ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Diverse Learner Preferences and Intelligences with Emerging Technologies: Matching Models to Online Opportunities
Author: Zhang, Ke
Date: 2008-00-00
Type: Journal Articles
Subjects: Online Courses,Student Diversity,Preferences,Cognitive Style,Models,Multiple Intelligences,Experiential Learning,Educational Opportunities,Educational Trends,Student Needs,Student Characteristics,Student Educational Objectives,Educational Technology,Learning Theories,Electronic Learning,Instructional Design,Design Requirements,Alignment (Education),Schematic Studies,Measures (Individuals)

This paper critically reviews various learning preferences and human intelligence theories and models with a particular focus on the implications for online learning. It highlights a few key models, Gardner's multiple intelligences, Fleming and Mills' VARK model, Honey and Mumford's Learning Styles, and Kolb's Experiential Learning Model, and attempts to link them to trends and opportunities in online learning with emerging technologies. By intersecting such models with online technologies, it offers instructors and instructional designers across educational sectors and situations new ways to think about addressing diverse learner needs, backgrounds, and expectations. Learning technologies are important for effective teaching, as are theories and models and theories of learning. We argue that more immense power can be derived from connections between the theories, models and learning technologies.
Mathematics, Science, and Technology in Secondary Schools: Do Gender and Region Make a Difference?
Author: Li, Qing
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Secondary School Mathematics,Secondary School Science,Technology Education,Urban Areas,Rural Areas,Student Attitudes,Females,Interaction,Geographic Regions,Career Choice,Rural Urban Differences,Student Surveys,Attitude Measures,Multivariate Analysis

This study examines possible interaction effects of gender and region (urban vs. rural) on student beliefs about women in math and science, their attitudes towards math and science, and their confidence in the use of technology. A secondary purpose of this study is to examine possible differences in confidence of using technology between high school students who consider math-related or science-related careers and those who do not. The data collected from an anonymous survey of 450 secondary students were analyzed. The results showed interaction effects of gender and region on student beliefs and attitudes. First, the gender differences in students' beliefs about women in math and science changes significantly depending on the location of the school. Second, when region was considered, significant effects on students' choice of mathematics- and science-related careers were identified. Urban students, regardless of their gender, were more likely to consider careers related requiring knowledge of science or mathematics than rural students.
Wicked ID: Conceptual Framework for Considering Instructional Design as a Wicked Problem
Author: Becker, Katrin
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Design,Computer Software,Problem Solving,Models,Problems,Planning

The process of instructional design has parallels in other design disciplines. Software design is one that has experienced intense attention in the last 30 or so years, and many lessons learned there can be applied to ID. Using software design as a springboard, this concept paper seeks to propose a new approach to ID. It suggests that instructional design is almost always a Wicked Problem. The connection is formed between Wicked Problems as first described by Rittel and Webber in 1973, and the models in and processes of instructional design. The areas of social planning, organizational management and software design all posses some accepted and tested approaches to the solution of Wicked Problems. These will be described, and how they can be applied to ID will be explained. Finally, this paper will propose a meta-model for ID and explain how it can be used in the current context.
Video-Based Multimedia Designs: A Research Study Testing Learning Effectiveness
Author: Reiss, David
Date: 2007-00-00
Type: Journal Articles
Subjects: Video Technology,Multimedia Materials,Multimedia Instruction,Computer Uses in Education,Models,Instructional Effectiveness,Instructional Design,Short Term Memory,Comprehension,Statistical Analysis,College Freshmen,Interactive Video,Retention (Psychology),Design,Emotional Response,Hypothesis Testing

This paper summarizes research conducted on three computer based video models' effectiveness for learning based on memory and comprehension. In this quantitative study, a two-minute video presentation was created and played back in three different types of media players, for a sample of eighty-seven college freshman. The three players evaluated include a standard QuickTime video/audio player, a QuickTime player with embedded triggers that launched HTML-based study guide pages, and a Macromedia Flash-based video/audio player with a text field, with user activated links to the study guides as well as other interactive online resources. An assumption guiding this study was that the enhanced designs presenting different types of related information would reinforce the material and produce better comprehension and retention. However, findings indicate that the standard video player was the most effective overall, which suggests that media designs able to control the focus of a learner's attention to one specific stream of information, a &quot;single-stream focused approach&quot;, may be the most effective way to present media-based content.
Social Presence in the Web-Based Synchronous Secondary Classroom
Author: Nippard, Eric
Date: 2007-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Student Relationship,Foreign Countries,Observation,Interpersonal Relationship,Online Courses,Synchronous Communication,Web Based Instruction,Educational Technology,Interaction,Social Influences,Computer Mediated Communication,High School Students,Distance Education,Audio Equipment,Video Technology,Communication Strategies

The purpose of the study reported on in this paper was to explore how teachers and students manifest social presence in the web-based synchronous secondary classroom (WBSSC). Data were collected using structured and unstructured observations of twelve online recordings of web-based synchronous classes in the province of Newfoundland and Labrador, Canada. Structured observations were guided by an instrument developed by Rourke, Anderson, Garrison and Archer (2001) for identifying and measuring social presence in an online context. Findings revealed that teachers and students relied on different tools when providing affective, interactive and cohesive responses related to social presence. Manifestations of social presence by the teachers occurred through use of two-way audio whereas students relied on text-based Direct Messaging. Expressions of social presence by the students and teachers occurred most often in a context of digressions that drew attention away from the delivery of content. In addition, students demonstrated social presence using discourse conventions transferred from informal social contexts of instant messaging such as ICQ and MSN.
Faculty Use of Tablet Computers at the University of Ontario Institute of Technology
Author: van Oostveen, Roland
Date: 2007-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Handheld Devices,Telecommunications,Foreign Countries,Higher Education,College Faculty,Access to Computers,Laptop Computers,Science Education,Engineering Education,Online Surveys,Teaching Methods,Interviews,Journal Writing,Qualitative Research,Statistical Analysis,Teacher Attitudes

This article describes instructor use of tablet computers for personal use, research activities and teaching practices within the Faculties of Science and Engineering at UOIT. The benefits of tablet use were evaluated on the basis of types of usage, personal and professional productivity and the &quot;richness&quot; of the overall computing experience. Major findings include the enhanced ubiquity of computer use by faculty as a result of increased mobility, and the modification of pedagogical practices before, during and after lectures. The article also reports on faculty speculation regarding the effects of tablet use by students as well as suggestions for improving tablet computer design. The article concludes with a number of recommendations for the expanded use of tablet computers within higher education settings.
College Student Internet Use: Convenience and Amusement
Author: Johnson, Genevieve M.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Internet,Computer Use,Use Studies,Questionnaires,Computer Games,Computer Mediated Communication,Web Sites,Computer Attitudes,Factor Analysis,Dating (Social),Foreign Countries,Student Attitudes,Student Behavior

Four hundred five college students completed a questionnaire that assessed patterns of Internet use. Results describe college students, with rare exception, as Internet users. The vast majority of college students frequently communicate online and access websites. While an Internet game experience is typical, relatively few college students are heavy online gamers. Overwhelmingly (i.e., 77.8%), college students conceptualized the Internet as a convenience, although 17.8% considered the Internet a source of amusement. Approximately 5% of college students reported negative perceptions of the Internet (frustrating or a waste of time). Principal component analysis revealed three patterns of online behaviour; integrated-Internet-use, games-only use, and dating-only use. Implications for online instructional practice are presented.
Leading the Newly Consolidated High School: Exciting Opportunity or Overwhelming Challenge?
Author: Thurman, Lance E.
Date: 2015-00-00
Type: Journal Articles
Subjects: High Schools,Consolidated Schools,Leadership Effectiveness,Leadership Role,Case Studies,School District Reorganization,Principals,Academic Achievement,Instructional Leadership,Performance Factors,Administrator Behavior,Administrator Attitudes,Interviews,Participative Decision Making,School Culture,Organizational Communication,Governance,Board Administrator Relationship,Board of Education Role,Strategic Planning,Resistance to Change,Educational Practices,Organizational Change,Organizational Culture,Organizational Climate,Effective Schools Research

In the current economic times, school personnel are regularly challenged to reduce the costs of operating the nation's school systems. School district consolidations often are proposed as a mechanism to realize fiscal savings for local communities; indeed, the number of U.S. school districts has declined dramatically over the past 70 years, decreasing from 117,108 in 1939-40 to 13,809 in 2008-2009 (Snyder and Dillow 2010). Consolidations may occur to promote fiscal and administrative efficiency, or as a result of significant enrollment declines, diminished real estate valuations, and limited availability of highly qualified teachers (Howley, Johnson, and Petrie 2011; Zimmer, DeBoer, and Hirth 2009). An overlooked topic in the research has been the high school principal's role in guiding the formation of a unified culture once the consolidation occurs--a responsibility that can be particularly challenging when two or more schools are consolidated to create a new high school. Time-honored traditions may be discarded and new rituals developed as students and faculty work to form a unified learning community. This article describes a case study of one principal throughout the initial year of a newly consolidated high school. It begins with a brief review of school consolidation research and research on leadership for learning, which served as a theoretical framework for this study. It then presents findings from the case study; in the discussion and implications sections, comparisons are made to prior studies and recommendations are provided for school districts and for policy.
The Historical Imagination: Collingwood in the Classroom
Author: Lemisko, Lynn Speer
Date: 2004-00-00
Type: Journal Articles
Subjects: History Instruction,Imagination,Primary Sources,Teaching Methods,Learning Processes,History,Constructivism (Learning),Historians,Inquiry,Questioning Techniques

Philosopher and historian R. G. Collingwood developed and elaborated a theory and approach to reconstructing knowledge about the past that relies on the historical imagination. This paper argues that Collingwood's theory offers teachers sound reasons for using constructivist approaches in their classrooms and that his methodological approach can be adapted to develop instructional strategies that recognize the importance of the human imagination in the learning process. Important aspects of Collingwood's theoretical approach will be briefly explained, a description of his suggested method for handling primary source materials will be provided, and an instructional strategy for imagining the past, based on his method, will be outlined.
On Political Cartoons and Social Studies Textbooks: Visual Analogies, Intertextuality, and Cultural Memory
Author: Werner, Walt
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Issues,Politics,Cartoons,News Media,Logical Thinking,Current Events,Literary Genres,History,Cultural Awareness,Memory,Social Studies,Textbooks,Reader Text Relationship,Discourse Communities,Cultural Background

Political cartoons are animated through visual analogies that imply a likeness between the event portrayed in the image and the issue on which the cartoonist is making comment. Although many kinds of analogies can be used, meanings arise as the viewer is able to recognize and interpret them. This becomes difficult, though, when a cartoon's analogy is drawn from contemporary or historical events, plays on literary allusions, or uses past cultural knowledge not readily available to a viewer. The resultant intertextuality assumes an ideal viewer and a narrow cultural memory that have consequences for who is included in, and excluded from, the ongoing editorial conversation. Issues flowing from this assumed memory are discussed in relation to social studies textbooks used in British Columbia.
Scripted Drama Assessment in a Middle School Social Studies Class
Author: Morris, Ronald V.
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Studies,Drama,Middle School Students,Class Activities,Assignments,Scoring Rubrics,Teaching Methods,Educational Practices,Educational Strategies

Students who use drama assess their work through using a science fiction essay to help them look for and make connections between times, places, people, and situations. The students then use assessment guidelines to focus their ideas, stimulate their creativity, and demonstrate minimum standards of excellence. Finally, students have access to scoring rubrics as they complete their projects.
Embracing Ambiguity in the Artefacts of the Past: Teacher Identity and Pedagogy
Author: Barty, Lisa
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Studies,Ambiguity (Context),Professional Identity,Correlation,Secondary School Teachers,Primary Sources,Classroom Techniques,Classroom Environment,Controversial Issues (Course Content),Preservice Teacher Education,Teaching Methods,Educational Practices,Educational Strategies

In this paper, the author considers the correlation between the construct of teacher identity and pedagogical choice, with specific reference to secondary social studies teachers and their use of primary sources in the classroom. After a brief review of the benefits and challenges of using primary sources in the classroom, the author concludes that the more pervasive challenge to using primary sources is pedagogical rather than pragmatic, and that pedagogy is intrinsically linked to teacher identity formation. The literature suggests that the construct of teacher identity is influenced by many factors, from individual experience and teacher training, to sociocultural discourses relating to nationalism. The article concludes with a variety of suggestions of ways in which teacher educators can promote both reflective preservice teaching, and encourage wider use of primary sources in social studies classrooms as an effective pedagogical strategy in an increasingly global society.
Identity and the Forthcoming Alberta Social Studies Curriculum: A Postcolonial Reading
Author: Thompson, Laura A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Citizenship Education,Junior High Schools,Curriculum Development,Educational History,Nationalism,Global Approach,Cultural Pluralism

Beginning in the early 20th century, the role of citizenship as an organizing concept has been significant in the teaching of social studies. The central aim of the social studies was the production of &quot;good citizens,&quot; and the main focus of the Alberta social studies curriculum has ultimately become developing &quot;responsible&quot; citizenship. While citizenship has always been the raison d'être of social studies, identity has also played an important role in the formation of young citizens. The author's aim in this article is to explore how and in what ways multiple perspectives can be read in the context of the Alberta Junior High social studies curriculum. After examining the evolving concepts of citizenship and identity from the 1970s to the 1990s, she undertakes a postcolonial reading of the forthcoming Alberta social studies curriculum.
Making Connections: Wholistic Teaching through Peace Education
Author: Simpson, Kris
Date: 2004-00-00
Type: Journal Articles
Subjects: Peace,War,Political Science,Conflict Resolution,Social Studies,Values Education,Civil Rights,Primary Education,Foreign Countries

Educating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict resolution. Further, students must learn to challenge the assumptions that traditions have put into place, to ensure that the tenets of peace education preside over inequity that is structural and has gone unquestioned for too long.
The Pressure Cooker in Education: Standardized Assessment and High-Stakes
Author: Agrey, Loren
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,High Stakes Tests,Standardized Tests,Social Studies,Educational Benefits,Barriers,Curriculum,Criticism,Student Evaluation,Ideology,Educational Attitudes

While assessment has been a part of education for a long time, the current increased emphasis on standardization of curriculum and assessment is unique. The author surveys varying perspectives on assessment, considers the role assessment plays vis-à-vis social studies and then evaluates arguments on both sides of the debate in light of the current high-stakes testing environment which is becoming an integral component of North American education. Finally, a discussion of the implications of increased assessment, and particularly that of high-stakes testing within the social studies curricula reveals that significant portions of important social studies outcomes are minimalized or ignored because of the emphasis on standardized testing.
You Can't Have a Digital Revolution without Critical Literacy
Author: Myers, John
Date: 2006-00-00
Type: Journal Articles
Subjects: Critical Literacy,Teacher Education,Information Technology,History Instruction,Technology Integration,Secondary Education,Comparative Analysis,Teaching Methods

In working with new teachers and teacher candidates in teacher education with the many demands placed upon them, it makes sense to combine a number of learning goals. The following article examines the idea that literacy, technology, and subject curriculum goals are a powerful combination. Indeed, critical literacy with a stress on inferring, is a necessary component of sound use of the internet for source-based history. This article presents two simple but powerful templates for analyzing sources followed by examples of a key literacy orientation for busy teachers to use both on line and face to face in classrooms from grades 7-12. It concludes with a research agenda in the form of some key questions for some of the unexamined issues in the integration of critical literacy and information technology in the history classroom.
Globalization and Peace Education
Author: Basiga, Brenda
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching Methods,Conflict Resolution,Foreign Countries,Global Education,Peace,Information Technology,Technology Integration,Social Studies

Today, it would be difficult to find a community that has been unaffected by globalization, yet its effects are still unknown to many people. This paper is an attempt to bring the subject to the awareness of educators while particularly focusing on those in the Philippines. It is ironic that globalization on one hand has incited people all over the world to protest against it; on the other hand, it has drawn the world closer together. Various contradicting effects of globalization on nations all over the world, especially on the economic sphere, are presented in the early part of the paper, and then the specific impacts in the Philippine context are discussed. The latter portion of the paper discusses an attempt at reconciliation of the conflicts created because of globalization through global education or peace education.
National Identity in Korean Curriculum
Author: Kim, Hyojeong
Date: 2004-00-00
Type: Journal Articles
Subjects: National Curriculum,Social Studies,Self Concept,Nationalism,Educational Change,Foreign Countries,Educational History,Course Descriptions

The concept of national identity has evolved during the last half century within the Korean social studies curriculum. There have been seven curricular revisions since the first national curriculum was released in 1955. Each time the concept of national identity was changed with the biggest changes to this concept within the last two iterations of the social studies curriculum. After a review of the curricular revisions, a discussion of the implications of these changes indicates a much different view of national identity than just a short while ago.
Social Studies and Service-Learning: The Aleph of Democratic Citizenship?
Author: Foran, Andrew
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Studies,Service Learning,Citizenship,Experiential Learning,Educational Practices,Student Responsibility,Citizen Participation,Role,Foreign Countries,Self Concept,Student Attitudes,Civics

Striking at the heart of social studies is an educational practice that restricts citizenship involvement in the promotion of a democratic society. Alberta Learning (2000) defines Social studies as &quot;a school subject that assists students to acquire [the] basic knowledge, skills and positive attitudes needed to be responsible citizens and contributing members of society&quot; (p. 1). Important to social studies education are the efforts students must make to bring new meaning to citizenship and community as a part of their national identity. Can social studies contribute to developing students' identity as citizens and promote an active and responsible role in Canadian society? Can education balance active involvement, and student responsibility, with the demands of curriculum, evaluation, and student uniqueness? One solution to the questions posed here is for a reform that integrates the experiential--that is, the active aspect of citizenship--with the social studies curriculum through service-learning.