ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Social Science Inquiry for Explaining Major Events in Global History: The Disintegration of the Soviet Union as a Case Study
Author: Ahmad, Iftikhar
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Social Change,World History,Modern History,Social Science Research,Social Systems,Social Theories,Conflict,Foreign Countries,Case Studies

The disintegration of the Soviet Union in 1991 was a major global historical event of the 20th century that permanently changed the destiny of hundreds of millions of people around the world. It was not a revolution. It was not a transition to democracy. It was not a struggle for decolonization. No one expected a world power like the Soviet Union to disintegrate into 15 autonomous republics. Historians, social science researchers, and other observers of the Soviet Union were all surprised by the sudden collapse of a political system that was sustained for 70 years by a political ideology and which had dominated a significant portion of the global land mass, its people, cultures, and resources. How do we explain the disintegration of a super power? What theories of change may be valid in a case that has no precedent? This paper seeks to explore the causes of the disintegration of the Soviet Union through the formulation and testing of a correlative hypothesis: A strong correlation exists between the break-up of the Communist Party of the Soviet Union (CPSU) and the disintegration of the Soviet state. This hypothesis is specific, testable, verifiable, and it is supported by historical evidence and events examined in the paper.
Rebuilding Community Connections through Experiential Professional Development
Author: McGrew, Chris N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Economic Development,Economics Education,Community Education,Social Studies,Place Based Education,Interdisciplinary Approach,Sustainable Development,Community Involvement,Secondary School Teachers,Inservice Teacher Education,Natural Resources,Ecology,Industry,Conservation (Environment),Field Trips,Faculty Development

The authors argue that the narrowing of the K-12 curriculum in the past twenty years has changed the relationship between K-12 schoolteachers and the community. Using an ecological perspective as the theoretical lens, the article describes these changes as well as an effort by an economic development organization in Indiana to help rebuild those relationships through an experiential learning professional development activity. The article also includes sample teacher developed work plans for teaching economic concepts and skills through community based experiences.
The United Nations Sustainable Development Goals as a Global Content Framework?
Author: Maguth, Brad M.
Date: 2019-00-00
Type: Journal Articles
Subjects: International Organizations,Sustainable Development,Objectives,Social Studies,World Affairs,Academic Standards,World History,History Instruction,Comparative Education,Foreign Countries,Alignment (Education),Sex Fairness,Curriculum Development,Junior High Schools,Poverty Programs,Females,State Standards

Existing research in global and social studies education has focused on methods, tools, and instruments to impart dispositions and skills for global learning, with little research pertaining to key global content knowledge. In this manuscript, the authors consider the use of the United Nations Sustainable Development Goals as a prospective global content knowledge framework to impart global learning in social studies. Middle-grades Ancient World History content standards from two countries, China and the U.S., were reviewed to evaluate the degree of their alignment to the United Nations' Sustainable Development Goals, particularly Goal 5: Gender Equality. The authors found little direct content alignment between content presented in the SDG and the reviewed content standards. Implications of this research in the consideration of global content knowledge frameworks, as well as preparing learners to live up to the expectations of the Sustainable Development Goals, particularly Goal 5, in social studies are discussed.
Research in Vietnam: The Experience of The Humanities and Social Sciences
Author: Pham, Ly Thi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Researchers,Faculty Publishing,Humanities,Social Sciences,Productivity,Writing for Publication,Teacher Attitudes,Incentives,Academic Freedom,Censorship,Barriers

Vietnam's low level of research productivity is especially pronounced in the humanities and social sciences. Though previous research has suggested various possible explanations, to date there has been no detailed investigation of the topic. This investigation explored the publishing experiences of a selected sample group of 20 high-achieving and well-regarded Vietnamese scholars from the humanities and social sciences. For these participants, a commitment to research and publishing derived mainly from a personal sense of academic identity, a desire to complement their teaching role by doing research, and a wish to contribute to Vietnam's social and economic development through their research. Few of them reported feeling institutional pressure to publish, though some reported that their university was now providing financial incentives for publishing in high-impact journals. Disincentives to publishing included funding limitations, and especially limitations associated with approval mechanisms within universities. Interference with the freedom to publish was reported to occur, but none of the participants appeared to be too concerned about political censorship. It was widely considered to be easier to have research reported in national than in international peer-reviewed journals because of the difference in academic standards. A lack of confidence with writing in English was also reported by some participants to be a constraint on publishing in international journals.
Overseas Student Teachers&apos; Reflections on American National Identity: A Longitudinal Study
Author: Doppen, Frans H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Teachers,Student Teaching,Student Teacher Attitudes,Study Abroad,Overseas Employment,Self Concept,Nationalism,Socialization,Global Approach,Life Style,Advantaged,Freedom,Cultural Awareness,Cultural Pluralism,Social Justice,Wellness,Patriotism,Power Structure,Foreign Policy,Cultural Differences,Mass Media Effects,Political Influences,Economic Factors,Geography,Global Education,Language Attitudes

This study draws on narratives submitted between summer 2008 -- summer 2018 by 78 student teachers across all grade bands [K-12] and content areas (Language Arts, Social Studies, Science, Mathematics) who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching (COST) during their final undergraduate senior year. All student teachers were in their early 20s. Upon completing their student teaching each student submitted a written reflection in response to the following prompt: Now that you have finished your student teaching abroad experience, what did you learn about yourself as an American? What did you learn about others' perspectives of what it is that makes someone American? In other words, how do you answer Crevecoeur's question, &quot;What is an American?&quot; Our findings include 12 major themes categorized into three major categories, i.e. socialization, hegemony and individuation.
Navigating the Library Slopes: Dispositional Shifts in the &quot;National School Library Standards&quot;
Author: Cromartie, Kathy
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,National Standards,Library Administration,Librarians,Expertise,Professionalism,Qualifications,Library Role,Librarian Teacher Cooperation,Library Services,Standards,Library Development,Advocacy

To gather, contribute, connect, be a creative force, defend, and guide are demanding dispositions that make an excellent school library professional. School librarians use these dispositions like poles of support as they glide down the slopes of student learning and curriculum. They leverage their roles of teacher and librarian like skis giving them direction and momentum to traverse the slopes of academic knowledge and skills learners must navigate. This article discusses the &quot;patterns of acts&quot; or dispositions that are required in order to achieve the growth mindset that school librarians are challenged to embrace through the &quot;National School Library Standards for Learners, School Librarians, and School Libraries.&quot;
In Search of a More Effective Strategy: Using Simulation Games Instructional Strategy for the Teaching and Learning of Social Studies in Secondary School
Author: Ogheneakoke, Clifford Edore
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Simulation,Educational Strategies,Teaching Methods,Social Studies,Secondary School Students,Academic Achievement,Instructional Effectiveness,Outcomes of Education,Problem Based Learning,Gender Differences

This study investigated the effect of simulation game instructional strategy on academic performance of students in secondary school Social Studies. The quasi-experimental design was employed. One hundred and sixteen (116) Upper basic 2 students from six schools constituted the study sample. 50-items multiple-choice Social Studies Achievement test (SSAT) was used to collect data. The SSAT was tested for reliability, and a value of 0.79 was obtained. Means, standard deviation, and analysis of covariance were used to analyze and interpret data obtained. The result of the study showed that simulation games instructional strategy enhanced students' performance in the social studies classroom; gender did not influence students' academic performance. Based on the findings, it was recommended among others that simulation games strategy should be used in teaching Social Studies. Social Studies educators and curriculum planners should incorporate innovative, problem and activity-based instructional strategy like simulation games in all institutions where teachers are trained.
Making It Matter: National School Library Standards for School Administrators
Author: Lewis, Kathryn Roots
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,School Administration,Administrators,National Standards,Role,Planning,Training,Evaluation,Stakeholders,Elementary Secondary Education

This article asks three questions: (1) Why do the National School Library Standards for Learners, School Librarians, and School Libraries matter to school administrators; (2) How is an administrator's knowledge of the role of the school librarian as articulated in these standards; and (3) Is it known what matters to school administrators and how does that dovetail with practice? In the last year themes of periodicals that administrators read included literacy instruction, comprehensive learning, mentoring, social media, the whole learning community, professional development, computational thinking, problem solving, coding, student voice, social-emotional learning, and learning itself. This is quite a comprehensive list of issues that impact, influence, and engage all educators. So looking through the lens of these topics, where do school libraries fit? In this article Kathryn Lewis shares why and how school librarians in her district brought the standards alive for our administrators and related the standards to what educators do, day in and day out. She writes that the process she has outlined can certainly be replicated for your school and district leaders.
Senior High School Teachers&apos; Beliefs about EFL Writing Instruction
Author: Tseng, Christine Chifen
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Writing Relationship,Prior Learning,Error Patterns,Teaching Experience,Writing Skills,Masters Programs,Inservice Teacher Education,Educational Quality

Writing in L2 is considered a very challenging task by both teachers and students. Language teachers play a critical role in facilitating students' L2 writing development. Therefore, it is important to explore their beliefs about writing instruction as their beliefs exert influence on classroom practices. This study draws on the Repertory Grid Technique (RGT) to explore three teacher's beliefs about EFL writing instruction in senior high school in Taiwan. RGT, a qualitative inquiry evolving from Personal Construct Theory, involved three phases of data collection; firstly, the participant described activities in her writing class, which were later grouped and labeled. The activities were the elements, and the labels for activity groups were the constructs, which together formed a matrix for the participant to rate later. The rated matrix then underwent Exploratory Factor Analysis (EFA). The participant's beliefs were extracted as a result of EFA and follow-up in-depth interviews; sources of their beliefs were identified from analysis of the interviews. The results yielded eight beliefs related to teacher involvement, reading-writing connection, structural knowledge, student efforts, students' background knowledge, error awareness, status of EFL writing, and writing as thinking. Five sources of beliefs were identified, including previous learning experience, personal writing experience, personal teaching experience, training from a master's program, and in-service training programs. Knowledge of teachers' beliefs gives the participants an opportunity to reflect on their own teaching; it also provides information for teacher training programs and in-service training programs on enhancing quality and efficacy of teachers' EFL writing instruction.
Now Serving…An Appealing Menu of Digital Literacy Tools and Resources
Author: O'Connor, Mary Lou Caron
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Educational Resources,School Libraries,Elementary School Students,Developmentally Appropriate Practices,Educational Technology,Librarians,Academic Standards,Student Attitudes,Student Empowerment,Internet,Information Sources

Nothing is more fulfilling than a school library full of students hungry to learn--especially when they have all the tools and resources they need and, more importantly, a school librarian ready to help them gain the knowledge and understanding they need to apply technology to become fully digitally literate citizens. Therefore, it was very satisfying when an insightful first-grader recently came into Mary O'Connor's library class and exclaimed &quot;Mrs. O'Connor, coming in to your library is like coming to a restaurant…you seat us, greet us, tell us what's on the menu, serve us, and even let us go up for seconds and dessert!&quot; The student was referring to the way educational content is now being served through an inclusive menu of a la carte choices called &quot;Digital Literacy Tools &amp; Resources for K-5 Learners.&quot; O'Connor describes in this article how she developed the menu during spring of 2018 as a digital companion to the &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot;. O'Connor created the menu to provide a handy resource that includes links, information about grade-level appropriateness, and descriptions for colleagues to explore, choose from or sample, and serve up when teaching and guiding their students.
The Impact of an Immersion Programme in Cambodia for Australian Pre-Service Teachers
Author: Boyd, Wendy
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Immersion Programs,Foreign Countries,Preservice Teachers,Cultural Influences,Cultural Awareness,Interpersonal Competence,Cultural Differences,Early Childhood Education,Elementary Education,Secondary Education

Australian teachers are required to teach students from diverse cultures, and preservice teachers are reported to feel culturally unprepared. The Australian Government's New Colombo Plan aims to increase pre-service teachers' cultural competency by providing funding for cultural and educational experiences in the Asian-Pacific region. This paper reports on the impact a short-term cultural immersion programme in Cambodia had on the development of cultural competence for ten pre-service teachers. The programme included visits to Cambodian schools and a university, and cultural immersion activities such as Khmer lessons and visiting cultural icons. The cultural competency framework was used to analyse the impact of the programme on pre-service teachers' cultural competence before, during, and after the programme. Findings show that the programme had a significant impact upon meaning-making as the pre-service teachers reflected upon their experiences in Cambodia. The use of focus groups was found to be powerful, supporting pre-service teachers in a safe environment to learn from each other. The article contributes to the growing interest in the effectiveness of immersion programmes in enhancing the development of cultural competency in pre-service teachers. Recommendations include evaluation of the long-term impact of such programmes on pre-service teacher cultural competence.
Australian High School Students on Commemorating the Gallipoli Campaign: &quot;It Baffles Me&quot; and &quot;It&apos;s a Bit Weird&quot;
Author: Sharp, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,War,History Instruction,Popular Culture,Armed Forces,Grade 9,Units of Study,History,Student Attitudes,Foreign Countries,Nationalism,Memory,National Curriculum

Australia's involvement in World War I, currently in its centenary years of commemoration, continues to capture the public's imagination in a way that arguably surpasses all other historical events in Australia's history. This is particularly in terms of popular culture representations such as advertising, film, and television; children's literature; popular and academic history publications; and educational resources at primary, secondary, and tertiary levels. So pervasive is the public's awareness of Australia's first major military campaign, Gallipoli, that by the time high school students in year 9 study the unit on Australia's involvement in WWI, they are already familiar with the common tropes of narratives surrounding this event, however inaccurate they may be. This paper reports on research conducted in three Australian high schools that provided students with a collection of five sources and a series of questions to answer about the Gallipoli campaign as a historical and commemorative event. The research is interested in understanding how the Gallipoli campaign is perceived at the time of its 100- year anniversary and to see whether or how students reflect collective memory and official history in their own narratives of the nation.
The Role of Caring in Schools: A Tanzanian Case Study
Author: Chachage, Kristeen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Caring,Educational Environment,Elementary Schools,Leadership Responsibility,Moral Values,Academic Achievement,Teacher Role,Elementary School Teachers,Elementary School Students,Teacher Empowerment,Participative Decision Making,Educational Quality

School-based research and practice in international education has emphasized academic outcomes, to the exclusion of other important aspects of education, such as caring in schools. In this case study, we consider the role of caring in a successful Tanzanian primary school. The practice of caring promoted by the school's leadership, rooted in identifying and meeting needs, is found to impact not only student academic success, but also to have moral and organizational implications. This includes the need for teachers to be empowered with the ability and dispositions to solve problems in schools. Further analysis of caring in schools is needed to enrich teacher education and policy planning for quality education.
Phrasal Paraphrase Learning: Exploring an Effective Strategy to Consolidate Vocabulary Knowledge
Author: Chen, Mei-Hua
Date: 2019-00-00
Type: Journal Articles
Subjects: Phrase Structure,Vocabulary Development,Computational Linguistics,Chinese,Translation,Language Proficiency,Memory,Language Usage,Language Patterns,Pretests Posttests,College Freshmen,Mnemonics,Recall (Psychology),Learning Problems,Semantics,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computer Assisted Instruction,Foreign Countries

Lexical competence is considered as an important indicator of language proficiency. While learning vocabulary, learners need to remember various aspects of knowledge about the word (e.g., meaning, form and use). Many vocabulary learning strategies have been proposed to help learners consolidate vocabulary knowledge. Among them, grouping words belonging to the same meaning categories is conducive to recall (Schmitt, 1997). On the other hand, learning chunks is also a mnemonic device for increasing vocabulary. Taking into consideration these two important vocabulary memory strategies that help students learn faster and recall better, the current study proposes grouping and learning lexical phrases sharing semantic equivalence but differing in use (i.e., phrasal paraphrases) (e.g., &quot;is worth reading&quot;, &quot;is worthy of being read&quot; and &quot;is worthwhile reading&quot;). For this, a corpus-based paraphrasing system, PREFER, was introduced because it provides a sufficient number of paraphrases and corresponding Chinese translations, usage patterns and example sentences. Such information could widen and deepen learners' vocabulary knowledge. A pre-and post-test was conducted on 49 college freshmen to examine their performance in phrasal paraphrase learning. The results showed that with the assistance of the introduced system, students achieved substantial gains regardless of their proficiency level. Furthermore, students' errors on the test sheets were thoroughly analyzed for the purpose of understanding students' learning difficulties while learning paraphrases. Despite its exploratory nature, the current study shed some light on the effects of learning phrasal paraphrases on vocabulary expansion.