ethanporcaro/eric-fulltext-meta huggingface dataset:
Feeling Global Belonging: Sensorial Experiences in Global Education
Author: Le Bourdon, Madeleine
Date: 2021-00-00
Type: Journal Articles
Subjects: Sensory Experience,Global Approach,Critical Thinking,Citizenship Education,Teaching Methods,International Education,Transformative Learning,Self Concept,Trust (Psychology),Informal Education,Case Studies,Program Descriptions,Camps,Summer Programs,Foreign Countries,Children,Sense of Community

Global citizenship education (GCE) seeks to develop critical thinking and self-reflexivity and, crucially, to create feelings of belonging to a common humanity. Although the subjectivity of belonging has been widely recognized, gaps remain around the micro-level experiences and practices that foster global identities. This article addresses these questions through the analysis of the individual's lived experience on an international GCE programme. It will be argued that global belonging is a transformative process of self-identity, shaped primarily through shared sensorial experience where the unfamiliar becomes familiar. The senses here help to create new personal and shared norms building trust, bonds and belonging between individuals from different backgrounds. Thus, in order to understand the journey towards feelings of global belonging, we must look to the senses as key sites of transformation.
Bowing Down and Standing Up: Towards a Pedagogy of Cultural Humility
Author: Habashy, Noel
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Grounded Theory,Teaching Methods,Grants,Assignments,Student Attitudes,Diaries,Proposal Writing,Teamwork,Travel,Agricultural Production,Global Approach,Intervention,Foreign Countries,Course Descriptions,Agricultural Education,Critical Literacy,Cultural Differences,College Seniors,Access to Information,Learning Processes

Cultural humility is a critical skill for effective intercultural interactions. While common in other scholarly fields, the concept is seldom found in the literature of global learning and international education. Utilizing grounded theory, this study explores the development of cultural humility through qualitative data analysis of in-class assignments and reflection journals from a university course in the United States (n=18). Throughout the semester students worked in teams to write grant proposals for agricultural development projects in Kenya. Examining student work and reflections sheds light on differing avenues of global learning, which has traditionally prioritized international travel as the core means of learning. This article proposes a pedagogy of cultural humility to promote global learning through a variety of educational interventions. Prioritizing cultural humility can yield enhanced respect for others, providing a focus on lifelong learning, more meaningful global understanding and more fruitful intercultural relationships. In an increasingly interconnected globe, cultural humility offers a meaningful framework to support substantive interactions between individuals across the globe or down the street.
Effects of Faculty and Staff Connectedness on Student Self-Efficacy
Author: Ferguson, S. Nicole
Date: 2021-06-00
Type: Journal Articles
Subjects: Self Efficacy,College Students,College Faculty,Teacher Student Relationship,Age Differences,Teacher Role,Academic Achievement,Interaction,Correlation,Student Attitudes,Disproportionate Representation,Academic Persistence,Grade Point Average

Student self-efficacy is an important part of determining a student's ability to perform well in school. This research study is a mixed-method approach to determining whether student self-efficacy is impacted by the relationships students have with faculty and staff on a college campus. Previous research indicates that student success is related to environment as well as self-efficacy. Using a grounded theory approach, this research extrapolates what factors matter most to student success. The study shows quantitatively that student self-efficacy improves with age. Students indicated factors contributing to their success include better training of faculty and staff, better support of the school environment, and that faculty are more supportive than staff in most instances. Essentially, it is imperative that faculty be present and supportive of students in their college careers as the faculty are those on the campus whom students most look to for success. These findings indicate that more research should be conducted on roles of staff and how they contribute to higher learning, as well as what resources could be put into place to better support students and that faculty and administrators would be most effective in student success by seeking out knowledge to make them more aware of student need and the use of student advocacy in the university environment.
Using Book Clubs to Support Inquiry in Teacher Education
Author: Hales, Patrick Dean
Date: 2021-06-00
Type: Journal Articles
Subjects: Books,Clubs,Inquiry,Preservice Teachers,Information Processing,Interpersonal Competence,Interpersonal Relationship,Preservice Teacher Education,Undergraduate Students,Communities of Practice

The bombardment of information on students in higher education has created a need for not only information processing skills but improved communicative competence and interpersonal relationship skills. In an attempt to address this, we have implemented book clubs in our undergraduate teacher education courses. In these book clubs, we facilitate students in both critique and analysis of perspectives at difference with one another as well as the process of communicating on a professional level. The results have been students who feel more confident in evaluating literature and hosting conversations with critical elements.
Toward a Liberated Learning Spirit: A Model for Developing Critical Consciousness
Author: Pipe, Laura May
Date: 2021-06-00
Type: Journal Articles
Subjects: Social Justice,Equal Education,Culturally Relevant Education,Experiential Learning,Indigenous Knowledge,Social Change,Educational Practices,Perspective Taking,Reflection,Consciousness Raising,Learning Activities

Despite the popularity of social justice frameworks, today's polarized socio-political environments call for a justice-forward approach where educators blend equity and culturally-responsive pedagogies with experiential approaches to learning. The TALLS (Toward a Liberated Learning Spirit) model for developing critical consciousness infuses established equity practices with Indigenous approaches to learning and Martin Luther King Jr.'s Six Steps for Nonviolent Social Change. By re-engaging curiosities, TALLS guides learners from academic detachment through an unlearning process toward embodied liberation. In this reflective essay, readers will be invited to disrupt common misconceptions that reproduce postcolonial paradigms to foster learner development of critical consciousness.
Active Citizenship -- Participatory Patterns of European Youth
Author: Enchikova, Ekaterina
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizen Participation,Foreign Countries,Youth,Citizenship,Citizenship Education,Behavior,Profiles,Age Differences

Purpose: Treating Active Citizenship as a sum of behavioral indicators requires certain prerequisites that can be difficult to meet in practice (e.g. structural validity and measurement invariance). We explore a different approach, in which we treat Active Citizenship as a categorical, rather than a linear, construct. Design: Based on longitudinal data from eight European countries, we discovered the patterns' structure based on the first-year data and then replicated the analysis on the second-year sample to confirm it. Next, we explored the change between the years and its' trajectories. We compared countries profiles and their change. Finally, we used multinomial logistic regression to explore the most common trajectories. Findings: We describe six patterns: fighter, activist, volunteer, backer, online and indifferent. The pattern structure is replicable and 41.8% of respondents preserve their pattern. For those respondents who changed their pattern, we identified political interest, religiosity, gender and age as the main factors behind this change. Research implications: The study contributes to the understanding of youth Active Citizenship and the factors that support and promote it.
Framing Democracy as Response to Neoliberalism in Dutch Education
Author: Lozano Parra, Saro
Date: 2021-00-00
Type: Journal Articles
Subjects: Democracy,Neoliberalism,Foreign Countries,Educational Policy,Policy Analysis,Educational Change

Purpose: This paper aims to understand the debate about what constitutes good education in the Netherlands. The meaning of the concept of democracy in these public debates is divergent and rather diffuse. If teachers, citizens, advisory councils, and the Dutch government agree that democracy ought to be anchored in future education, we first and foremost need to understand its meaning within these current debates. Approach: In this study we conducted a frame analysis of eleven key documents from three relevant domains. The diagnostic frame shows that on the whole the authors of these documents view 'neoliberalism' and a 'culture of measurement' as undermining forces in education. Findings: The prognostic frame shows that all authors frame democracy as a prognosis, but with four different meanings: 1) democracy as organizational structure, 2) democracy as governmental policy, 2) democracy as knowledge and skill, and 4) democracy as a practice. We argue that these can be interpreted as four dimensions of a democratic solution, constructed as a response to neoliberal tendencies in Dutch education
Multicultural Competencies of Social Studies Teachers: A Qualitative Study
Author: Karadag, Yildiray
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Background,Multicultural Education,Social Studies,Teacher Competencies,Secondary School Teachers,Knowledge Level,Classroom Environment,Classroom Communication,Refugees,Student Diversity,Foreign Countries

Purpose: Turkey is a country hosting many people of diverse religious beliefs (e.g., Islam, Christianity, and Judaism) and a great variety of ethnic origins (e.g., Turks, Greeks, Armenians, Slavs, Arabs, Romanians and Kurds). It is also subject to continuous migratory flows from neighboring countries and beyond. Due to these factors, it has become increasingly evident that a more multicultural educational approach is warranted. In this study, researchers analyzed the level of competency in teachers required for the implementation of such approaches within the framework of individual/personal, classroom, and institution/school levels in order to identify the capabilities of social studies teachers' multicultural competencies. Method: In this study, researchers used a basic qualitative research design. Using a semi-structured interview technique, one-on-one interviews were conducted with 16 teachers from 8 schools with different socio-economic backgrounds and foreign student numbers. The data was analyzed with a thematic analysis approach. Findings: What was found in the course of the work? This will refer to analysis, discussion, or results. The findings of the study showed that teachers' multicultural competencies were weak in individual/personal, institutional/school levels and in the integration of cultural characteristics into teaching at the classroom level. However, participating teachers indicated stronger multicultural competencies in other subcategories of the classroom level.
Teaching Economics outside One&apos;s Own Subject Area at Lower Secondary Level in Austria -- Enriching or Embarrassing?
Author: Fridrich, Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Economics Education,Interdisciplinary Approach,Geography Instruction,Expertise,Pedagogical Content Knowledge,Teacher Qualifications,Teacher Effectiveness,Self Efficacy,Teacher Attitudes,Material Development,Secondary School Students,Content Analysis,Comparative Analysis,Professional Identity,Networks,Socioeconomic Influences,Foreign Countries

Purpose: This paper will examine the extent to which Economics education within the integrated Austrian subject of Geography and Economics delivered by teachers outside their own subject area differs from teaching delivered by those with a formal qualification in the subject. Design: Hypothesis testing was carried out using variance analyses, factor analyses and X[superscript 2] independence tests; qualitative content analysis was used to evaluate responses to the open questions of a questionnaire (Mayring 2000, Kuckartz 2012). Findings: The results show significant differences between the two teacher groups with regard to the popularity of Economics education, attitudes towards economics generally, and professional self-image. Limitations and implications: For resource reasons, the study had to be limited to Vienna. A further broader investigation seems necessary. Practical implications: In order to support teachers working outside their own subject area, two project networks have been launched which develop teaching materials for Socioeconomics education.
The Affordance of Visual Tools -- The Potential of Visual Representations of Pricing Facilitating an Epistemic Practice in Economics Teaching
Author: Jägerskog, Ann-Sofie
Date: 2021-00-00
Type: Journal Articles
Subjects: Affordances,Visual Aids,Economics Education,Supply and Demand,Concept Formation,Group Discussion,Lecture Method,Causal Models,Novices,Adolescents,Secondary School Students,Foreign Countries

Purpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used. Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared. Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs. Research limitations/implications: This study should be replicated with different subject contents /visual representations. Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience.
Children with Cochlear Implants Use Semantic Prediction to Facilitate Spoken Word Recognition
Author: Blomquist, Christina
Date: 2021-05-00
Type: Journal Articles
Subjects: Hearing Impairments,Assistive Technology,Children,Oral Language,Language Impairments,Word Recognition,Sentences,Verbs,Pictorial Stimuli,Auditory Stimuli,Eye Movements,Semantics,Cues,Prediction,Vocabulary Development,Language Skills

Purpose: Children with cochlear implants (CIs) are more likely to struggle with spoken language than their age-matched peers with normal hearing (NH), and new language processing literature suggests that these challenges may be linked to delays in spoken word recognition. The purpose of this study was to investigate whether children with CIs use language knowledge via semantic prediction to facilitate recognition of upcoming words and help compensate for uncertainties in the acoustic signal. Method: Five- to 10-year-old children with CIs heard sentences with an informative verb (draws) or a neutral verb (gets) preceding a target word (picture). The target referent was presented on a screen, along with a phonologically similar competitor (pickle). Children's eye gaze was recorded to quantify efficiency of access of the target word and suppression of phonological competition. Performance was compared to both an age-matched group and vocabulary-matched group of children with NH. Results: Children with CIs, like their peers with NH, demonstrated use of informative verbs to look more quickly to the target word and look less to the phonological competitor. However, children with CIs demonstrated less efficient use of semantic cues relative to their peers with NH, even when matched for vocabulary ability. Conclusions: Children with CIs use semantic prediction to facilitate spoken word recognition but do so to a lesser extent than children with NH. Children with CIs experience challenges in predictive spoken language processing above and beyond limitations from delayed vocabulary development. Children with CIs with better vocabulary ability demonstrate more efficient use of lexical-semantic cues. Clinical interventions focusing on building knowledge of words and their associations may support efficiency of spoken language processing for children with CIs.
Assessing the National Identity and Sense of Belonging of Students in Germany with Immigration Backgrounds
Author: Matafora, Beatriz
Date: 2021-00-00
Type: Journal Articles
Subjects: Likert Scales,Self Concept,Immigrants,Immigration,Student Attitudes,Scores,Attitude Measures,Item Analysis,Foreign Countries,Secondary School Students,Citizenship,Acculturation,Sense of Community

Purpose: This paper aims to analyse the data regarding the national identification and sense of belonging of secondary school students with and without immigration backgrounds collected through the International Civic and Citizenship Study 2016. It also assesses whether the research instruments used are suitable for the German context. Method: Likert scale items measured national identification. Acculturation theory based categories were employed to measure the sense of belonging. Differences between students across and within countries were assessed using t tests. Findings: Students with immigration backgrounds tend to present statistically lower scores for the scale 'attitudes toward country of residence' in 20 of 24 participating countries. In international comparison, German students with and without immigration backgrounds score relatively low on all five items of the scale. Despite achieving significantly lower scores for national identification, 90% of students in Germany with immigration backgrounds feel a sense of belonging to Germany.
Global Citizenship Education for Non-Citizens?
Author: Risberg, Eirik Julius
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Civil Rights,Migrants,Refugees,Educational Policy

Purpose: This article seeks to examine whether Global Citizenship Education is able to address non-citizens, such as migrants and refugees. While conceptions of Global Citizenship Education differ, the popular conception of Global Citizenship Education as an extension of Citizenship Education has left the role of non-citizens precarious and in need of explanation. Approach: Through a theoretical analysis of the dominant approaches to Global Citizenship Education, the article seeks to expose a lacuna in the postcolonial conception of Global Citizenship Education. Findings: Acknowledging that postcolonial theory has provided a necessary corrective to naïve forms of cosmopolitanism, I argue that a moral or cosmopolitan approach to Global Citizenship Education is more accommodating to non-citizens by allowing them to take part in the conversation. In increasingly diverse societies it is paramount that Global Citizenship Education is able to speak to citizens and non-citizens alike in seeking to foster future global citizens.
Preparedness for Education to Rohingya Refugee Children in Bangladesh -- Potentials and Challenges to Citizenship Education
Author: Hossain, A. N. M. Zakir
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Children,Adolescents,At Risk Persons,Religious Cultural Groups,Ethnic Groups,Minority Groups,Citizenship Education,Out of School Youth,Crisis Management,Emergency Programs,Government Role,International Organizations,Sustainable Development,Educational Research,Foreign Countries

Purpose: The number of Rohingya refugee children in Bangladesh is more than fifty percent who are out of formal education since the persecution and the mass atrocities which started in 2017 by the Myanmar government in Rakhine. They need education as their rights and means of future livelihoods that can contribute to both the refugee and host society in the future. Thus, perceptions into formal education can help refugee children to reduce inequality in general and build capacity from a socio-economic and moral perspective. Methodology: The article endeavors to document the existing pros and cons of Rohingya refugee children's education in Bangladesh. Therefore, the study offers insights examining the existing framework of education for citizenship and civic education of refugee children as well as the opportunities in the future in terms of quality, quantity, and level of education. In direction to investigate the education process in the context of refugee children the study primarily based on secondary sources of data to grasp the conclusion. Findings: The results indicate that limited initiative has been taken by the host country and other supporting regional and global non-state actors for Rohingya refugee children. However, the number of education centers need to increase immediately as many more children are out of formal education. In addition, it is crucial to start a junior schooling system for teenagers as well as recruit trained and efficient teachers with a structured curriculum. Furthermore, the government of Bangladesh is adamant to open a formal education system, though the international partners are continuously urging for it which is also crucial for education and citizenship education with a well-structured curriculum. The teachers and students need additional support in terms of training and motivation to keep the process ongoing which is found more challenging for both of them while the host country's schooling shutdown since March 2020. Limitations: Findings of this study on refugee children's education in Bangladesh cannot be generalized to another context.
Who Wants a Political Classroom? Attitudes toward Teaching Controversial Political Issues in School
Author: Gindi, Shahar
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Attitudes,Student Attitudes,High School Students,Adolescents,Adults,Jews,Controversial Issues (Course Content),Political Issues,Discussion (Teaching Technique),Classroom Environment,Civics,Self Disclosure (Individuals),Persuasive Discourse,Teacher Competencies,Religious Factors,Age Differences,Educational Attainment,Predictor Variables,Foreign Countries

Purpose: Many argue for the benefits of controversial political issues (CPI) discussions but little is known about teachers', parents', and students' attitudes toward CPI. The present study explored these attitudes, as well as attitudes towards specific controversial topics, and how they relate to socio-demographic variables. Design/methodology/approach: Quantitative cross-sectional methodology was employed using questionnaires to collect data. Random stratified sampling was used to obtain a representative sample of 501 Jewish Israeli adults, including 70 teachers, and 201 Jewish Israeli 10th-12th grade students. Findings: Respondents, including the teachers themselves, had little confidence in teachers' ability to conduct CPI discussions in classrooms. Students reported low incidents of CPI discussions in classrooms, and that they are mostly held by homeroom and civics teachers. Students supported CPI discussions more than adults (including teachers) and wanted teachers to disclose their opinions much more than adults did. Support for CPI discussions differed according to specific topics. Linear regression revealed that the less religious individuals are, the more left-wing, older and more educated, the more they will support CPI teaching.