ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeking Questions from the Field: Connecticut Partnership for Early Education Research
Author: Strambler, Michael J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Early Childhood Education,Partnerships in Education,Agenda Setting,Research Design,Expertise,Objectives

One of the first steps in developing a research-practice partnership is forming a joint research agenda. In this article, Michael Strambler, Joanna L. Meyer, Clare Waterman Irwin, and George A. Coleman describe the collaborative process that Connecticut's Partnership for Early Education Research (PEER) used to develop an agenda driven by practitioners' interests and concerns. The authors describe three challenges that often arise during the agenda-setting process: responding to partners' priorities, partners' research readiness, and the researchers' content expertise. Policy makers' priorities often shift rapidly in response to changing contextual factors, especially the leadership changes endemic to education. The authors show that to strengthen the partnership and its ability to withstand such personnel changes, researchers must take a flexible approach to agenda-setting and build relationships with multiple agency personnel. Another challenge is the policy makers' readiness to engage in the research process, with respect both to their understanding and buy-in for research, and to their capacity to support the research in key ways (such as data sharing). The authors describe how researchers can build this capacity over time by showing partners the concrete ways research can be useful, both in general and in a specific context. A third challenge is that researchers may lack expertise in the areas their partners view as priorities. The authors show how research partners can link their partners to resources and expertise they may not otherwise be able to access.
Glocal Perspectives on Work-Based Learning: A Proposed Direction Forward
Author: Medvide, Mary Beth
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Educational Benefits,Global Approach,High School Students,Job Skills,Authentic Learning,Inquiry

Work-based learning programs in the United States are designed to prepare adolescents for their first jobs and to develop the soft skills to be successful in in the classroom or the workplace. Historically these programs have neglected how work, education, and training in the local context are connected to issues on national and international stages. While research and theory has generally supported this structure for WBL, the nature of work has changed substantially in the 21st century. Contemporary models of WBL are informed by scholarly literature on globalization, but this is does not fully capture the realities young people face. Glocalization fits with existing WBL efforts and provides a conceptual framework to modernize how students are prepared to transition from high school into the workforce or post-secondary education. This manuscript will review the current state of WBL, discuss the benefits of a glocal perspective, and make program recommendations.
Adolescent Bullying Prevention Program in Educational Institutions: From Comprehensive Research to Modification
Author: Panfilova, Valentina
Date: 2021-00-00
Type: Journal Articles
Subjects: Adolescents,Bullying,Victims,Prevention,Program Effectiveness,Program Design,At Risk Students,Personality Traits,Anxiety,Self Esteem,Social Environment,Urban Schools,Foreign Countries

The article discusses the issues of preventing bullying among adolescents in the educational organization and the design and promotion of comprehensive preventive programs for educational organizations. The relevance of the study lies in the fact that bullying of students by peers and adults, one of the most common problems in the educational environment, which significantly increases the risk of psychological trauma among adolescents, leads to an escalation of aggression and violence in groups of students, a decrease in the quality of education, to emotional and neurotic problems in adolescents both during the period of study and in future adult life. The novelty of the research is seen in the fact that it is proposed to build a bullying prevention program in an educational organization in a certain sequence: &quot;a comprehensive study - an invariant software platform -a program modification for the specifics of an educational organization&quot;. Such an approach has a number of effects for an educational organization: a database on the sociocommunicative and personal characteristics of students' development, a database on the uniqueness of the socio-psychological climate, increasing the involvement of the teaching staff in the design and implementation of anti-bullying programs. The article describes an experimental work on unfolding the sequence of building an invariant software platform for anti-bullying programs for adolescents. Empirical research results are presented. It is proved that the proposed approach to the design, launch and promotion of preventive anti-bullying programs for adolescent students increases the awareness of subjects of the educational process about bullying, reduces the frequency of situations of school bullying, and improves the socio-psychological climate of the educational organization.
The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences
Author: Nijhawan, Subin
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Social Sciences,21st Century Skills,Multilingualism,Global Approach,Networks,Cultural Pluralism,Secondary School Students,Simulation,Parliamentary Procedures,Debate,Climate,Sustainability,Local Issues,Class Activities,Likert Scales

Our article argues for content and language integrated learning (CLIL) in the social sciences, as part of a new literacy towards 21st century challenges at school. At first, we will show how multilingualism is closely juxtaposed with global discourses in a worldwide network of glocalities. Thereafter, for the conceptual framework of the suggested pedagogy, we explain why cosmopolitanism must constitute an integral part thereof, accompanying the genesis of classroom glocalities. The heart of our competence model for CLIL in the social sciences fosters the promotion of global discourse competence with adolescent students. In short, this learning aim is a hybrid of subject and language learning, incorporating the merits of language didactics as well as &quot;21st century skills&quot;. Finally, in the last step, we will present #climonomics, a simulation of a multilingual EU parliamentary debate about climate change and climate action for secondary students. This example intends to demonstrate how multilingualism through CLIL amplifies the magnitude of global discourses during a simulation yet realistic setting. It should provide 'food for thought' for similar initiatives in research and teaching, to encourage the facilitation of cosmopolitan visions in classroom glocalities.
An &quot;Among&quot;-Based Mentoring Model for Vocational Schools in Yogyakarta and Its Social Impact
Author: Istiningsih
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Vocational High Schools,High School Students,Rural Extension,Agricultural Education,Agriculture Teachers,Vocational Education Teachers,Teacher Student Relationship,Competency Based Education,Indigenous Knowledge,Agribusiness,Agricultural Occupations,Agricultural Production,Food Standards,Foreign Countries

This study aims to investigate how the use of an &quot;among&quot;-based mentoring model can improve competencies in vocational education at an agricultural vocational school in Yogyakarta and the social impact that this has. Qualitative research methods were applied in this study, with data being collected through questionnaires, field observations, and a literature study. The results indicate that using an among-based mentoring model for agricultural education at the Yogyakarta Agricultural Vocational School falls into the &quot;good&quot; or &quot;acceptable&quot; category. The social impact of the extension helped improve the intimate relationships between students and the instructor. Students gained the ability and courage to convey various topics, and open communication encouraged stronger social behavior. When stronger social relationships are built, the extension workers could identify the expectations of farmers and provide education about developing rice seeds and improving the quality of organic rice production. The novelty of this research lies in the use of the among-based mentoring model, which was developed based on the local philosophical wisdom of the people of Yogyakarta Province. The hope is that this will help solve the problems in delivering agricultural extension in Indonesia. The expected implication is that government and educational institutions will work together to encourage the development of organic farming systems and agricultural startup businesses and consequently improve the welfare of the broader community.
Forming School and University Partnerships to Learn and Teach with Primary Sources
Author: Waters, Stewart
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Primary Sources,Social Studies,Theory Practice Relationship,Interpersonal Relationship,Secondary School Teachers,Internship Programs,Workshops,Cooperation,College School Cooperation,Partnerships in Education,History,Inquiry,Faculty Development,Preservice Teachers,Thinking Skills,Mentors,Experiential Learning

What makes a successful student teaching experience? The purpose of this 18-month long project was to improve social science educator preparation through embedding skills and practices of teaching with primary sources into teacher preparation coursework associated clinical experiences. This project involved professional development opportunities for school-based mentor teachers and prospective social studies teachers in our teacher preparation program. Concurrently, we sought to examine a variety of factors that may impact the relationships between partnering schools and universities, as well as mentors and pre-service teachers. Participants in this study were pre-service secondary social studies teachers from a large Research-1 university in the Southeast United States, as well as their corresponding mentor teachers. Grounded in historical thinking, teaching with primary sources, and the C3 framework, the researchers in this study employed a qualitative case study design to answer the research questions. Findings suggest that explicit alignment between university coursework and clinical experiences has promising impact, but the relationship between mentor and pre-service teacher remains critical to the implementation of high impact strategies.
A Sour Taste in Your Mouth: Consumer Privileges and the Socio-Ecological Imperatives of Chocolate as Pedagogy
Author: Manteaw, Bob
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnography,Autobiographies,Personal Narratives,Sustainability,Teaching Methods,Consciousness Raising,Cultural Differences,Global Approach,Agricultural Production,Food,Social Influences,Social Bias,Racial Bias,Power Structure,Environment,Social Justice

This article describes how I use autoethnography as a methodological approach to display the multiple layers of my consciousness as a critical global sustainability educator. I use writing to demonstrate how my reflective processes on my work with chocolate as pedagogy in schools facilitate an exploration of the philosophical and pedagogical underpinnings of what it means and what it takes to educate for sustainability and global awareness and in culturally diverse settings. My desire here is to share insights by writing, describing, examining and theorising my experiences of using chocolate as a pedagogical resource for global education and socio-ecological learning to university students. By using autoethnography, I take the position that writing is a way of knowing, as well as a method of self-discovery and analysis. My aim, therefore, is simple: to use autoethnography as a processual avenue to demonstrate how I used cocoa production in Ghana, and chocolate consumption around the world, to deepen understandings of larger issues around production and consumption, as well as the linkages between learning, society and sustainability. In doing so, I foreground my personal reflective experiences in using chocolate as a teaching resource. Those experiences are objectified as the focus of the research, and I become the subject of research.
Decolonising Development Practice Pedagogy: Ways Forward and Persistent Challenges in the Synchronous Online Classroom
Author: Van Houweling, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Masters Programs,Teaching Methods,Power Structure,Social Justice,Higher Education,College Faculty,Teacher Role,Diversity,Social Bias,Racial Bias,Cooperation,Communities of Practice,Cultural Awareness,College Environment,Cultural Differences,Culturally Relevant Education,Critical Thinking,Reflection,Technology Uses in Education

Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces.
Benefits and Barriers to the Embedding and Sustainability of IYT Knowledge and Strategies after Facilitator Support Has Ceased
Author: Oxley, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Teacher Attitudes,Workshops,Classroom Techniques,Barriers,Foreign Countries,Special Needs Students,Faculty Development,Behavior Modification,Positive Behavior Supports,Student Behavior,Culturally Relevant Education,Sustainability,Elementary School Teachers,Secondary School Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teacher Competencies

As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently and continuously used, embedded and sustained in classroom practice. Sixteen teachers who had completed the IYT programme participated in an online survey and two of these participated in a follow-up interview. Thirteen participants reported that they found workshop attendance to be beneficial and 92% stated they were confident in using the strategies. However, the survey results showed that most used only some of the strategies in their classroom practice and that there was a decline in their use through time. Potential barriers to use related to a lack of support once the workshops had been completed. The results suggest that teachers would benefit from continued support from their IYT facilitators after the programme has been completed. Implications of the inquiry findings for teachers, IYT facilitators and policy makers are discussed.
Do Cognitive Dispositions and Gender Matter in Applications of Culturally Relevant Pedagogy? A Pilot Study at an Iraqi University
Author: Pilotti, Maura
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Individual Differences,Teaching Methods,Gender Differences,Self Efficacy,Goal Orientation,Decision Making,Academic Achievement,Culturally Relevant Education,Cognitive Style,Measures (Individuals),Student Attitudes,Undergraduate Students,Foreign Countries

The present pilot study examines the extent to which particular individual differences (i.e., general self-efficacy, goal orientation, and decision-making styles) may shape academic success in courses conforming to the principles of Culturally Relevant Pedagogy (&quot;CRP&quot;). End-of-semester course grades were used as a coarse, institutionally mandated measure of academic success. Gender differences were observed. For female students, a learning orientation was related to academic success. However, female students' academic success was also related to their reliance on specific decision-making styles (i.e., vigilance and hypervigilance). Male students' academic success was not significantly related to any of the individual difference measures. These findings suggest that applications of &quot;CRP&quot; may benefit from the recognition of students' preexisting dispositions and that such dispositions may differ between sexes. A discussion follows regarding how information regarding students' preexisting differences may benefit &quot;CRP&quot; instruction.
Using Padlets as E-Portfolios to Enhance Undergraduate Students&apos; Writing Skills and Motivation
Author: Meletiadou, Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Publishing,Portfolios (Background Materials),Undergraduate Students,Writing Skills,Student Motivation,Feedback (Response),Writing Achievement,Technology Uses in Education,Student Attitudes,Foreign Countries

Despite the increasing support for the use of e-portfolios, research on its utility is just beginning to emerge. In terms of the current study, 200 students were asked to create digital portfolios with Padlet, share their e-portfolios via their Virtual Learning Platform (VLE), and ask for peer and lecturer feedback every time they completed a written task. Using a diagnostic test and their final assignment, students had to write a reflective report at the beginning and the end of an academic term. They also interacted every week using a forum created by their lecturer to enhance collaboration and peer support. At the end of each interactive feedback session, they had to reflect on their work and the feedback they received and post their self-reflections on the forum. Findings indicated that students managed to improve their writing performance significantly and enhance their motivation towards writing and learning in general due to this innovative alternative assessment method. This was evident from their final reflective reports, their focus group discussions, and the anonymous feedback they provided through Mentimeter. Students reported that they enjoyed this interactive experience which was both engaging and rewarding. However, students expressed their wish for more support when using IT tools and e-portfolios and asked to be guided to develop their writing and reflective skills and engage even more with their e-portfolios.
Achievement and Perceived Satisfaction, Collaboration and Social Presence of Pre-Service Teachers in a Blended Learning Environment
Author: Ozudogru, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Satisfaction,Academic Achievement,Cooperative Learning,Blended Learning,Interaction,Predictor Variables,Gender Differences,Departments,Attitude Measures,Integrated Learning Systems,Computer Mediated Communication,Foreign Countries,Public Colleges

This case study aimed to investigate whether the perceived satisfaction, collaboration, and social presence of pre-service teachers predicted their achievement in a blended learning environment and differed significantly according to their gender and departments. This study was conducted during the fall semester of 2019-2020 for six weeks at an educational sciences course in a public university in Turkey. 149 pre-service teachers were chosen according to the purposive sampling method. In this study, the course design was based on the 'Blending with Purpose' multimodal model, and data were collected through course grades and the application of the 'Satisfaction, Collaboration and Social Presence Scale'. After conducting the descriptive and inferential statistical analysis, it was found that satisfaction, collaboration, social presence, and academic achievement of pre-service teachers correlated significantly in a positive direction, but only the satisfaction in the course predicted their achievement. Also, this study found some significant differences in terms of gender and department according to the academic achievement, satisfaction, collaboration, and social presence of pre-service teachers. The possible explanations for these results were examined and discussed in detail.
A Primary School Teacher&apos;s Journey on Using Drama Method in the Classroom: Collaborative Action Research Model
Author: Çayir, Nihan Akkocaoglu
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Teaching Methods,Dramatic Play,Class Activities,Action Research,Lesson Plans,Curriculum Implementation,Instructional Effectiveness,Inservice Teacher Education,Professional Development,Elementary School Students,Children,Feedback (Response),Public Schools,Foreign Countries

This study aims to determine a primary school teacher's observations and experiences regarding in-service training on drama method within the framework of collaborative action research model. The first author was invited to offer a 120-hour Drama Course upon request of the teachers in a primary school. In the 14th week, the action research process started with a teacher who wanted to implement the drama method in her classroom. Collaborative action research cycle was consisted of following phases: structuring the lesson plan, implementing, and monitoring the lesson plan in the classroom, teacher's observation of the process, and reflection of the findings obtained through student feedback and reflective diaries. The teacher prepared 4 lesson plans, implemented, and evaluated them in this cycle, which lasted a total of 8 weeks. According to results, Derya teacher actively participated in the process, questioned her practices systematically, and became open to development and change with the students and researcher's feedback. Based on the findings obtained, it is suggested that collaborative action research model in in-service training should be used. Thus, thanks to this model based on practice, it may be possible to reduce the theoretical weight of traditional in-service training and seminars. [This study was presented at the 18th Primary Teacher Education Symposium held on 16-20 October, 2019.]