ethanporcaro/eric-fulltext-meta huggingface dataset:
Reinstating the Inherent Dignity of Marginalized Communities in Ghana
Author: Boateng, Anabella Afra
Date: 2020-00-00
Type: Journal Articles
Subjects: Disadvantaged,Human Dignity,Democracy,Social Isolation,Social Change,Minority Groups,Foreign Countries,LGBTQ People,Teaching Methods,Foreign Policy,Postcolonialism,Gender Differences,Womens Education,Social Justice,Values Education,Civil Rights

When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana's democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.
The Intersection of Values and Social Reproduction: Lessons from Cuba
Author: Bridges, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Values,Educational Practices,Educational History,Social Systems,School Activities,Elementary Secondary Education,Values Education,Teacher Education,Ideology,Teacher Educators,Administrators,Principals,Teacher Attitudes

This article will examine how various socialist values are promoted through the Cuban educational system. The voices represented vary generationally, racially, and in gender. This research is not meant to generalize about all educational experiences in Cuba; rather, it represents a variety of experiences in the educational system. The research represented in this article was gathered in June 2015 in Havana, Cuba. This article begins with a brief historical background on education in Cuba after the triumph of the revolution in 1959, followed by data collection methods, representation of the data through vignettes and poetry, and finally an analysis of the diverse experiences through the framework of intersectionality. The primary finding was that Cuban society taught socialist values overtly within the educational system through school-based activities, such as the Junior Pioneers from the primary level, and through its emphasis on values formation as part of teacher training. The inculcation of these revolutionary values through the education system kept the revolutionary ideology alive across generations.
English Scholarly Publishing Activities in the Industrial Revolution 4.0: What, Why, and How?
Author: Turmudi, Dedi
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Writing for Publication,English (Second Language),Second Language Learning,Scientific Research,College Faculty,Writing Processes,Teacher Educators,Authors,Undergraduate Students,Doctoral Students,Credibility,Foreign Countries,Information Technology,Technological Advancement,Research Reports,Second Language Instruction,Citations (References)

The presence of the Industrial Revolution (IR) 4.0 has inevitably affected the way how scholars proceed to write. Thus, activities intended to yield a piece of scientific writing facilitated by the obtainability and accessibility of internet browsing is called scholarly publishing. Since English has indisputably become the language of international scholarship and research, it is urgent to have the skill in writing scientific articles benefitting the support from IR 4.0 principles. What is going on with academics and what should they do dealing with the IR 4.0 pertinent to their scholarly writing activities, benefits, and drawbacks. This paper discusses what scholarly publishing in the Industrial Revolution 4.0 and how it supports the process of writing articles for publishing. The purposes of this paper are to explain (1). What are scholarly publishing and industrial revolution? (2). Why is it essential for academics? (3). How does writing scholarly publication in Industrial Revolution 4.0 work? Writing the scholarly publication in English has become obligatory for Teacher-Educator Authors (TEAs) and undergraduate students to doctoral students in Indonesia. The study was a descriptive qualitative library to build a conceptual paper for the purpose of a further study. The method was by reviewing any related kinds of literature to provide sufficient arguments for the three research questions. The outcome is several claims, arguments, and evidence gambits for any author to consider. Theoretically, the IR 4.0 principles have significantly eased the flexibility of the process, the quality, and the credibility of research outputs.
The Effect on Students&apos; Arithmetic Skills of Teaching Two Differently Structured Calculation Methods
Author: Engvall, Margareta
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Teaching Methods,Elementary School Students,Grade 2,Foreign Countries,Mathematics Instruction,Instructional Effectiveness,Children,Concept Formation,Knowledge Level,Direct Instruction,Computation,Arithmetic

Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students' procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.
Economic Attitudes and Perceptions of Poverty in Indigenous College Students in Mexico from the Intercultural Approach
Author: Ozuna Beltrán, Altayra Geraldine
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Attitudes,Poverty,Indigenous Populations,College Students,Foreign Countries,Consumer Economics,Cultural Background,Intercultural Communication,Group Dynamics,Money Management,Economic Development,Attribution Theory

Behavioral economics has tried to explain the economic and financial decisions of the individuals. It has been used to understand the economic perceptions and attitudes of vulnerable groups; however, for indigenous peoples, especially in Latin America, there are unresolved issues. Thus, from an intercultural perspective, this research examines the association between the economic attitude and the perception of poverty through the comparison of a sample of intercultural college students from different ethnic groups in Mexico. For this reason, a quantitative, descriptive and correlational research was carried out with a non-experimental design from a sample of 207 intercultural college students. Two research questions were raised, the questions were tested by Pearson correlation and linear regression. Attribution theory was analyzed to assess the association between the economic attitude and the perception of poverty in intercultural students. It was found that the economic attitude is related to the perception of poverty, because the students presented attitudes of financial optimism oriented towards the structural causes of poverty. Consequently, the model of an intercultural university could benefit the development of indigenous communities, through a pedagogy oriented towards the creation of significant economic attitudes.
Mathematics Corequisite Remediation and Direct Enrollment: Addressing Misconceptions and Concerns
Author: Beamer, Zachary
Date: 2020-08-00
Type: Journal Articles
Subjects: College Mathematics,Remedial Mathematics,Enrollment,Student Placement,Educational Change,Misconceptions,Community Colleges,Two Year College Students,Developmental Studies Programs,Prerequisites,Required Courses

In Fall 2020, the VCCS [Virginia Community College System] will begin implementing the Direct Enrollment Pilot, building upon lessons learned in prior reforms and successes of reforms in other states. In the new corequisite model of developmental education, students at the margins of college preparation are placed directly into the college coursework with a supplemental support class. This Notes in Brief article summarizes some of the research behind the transition towards this model and the implications of this scholarship on current reform efforts. It directly addresses concerns regarding the move towards corequisite instruction and provides recommendations for how to implement reforms.
Effect of Learning Climate, Thinking Pattern, and Curiosity on Academic Performance in Higher Education
Author: Maksum, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Personality Traits,Cognitive Processes,Correlation,Academic Achievement,College Students,Public Colleges,Foreign Countries,Reflection,Thinking Skills

This research aimed to examine the theoretical model that explains the relations among learning climate, thinking patterns, and curiosity on academic performance. This research was a non-experimental research with 1,000 respondents from State University of Surabaya, Indonesia. They came from 20 departments, consisting of 324 men and 676 women with a mean age of 19.81 years. Data were collected using a questionnaire, including inventory of learning climate, thinking patterns, and curiosity. Data were analyzed using Structural Equation Modeling. The results showed that the model was compatible with the data. The examination also showed the effect of the learning climate on thinking patterns, the influence of thinking patterns on curiosity, the influence of the learning climate on curiosity, and the influence of curiosity on academic performance. It is concluded that learning climate, thinking pattern, and curiosity play an important role in academic performance. Thus, the quality of students can be improved if curiosity is cultivated and reflective thinking patterns are formed. This requires serious efforts, both in policy and practice, to build a learning climate for the growth of students' thinking and curiosity.
The Levels and Nature of Pre-Service Chemistry Teachers&apos; Reflections in a Public University in Southern Brazil
Author: Costa, Sandro Luca Reis
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Chemistry,Public Colleges,Foreign Countries,Reflective Teaching,Microteaching,Internship Programs,Preservice Teacher Education,Self Evaluation (Individuals),Undergraduate Students

The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers' reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service teachers' microteachings were conducted in a supervised internship discipline. Data were collected through an open questionnaire and with the autoscopies of their microteachings. The analytical procedures were performed according to Content Analysis, from which the results show that the pre-service teachers engaged in three distinct levels of reflection: technical descriptions, deliberate reflections and critical reflections when thinking about their own microteaching experiences. By analysing the nature of the reflections, six categories emerged; reflections on: class planning; their teaching; the objectives; personal aspects; the autoscopy; and the students. The research results showed a low incidence of critical reflections, presenting the possible difficulty pre-service teachers had in this level of reflection. The Reflective Intervention proved to be useful for promoting reflections of the three levels of reflection, especially level 2 reflections, which consists of deliberate reflections. The results and analyses of this study contribute to the research in reflective teacher education in science, specifically in regards to a greater understanding of the levels and nature of pre-service teachers' reflections and the use of reflective interventions as an approach to promote critical and deliberate reflections in science teacher education.
Meeting Students Where They Are: Implementing Canvas for Successful Student Outreach
Author: Helmandollar, Matthew Seth
Date: 2020-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Outreach Programs,School Closing,Nontraditional Students,Two Year College Students,Access to Education,Student Needs,Coaching (Performance),Academic Advising,Faculty Advisers,Integrated Learning Systems,Community Colleges,Computer Mediated Communication

As a success coach, it can be challenging in identifying and referring students to the resources that can aid, and that can assist with each student's success during their first year. It is vital to use modern technological resources that are available at no additional cost to institutions, and which students are currently using, to aid in consistency within the field of academic advising and coaching as it pertains to a student's first year. It engages students to reach out to faculty mentors to provide a &quot;holistic&quot; approach to the student's success on the campus and meets students where they are via their learning management system. Included is information and feedback obtained through the National Academic Advising Association's summer institute faculty regarding the usage of technological resources to provide a successful student experience. An overview of the creation and implementation of Canvas to perform the institutions' advising objectives to create consistency in advising and coaching across campuses, especially in a time in which technology is a requirement as a result of the 2020 SARS-CoV-19 viral pandemic that ceased main campus and offsite campus operations for the remainder of the academic year with potential impacts to the proceeding academic year going forward.
Competency-Based Assessment and the Use of Performance-Based Evaluation Rubrics in Higher Education: Challenges towards the Next Decade
Author: Gallardo, Katherina
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Competency Based Education,Higher Education,Scoring Rubrics,Design,Educational Research,Educational Trends,Taxonomy,Reliability

Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics' evolution, practice, benefits, and trends, a systematic literature review on rubrics' design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics' design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students' progression, educator's preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade.
Bringing Zull&apos;s Four Brain-Derived Pillars of Learning into the English Classroom
Author: Correa Rodriguez, Jorge Carlos
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Brain Hemisphere Functions,Language Teachers,Neurosciences,Models

Teaching modifies the brain of the learners. In that respect, providing teachers with information about ways in which the brain learns could allow them to enhance their practices. Similarly, language teachers should also embrace what experts and theories from Educational Neuroscience and Mind, Brain and Education Science (MBE) Science can offer to pedagogy. This paper explored Zull's biological learning model in order to provide a practical way to support language teaching. The model depicts 4 pillars derived from his understanding of the learning brain. Zull's model was developed by his observations of the organic structure of the brain. It originated from the functioning of specific areas located in the neocortex of the brain; the sensory area, the back-integrative area, the front-integrative area and the motor area. Zull (2002) posited that each area is in charge of general functions such as; gathering, reflecting, creating and testing respectively. This connection could benefit the teaching process by providing a path to follow at the moment of instruction. In that sense, this paper observed how his model could be connected with one language teaching methodology. Presentation, practice and production (PPP). It was also observed that the synergetic nature of the connections within the human brain allows the pillars to move throughout the stages of PPP. It means that despite each stage was bound to specific pillars, the rest of them could be also used in each particular stage of PPP if needed. Moreover, some suggestions for the general language classroom were also included. This paper, therefore, aimed to connect one theory derived from the understanding of the brain with pedagogy in order to enhance the way teaching and learning in language classrooms is conducted.
Exploring How Silence Communicates
Author: Bao, Dat
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Communication,Cognitive Processes,Learning Processes,Communicative Competence (Languages),Learning Activities,Reflection,English (Second Language),Second Language Learning,Second Language Instruction,Inner Speech (Subvocal),Video Technology,Linguistic Theory,Instructional Design,Teaching Methods

This article argues that silence as a communication can be academically practised in the classroom as much as talk, simply because talk and silence are both essential components of everyday interaction (Nakane, 2012). These two constructs are interdependent in the sense that one would not exist without the other. Silence can be practised in two different ways: one is to employ it as a mental processing process in learning; two is to observe and discuss how silence is used in communication. The article begins by sharing the literature review on how silence works in education, how it deserves a place in SLS theorisation, and how it constitutes communication competence. Secondly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Thirdly, the discussion recommends an activity which addresses the value of silence, which was developed by the author through research and experience. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
Interweaving Conceptual and Substantial Problems of Writing Instruction: Socio Reflective on Exploring Hortatory and Analytical Exposition
Author: Afifah, Wiwiek
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Writing Instruction,Teacher Attitudes,Language Teachers,Grammar,Vocabulary,Difficulty Level,Literary Genres,Student Motivation,Writing Difficulties,High School Teachers,Personal Narratives,High School Students,Foreign Countries

This paper explores interweaving conceptual and substantial problems of teaching writing skills for analytical and hortatory exposition texts. Under the narrative inquiry, five English teachers' personal life experiences were analyzed. Having been analyzed, the findings reveal: (1) students were still weak in understanding the concept of the two texts (social function, generic structure, and lexicogrammatical features of the text). (2) Students' confusion to distinguish the two genres is supported by the condition that they do not learn the genres in their primary language. (3) The students are not accustomed to expressing their arguments whereas in analytical and hortatory texts the main points are presenting sequences of arguments in the body of the text. (4) Students have low motivation to read therefore it is hard for them to propose the suggestion and make reiteration in the end of hortatory and analytical exposition texts, and (5) lexicogrammatical features or the grammar that are commonly used in those texts are complex for the students in that level.
An Evaluation of Activities Based on the Use of the History of Mathematics as a Tool
Author: Bütüner, Suphi Önder
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,History,Mathematics,Mathematics Education,Learning Activities,Teaching Methods,Mathematics Activities,Instructional Design,Barriers

In this study, teacher candidates were asked to evaluate activities designed with the use of the history of mathematics (HoM) as a tool in terms of the obstacles to the use of the HoM. A total of 12 activities which used the HoM as a tool were utilized in the study. The study group consisted of 40 teacher candidates who were first-year students in an elementary mathematics education program. The activities were used within the HoM course. The presentation and implementation of all activities took six weeks. Then, 40 teacher candidates completed written opinion forms, and 10 of them got interviewed. As the collected data were analyzed, teacher candidates? perceptions about whether each obstacle to the use of the HoM could emerge were identified. Afterwards, two different researchers examined the reasons underlying the identified perceptions.The findings showed that the activities used in this study could be used in mathematics classes and similar activities may stop the emergence of philosophical, student-related, stylistic and instructional preparation obstacles. In the future, longer-term studies may be conducted with mathematics teachers and secondary school students with the activities used in this study. In this way, stronger evidence may be obtained about the effectiveness of using such activities in the instructional process.