ethanporcaro/eric-fulltext-meta huggingface dataset:
The Paradoxes of Citizenship Education: Frames and Factors Influencing Dispositions toward Discussing Political Issues in the Classroom
Author: Estellés, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship Education,Political Issues,Political Attitudes,Ideology,Citizen Participation,Classroom Environment,Correlation,Student Attitudes,Preservice Teachers,Early Childhood Education,Social Studies,Controversial Issues (Course Content),Association (Psychology),Foreign Countries

This article aims to explore two assumptions that have underpinned most research on teachers' perceptions of citizenship education (CE). These are, firstly, that teachers' perceptions of CE are relatively coherent, conscious and classifiable into citizenship models and, secondly, that these perceptions are strongly connected to their political ideology and civic engagement. In this article, we present a study conducted at a Spanish public university to test these two assumptions. We designed a questionnaire to investigate the possible effect of tacit framing on preservice teachers' perceptions of CE--by observing whether the use of different wording led them to reason about CE in different, or even contradictory, ways--and the relationship between preservice teachers' disposition toward discussing current political issues and their political ideology and civic engagement. The findings illustrate the power of framing in shaping CE perceptions and show a non-significant relationship between preservice teachers' disposition toward including political issues in the classroom and their political ideology/civic engagement. Although the items used in the questionnaire cannot fully account for the diversity of views of CE, political ideologies and civic engagement experiences, the results provide enough evidence to begin questioning the assumptions that have dominated the research on teachers' perceptions about CE. These results have important implications for social studies educators and scholars.
Making Peace with the Past: Peace Education in Post-Conflict Aceh Societies through the Application of Cognitive Behavioral Therapy
Author: Riyani, Mufti
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,Conflict Resolution,Learning Processes,Phenomenology,Group Discussion,Teacher Attitudes,Student Attitudes,Classroom Environment,Comparative Analysis,Curriculum Development,Epistemology,Bias,Psychological Patterns,Cognitive Restructuring,Behavior Modification,Case Studies,Junior High School Students,Junior High School Teachers,High School Students,High School Teachers,Foreign Countries

This paper has two objectives, namely, to map the problems of history learning to promote peace in post-conflict societies and offer applicable solutions. The research questions are (1) How do schools in post-conflict areas experience pedagogical conflict, especially when confronting &quot;difficult history&quot; events that arise in classroom discussions? (2) How does the impacts caused? and (3) What solutions can be offered? This research paper is a qualitative research design with a phenomenological approach. The primary informants in this post-conflict generational research are teachers and students in East Aceh. Involved 55 participants from schools scattered in locations with predefined characteristics. The gender ratio was 69.6% females and 30.4% males. The youngest volunteer was 12 and the oldest was 52 of age. The main techniques used in the data collection was observation, which aims to observe the learning process in the classroom and various other potentials outside the classroom that contribute to conflict. Interviews were carried out to deepen the results of observations as data comparisons. The documentation study was conducted to analyze curriculum documents and the used teaching materials. The results of the research show that schools in post-conflict areas, especially in the research setting of &quot;difficult history&quot; learning, experience pedagogical conflict by placing teachers, students, and schools in a latent conflict structure. The behavior of teachers and students in a learning atmosphere is the culmination of contradictions in the knowledge and epistemology that students have before they enter the classroom. The most visible impact is the emergence of cognitive biases and unconscious history due to the tug of war between the psychological and social modalities of the post-conflict generation. Cognitive Behavioral Therapy application is in accordance with the peace education postulate started by deconstructing the image of the enemy and ended with conflict management skills.
Literation of Land Rights Law in (&quot;Tola Gumi&quot;) Protection of Indigenous Peoples and its Impact on Community Welfare
Author: Situmorang, Jubair
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Rights,Laws,Land Use,Indigenous Populations,Tribes,Natural Resources,Court Litigation,Geographic Regions,Social Justice,Social Discrimination,Agricultural Occupations,Foreign Countries

The purpose of this research is to examine the role of positive law and customary law in protecting indigenous peoples' rights to land literation and natural resources and their impact on community welfare. The research method used is normative legal studies. Customary law is focused on the customary law of the Tobaru tribe. The Tobaru tribe is one of the well-known tribes in Indonesia, which is famous for its land rights law (&quot;Tola Gumi&quot;). The study results reveal that the regulations of the central government and the regional government of North Maluku have not guaranteed the implementation of legal protection and the welfare of indigenous peoples, especially for the Tobaru tribe. This is also evidenced by the fact that the regional government has not implemented the Constitutional Court Decision in the North Maluku region. This legal review shows that three of the five pillars of the state, namely protection of human rights, social justice, and antidiscrimination, have not been implemented properly. Indigenous people are very dependent on land as their main source of livelihood for farming. Weak legal protections, such as the absence of land titles, make them vulnerable to social conflicts and lose their customary land rights. This research implies that it is hoped that the government will provide consistent legal protection for the welfare of indigenous peoples. Researchers encourage future studies related to learning about the rights of indigenous peoples in terms of the international legal system.
The Independent Campus Program for Higher Education in Indonesia: The Role of Government Support and the Readiness of Institutions, Lecturers and Students
Author: Yusuf, Furtasan Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Implementation,Private Colleges,College Faculty,Educational Quality,Higher Education,Foreign Countries,Government Role,College Students,Strategic Planning,Program Descriptions,Readiness,Campuses

This study seeks to analyze the relationship between the &quot;Kampus Merdeka&quot; (Independent Campus) program of Indonesia and the readiness of stakeholders in universities, specifically whether the latter has a positive influence on implementing the program. The research applied a quantitative approach, which is suitable when trying to assess the appropriateness of an implemented educational program, while the analysis was informed by relevant prior research. It was necessary to learn whether there are internal and external factors support an implementation, so this research was conducted among private universities in Region IV (West Java and Banten Provinces) of the Higher Education Service Institutions of Indonesia with a sample of 111 lecturers. Based on the data analysis, the readiness of universities, lecturers, and students, as well as government support, were found to positively influence the implementation of the Independent Campus Program. More precisely, the effect revealed by the R[superscript 2] value was 10.4 percent. Of the four independent variables considered, the strongest influence came from government support, with an R[superscript 2] of 7.7 percent, followed by lecturer readiness (4.7 percent), student readiness (4.7 percent), and campus readiness (3.6 percent). All four of these independent variables therefore had a significant influence on the implementation of the Independent Campus Program, suggesting that any such implementation of the program must proceed in line with the preparedness of the relevant stakeholders. Strong support from the government also seems to be very important, however, if the Independent Campus Program is to achieve its goal of enhancing the capacity and quality of higher education in Indonesia.
Using the Photovoice Method to Elicit Authentic Learning in Online Discussions
Author: Reyes-Foster, Beatriz
Date: 2018-00-00
Type: Journal Articles
Subjects: Photography,Student Attitudes,Program Effectiveness,Asynchronous Communication,Undergraduate Students,Computer Mediated Communication,Authentic Learning,Critical Thinking,Learner Engagement,Interaction,Correlation,Online Courses

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.
The Use the Elaboration Phase in ICT and Social Studies to Educate Junior High School Students about the COVID 19 Pandemic
Author: Putri, K. Y. S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Junior High School Students,Social Studies,COVID-19,Pandemics,Student Attitudes,Disease Control,Prevention,Health Behavior,Attitude Change,Foreign Countries,Comprehension,Cognitive Processes,Knowledge Level

This study aims to analyse the Elaborate phase in ICT and social studies to educate Junior High School students about COVID 19. The independent variables were the Elaborate phase in ICT and the Elaborate phase in social studies. Attitude towards COVID 19 is the dependent variable. The research uses a quantitative approach with simple linear regression and the Paired Sample T-test method. With 388 samples of students from 3 Public Junior High Schools, the results indicate a significant influence of the Elaborate phase in ICT with attitude towards COVID 19 is 0.59. A significant influence of the Elaborate phase in social studies on attitude towards COVID 19 with a correlation test result is 0.57. Results show there is a significant influence between the Elaborate phase in ICT and the Elaborate phase in social studies on attitude towards COVID 19. Result of the hypothesis testing with multiple regression analysis shows an increase in attitude towards COVID 19 by 13,509. The ICT and social studies variables simultaneously influence students' attitude towards preventing the COVID 19 virus in Junior High School. The study indicates that ICT and social studies can improve students' understanding of broader population problems, such as COVID 19. Students can also adapt to an online learning process, and they can increase their learning motivation. Students demonstrated cognitive and affective attitude in the learning process by undertaking independent learning. In addition, the combination of ICT and social studies to elaborate on their understanding affected students' cognitive attitude, namely the desire to take preventive action against COVID 19.
Multicultural Learning and Experiences in Design through the Collaborative Online International Learning (COIL) Framework
Author: Asojo, Abimbola O.
Date: 2019-08-00
Type: Journal Articles
Subjects: Interior Design,Online Courses,Educational Technology,Electronic Learning,Foreign Countries,Architecture,Cooperative Learning,International Programs,Cultural Awareness,College Students,Problem Solving,Cultural Differences,Social Influences,Student Attitudes,Program Effectiveness

One of the requirements for interior design students by the Council for Interior Design Accreditation is to be &quot;prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.&quot; To help with this preparation, faculty partners from two institutions--the University of Minnesota Interior Design program and the Obafemi Awolowo University Architecture program in Nigeria--created unique learning experiences for their students using the collaborative online international learning (COIL) framework. The main goal of this teaching methodology is to develop students' cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific sociocultural contexts. Students from both countries benefited from this learning experience. Findings from students' reflections after the experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative learning. Overall the COIL framework strengthened the integration of multicultural learning experiences in both settings.
Promoting Pedagogical Agility in Learning Spaces: Toward a Comprehensive Framework of Faculty Support and Innovation
Author: Ramsay, Crystal M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Skills,Educational Environment,Faculty Development,Classroom Environment,Educational Technology,Instructional Design,Classroom Design,Teacher Attitudes,College Faculty

Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTLs). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. At Penn State, we embrace these challenges and seek to cocreate solutions by providing a wide net of resources and support characterized by (a) instructional technologies, (b) instructional design, (c) faculty development, and (d) research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed according to the framework. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. We illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.
The Policy of Local Government to Implement Peace Education at Secondary School Post Armed Conflict in Aceh Indonesia
Author: Zainal, Suadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Local Government,Government School Relationship,Educational Policy,Secondary School Curriculum,Curriculum Implementation,Peace,Conflict Resolution,Civil Rights,Religious Education,Civics,High School Teachers,Principals,Public Officials,Islam,Policy Formation,Geographic Regions,Foreign Countries

This study aims to describe the policies adopted by the Aceh government in implementing peace education in the secondary schools. It used the qualitative descriptive method with a case study design, whereby 17 participants consists of officials of education bureau and teachers of civic and religious education were involved in the study. The data was collected by in-depth interview and documentary study. The data was analyzed using Creswell's spiral data analysis. The study found that, firstly, the Aceh government focused more on implementing Islamic-based education in accordance with the national standards, and had not considered the normative and sociological chances to make a policy that regulated the implemention of peace education in the schools. Secondly, the Aceh peace agreement used the concept of human rights in regulating the education in Aceh, and therefore, the Law on Governing Aceh did explicitly regulate Aceh educational reform for peacebuilding. This had resulted in unanimous understanding and implementation of peace education at the secondary schools. Thus, there is a need for educational system reform in respect to peace-related education curriculum in the region. Finally, this study suggested for future research that focused on the regional government's authority in reforming and restructuring regional educational system that incorporated peace education as long-term peacebuilding vis-à-vis the central government.
Starting with the Space: Integrating Learning Spaces and Technologies
Author: Sanchez Gibau, Gina
Date: 2019-08-00
Type: Journal Articles
Subjects: Learner Engagement,College Freshmen,Active Learning,Cooperative Learning,Space Utilization,Classroom Design,Physical Environment,Educational Technology,Technology Integration,Museums,Field Trips,Communities of Practice,Instructional Design,Student Centered Learning

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies that potentially increase student engagement. In addition, instructors may also plan and deploy active-learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the ability of both &quot;low&quot; and &quot;high&quot; technologies to facilitate such learning, merging the inherent power of each. The following case study provides an example of a themed learning community as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights the use of both physical learning spaces (e.g., cutting-edge active-learning classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high-technology tools such as image-sharing software vs. low-technology white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.
Ready for Equity? A Cross-Cultural Organizational Framework to Scale Access to Learning-Ready Classrooms That Support Student Success
Author: Summers, Teggin
Date: 2019-08-00
Type: Journal Articles
Subjects: Equal Education,Classroom Environment,Classroom Design,Academic Achievement,Active Learning,Access to Education,Educational Change,Furniture

There is a national urgency in higher education to close the achievement gap and increase graduation rates for first-generation, low-income, and underrepresented minorities, and classroom environments are integral to the student learning experience. The authors propose shifting learningspace discussions away from building an historically small number of active-learning spaces toward a larger number of what they term &quot;learning-ready classrooms,&quot; which apply universal design principles to support the multiple teaching identities, perspectives, and philosophies of faculty and the physiological, cultural, and cognitive needs of all students. Equitable access to learning-ready classrooms means they must be built at scale, so it is imperative to earn campus-wide commitment to this goal by honoring the multiple perspectives, priorities, and cultures of the academy. The authors propose a cross-cultural organizational framework, embodied in the example of a Classroom Readiness Committee charter, that unites and aligns the different organizational perspectives and efforts of its members through clearly articulated mission, vision, function, and belief statements. This case study suggests that institutions can engage and mobilize multiple stakeholders to address the common goal of providing equitable access to learning-ready classrooms as long as the goal aligns with the core values and priorities of the institution, is clearly articulated and communicated, and honors the cultures of the academy.
Reframing Writing Instruction in Physical Learning Environments: Making Connections between Digital and Nondigital Technologies
Author: Buchenot, André C.
Date: 2019-08-00
Type: Journal Articles
Subjects: Writing Instruction,Physical Environment,Technology Uses in Education,Instructional Development,Active Learning,Writing (Composition),Undergraduate Students,Writing Assignments,Classroom Environment

Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory composition course taught in a technology-enhanced, Active Learning Classroom through a design case model. Classroom applications relevant to any course in which student writing is a central learning activity are discussed.