ethanporcaro/eric-fulltext-meta huggingface dataset:
Documentary Subjects Speak Out: Relational Empathy and Ethics in Intercultural Documentary Film Education
Author: Nåls, Jan
Date: 2018-00-00
Type: Journal Articles
Subjects: Documentaries,Empathy,Ethics,Multicultural Education,Film Study,Foreign Countries,Sexuality,Intercultural Communication

The teaching of documentary film faces particular ethical and practical challenges in intercultural environments when working with marginalized groups. The author of the paper was one of the acting teachers for an intercultural group of film students making documentaries on sex workers in rural South African communities in 2015. The paper explores the pedagogical and ethical dimension of the encounters between students and the documentary subjects. It argues for the benefits of creating shared meaning -- a third culture -- through the fostering of relational empathy between student film-makers and their subjects. The focus of the analysis lies in the emotional reactions of the documentary subjects, observed in community screenings in 2016. Conclusions suggest that the concept of relational empathy can help us understand and develop the teaching of documentary in novel ways. It represents a pedagogical choice that is ethical, as it allows for consent that is truly informed.
Transmitting Cinema: Some Proposals for Our Time
Author: Aidelman, Núria
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,Conferences (Gatherings),Universities,Film Study,International Education,Teaching Methods,International Cooperation,Educational Cooperation,Foreign Countries,School Role,Nonprofit Organizations

'Transmitting cinema: Some proposals for our time' was a conference that took place at Pompeu Fabra University in Barcelona on 13-14 July 2017, as part of the international European film education programme Moving Cinema. This report summarizes and reflects upon some of the discussions that took place at the conference -- exploring some of the most resonant questions facing film education practitioners and cultural partners in diverse contexts across Europe -- before going on to make a timely series of proposals for European film education in 2018.
Teaching Experimental Film: On the Practical and Analytic Treatment of Avant-Garde Cinema
Author: Pantenburg, Volker
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,Film Study,Children,Play,Tactual Perception,Motion,Narration

This article highlights the potential of experimental and avant-garde cinema in film educational contexts. In the first part, Stefanie Schlüter evaluates her practical experience in working with 10- to 11-year-old schoolchildren. Based on reflections by Peter Kubelka, Stan Brakhage and others, she emphasizes the act of engaging with film material (scratching, painting) as a genuine haptic and perceptual experience. In the second part, Volker Pantenburg reframes classical avant-garde films by Gary Beidler, Peter Tscherkassky and Morgan Fisher as valuable, implicitly didactic 'lessons of cinema'. In a playful and elaborate way, these films perform and display basic qualities of the moving image: movement and stillness, materiality and narration, format and affect. [Translated from the German by Flora Schiele.]
Exploring Memory through the Essay Film to Remember: An Exercise into the Decolonisation of the Filmmaker&apos;s Unconscious
Author: Bassail, Emilio Reyes
Date: 2022-00-00
Type: Journal Articles
Subjects: Memory,Films,Film Study,Power Structure,Researchers,Child Development,Archives,Imagery,Psychiatry,Art,Research,Biographies,Political Influences,Interviews

This research started as an effort to recover lost childhood memories. I (Emilio Bassail) used the film-making apparatus as a device that allowed me to excavate, elaborate and produce representations based on the small fragments of memory I had left. After creating an archive of reconstructed memories, I started questioning the images I had unearthed. This position allowed me to interrogate and challenge the discourses behind the images. What I discovered is that forgetfulness was in fact an effect of the suppression of potentially subversive discourses. I had not really forgotten, but rather I had chosen not to remember (since the hidden childhood memories defied the internalised discourses of power and structure). To be able to remember and therefore to create, first I had to debilitate the discourses of the power structures that prevented me from going forward in my research. Following Suely Rolnik's (2019).
Perspectives: A Round-Table Discussion on Decolonial Pedagogies
Author: Dovey, Lindiwe
Date: 2022-00-00
Type: Journal Articles
Subjects: Discussion,Decolonization,Teaching Methods,Film Study,College Faculty,Foreign Countries,Conferences (Gatherings)

Three practitioners -- a film-maker, a photographer and a film curator, all working in higher education, teaching film production, photography and film studies -- discuss their reflections on co-convening a decolonising pedagogy workshop-conference hosted in May 2019 at HDK-Valand, University of Gothenburg, Sweden. They draw from their unique geographical positions -- South Africa, Sweden and the UK respectively -- to reflect on the nuances and differences of how race and subjectivity shape classroom interactions with the curriculum, and the institutional challenges in developing transformational pedagogy practices. The conversation uses as its impetus this shared experience of co-convening and facilitating the 'Decolonising pedagogy: Exploring processes in image-making' workshop-conference, and leads to discussion of broader issues of historical conditions and the geopolitical contexts that have determined the subsequent impact and outcomes in their different universities.
Our Cinema: Exploring the Development and Proposal of a New Programme of Vernacular-Based Film Education in Scotland
Author: Chambers, Jamie
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Program Development,Film Study,Curriculum Development,Elementary School Students,Secondary School Students,Educational Environment,Teaching Methods,Dialects,Place Based Education,Student Experience,Creative Activities,Learning Activities,Foreign Countries

This article explores the development of the Our Cinema project in Scotland: a revolving annual curriculum of film education for upper primary and lower secondary age children in state schools that, at the time of writing, is approaching a pilot phase. Discussion explores the project's origins in France's Cinéma Cent Ans de Jeunesse, and its relationship with the Catalan film education project Cinema en curs, before focusing in particular upon how a school-based programme of film education might seek to explore vernacular conceptions of cinema, through a focus on dialect, place and the lived experiences of participants. The article concludes by offering a detailed, concrete proposal of a film education curriculum, comprising two years (each broken up into 32 weeks) of creative learning activities.
Constructing Imperial Imaginations through Educational Cinema in Britain and Italy (1922-1937)
Author: Masini, Leonora
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Policy,Educational Media,Films,Foreign Countries,Educational History,Propaganda,Colonialism

During the period 1922-37, both the British and Italians launched institutes for educational cinematography and collaborated in the creation of the League of Nations' International Educational Cinematographic Institute. Their leading newspapers dedicated entire sections to the advertising of educational campaigns through cinema. Comparing official documents and the print apparatus about the establishment and the activities of two institutes for educational cinema in Europe gives us a perception of how similarly and differently the British and Italians used their educational films to convey imperial sentiments and rhetoric into civilian life during fifteen years of colonial rule.
Decolonising Cinematography Education: Experimenting with Lighting Ratios and Textures for Black and Asian Skin Tones
Author: Sung, Yu-Lun
Date: 2022-00-00
Type: Journal Articles
Subjects: Decolonization,Film Study,Lighting,African Americans,Asian Americans,Diversity,Disproportionate Representation

Cinematographers are trained to control and measure the relative difference in brightness between two parts of a scene, or a face, for expressive purposes. Painting is often referred to for inspiration as practitioners learn to compose and represent light and shadow in an aesthetically considered manner. In this respect, it is noteworthy that the painters generally studied by film-making students are mostly from Renaissance traditions and produced work featuring predominantly White models. This gap of racial representation in cinematographic pedagogy is stark and has long been overlooked. This article mounts an enquiry into the lack of diversity in cinematography education, examining how different aesthetic traditions, such as Asian ink paintings, could pave new ways for decolonising the conventional conceptions of lighting ratios. Drawing on qualitative and quantitative case studies undertaken in university workshops, I discuss how students respond to Black and Asian artwork as visual references when they are tasked with lighting models with non-White skin tones to accommodate the different reflectance of their skins. By comparing the learning outcomes and current industry techniques for optimising screen representation of Black, Asian and minority ethnic groups, the article evaluates how students respond to learning from modern artwork that promotes diverse identities, and argues for the benefits of integrating greater inclusiveness into cinematography.
The Views of Teacher Candidates about Unemployment and Employment
Author: Ulutas, Birgül
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Employment,Unemployment,Opinions,Educational Practices,Education Work Relationship,Expectation

This study aims to reveal the opinions of teacher candidates on unemployment, which has been observed more seriously among the young in the society recently, the provision of employment to the individuals in the society, and the links between unemployment and the Turkish education system. In this study, which was designed as qualitative research, it was tried to put forward the anxiety, opinions and solution suggestions of the candidate teachers who are fourth-year students in Tokat Gaziosmanpasa University and Zonguldak Bülent Ecevit University Education Faculties about unemployment. In the study, in the approaches of teacher candidates to the concept of unemployment, they perceived unemployment as not being able to find a job or being sentenced to a job that was not suitable for its quality; the candidate teachers were observed to explain unemployment through definitions such as disrepute, seeing no respect in society, living in need of others, being left behind in the struggle for survival. It is seen that participants find the vocational guidance in the education system insufficient and unplanned, and they focus on solutions to increase the quality of education, not to increase the duration of education and the number of educational institutions as a suggestion to create employment. It has been stated that the Turkish education system should be saved from its competitive and rote structure that does not respond to the subjective needs of individuals, that teacher training institutions should be removed from their theoretical, multiple-choice examination-oriented structure, and a qualified teacher training system that gives more space to practise should be established.
EMI Academics&apos; Cognitions and Actual Practices of Correct Pronunciation
Author: Aksakalli, Canan
Date: 2022-09-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Pronunciation Instruction,College Faculty,Schemata (Cognition),Teacher Attitudes,Translation,Language Teachers,Teacher Education Programs,Nursing Education,Medical Education,Departments,Positive Attitudes,Language Skills,Skill Development,Universities,Foreign Countries

The purpose of this study is to investigate EMI academics' cognitions and practices regarding pronunciation of English as a foreign language in EMI classrooms. The study was conducted using a qualitative research design and a semi-structured interview format. The participants of the study were university instructors, associate professors, and professors from different departments including Faculties of Medicine and Nursing, Departments of English Language Teaching, English Language and Literature, and Translation and Interpreting Studies. The qualitative data were collected through interviewing the participants. The results revealed that EMI academics generally had positive attitudes toward correct pronunciation in EMI classrooms. They reported that proper pronunciation could lead to a better understanding of content and improvement in general language skills, particularly pronunciation proficiency. Based on the findings of this study, it can be concluded that EMI can be considered an efficient means of improving students' English pronunciation and content learning since teaching content through English provides the students with more exposure to the language and more opportunity to practice English pronunciation.
Middle School Students&apos; Understanding of Equal Sign
Author: Özdemir, Ercan
Date: 2022-09-00
Type: Journal Articles
Subjects: Middle School Students,Mathematics Instruction,Symbols (Mathematics),Concept Formation,Mathematical Concepts,Mathematics Tests,Grade 8,Problem Solving,Error Patterns,Algebra,Thinking Skills,Test Items,Pilot Projects,Foreign Countries

The present study investigates the understanding of the equals sign among middle school students. The study data were gathered from a total of 433 middle school students (111 in the fifth grade, 106 in the sixth grade, 95 in the seventh grade and 121 in the eighth grade) using a ten-item equals sign test developed by the researcher. The study findings suggest that most students have an operational understanding of the equal sign. The students were most successful in answering true/false number sentences and successful lowest in equivalent equations. It was observed that those who applied a relational strategy to the solving of problems understood the underlying structure of the equation, while those who used an operational strategy were observed to make such errors as &quot;the answer comes next&quot; and &quot;extend the problem&quot;.
Diffusion of High Impact Educational Practices at a Saudi University
Author: Almutiry, Muhannad
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Practices,Competence,Competency Based Education,Success,Employment Qualifications,Public Colleges,Job Skills,Communication Skills,Organization,Knowledge Level,Creativity,Social Responsibility,Core Curriculum,Communities of Practice,First Year Seminars,Student Research,Undergraduate Students,Program Implementation,Sustainability,Engineering Education,Nursing Education,Educational Finance,College Faculty,Teacher Role,Administrator Role,Student Role

Higher education is challenged by workforce needs to transform its outcomes from &quot;knowledge-based&quot; to &quot;competency-based&quot; outcomes. High-impact educational practices, commonly referred to as HIPs, provide, among other benefits, efficacious development of workforce-ready specific competencies. Strategic implementation of HIPs has yet to be diffused at Saudi universities. The Northern Border University (NBU) has identified a set of core competencies graduate workforce-ready graduates. To effectively realize the intended outcomes of its core competencies, NBU selected a set of HIPs to increase student success. This paper discusses NBU's processes and implementation strategies in selecting core competencies and HIPs with ultimate aim of translating both to the local higher education culture and norms in order to effectively achieve desired outcomes.
Investigating the Effectiveness of Reflective Teaching Activities in Secondary English Classes
Author: Aydogmus, Mevlüt
Date: 2022-08-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Grade 5,Elementary School Students,Student Attitudes,Secondary School Students,Thinking Skills,Academic Achievement,Retention (Psychology),Private Schools,Foreign Countries,Teaching Guides,Reflective Teaching

The aim of this study is to investigate the effects of reflective thinking-based teaching activities on academic achievement, retention and attitude towards English course in secondary school English classes. The research was carried out with pre-test-post-test design with experimental-control groups. The study was carried out in a private secondary school for 8 weeks in Konya, in 2016-2017 academic year. The study included a total of 35 students in the fifth grade, which included 18 students in the experimental group and 17 in the control group. In the experimental group, reflective teaching activities were used and in the control group the activities on the teacher's guide book based on the current curriculum were used. There was a significant difference between the post-test and retention scores of the experimental and control groups. However, experimental teaching practices did not lead to a significant difference in students' attitudes towards the course. It was found that reflective teaching practices had an impact on students' success and retention in secondary school English lessons.
Mask Usage and Drama Teacher Understanding in Australia
Author: Roy, David
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Drama Education,Teaching Methods,Teaching Skills,Teacher Qualifications,Secondary School Teachers,Elementary School Teachers,Training,Faculty Development,Teacher Attitudes

This paper presents the research and findings of how some Australian teachers of Drama engage with masks in the classroom. It is part of a larger research project looking at the potential impacts for masks and education in the Australian curriculum. With masks both synonymous with Drama, and multiple resources available for teachers to engage with masks in the classroom, there was no empirical data on if and how teachers in Australia engaged with masks in the classroom. This research asked teachers to self-report on both their skill level in mask usage and to the extent that they engaged with masks in the teaching of Drama in the classroom. Findings note that whilst the majority of teachers did engage with masks; some quite extensively; many staff indicated their own limitations in training and in foundational theory. In addition, many staff used their own time and resources to upskill themselves, placing an importance of the potential for mask usage with children. This has implications for university education courses, as well opportunities for systems and professional development providers in supporting teachers of Drama in their skill base.
Moral Taste and Moral Education -- An Interview Study
Author: Lindström, Niclas
Date: 2022-08-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Religious Education,Experienced Teachers,Olfactory Perception,Psychologists,Decision Making,Teaching Methods,Student Attitudes,Ethics,Civil Rights,Preferences,Foreign Countries,Social Theories

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils' moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants' moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: &quot;many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences&quot;. In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.
Preschool Teacher Candidates&apos; Ability to Design STEM-Focused Activities and Attitudes towards STEM
Author: Ültay, Neslihan
Date: 2022-08-00
Type: Journal Articles
Subjects: Preschool Teachers,STEM Education,Student Attitudes,Preschool Education,Learning Activities,Design,Program Effectiveness,Foreign Countries,Group Activities,Student Centered Learning

This study aimed to determine preschool teacher candidates' ability to design Science, Technology, Engineering and Mathematics (STEM)-focused activities and their attitudes towards STEM. The research method of the study was determined as a case study. The study was carried out with 35 preschool teacher candidates in the 3rd grade of the Preschool Education program. In the study, it was seen that the preschool teacher candidates had prepared the STEM activities at the end of the 14-week STEM education given to them, and they were able to design a sufficient level of activity. In addition, it is seen that the 14-week training provided has a positive effect on their attitudes towards STEM. However, this period is not sufficient to develop attitudes. Therefore, it can be suggested to examine attitudes towards STEM in longer periods.