natural Resources,Outdoor Education,Young Children,Creativity

Every generation of new ecologists addresses the need for playscapes to match the landscapes while engendering wonder and beauty into a child's everyday world. Keeler's playground style imitates nature with designs of innovative path finding, inventive structures, and &quot;swarm builds&quot; that make each play space entirely original.
The Children's House
Author: Peller, Lili E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Facilities,Educational Environment,Psychiatry,Preschool Education,Child Development,Space Utilization,Foreign Countries,Nursery Schools,Housing

Lili Peller's &quot;The Children's House&quot; essay begins where Maria Montessori left off in her description of space articulations. Peller does not name Montessori specifically as she always had a desire to become independent in her own right as a neo-Freudian child analyst. But the Haus Der Kinder founded in summer of 1922 suggests a total Montessori influence as it calls for &quot;adventures in space&quot; with house-like rooms for different functions, both for play and for work, for practical functions: library, kitchen, workshop, quiet room, alcoves, nooks, and terraces for special individual work, with all spaces focusing on the relationships between indoor and outdoor environments. [This article was reprinted from &quot;The NAMTA Quarterly&quot; 3,1 (1978 Spring): 47-55.]
Fifth Lecture
Author: Montessori, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Peace,Sustainability,Physical Environment,Environmental Education,Hermeneutics

We include the ninth chapter of &quot;Education and Peace&quot; by Maria Montessori (1949) to draw attention to the relationship between peace and sustainability. Nature is an integral part of peace studies. [Reprinted from &quot;Education and Peace,&quot; pages 66-70, copyright © 1972 by Montessori-Pierson Publishing Company.]
The Adolescent: Taking on the Task of Humanity--Conducting the Dialogue between Nature and Supranature
Author: Ewert-Krocker, Laurie
Date: 2013-00-00
Type: Journal Articles
Subjects: Adolescents,Dialogs (Language),Imagination,Socialization,Sensory Experience,Environment,Stress Variables,Adolescent Development,Montessori Method,Construction (Process),Outdoor Education

Defining what it means to be in the &quot;bosom of nature,&quot; to use Montessori's words, Laurie Ewert-Krocker points out that the adolescent period of storm and stress is quelled by the natural world. But most important, when socialization is the essential developmental focus of the young adolescent, positive social organization is fostered by nature. The dialogue between nature and the human-built world is a conversation well worth having, leading to a profound understanding of what it means to use both the imagination and sensorial understanding to contribute to the world's safekeeping. [This article was reprinted from &quot;The NAMTA Journal&quot; 31,2 (2006, Spring): 183-194. This talk was presented at the NAMTA conference titled &quot;Science, History, and the Arts Through Nature's Keyhole,&quot; Atlanta, GA, January 26-29, 2006.]
The Kodaikanal Experience: Chapter II. Kahn-Montessori Interview
Date: 2013-00-00
Type: Journal Articles
Subjects: Interviews,Montessori Method,Elementary Education,Holistic Approach,Global Education,Sciences,Foreign Countries,Natural Resources,Plants (Botany),Animals,Environmental Education,Ecology,Child Development,Moral Development,Early Childhood Education

This article provides an interview transcript between David Kahn and Mario Montessori (1898-1982), son of Dr. Maria Montessori. Mario Montessori dedicated his life to the preservation, dissemination and application of Montessori's works. Herein Kahn asks Montessori about his time living in the hills of Kodaikanal, India. Montessori touches upon the elementary class he taught there, the influence of Cosmic Education on his lessons, and his exploration of the sciences with the children. [This article was reprinted from &quot;The NAMTA Quarterly&quot; 5,1 (1979, Fall): 56-59. For &quot;Chapter I,&quot; see EJ1078126.]
Maria Montessori's Cosmic Vision, Cosmic Plan, and Cosmic Education
Author: Grazzini, Camillo
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Methods,Holistic Approach,World Views,Child Development,Natural Resources,Role of Education

This classic position of the breadth of Cosmic Education begins with a way of seeing the human's interaction with the world, continues on to the grandeur in scale of time and space of that vision, then brings the interdependency of life where each growing human becomes a participating adult. Mr. Grazzini confronts the laws of human nature in looking at the protection of offspring as they grow into the higher purposes of the cosmic plan. The world becomes the house for children or a household where everyone has a cosmic task. [Reprinted from &quot;AMI Communications,&quot; Special Issue 2010, pages 44-54. Reprinted by permission of Baiba Krummins Grazzini.]
The Kodaikanal Experience: Chapter I. Kahn-Wikramaratne Interview
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Elementary Education,Interviews,Holistic Approach,Natural Resources,Animals,Plants (Botany),Environmental Education,Foreign Countries,Child Development,Educational History,Personal Narratives,Natural Sciences,Outdoor Education

The Kodaikanal years were from late 1942 to March, 1944, a period of internment for Maria Montessori against her will in India. Yet in these remote hills, a fanfare and training course emerged, and so did the inspiration for an in-depth unification principle for the elementary program which we now loosely call Cosmic Education. These two interviews with Lena Wikramaratne and Mario Montessori Sr. [see EJ1078110 for the interview with Mario Montessori Sr.] capture a period of new thinking about Montessori education that personifies the interdependent components of land and water, air and energy, animals and plants, alongside the human-made world. Both Mario and Maria Montessori lived near a complex that housed families with children from infancy to age eighteen, and this location is considered to be the inspiration for their emerging insights around childhood and adolescence. [This article was reprinted from &quot;The NAMTA Quarterly&quot; 5,1 (1979, Fall): 44-54.]
Idea Sharing: Introducing English as an International Language (EIL) to Pre-Service Teachers in a &quot;World Englishes&quot; Course
Author: Floris, Flora Debora
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Instruction,English (Second Language),English Curriculum,Learning Activities,Curriculum Implementation,Class Activities,Language Variation,Teacher Education Curriculum,Teaching Methods,Educational Practices,Sociolinguistics,Global Education,Foreign Countries

Today, English is truly regarded as an international language. It is the most widely-learned and spoken second or foreign language in many countries. In recent years, the number of second and foreign language speakers has far exceeded the number of first language speakers of English. This dramatic change, many have argued, should be taken into account in designing and planning our curriculum. Traditional assumptions about English language teaching need to be revisited and reframed to suit the reality of how English is used in the world today. The purpose of teaching English as an International Language (EIL) should aim to prepare learners to become competent users in international contexts, to enable them to communicate with others for the purposes of academic advancement, career advancement, technology access, intercultural communication, and other domains of communication. This article describes activities used in a &quot;World Englishes&quot; course to introduce the EIL concept to pre-service teachers, which provided them with systematic opportunities to reflect on and articulate their beliefs about EIL.
The Perceptions of the Psychological Counselors about Their Roles and Responsibilities Related to School Security
Author: Peker, Adem
Date: 2015-11-00
Type: Journal Articles
Subjects: School Security,School Counselors,Counselor Role,Counselor Attitudes,School Psychologists,School Psychology,Qualitative Research,Social Environment,Physical Environment,School Administration,Teacher Behavior,Semi Structured Interviews,Legal Problems,Competence,Foreign Countries

The purpose of this study is to analyze the perceptions of the psychological counselors about their roles and responsibilities related to school security. The study group of the study is formed of 12 psychological counselors working in different school grades in Erzurum city center. The study is formed in qualitative design. Three themes as factors affecting school security, roles and responsibilities in terms of school security, the tasks that the psychological counselors can take in terms of school security have been created in the study. The data of the study was analyzed by using content analysis. As a result of the study, it is seen that the factors affecting the school security according to psychological counselors are physical and social environment of the school, school management and attitudes of the teachers, school security system. It is determined that the perceptions of the psychological counselors about their roles and responsibilities are psychological security, responsibility, legal acts and professional competence. It is also determined that the tasks that the psychological counselors can take are preventive studies and studies towards parents.
Qualitative Analysis of Creative Potential of Educational Leaders
Author: Asif, Nimira
Date: 2015-11-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Administration,Masters Programs,Creativity,Semi Structured Interviews,Focus Groups,Learning Activities,Thinking Skills,Creative Thinking,Leadership Training,Team Training,Sustainability,Motivation,Educational Needs,Administrator Education,Foreign Countries

The research study was carried out in a private university with course participants of Masters of Education (MEd) having a major in the specialization of Educational Leadership and Management. The purpose of the study was to enhance the creative potentials of educational leaders. Creativity provokes diverse thinking to make something novel which can improve the standards of living of an individual with the changing times. Striving for effectiveness, efficiency and quality in every aspect of life draws imagination towards the need for creativity in an educational leadership role because leaders influence minds and act as change agents (Kaufman, 2005). According to Lagari (2010) the former chairman of Higher Education Commission Pakistan, all leaders need to enhance creativity to facilitate 'out of the box' solutions. In order to enhance this emerging need of creativity for educational leaders the study was conducted with action learning as the methodology to enrich the creativity of educational leaders (as education is the key to progress). The tools to collect the relevant data were semi-structured interviews, exercises on creativity and focus group discussions. The process of data collection had three phases. In the first phase semi-structured interviews took place on the basis of which the participants were given some worksheets to enhance their creative potentials. The worksheets included activities for idea generation, lateral thinking, re-layering, etc. The second phase included focus group discussions (action learning phase) in which all three participants shared their professional life problems and explored alternative solutions. In the last phase semi-structured interviews were conducted, once again, to ascertain the application of participants' learning. The findings and analyses revealed that in order to face the challenges of the 21st century, educational leaders need to equip themselves with creative thinking skills. It also emerged from the interviews that the educational system by which participants have studied, has hindered their creativity. Therefore, educational leaders need to enhance their own creative potential which has proved to be beneficial for organizational growth and development by practicing creative thinking exercises and creating action learning groups.
Time Management of Educational Inspectors
Author: Göksoy, Süleyman
Date: 2015-11-00
Type: Journal Articles
Subjects: Time Management,Inspection,Counseling,Research,Seminars,Leadership Role,Transportation,Qualitative Research,Foreign Countries,Semi Structured Interviews,Evaluators,Educational Legislation,Educational Change,Educational Administration,Audits (Verification),Reports

The aim of the research is to determine the fields that Educational Inspectors have to spare time for and the fields that Educational Inspectors demand to make time for. The data collected by review form was analyzed by content analysis method. According to research results: Educational Inspectors want to make time mostly for counselling and research activities, educational seminars, in-service training activities, projects, post graduate education and domestic/outland trips. They believe that they will be more successful in this way. The following suggestions are developed based on research results: Domestic and outland seminars, courses, trips and observation opportunities should be provided for personal developments of educational inspectors. In an educational organization, educational leadership roles of Educational Inspectors should be enhanced instead of their rutin bureaucratic works and activities and their roles (inspection, document tracking, monitoring legislation) in parallel with these works. Educational Inspectors should be provided with more transportation convenience and technological opportunities should be increased.
Human Rights Attitude Scale: A Validity and Reliability Study
Author: Ercan, Recep
Date: 2015-11-00
Type: Journal Articles
Subjects: Civil Rights,Attitude Measures,Factor Analysis,Construct Validity,Correlation,Test Items,Scores,Reliability,Secondary School Students,Computer Assisted Testing,Statistical Analysis,Student Attitudes,Foreign Countries

The objective of this study is to develop a valid and reliable attitude scale having quality psychometric features that can measure secondary school students' attitudes towards human rights. The study group of the research is comprised by 710 6th, 7th and 8th grade students who study at 4 secondary schools in the centre of Sivas. The study group was chosen from secondary school students through random cluster sampling. In line with the related literature, a trial item pool was formed and expert opinion was sought for by asking help from expert lecturers in the area. Following the pilot study, the draft scale was applied on the study group. Exploratory Factor Analysis (EFA) was used to determine the factor construct and Confirmatory Factor Analysis (CFA) was used to determine construct validity and other validity tests were conducted as well. The data of the study was analyzed through PASW 18.0 ve Lisrel 8.51 multi-task programs in a computer setting. Exploratory and Confirmatory Factor Analyses were made to determine the construct validity of the scale. The correlations of item-test scores and internal coherence coefficient Cronbach Alpha were calculated. T-test was resorted to to find out the distinguishing power of items. Cronbach Alpha reliability coefficient of the sub-items of the scale and the scale as a whole (0.821) and correlation coefficients among subtitles indicate that the scale is reliable.This four factor scale consisting of 21 items is a usable and reliable model because all conformity values are within the range of acceptable limits.