ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS
Author: Hubais, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: International Education,College Faculty,Teacher Attitudes,Foreign Countries,Classification,Educational Practices,Educational Quality,Academic Degrees,Program Administration,Teacher Characteristics

The internationalization of the curriculum (IoC) has been a significant trend in higher education across the globe. However, there is a dearth of literature on this area of research in the Arab countries, including the Omani higher education context. As the key definition and conceptual frameworks of IoC have not been adopted in Omani higher education institutions (HEI), this qualitative study examined lecturers' understanding of IoC in the Omani higher education context. This was carried out through the employment of the typology of IoC which was proposed by Edwards et al. (2003). To collect data, eight lecturers in an Omani university were interviewed and the thematic analysis of the data revealed that academic staff perceived IoC as important to the institution. Further, the study reported that there are fragmented IoC practices that are primarily based on the ad hoc practices of academic staff. Initiatives should be taken to develop a shared understanding of IoC at the institutional level and in all degree programs in the Omani higher education context. Some suggestions are brought forward for stakeholders to support IoC and help to ensure the quality of degree programs offered.
Undergraduate Students&apos; Stress Level during the Spread of COVID-19 Situation
Author: Wongchantra, Kuantean
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Pandemics,COVID-19,Stress Variables,Gender Differences,Educational Attainment,Foreign Countries

This study aims to study and compare stress level during the COVID-19 situation of undergraduate students with different gender and year levels. The sample were 276 undergraduate students in the 2nd semester of the academic year 2020, being selected by voluntary sampling. The tool was the stress level in the situation of the Coronavirus disease 2019 measurement form with online system Google from. The frequency, percentage, mean, standard deviation, including hypothesis testing using One-Way ANOVA were analyzed as the statistics. The finding showed that: (1) Undergraduate students' stress level during the COVID-19 situation, almost of 118 students was a high level of stress, representing 42.75%, followed by severe level of stress, 107 students, representing 38.77%. The moderate level of stress was 45 students, representing 16.30%, and the low level of stress was 6 students, representing for 2.17%. (2) There was statistically significant different of stress level during the COVID-19 situation of students with different gender (p &lt; 0.05). Female students' stress level was higher than male students. There was no different of stress level during the COVID-19 situation of students with different year levels.
Film Education in Europe: National Cultures or European Identity?
Author: Reid, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Film Study,Teaching Methods,Cross Cultural Studies,Competition,Literacy,Media Literacy,School Surveys,Foreign Countries,Educational Policy,Films,Definitions

This paper considers the extent to which European countries have distinctive models and approaches to film education, and the extent to which a supranational model of European film education might exist in competition with those national models. It considers where film education is positioned in relation to other subject fields and disciplines (literacy and media literacy); the role of the European Commission in promoting both European and national approaches to film education; and the potential of transnational film education programmes to move between national and supranational film education cultures. It draws on data collected for Screening Literacy, a survey of film education funded by the European MEDIA programme that was carried out in 2012.
Learning to Teach: Narratives and Counter-Narratives about Preservice Teachers
Author: Sharma, Meenakshi
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning,Preservice Teacher Education,Learning Processes,Models,Educational Strategies

The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to preservice teachers' belief, AP emphasizes on developing professional practices that are core to the work of teaching. Teacher educators draw on these frameworks and narratives to inform their work with preservice teachers. Each framework has its unique stance on preservice teachers and makes noteworthy contributions that expand the field teacher education and evolve our thinking as teacher educators.
Differentiated Instruction and Kindergarten through 5th Grade Teachers
Author: Unal, Aslihan
Date: 2022-08-00
Type: Journal Articles
Subjects: Individualized Instruction,Elementary School Teachers,Knowledge Level,Teacher Attitudes,Self Efficacy,Curriculum Implementation,Graduate Students

The purpose of this article is to examine Kindergarten through 5th-grade teachers' understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children's success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development.
Decolonising the Film Curriculum through South-North Collaborative Online International Learning (COIL) Initiatives
Author: de la Garza, Armida
Date: 2022-00-00
Type: Journal Articles
Subjects: Decolonization,Film Study,International Cooperation,Cooperative Learning,Electronic Learning,Foreign Countries,Educational Change,Curriculum Development

Collaborative online international learning (COIL), also known as 'telecollaboration' or 'virtual exchange' among other terms, has been employed as a strategy for internationalisation of the curriculum in various disciplines for several years, but the COVID-19 pandemic has provided renewed impetus. This article argues that it can offer an effective means to decolonise approaches to teaching film studies through South-North collaborations. In brief, COIL is a pedagogical approach that holds that 'learning takes place through a distributed network of connections to other people and their resources, and formal and informal educational assets in the public domain' (Reo and Russell, 2015: 64). In this article, we argue that a COIL approach with a South-North focus, partnering with a higher education institution in Latin America, would provide unique opportunities to decolonise the film curriculum, given the features of COIL. In 2020, two universities in Mexico, one in Brazil and one in Colombia founded the Latin American Network for COIL. To date, it comprises 135 institutional members, some of which have students from Indigenous backgrounds and are already actively engaged in decolonising the curriculum. Our article proposes ways to take this forward.
A Decolonising Approach to Genre Cinema Studies
Author: Shamash, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Decolonization,Film Study,Foreign Countries,World Views,College Instruction,Films

This paper examines the pedagogical and decolonial possibilities of teaching genre cinema through non-Western perspectives. As a sessional instructor teaching across multiple institutions in Vancouver, Canada, I elaborate on how I have taught genre cinema as a decolonial and pedagogical project. Through course design that recognises the way that the evolution of film theory in general, and genre theory in particular, has been encoded in Euro-Western-centrism and analysis, my teaching practice brings into conversation other knowledges and approaches to film-making and film studies that have often been excluded from film studies pedagogy. My pedagogical project is to decolonise film studies, including genre theory, as exemplified in such courses as: Re-Visioning Genre Theory, a fourth-year course at Emily Carr University of Art and Design; Genre Cinema: From Classical Hollywood to Global Contemporary, a third-year course at the University of British Columbia; and Refiguring Futurisms, a fourth-year film seminar at the University of British Columbia. Some of the questions explored in my research and teaching practice consider how genre cinema is adopted and subverted in contemporary non-Western films. In this paper, I use Latin American decolonial theory to focus on Brazilian cinema as an exemplar of non-Western and decolonial approaches to genre theory.
Evaluating the Student Training Equity Project: An Upstream Recruitment Approach to Diversifying Clinical Psychology Graduate Programs
Author: Joseph, Hannah L.
Date: 2022-08-00
Type: Journal Articles
Subjects: Clinical Psychology,Graduate Study,Student Recruitment,Student Diversity,Equal Education,Minority Group Students,Undergraduate Students,Networks,Mentors,Web Sites,Outreach Programs

The U.S. psychology workforce is considerably less diverse than the population that it serves. While several recruitment and admission practices are effective for diversifying psychology training programs, upstream recruitment of underrepresented candidates is particularly promising. Aiming to diversify the clinical psychology graduate program applicant pool, the Student Training Equity Project (STEP) was developed to promote and evaluate upstream recruitment of undergraduate students of color interested in psychology graduate studies. This study used a mixed-method design to evaluate immediate outcomes for three STEP programmatic strategies. Survey results suggest that STEP networking events were associated with undergraduate research and mentorship opportunities. Findings suggest that STEP funding supported students in producing research products (e.g., manuscripts) that might bolster graduate application materials. STEP website engagement data showed over 1,000 views per year, and highlighted ways to improve outreach. More controlled evaluation is needed to determine whether STEP contributed to diversification of the applicant pool.
Learning to Play with Film: Play-Based Learning in a Tertiary Film Studies Classroom
Author: Henderson, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Film Study,Films,Play,College Freshmen,Creativity,Resilience (Psychology),Student Motivation,Program Effectiveness,Creative Activities,Foreign Countries

Student engagement in tertiary cinema studies can be fickle: while most students respond strongly to films, little regard is similarly paid to prescribed readings or other coursework that is crucial to developing complex critical thinking with media. This paper presents a case study of an intervention aimed to remedy this disparity of student interest: play-based learning. Play-based learning, here defined as 'the use of playful elements in both the explanation of subjects and their evaluation' (Torres-Toukoumidis et al., 2020: 1), has a long history of encouraging lateral and creative modes of thinking, increasing engagement and participation, and fostering a supportive and enjoyable learning community. This paper outlines the ways that play-based learning was engaged in a small-scale action research project, and the positive effects that this created within the cinema studies classroom. Critically, it shows the value of play-based learning in fostering resilient, creative and motivated students, particularly at the first-year level of tertiary film education.
De-Marginalising and De-Centring Film Studies in Bodies, Places and on Screens
Author: Jung, Berenike
Date: 2022-00-00
Type: Journal Articles
Subjects: Film Study,Decolonization,Cultural Differences,Colonialism,Ethnic Diversity,Race,Gender Issues,Geographic Location,Foreign Countries,Gender Bias,Racism,COVID-19,Pandemics,Barriers,Higher Education

This paper presents a multimodal conversation that engages the personal teaching and learning experiences of the authors, Berenike Jung (in London when the conversation started) and Derilene Marco (in Johannesburg). Critically reflecting and engaging through an audio recording and letters, Jung and Marco ask each other about the processes of doing and performing the labour of decolonising film teaching in their respective courses and from different global locations. Keeping in mind the impositions and complexities of the pandemic, Jung and Marco also reflect upon the ways in which colonial posturing occurs in film studies spaces, such as highly visible international film conferences. In doing so, they reflect on how engagements such as these keep many scholars and their scholarship confined to traditional Eurocentric and North American strategies, methods and endorsements of approval and relevance. The piece is conversational and self-aware in its self-referential tone. It is intended that readers listen to parts of the audio if they please, but that they are not compelled to do so to find meaning.
Education &quot;à l&apos;image&quot; and &quot;Medienkompetenz&quot;: On the Discourses and Practices of Film Education in France and Germany
Author: Henzler, Bettina
Date: 2018-00-00
Type: Journal Articles
Subjects: Film Study,Cross Cultural Studies,Art Education,Foreign Countries,Comparative Analysis,Educational History,Educational Development,Media Education,Political Influences,Authoritarianism,Ideology,Cultural Differences,Educational Practices,Media Literacy,Educational Philosophy,Teaching Methods

This article compares the discourses, practices and politics of film education in France and Germany, and outlines their historical development. The discourses on film education in the two countries are fundamentally different: whereas German film education is anchored in the global politics of media education and around notions of &quot;Medienkompetenz&quot; (media competence), cinema in France is a field of art education centred on the &quot;transmission du cinéma&quot; (film mediation) or &quot;l'éducation artistique&quot; (art mediation). While the first initiatives in film education in both countries date back to the beginning of the twentieth century, this article explores how they developed in significantly different ways. In France, the establishment of film education was promoted and influenced by the culture of cinephilia, which imposed the notion of film as an art form. In Germany, film education -- after having been pushed by the Nazi regime -- suffered for a long time from sceptical attitudes towards the media and their ideological impact, and was formed by the critical approach of the Frankfurt School. This article details how history and the 'state of the art' of film education are interlinked with the different discourses and cultures of cinema in both countries, as well as the extent to which present political and educational practices draw upon long-standing historical and cultural traditions. In doing so, this article contributes to reflections upon film education at a wider European or international level, where similar debates around film or media literacy are taking place. [First published in Mise au point (Henzler, 2015). Translated from the French by Madeline Whittle and updated by the author.]
Film Education as a Multiplicity of Practices: A Media-Ecological Perspective
Author: Bachmann, Alejandro
Date: 2018-00-00
Type: Journal Articles
Subjects: Film Study,Context Effect,Educational Practices,Films,Museums,Foreign Countries,Exhibits,Networks,Workshops,Teacher Role

This paper explores a media-ecological perspective on film-education practice. Drawing from their own experiences of teaching film (at the Austrian Film Museum and the KurzFilmSchule, Hamburg) the authors challenge monolithic theories of film education, suggesting instead that film education practices are shaped by context, and are relational to the spaces and institutions in which they take place. While the paper takes as its core point of departure Alain Bergala's &quot;The Cinema Hypothesis,&quot; its intention is to shift the way we look at and reflect on film education from one text towards a multiplicity of practices. Finally, the essay considers the extent to which each of these regional theorizations are bound to their specific conditions of practice and the extent to which they still carry within them a shared understanding of the aims of film education.
Researching Prior Learning: How Toddlers Study Movies
Author: Bazalgette, Cary
Date: 2018-00-00
Type: Journal Articles
Subjects: Prior Learning,Toddlers,Films,Television,Attention,Emotional Response,Family Relationship,Preferences

Taking issue with Bergala's dismissal of students' prior learning, disdain for popular culture and implicit preference for film education as a secondary school subject, this paper argues for the importance of studying children's earliest encounters with both films and television (summarized as 'movies'). The research described here was based on the hypothesis that a learning process must be under way in these encounters, enabling children to follow much of the multimodal complexity of mainstream feature films by the time they are 3 years old. A longitudinal, ethnographic study of the researcher's twin grandchildren between the ages of 22 and 31 months used video to capture phenomena such as focused attention, repeat viewing, emotional responses, utterances and gestures. Analysis, using embodied cognition as well as sociocultural approaches, revealed the extent to which 2-year-olds are starting to follow, enjoy and reflect upon movies well before they can understand the words in their songs and picture books. The findings have implications not only for film education with older students, but also for early years research, and for the production of movies aimed at this age group.
&quot;See You Tomorrow&quot;: A Case Study of the Understanding Cinema Project at Granton Primary School in Edinburgh
Author: Donnelly, Aoife
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Film Study,After School Programs,Racism,Film Production

This case study describes the experience of 'Le cinéma, cent ans de jeunesse' and the Understanding Cinema project at an after-school film club at Granton Primary School in Edinburgh from 2016 to 2017. It does so from the perspective of the teachers, filmmaker and students involved and focuses in particular on the production of the students' film &quot;See You Tomorrow,&quot; about a young girl dealing with racist bullies. Exploring the processes undertaken as part of the project and the students' responses to them, this study ultimately advocates for the benefits of using both practical and theoretical approaches to film in primary classrooms.
Film Education and Age(ing): A Case Study of A University Course on &quot;Filmbildung&quot;
Author: Eckert, Lena
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,Film Study,Older Adults,Art Products,Writing (Composition),Residential Institutions,Biographies,Educational Cooperation

This paper elaborates on a practical film education project conducted in universities, schools and retirement homes, which we have been working on for several years. We describe the approach to teaching and research that we have been following, as well as the basis of our vision for a project on collage, life writing and film education with elderly people. Based on several MA modules on film education that we have taught at various universities during the past few years, as well as on a number of seminars on ageing studies (BA and MA) and on our experience as trained writing coaches, we draw together different strands of our experiences in order to sketch a film education workshop that instructs students to, in turn, instruct elderly people in a retirement home to work on their film experience by means of collage and life writing. The background in teaching and research upon which we draw is based on participatory action research, a constructivist teaching philosophy, a heterarchic organization of university modules and an intersectional understanding of age(ing).
What Do Film Teachers Need to Know about Cognitivism? Revisiting the Work of David Bordwell and Other Cognitivists
Author: Connolly, Steve
Date: 2018-00-00
Type: Journal Articles
Subjects: Film Study,Learning Theories,Cognitive Processes,Films,Constructivism (Learning),Educational Psychology,Visual Arts

In the pages of the inaugural issue of this journal, the work of film educator Alain Bergala was discussed as a means of exploring possible approaches to film education. While Bergala offers many reasons &quot;why&quot; young people should be taught about film, there is very little discussion in his work of &quot;how&quot; they learn. In the subject field of education more broadly, there is currently a great deal of attention given to this process, with classroom teachers in all disciplines being encouraged to consider the ways that cognitive science might inform both instructional design and teaching itself. The popularity of the work of psychologists such as John Sweller and Daniel Willingham can be seen as indicative of a wider, positivist trend in educational research. While, historically, film educators may have seen their pedagogical and curricular activities as being located in a more linguistic, and perhaps interpretivist, domain, it is important to note that there is a cognitive tradition within both film studies and film education, mainly arising from the work of David Bordwell. Bordwell's seminal essay, 'A case for cognitivism' (1989), sets out some initial reasons why both students of film and film educators should be interested in the way that the brain comprehends the moving image. Drawing on and augmenting the work of other cognitivists such as Paul Messaris (1994) and Gavriel Salomon (1979), Bordwell's work makes for important rereading in an educational environment in which there is both some agreement and some scepticism about the significance of the cognitive. This article seeks to outline and critique the most relevant of Bordwell's arguments, taking as its starting point some unanswered questions from my own PhD studies, which led me to the work of both Bordwell and Messaris, and subsequently to identifying some ideas that film teachers may wish to reflect upon in terms of their own classroom practice. At the same time, it locates Bordwell's work in the wider field of cognitive perspectives in education.