ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Planning Civic Action: An Analysis of Civic Leaders' Problem Solving Strategies
Author: Fitzgerald, Jason
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Change Strategies,Change Agents,Citizen Participation,Activism,Strategic Planning,Heuristics,Community Leaders,Semi Structured Interviews,Vignettes,Protocol Analysis,Beliefs,Background,Professional Identity,Social Values,Case Studies,Context Effect,Political Influences

This study explores the civic thinking heuristics that civic leaders use when pre-planning action. Across eight think-aloud protocols, findings suggest that three heuristics are employed. &quot;Frame alignment&quot; refers to the process of harmonizing personal beliefs and interests with the particulars of a civic action issue to find personal meaning in the work. Participants used (1) personal beliefs, (2) lived experiences, (3) their professional roles, and (4) their heritage to facilitate such framing. Referencing is the process of using past personal and historical civic action experiences as case studies for planning. &quot;Contextualization&quot; is the process of situating a civic issue within a community's political and cultural climate. These three heuristics are sense-making activities that could be taught to and used by students to make sense of civic issues and possible actions available to them. Implications include the need for increased focus on the historical dimensions and personal relevance of civic action.
Student Attitudes toward Technology-Mediated Advising Systems
Author: Kalamkarian, Hoori Santikian
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Computer Mediated Communication,Academic Advising,Focus Groups,Interviews,Student Experience,Preferences,College Students,Counseling Services

The literature on broad-access colleges suggests that low persistence and completion rates may be improved through better advising that employs a teaching-as-advising approach. While resource constraints have traditionally limited the ability of colleges to reform advising practices, technological advances have made it possible to implement technology-based advising tools, some of which can replace face-to-face services. Using focus group interview data from 69 students at six colleges, this study investigates students' attitudes toward technology-mediated advising. More specifically, we seek to understand how students' perceptions and experiences vary across different advising functions. We find that students are open to using technology for more formulaic tasks, such as course registration, but prefer in-person support for more complex tasks, such as planning courses for multiple semesters and refining their academic and career goals.
Promoting Undergraduate Student Self-Regulation in Online Learning Environments
Author: Wandler, J. Brad
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Management,Online Courses,Learning Strategies,Student Journals,Prompting,Synchronous Communication,Scaffolding (Teaching Technique),Help Seeking,Educational Strategies

Undergraduate student enrollment in online courses has steadily increased over the years and is expected to continue for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated learning strategies (SRLS) in online courses, which has been associated with positive academic achievement. Implementation guidelines, empirical evidence linked to improved SRLS, and potential drawbacks are discussed.
Evaluation Instruments and Good Practices in Online Education
Author: Baldwin, Sally J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Best Practices,Evaluation Methods,Undergraduate Study,Educational Principles,Scoring Rubrics,Cluster Grouping,Literature Reviews,Institutional Characteristics,Professional Development,Evaluation Criteria

Chickering and Gamson's (1987) &quot;Seven Principles for Good Practice in Undergraduate Education&quot; offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the &quot;Seven Principles for Good Practice in Undergraduate Education,&quot; and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.
Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?
Author: Fernekes, William R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Global Approach,Global Education,Civil Rights,Comparative Education,Models,Educational Objectives,Core Curriculum,Social Studies,Educational Practices,Educational Principles,Foreign Countries

Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay explores how civic education curricula, learning outcomes, and teacher preparation can be developed to enhance the roles played by GCE and HRE in U.S. civic education. Analysis of the relationships between GCE and HRE yields these conclusions: (1) global citizenship education programs share a philosophy of cosmopolitanism, commitments to universal human rights norms, respect for cultural diversity and sustainable development, and issues-based curriculum designs; (2) a high degree of compatibility exists between GCE program goals and the goals of the values-awareness-socialization HRE model; and (3) this strong compatibility does not extend to the accountability-professional development or the activism-transformation models of HRE. Implementing GCE faces major obstacles, notably emphases on national identity in nation-state civic education, the potential incompatibility between national interests and cosmopolitan commitments in the study of global issues, and the low commitment to GCE or HRE in teacher preparation.
An Investigation into Cooperative Learning in a Virtual World Using Problem-Based Learning
Author: Parson, Vanessa
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Simulation,Problem Based Learning,Teaching Methods,College Faculty,Computer Assisted Instruction,Experiential Learning,Qualitative Research,Cost Effectiveness,Foreign Countries,Online Courses,Higher Education,Teacher Attitudes,Learner Engagement,Questionnaires,Statistical Analysis

Three-dimensional multi-user virtual environments (MUVEs) have the potential to provide experiential learning qualitatively similar to that found in the real world. MUVEs offer a pedagogically-driven immersive learning opportunity for educationalists that is cost-effective and enjoyable. A family of digital virtual avatars was created within Second Life® to investigate the implementation of a problem-based learning (PBL) task. The consensus among tertiary level educators was that the experience provided more immersion and engagement than traditional methods of technological provision, leading to potentially increased depth of learning. PBL appears to be an effective tool for aiding learning within immersive three-dimensional MUVEs.
Teacher Education for Citizenship in a Globalized World: A Case Study in Spain
Author: Estellés, Marta
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Global Approach,Citizenship Education,Global Education,Teacher Education Programs,Teacher Educators,Democratic Values,Semi Structured Interviews,Political Issues,Values Education,Critical Thinking,Citizen Participation,Educational Practices,Course Content,Teacher Surveys,Heuristics

Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses around the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Education at the University of Cantabria (Spain). This study explores how a group of teacher educators from this university conceptualize citizenship education, if they include global perspectives in their notions, and how they educate for democracy in an increasingly globalized world. Although teacher education can contribute to challenge pre-service teachers' perceptions of the nation state as the only locus for democracy and citizenship, the inclusion of global perspectives done by these teacher educators has been very limited. Also, the participants that were more globally concerned were those who had a stronger sense of social justice.
Education for Enculturating the &quot;Thainess&quot; Ideology: Decolonizing the Siamese Colonial Discourse in the Social Studies Curriculum
Author: Jatuporn, Omsin
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Politics of Education,Global Approach,Global Education,Political Socialization,Educational Change,Educational Policy,Ideology,Citizenship Education,Nationalism,Educational Practices,Social Influences,Curriculum Development,Educational Objectives,Educational Principles,Foreign Countries

After the junta came to power in May 2014, the military government started exercising their nation-centric hegemony through the educational policies and curriculum planning. Contemporary curriculum reform is employed as a mechanism for maintaining the status quo of elites group who have held privileged positions among the Thais. Looking through the social studies curriculum, it becomes the centerpiece of public schools' efforts to cultivate younger generations into what it means to be &quot;Thainess.&quot; However, Thainess becomes inevitably hybrid to certain extents in the era of globalization. By looking into the contemporary context of education from the political dimensions of curriculum and cultural studies, I argue that if educationalists are to educate young Thais for global citizenship in today's pluralistic society, the social studies curriculum must go beyond the Siamese colonization of knowledge construction, and also provides pedagogical spaces of the experiences, knowledge, and perspectives of diverse people in Thai society.
Seeking Moral Autonomy in a Chinese Context: A Study of Elementary Moral Education Standards
Author: Lee, Lena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethical Instruction,Moral Values,Academic Standards,Grade 1,Grade 2,Personal Autonomy,Curriculum Evaluation,Content Analysis,Behavioral Objectives,Family Life,School Culture,Educational Environment,Educational Experience,Social Environment,Educational Practices,Educational Principles,Curriculum Implementation

In this article, we explored Chinese moral education standards for grades one and two by using the heuristic of moral autonomy and by employing a typology of moral autonomy, one based on Kantian and Deweyan ideas about moral autonomy and agency. Given the larger charge for all of schooling to develop independence, problem-solving, and creativity in China, we sought to determine whether this change is actually the case within the 2011 Chinese moral education standards for grades one and two, for the period of 2011-2020. Although some elements of moral autonomy are stated and suggested in the standard learning objectives, there are significant discrepancies between the ultimate goals of education for children's development of autonomy and their practices and implementation within these Chinese moral education curriculum standards.
A Comparison of Teacher and Caregiver Perspectives of Collaboration in the Education of Students with Autism Spectrum Disorders
Author: LaBarbera, Robin
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Caregiver Attitudes,Teacher Attitudes,Pervasive Developmental Disorders,Autism,Special Education,Caregivers,Parent Caregiver Relationship,Family School Relationship,Partnerships in Education,Satisfaction,Mixed Methods Research,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Parent Child Relationship,Questionnaires,Online Surveys,Statistical Analysis,Likert Scales,Teachers

To date, there has been little research into the school's practices that influence caregiver involvement in the education of students with autism spectrum disorders (ASD) that gives voice to both families and teachers, and little research has used a mixed-methods approach. In contrast to those studies that mainly concentrate on qualitative inquiry to increase our understanding of caregiver participation, the purpose of the current study was to evaluate caregivers' and teachers' satisfaction with the school's collaborative efforts through both quantitative and qualitative methods. Researchers used a mixed-methods design to focus on measuring caregiver and educator satisfaction with the critical components of collaboration identified in the literature, which were grouped into recurring themes: educational practices, family-centered practices, and collaborative practices. Two major research questions guided this research: (1) With what practices related to collaboration in the education of students with ASD are parents and teachers most satisfied?; and (2) Which of these practices predict overall satisfaction with the collaborative process for parents and teachers? Twenty-eight caregivers and 102 educators of children with ASD participated in this study, for a total of 130 participants. Participants ranged in age from 22 to 75 years (M = 49, SD = 11.3). A Web-based questionnaire consisting of open-ended and Likert-type rating scale items was designed for this study. Following demographic questions about age, gender, state of residence, and role in working with children who have ASD, the survey instrument included questions to caregivers and teachers about their satisfaction with the educational practices and collaborative efforts of their children's school. The results suggest that special educators should strive toward a deeper understanding of caregivers' perspectives so that school professionals can use this information to be proactive in establishing meaningful partnerships that meet the academic and social needs of students with ASD.
Perceived Effectiveness of Identified Methods and Techniques Teachers Adopt in Prose Literature Lessons in Some Secondary Schools in Owerri
Author: Ezeokoli, F. O.
Date: 2016-07-00
Type: Journal Articles
Subjects: Literature,Foreign Countries,English (Second Language),Second Language Instruction,Secondary School Teachers,Questionnaires,Lecture Method,Teaching Methods,Reading,Discussion (Teaching Technique),Questioning Techniques,Oral Reading,Silent Reading,Prose,Classroom Observation Techniques

The study determined the methods adopted by teachers in prose literature-in-English classrooms, activities of teachers and students, teachers' perceived effectiveness of techniques used. It also examined the objectives of teaching prose literature that teachers should address and the extent teachers believe in student-identified difficulties of studying prose literature. The study adopted the descriptive survey research design. Purposive sampling technique was used to select 85 schools in Owerri metropolis and in each school, all literature teachers of senior secondary I and II were involved. In all, 246 literature teachers participated out of which 15 were purposively selected for observation. The two instruments were: Teachers' Questionnaire (r = 0.87) and Classroom Observation Schedule (r = 0.73). Data were analysed using frequency counts and percentages. Results revealed that teachers adopted lecture (28.4%), reading (10.9%) and discussion (7.3%) methods. Teacher's activities during the lesson include: giving background information, summarizing, dictating notes, reading aloud and explaining and asking questions. The adopted techniques include: questioning, oral reading, silent reading and discussion. Teachers' perceived questioning as the most effective technique followed by debating and summarizing. Teachers identified development of students' critical faculties and analytical skills, literary appreciation and language skills to be of utmost concern. It was concluded that the methods adopted by teachers are not diverse enough to cater for the needs and backgrounds of students.
Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning
Author: Isazadeh, Parya
Date: 2016-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Video Technology,Teaching Methods,Vocabulary Development,Scores,Experimental Groups,Pretests Posttests,Language Proficiency,Language Tests,Language Teachers,Control Groups,Instructional Materials,Extraversion Introversion,Comparative Analysis,Statistical Analysis,Cognitive Style,Adult Students,Neurosis,Personality Measures

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty-three (n = 123) language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners) and a control group (with 23 learners). Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL learners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes.
Implementation of Management by Objective through Open Performance Review and Appraisal System for Teachers in Tanzania
Author: Matete, Rose Ephraim
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Management by Objectives,Teacher Evaluation,Teacher Attitudes,Accountability,Qualitative Research,Elementary School Teachers,Questionnaires,Interviews,Focus Groups,Teacher Administrator Relationship,Conflict,Educational Resources,Barriers,Evaluation Problems

Management by Objective through Open Performance Review and Appraisal System (OPRAS) was introduced in Tanzania for evaluation of public servants work performance in 2004. The aim of this study was to investigate how teachers perceive the implementation of OPRAS as a mechanism of assessing their work performance and making them accountable for their teaching. The study was mainly qualitative with some aspects of quantitative data. It involved 108 informants, where 90 were the primary school classroom teachers, 10 headteachers, 6 school committee members and 2 district educational officials. The data were collected through questionnaires, interviews, and focus group discussion. Some teachers think if OPRAS contract could well be worked out, it could improve the performance; however, there are those teachers who think OPRAS is impractical and unrealistic to the Tanzanian context where pupils are congested in classrooms with shortage of desks. During the school visit in both Kinondoni Dar es Salaam and Mbeya City findings indicated that OPRAS had been abandoned as it created hostility between headteachers and teachers. Teachers complained of the expenses involved in duplicating the copies and the time consumed for discussion. I argue in this paper that although evaluation of teachers is important, the adoption of the type of assessment for their work performance has to be considered because of the nature of the field and the complications involved in dealing with the human mind. Teaching is a labour-intensive process. Teachers cannot, by means of their teaching, determine how many pupils will pass a given exam and how well they will do in their exams under the OPRAS requirements.
The Effect of Practicing Mental Calculation Strategies on Teacher Candidates' Numeracy Proficiency
Author: Al Mutawah, Masooma Ali
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Computation,Learning Strategies,Preservice Teachers,Undergraduate Students,Numeracy,Mathematics Skills,Mathematics Tests,Pretests Posttests,Arithmetic,Mathematics Achievement,Interviews,Student Teacher Attitudes,Outcomes of Education,Action Research,Mixed Methods Research,Observation

This study was conducted on year 4 students enrolled in the Bachelor of Education program for Cycle one teacher candidates. The effect of practicing mental calculation strategies in improving students' numeracy proficiency was put under some tests to measure its effect in a scientific way. A Pre-quiz was conducted before with no prior practice done in order to check the strategies the students were using in performing calculations. After four weeks practice and implementation which focused mainly on addition and subtraction questions, as a result a post quiz was written by the students. The improvement results were recorded and analyzed. After four weeks of practicing multiplication and division questions, another post quiz was written by the students as a result of that. Once again, the improvement results also were recorded and analyzed. Furthermore, interviews and observations also were used to record changes in the students' perspectives about using the mental strategies and their feelings toward their numeracy level. The results of the study showed that practicing the mental strategies had a significant impact on the students' numeracy proficiency and their perspective toward their mental strategies. The study also showed that more practice had a significant impact on the students' confidence as well as their ability to perform different mental strategies in their daily life.