ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduates&apos; Utilization of Social Networking Media and Sexual Behaviours in Higher Education: A Case Study
Author: Owan, Valentine Joseph
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Social Media,Sexuality,Student Behavior,Influences,Dating (Social),Foreign Countries,Student Characteristics,Intimacy

Background: Social media technology has provided platforms for enhanced human communication and expanded opportunities for self-expression. Despite the numerous gains, this social networking media, come with myriads of limitations; one being the tendency to be abused and/or misused, especially by young people or the young at heart. This study examined how social networking media influence the sexual behaviours of university undergraduates in Nigeria. Materials and Methods: The survey research method was adopted. A sample size of 396 students was determined using the Taro Yamane's formula. The study was anchored on the Technological Determinism theory. Data were collected through a structured questionnaire with a reliability coefficient of 0.99 through test-retest method. Data collected were analysed using descriptive statistics with the aid of SPSS v25 software. Results: Findings showed, amongst others that, undergraduates in Nigerian universities are largely exposed to a substantial amount of sexual contents on various social media networks; and that this exposure negatively influences their psychology towards sex as manifested in the area of dating before marriage as a result of indulgence in interactive and romantic sites. Conclusion and Recommendations: The study recommends the introduction of social media education in higher institutions to help enlighten students on the responsible use of these technologies to minimize the inherent weaknesses and maximize the intrinsic values of utilising these media platforms.
History for the Teaching of Mathematics: Transformation and Mobilization of Mathematical Knowledge for School
Author: Mendes, Iran Abreu
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational History,Teaching Methods,Knowledge Level,Undergraduate Study,Knowledge Base for Teaching,Mathematics Teachers,Teacher Competencies,Elementary Secondary Education

This article aims to discuss processes of transformation and mobilization of knowledge related to the history of Mathematics as a teaching approach for mathematics at the Basic Education level. The core of the discussion is to highlight ways to explore this theme and point out guidelines to integrate information related the historical development of mathematics and its didactic uses in the classroom, associated with the rigor and naturalness appropriate to the treatment of the mathematical content stipulated in school curricula. In this sense, I highlight some possibilities of offering mathematics teachers in Basic Education and undergraduate courses didactic guidelines that contribute to their teaching practice. I also indicate central aspects to be focused on when inserting the historical dimension in mathematics classes as a thematic and material presentation, a conceptual development built from the exploration of primary or secondary sources in the form of didactic activities that can be used by the teacher to introduce, illustrate, or deepen a concept that is to be taught.
What Kind of Citizen Is Philosophy for Children Educating? What Kind of Citizen Should It Be Educating?
Author: Michaud, Olivier
Date: 2020-00-00
Type: Journal Articles
Subjects: Philosophy,Children,Teaching Methods,Citizenship Education,Democracy,Criticism,Misconceptions,Nontraditional Education,Educational Principles

Philosophy for Children (henceforth P4C) is a program and a pedagogy for teaching philosophy in k-12 school that was first developed by Matthew Lipman and Ann Margaret Sharp. The P4C approach is generally presented as a valuable form of education for democratic citizenship. This relationship is so obvious that it often remains underdeveloped: P4C is constructed with the goal of developing children to be critical thinkers and to know how to dialogue with others, which are also hallmarks of what is wanted in the citizens of our democracies. The objective of this article is to explore and deepen this connection by analyzing how it has been developed in the literature of the P4C movement. What emerges from this study is that there are differences of opinions as to why P4C is an appropriate kind of education for democracy. From the texts analyzed, three pedagogies stood out in that regard: Deweyan pedagogy, critical pedagogy, and pedagogy of interruption. I analyze the different visions of P4C as a democratic education in each of these, present the different criticisms they offer to P4C in that regard, and propose how P4C may answer these criticisms. I conclude with the importance of practitioners being aware of the different perspectives that encompass P4C concerning its role for education for democratic citizenship.
Humanities-Driven STEM--Using History as a Foundation for STEM Education in Honors
Author: Carrell, John
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Honors Curriculum,Humanities,Interdisciplinary Approach,Program Development,Program Implementation,College Freshmen,Team Teaching

Humanities have traditionally played a limited role in STEM education, yet their natural connections may be used to enrich academic understanding and student experience. Authors explore their mutuality by presenting an interdisciplinary curriculum, Humanities-Driven STEM (HDSTEM). Unlike other iterations of blended disciplines, HDSTEM provides students with abilities and knowledge to go beyond the acquisition of soft skills toward humanistic, often artistic, creative problem-solving and innovative thinking. A pilot HDSTEM course offered through the first-year experience program is described. Authors outline its development, implementation, outcomes, and evaluation, positing humanities at the forefront as the impetus and lens for contextualizing STEM research and discovery. Challenges and implications for future development beyond first-year experience are presented.
Music in the Holocaust as an Honors Colloquium
Author: Gertsenzon, Galit
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Authoritarianism,Jews,War,European History,Death,Honors Curriculum,Crime,Social Bias,Teaching Methods,Censorship,Social Discrimination,Coping,Resistance (Psychology),Higher Education

Forbidden Sounds: The Music of the Holocaust considers the historical events of the Holocaust in the context of music. The honors course explores diverse roles that music played during the years 1933-1945, including the Nazi use of music as a means for censorship and discrimination; music performance and creation in various Jewish ghettos and concentration camps in Europe; and ways that composers, performers, and audiences used music for emotional and physical survival and for spiritual resistance during World War II and after. The author provides a rich and varied curriculum, culminating with student performances and a series of public concerts, lectures, field trips, and independent studies. Challenges and strategies for teaching music to non-majors are discussed.
Twenty Years of Culture Learning and Teaching Research: A Survey with Highlights and Directions
Author: Lessard-Clouston, Michael
Date: 2016-01-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Intercultural Communication,Teaching Methods,Learning Processes,Role,Research Reports,Periodicals,English (Second Language),French,German,Japanese,Spanish,Teacher Attitudes,Student Attitudes,Instructional Materials,Student Evaluation,Educational Technology,Trend Analysis,Educational Trends

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on 'culture' to the 'intercultural,' and reveals that culture learning and teaching research has moved beyond reporting teachers' and students' attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.
2019 Presidential Address: Radical Honors--Pedagogical Troublemaking as a Model for Institutional Change
Author: Badenhausen, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Organizational Change,Conferences (Gatherings),Activism,Resistance to Change,Access to Education,Discussion (Teaching Technique),Honors Curriculum,Ideology,Mental Health,Anxiety,Academic Achievement

This presidential speech to attendees of the 2019 NCHC annual conference in New Orleans resituates honors education as a site of deeply radical practices and provides a call to action to honors educators both to own the transgressiveness of our pedagogical approaches and to extend that troublemaking project to processes beyond the classroom, processes like honors recruitment and admissions, faculty appointments, co-curricular programming, and assessment, among others. Given the academy's traditional resistance to change, an opportunity exists for those in the honors community to step forward and radically alter the structures and practices of higher education, all in the service of students and their learning.
Using Pinterest to Facilitate the Learning of Culture
Author: Knouse, Stephanie M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Social Media,Second Language Learning,Second Language Instruction,Web Sites,Teaching Methods,Student Motivation,Spanish,Cultural Traits,Assignments,Language Tests,Familiarity,Gender Differences,Student Attitudes,Computer Assisted Instruction,Cultural Awareness

In an effort to make the learning of the target culture a meaningful and motivating experience for foreign language (FL) learners, the researchers designed and implemented a semester-long project in which intermediate Spanish students used Pinterest to pin and comment on cultural artifacts and websites in the target language (TL) that were of personal interest to them. Students completed a variety of assignments related to their newly acquired knowledge, such as compositions, test sections, and in-class discussions. The results of a post-project survey revealed that students' pre-project familiarity and gender had an impact on their evaluation of the project, with females and previous users of the website rating the project more favorably than males and those students without much experience with Pinterest. While there were differences of opinion about various aspects of the project, students' responses were positive overall. To conclude the article, we offer the reader recommendations of how to implement social media projects in FL classrooms.
The Effectiveness of Courses Abroad as a Professional Development Model for Foreign Language Teachers
Author: LeLoup, Jean W.
Date: 2015-09-00
Type: Journal Articles
Subjects: Program Effectiveness,Study Abroad,Professional Development,Language Teachers,Inservice Teacher Education,Spanish,Summer Programs,Immersion Programs,Teacher Attitudes,Foreign Countries,Language Skills,Instructional Improvement,Cultural Awareness,Collegiality,Program Length,Social Networks,Travel

This article details a study conducted to determine the effectiveness of a professional development model for inservice Spanish teachers. Subjects were participants in intensive summer immersion programs abroad that included a rigorous methodology course advocating sound pedagogical models for lessons and stressed 90%+ target language use in the foreign language classroom. Subjects responded to an online survey requesting demographic data and provided Likert scale ratings on the perceived utility and effectiveness of program goals from their personal perspective. Results confirmed an overwhelmingly positive professional experience for participants and yielded concrete data supporting the goals of the program.
Broadening the Landscape: Information Literacy in Foreign Language Education
Author: Hicks, Alison
Date: 2014-09-00
Type: Journal Articles
Subjects: Information Literacy,Second Language Learning,Second Language Instruction,Bibliographies,Grades (Scholastic),Spanish,Teaching Methods,Student Research,Undergraduate Students,Technological Literacy,Student Attitudes,Information Sources,Concept Formation,Outcomes of Education

This article reports on the implementation of a Spanish information literacy tutorial and its effects on undergraduate research capacities. Information literacy, which refers to the ability to locate, evaluate, and use information, is key within the wider realm of digital literacy yet has often been overlooked in foreign language education. This article explores the use of an online tutorial to examine the desirability and feasibility of integrating information literacy into the foreign language curriculum. Drawing on concepts of culturally specific information, the tutorial, which was designed in Spanish, focuses on situating learners in an authentic Spanish information environment. Pre- and post-class questionnaires as well as an end of semester reflection illustrate that students showed increased conceptual understanding in finding, evaluating, and citing foreign language information resources. Bibliography grades also demonstrate a successful practical application of these concepts. The overarching goal of the article is to foster an understanding of information literacy and to begin to examine its role in the foreign language curriculum.
Improving Student Motivation through Autonomous Learning Choices
Author: Chalupa, Cynthia
Date: 2014-09-00
Type: Journal Articles
Subjects: Student Motivation,Personal Autonomy,Second Language Learning,German,Student Participation,Decision Making,Self Determination,Undergraduate Students,Student Interests,Self Evaluation (Individuals),Self Esteem,Student Attitudes

Numerous studies have examined the manner and degree to which increased motivation can improve student learning and performance in a foreign language. Others have drawn a connection between the implementation of autonomous learning choices and an increase in motivation among students to learn. Few have put together theory and practice to suggest methods for teachers to improve student motivation through the use of autonomous learning choices in the classroom. This article addresses that gap by outlining concrete instructional ideas for promoting learner autonomy, which can improve student motivation to learn a language. The study was conducted over two semesters with 108 university students taking intermediate and advanced German courses in which an autonomous learning framework was implemented. Data were collected using a self-assessment survey, an autonomous learning survey, and reflective statements to illustrate the positive impact of autonomous learning choices on student motivation.
Guidelines on the Use of Teaching Materials for Teaching Fractions in the Brazilian Primary Course (1930-1970)
Author: Novaes, Barbara Winiarski Diesel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Instructional Materials,Mathematics Instruction,Fractions,Elementary School Mathematics,Foreign Countries,Educational Change,Teaching Methods,Pedagogical Content Knowledge

The present study, conducted from the perspective of cultural history (Certeau, 1982; Chartier, 1990; Chervel, 1990; Julia 2001)), aims to investigate guidelines for the use of teaching materials to teach fractions in the primary school, present in pedagogical manuals of the period from 1930 to 1970. The research is based in references such as Hofstetter and Schneuwly (2017) - professional knowledge; Valente (2016, 2019) - history of mathematical education; Carrillo Gallego and Sanchéz Jiménez (2012) - teaching materials. The analysis of these references revealed that the authors of the selected manuals, Campos (1933), Albuquerque (1958), and Porto (1967, 1968), excelled in working with professional knowledge to teach fractions, when using didactic materials before reaching abstraction. When providing guidelines for the use of teaching materials for the teaching of fractions, in tune with the principles of the New Renovated School, the examined manuals make use of training and teaching knowledge linked to children interests and understanding. Thus, the research concluded that in this sense, the analyses show that the transformation of knowledge to teach fractions occurs when the use of manipulative didactic materials decreases and the use of graphs, diagrams, equivalence tables arises from Scientific Pedagogy, in the field of Psychology, in the field of Psychology Experimental, as indicated by the pedagogical manuals of Irene de Albuquerque and Rizza de Araujo Porto.
Knowledge of &quot;Pre Mathematics&quot; in Times of the Modern Mathematics Movement (1960-1980)
Author: dos Santos, Edilene Simões Costa
Date: 2020-00-00
Type: Journal Articles
Subjects: Modern Mathematics,Educational History,Foreign Countries,Mathematics Instruction,Teaching Methods,Manipulative Materials,Instructional Innovation,Classification,Number Concepts,Elementary School Mathematics

Through the historical analysis of Dienes' works and through the suggestions of activities, the objective of this text is to understand the movement of systematization of knowledge for teaching and to teach classification, ranking, and ordination through the use of logical blocks during the Modern Mathematics Movement (1960-1980), a time of transformations in the structure and teachings of mathematics characterized by the circulation of educational experiences, which recommended the use of logical blocks as facilitators in the materialization of abstract ideas. To assist in this study, we bring references mobilized in works from the Research Team in the History of Educational Sciences (ERHISE), from the University of Geneva, Switzerland. Such references seek to historically understand the professional knowledge of teaching, objectified in legislation, programs, curriculum, decrees, among others with regard to the knowledge to teach and for teaching. The study suggests that one of the objectified knowledges in Brazilian programs, is the way to approach the logical-mathematical structures in a concrete way, that is, with the use of logical blocks to build and materialize knowledge referring to the logical structures of classification, ranking and ordination.
Exploring Identity in the Language Classroom
Author: Villalobos-Buehner, Maria
Date: 2015-09-00
Type: Journal Articles
Subjects: Identification (Psychology),Language Teachers,Student Motivation,Learner Engagement,Second Language Instruction,Constructivism (Learning),Imagination,Teaching Methods,College Students

Language educators consider student motivation as fundamental in supporting student learning and central to making sound pedagogical decisions in order to help students develop competence in the target language. However, many teachers opt for using simplistic and prescriptive formulas or one-size-fits-all motivational models that claim positive learning results in the shortest amount of time. Unfortunately, teachers will soon discover that these models did not really make a difference in their students' levels of engagement and effort. There is a need to move away from fixed or static ideas of a language learner--and its simplistic rigidity--and, instead, think about learners' motivation as a multifaceted construct. This article outlines the current developments in the theory of language learning motivation in an effort to understand its complex nature, and identifies how identity constructs such as the &quot;possible L2 selves&quot; and &quot;transportable identities&quot; help place students' individualities at the center of pedagogical choices that support the multifaceted nature of language learners. Finally, this article provides practical examples of how to integrate these constructs into the design of everyday language learning activities.
The Relationship between Teacher Candidates&apos; Critical Thinking Standards and Reflective Thinking Skills
Author: Egmir, Eray
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Reflection,Thinking Skills,Standards,Correlation,Gender Differences,Individual Differences

The aim of this study is to investigate the relationship between teacher candidates' critical thinking standards and reflective thinking skills. The study investigates the level of critical thinking standard and reflective thinking skills of teacher candidates as well. Also, another sub-problem of the study is whether reflective thinking skills significantly differentiate according to critical thinking standards divided into three sub-levels. When the findings are examined, it can be stated that students have a high level of critical thinking standards, &quot;depth, width, and competence&quot;, &quot;precision and accuracy&quot;, and &quot;importance, relevance, and clarity&quot; sub-dimensions, and reflective thinking skills. Also, there is a significant and positive correlation between teacher candidates' reflective thinking skills with critical thinking standards, &quot;depth, width, and competence&quot;, &quot;precision and accuracy&quot;, and &quot;importance, relevance, and clarity&quot; sub-dimensions. When the data are examined, it can be said that teacher candidates' reflective thinking skills differ significantly according to critical thinking standard level. Besides, it can be stated that the mean ranks determined in all scale are high in favor of teacher candidates with high critical thinking standard level. Compound effect of the level of critical thinking standards with gender and grade is not significant on reflective thinking skills but compound effect of critical thinking standards with department on reflective thinking skills is significant.