ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of the Schoolwide Enrichment Model in Italian Schools
Author: Milan, Lara
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Enrichment Activities,Talent Development,Creativity,Student Attitudes,Productivity,Teacher Attitudes,Gifted Education,Pilot Projects,Attitude Change,Positive Attitudes,Foreign Countries,Grade 6,Grade 7,Grade 8

In this article, we describe the results of a research study investigating the effects of a programming model specifically designed to apply the pedagogy of gifted education to the overall process of schoolwide enrichment, &quot;The Schoolwide Enrichment Model&quot; (&quot;SEM,&quot; Renzulli &amp; Reis, 2014). The specific factors examined during the implementation included student attitudes toward learning, teacher attitudes toward teaching, students' creative productivity, and the processes involved in the implementation of &quot;SEM.&quot; The study also investigates SEM adaptability to the Italian education system as the first pilot project implementing The Schoolwide Enrichment Model in Italian public schools. Positive changes were found in both student and teacher attitudes toward educational approaches to talent development, and more favorable attitudes toward special programming on the part of parents were also noted, suggesting new and more positive perspectives about gifted education and talent development in Italy.
Spectacles of Light, Fire, and Fog: &quot;Artichoke&quot; and the Art of the Ephemeral
Author: LaRubia-Prado, Francisco
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nonprofit Organizations,Performance,Art Activities

Historically, spectacle emerges as an inevitable phenomenon in any society, and is crucial to promote a sense of identity and community. Leading up to the present day, spectacle becomes even more central to culture due to the increasing importance of the mass media. Yet, spectacle rejects any &quot;a priori&quot; ethical alignment; namely, it can possess a bright or a dark character. Because spectacle is a source of values, myths, and symbols that directly impact our psychological, emotional, and material lives as individuals and as members of communities, it is crucial to encourage life-enhancing spectacles while being mindful of their negative potential. In this article, the author examines the various ways in which the word &quot;spectacle&quot; has been used, including his own characterization of this concept in order to reach a deeper understanding of &quot;Artichoke&quot;'s work. &quot;Artichoke&quot; is a British non-profit organization that specializes in large-scale public art. The organization has organized twenty-three art-centered spectacles in different parts of the United Kingdom. This article analyzes some of &quot;Artichoke&quot;'s extraordinary spectacles and the enduring, life-affirming impact of its art-based, large-scale public events on individuals and communities across the United Kingdom.
No Such Thing as Just a Game: A Briefing on 3D-Briefing
Author: Boyko-Head, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Sequential Learning,Creative Thinking,Critical Thinking,Writing (Composition),Questioning Techniques,Essays,Teaching Methods

A multi-perspective, exploratory framework applicable to all critical thinking, creative and communication acts, 3D-Briefing synthesizes meticulous enquiry questions with a user-focused, equitable stance toward meaning production. It scaffolds identification, interpretation, evaluation, reflection and action in a user-empowered, three step process operating on diverse cognitive, structural and contextual levels. The first level asks learners to identify facts: What is this text, image or behaviour? What were we asked to do? What happened? At this starting point, learners use divergent thinking to list all possible facts relating to the debriefed object or event. The second inquiry level demands that the content identified in the first level be interpreted and analyzed within specific contexts: So what does this mean? So what is the significance of this to society? So what is the importance of this to 21st Century youth working in Europe? In essence, this is an open-ended, &quot;why&quot; question. The third level requires learners to apply a personal subtext to the information identified and interpreted: Now what does this have to do with my situation? Now what did I learn about myself and others? Now what new actions will this enquiry motivate us to do next time? Here, learners reflect and evaluate all possible connections between content, contextual significance, and individualized relevance. Progressing from summary to evaluation, the literal to the reflective, the concrete to the creative 3D-Briefing offers a sequential framework for idea planning, paragraph organization and essay structuring. The process is comprehensive and clear. It is easy to remember, to transfer and to apply to any scenario. With practice, it can become an internalized mindset where critical thinking and clear communication guides one's actions. In short, it turns everything into a rich learning opportunity.
Minimizing the Familiar and Maximizing the Diverse: Emergent Pedagogy and Self-Differentiation in a Post-COVID World
Author: Boyko-Head, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Familiarity,Creativity,Innovation,Curriculum Design,Student Diversity,Critical Thinking,Educational Change,Employment Qualifications,Higher Education,Democratic Values,21st Century Skills,Student Needs,Individualized Instruction,Learning Activities

COVID-19's global sweep disrupted educational conversations, institutional plans, teaching models, and learning competencies. After mid-March 2020, teaching and learning moved online, forcing faculty, despite experience and pedagogical philosophy, to engage with technology. Content was also reduced, unintentionally reflecting the pedagogical framework of Backward Design (Wiggin &amp; McTighe, 1998). The compressed, online semester consisted of essential content only and placed faculty and learners into an involuntary, innovative circumstance that minimized the familiar and maximized the diverse. While this forced pedagogy was responsive to a global crisis, it also raised awareness of learners' social and economic contexts, industrials' skill needs, society's obligations to communal safety, and technologies ability to innovate learning in a way that might democratize learning. Part one of this article provides an introduction to minimizing the familiar and maximizing the diverse in teaching and learning by providing a behind-the-scenes view that uncovers learning as accessible to and transferable by all learners. Part two invites readers to set aside their familiar expectations of academic articles and embrace the spirit of creativity, innovation and fun by participating in two, brief activities. Part three provides an analysis of the &quot;culinary event&quot; presented in part two. This metaphorical activity reflects the various challenges in curriculum design, minimizing the familiar, maximizing the diverse, and differentiated learning experiences. Rather than viewing learner diversity as a hindrance or an impossible challenge, educators need to provide learners with transferable concepts, tools and strategies for self-guided differentiation making them independent designers of their own future.
Post-Secondary Education in the Inner-City: Breaking Barriers and Building Bridges in a Divided City
Author: MacKinnon, Shauna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Postsecondary Education,Poverty,Access to Education,Barriers,Indigenous Populations,Social Justice,Racial Discrimination,Canada Natives,Residential Schools,COVID-19,Pandemics,School Closing,Online Courses

The Department of Urban and Inner-City Studies (UICS) is a department in the faculty of Arts at the University of Winnipeg in Manitoba, Canada. The Department is located outside of the main campus in one of Canada's poorest neighbourhoods. UICS is intentionally located here to offer access to postsecondary education to people who might not otherwise attend university. Our department aims to encourage people who have come to believe that university is 'not for them'. It also serves to bring students from other areas of the city into the neighbourhood to begin to dispel long held misconceptions about the North End. We continue to develop our critical, place-based model in the spirit of putting 'reconciliation into action'. As described by Senator Murray Sinclair, the former Chair of the Truth and Reconciliation Commission of Canada, it is &quot;'up to society' to step up and take the actions that are needed.&quot; (CBC 2017). At UICS, we are committed to 'stepping up' by creating opportunities for learning through honest dialogue, and challenging systemic divides in our community.
Can Artificial Intelligence Help Predict a Learner&apos;s Needs? Lessons from Predicting Student Satisfaction
Author: Parapadakis, Dimitris
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Prediction,Student Needs,Needs Assessment,Student Satisfaction,Data Analysis,College Students,Foreign Countries,Student Surveys,Decision Making

The successes of using artificial intelligence (AI) in analysing large-scale data at a low cost make it an attractive tool for analysing student data to discover models that can inform decision makers in education. This article looks at the case of decision making from models of student satisfaction, using research on ten years (2008-17) of National Student Survey (NSS) results in UK higher education institutions. It reviews the issues involved in measuring student satisfaction, shows that useful patterns exist in the data and presents issues involved in the value within the data when they are examined without deeper understanding, contrasting the outputs of analysing the data manually, and with AI. The article discusses risks of using AI and shows why, when applied in areas of education that are not clear, understood and widely agreed, AI not only carries risks to a point that can eliminate cost savings but, irrespective of legal requirement, it cannot provide algorithmic accountability.
Creative Connections: The Power of Contemporary Art to Explore European Citizenship
Author: Richardson, Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Self Concept,Program Descriptions,Anxiety,Political Attitudes,Nationalism,Social Differences,Democracy,Foreign Countries,Artists,Action Research,Art Education,Visual Arts,Electronic Publishing,Computer Mediated Communication,Student Attitudes,Secondary School Students,Citizenship Education,Teamwork

Across Europe, educational institutions are essential in assisting exploration of politics, culture and history, and the use of creative arts appears crucial to supporting this aim. This article reports on Creative Connections, a multi-partner research project that facilitated exchanges for young people to explore their European identities using online art galleries and blogging technologies. Their multimodal conversations revealed an openness to consider artworks as sources of knowledge and experience. Participants did not focus on the nationality of the artist, but concentrated on the relationship that the subject matter of the work had with their own concerns. Anxiety related to populism, exclusive nationalism, social inequality and new forms of labour appeared to impact young European citizens' relationships and their perceptions of democracy.
Digital Literacies and Children&apos;s Personalized Books: Locating the &apos;Self&apos;
Author: Kucirkova, Natalia
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Technological Literacy,Self Concept,Artificial Intelligence,Electronic Publishing,Preschool Children,Parent Child Relationship

This conceptual article discusses the role of digital literacies in personalized books, in relation to children's developing sense of self, and in terms of assessing the potential impact of artificial intelligence (AI). Personalized books contain children's data, such as their name, gender or image, and they can be created by readers or automatically by the publisher. Some personalized books are e-books enhanced with artificial intelligence, and some can be ordered as paperbacks. We discuss this use of children's personal data in terms of the social location of the self with regard to subjective and objective dimensions. We draw on a map metaphor, in which objective space requires readers to locate themselves in an unknown 'A-to-B' space and subjective space provides an individually oriented world of 'me-to-B'. By drawing on examples of personalized books and their use by parents and young children, we discuss how personalization troubles the borders between readers' me-to-B and A-to-B space experiences, leading to possible confusion in the sense of self. We conclude by noting that AI-enhanced personalized texts can reduce personal agency with respect to formulating a sense of identity as a child.
A CDA Perspective of Cultural Contents in the English Junior High School Textbooks
Author: Mandarani, Vidya
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Second Language Instruction,Junior High Schools,Textbook Content,Textbook Evaluation,Cultural Education,Discourse Analysis,Foreign Countries

In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of 'When English Rings a Bell' textbook for both 7th &amp; 8th grade, and 'Think Globally Act Locally' textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group &amp; social identity dictate the cultural dimension, followed by belief &amp; behavior. While another aspect, such as stereotypes &amp; national identity, social interaction, the lifecycle &amp; socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks &amp; develop their cultural competence and a certain degree of respect, as well as tolerance for others.
An Exploratory Study of English Teachers: The Use of Social Media for Teaching English on Distance Learning
Author: Ubaedillah
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Social Media,Teaching Methods,Distance Education,Junior High School Students,Teacher Attitudes,Foreign Countries,Learning Activities,Student Motivation,Instructional Effectiveness

This study was conducted to determine how English teachers used social media to teach English. An exploratory study was used in this study to look into a detailed and in-depth analysis of the use of social media in English language learning by Cirebon junior high school teachers. This study used purposive sampling from 43 English teachers at Cirebon junior high schools. Ten teachers (five male and five female) have been chosen. In about 20 to 30 minutes, each participant was asked the questions. The researcher recorded all of the conversations during the interview session as part of the data collection process. Whatsapp, Facebook, Instagram, Tiktok, and YouTube are the most popular social media platforms with strong categorized. Whatsapp has a higher presentation value than other social media types. There were five themes identified as a result of the interview session of the teacher's perceptions of social media used on distance Learning; 1) Kinds of social media, 2) Activities, 3) Motivation, 4) Improving students English language skills, and 5) Effectiveness.
Educating the Gifted: An Opportunity for Improving the Quality of Teaching and Learning in Classrooms
Author: Neber, Heinz
Date: 2020-00-00
Type: Journal Articles
Subjects: Gifted Education,Academically Gifted,Instructional Improvement,Program Implementation,Discovery Learning,Cooperative Learning,Active Learning,Inquiry,Elementary Secondary Education,Higher Education,Talent Identification,Academic Standards,Foreign Countries

Implementing programs for gifted students requires solutions on multiple levels of the education system. In this article, Heinz Neber suggests streamlining the topic with five interacting, systemic levels. Each level requires its own definitions and clarifications. These should be coordinated and prioritized according to prominent goals and society- and culture-specific political objectives. The resulting vertical alignment between different levels and types of schools will enable smooth transitions in passing through the system from kindergarten to higher education. If a teacher recommends skipping a grade or another form of academic acceleration that requires transferring to a different learning environment, he or she must ensure that the new school or class includes a focus on educating the gifted, where the chosen student will be able to apply his or her preferred learning style and will be accepted by both peers and teachers via a corresponding, positive social-emotional atmosphere.
What Level of Support Is Required to Enable Secondary School Teachers to Effectively Teach First Aid? A Randomized Trial
Author: Ellis, Lucy
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,First Aid,Health Education,Foreign Countries,Instructional Materials,Video Technology,Self Efficacy,Outcome Measures

In light of the UK government's decision to make first aid education mandatory in schools, this article adds to the body of evidence to inform the implementation of this decision. Our research aimed to explore whether providing extra support to teachers increased their confidence to teach first aid, and whether this support influenced student learning outcomes. Thirty-five teachers were randomly allocated into two experimental groups and one control group. The first experimental group received support through a video medium, the second through an interactive webinar. The control group was provided with no support beyond the learning materials provided to all participants. Our analysis suggests that while providing support for teachers does not positively affect their confidence to teach first aid in the classroom, this increased support does positively affect the first aid knowledge of students.
Curriculum Design through Lesson Study
Author: Wake, Geoff
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Design,Teacher Improvement,Teacher Collaboration,Curriculum Implementation,Action Research,Communities of Practice,Mathematics Education,Foreign Countries,Elementary Secondary Education

Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers' professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, &quot;didactical devices,&quot; that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely.
Self-Regulatory Capacity of Learners&apos; with Differing Proficiency Levels in Vocabulary Acquisition during Three Periods
Author: Elcin, Deniz
Date: 2021-05-00
Type: Journal Articles
Subjects: Self Management,Language Proficiency,English (Second Language),Second Language Learning,Vocabulary Development,College Freshmen,Positive Attitudes,Negative Attitudes,Metacognition,Learning Strategies,Longitudinal Studies,Public Colleges,Foreign Countries

This study aimed at finding self-regulatory capacity and habits of 3 learners with differing proficiency levels at Translation and Interpretation department of a State university in Turkey. This is a multiple case study and longitudinal in nature in which the process of vocabulary learning was observed in three subsequent school terms. The participants were chosen according to several exam grades from prep classes and out of 15 voluntary participants; three were chosen and were named as a good starter in more improving group, average starter in less improving group and a steady one in decreasing group in terms of their grades. Data collection tools included three narrations as retrospective data, six interviews and six self-reports. The collected data was analyzed according to a checklist which was modified from a scale called &quot;Self-regulatory Capacity for Vocabulary Acquisition (SRC voc)&quot; (Tseng et al 98). The data was coded under the subheadings of that checklist. It was concluded after the analysis that self-regulation was an important indicator and predictor for success in vocabulary acquisition. The good starter and average starter student was able to overcome some negative feelings or habits during his/her vocabulary learning process; however, the steady one was unable to create an effective balance between good and bad feelings and seemed to feel pessimistic and unsuccessful although she tried hard. Some causal attributions behind these learners' positive or negative attitudes or feelings towards vocabulary learning also seemed to play a significant role in their self-regulatory capacities in vocabulary acquisition.
Dialogue Journal Writing: Effects on the Quality of EFL Learners&apos; Descriptive Writing
Author: Valizadeh, Mohammadreza
Date: 2021-05-00
Type: Journal Articles
Subjects: Student Journals,Journal Writing,Writing Skills,Writing Strategies,Instructional Effectiveness,Descriptive Writing,English (Second Language),Second Language Learning,Young Adults,Foreign Countries

This study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas the members in the control group participated in descriptive writing pre and post-tests only, the participants in the experimental group were required to write two journals a week for one month (four weeks) in the period between the pre- and post-tests. The teacher-researcher only tried to model the correct usage of the error in her responses, but did not explicitly correct the errors or did not provide any type of explicit feedback. Results of independent sample t-test showed a significant difference between the experimental and control group regarding the overall descriptive writing performance.