ethanporcaro/eric-fulltext-meta huggingface dataset:
De/Colonizing the Education Relationship: Working with Invitation and Hospitality
Author: Pirbhai-Illich, Fatima
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Preservice Teacher Education,Literacy Education,Preservice Teachers,Tutoring,Foreign Countries,Disadvantaged Youth,Teacher Student Relationship,Adolescents,Canada Natives,Praxis

Our previous studies have shown that culturally responsive pedagogies (CRP) are not successful across all contexts: they have not been developed for culturally plural classrooms; white pre-service teachers have developed a teacher onto-epistemology that makes CRP unintelligible to them. In this article we report the findings of a Culturally Responsive Language and Literacy Education (CRLE) course that we revised to locate CRP within a broader, de/colonizing framework that aimed to disrupt pre-service teachers' colonial habits of mind and being. At the heart of this process was an eight-week tutoring element during which pre-service teachers worked one-on-one with a marginalized student who had been failed by the education system. We investigated how pre-service teachers opened up inviting and hospitable spaces for learning, how they maintained students' engagement over time, and whether this led to changes in their praxis. We invited pre-service teachers to withdraw allegiance to the hegemony of modernist/colonial models of education and to begin to let go of the socialized teacher onto-epistemology that they were invested in. Our findings show that the concepts of invitation and hospitality helped the pre-service teachers to begin to operationalize new teacher ontologies and to divest themselves of colonial ways of being, but that such fundamental changes to the self would be a lifelong process.
Introducing Students to Critical Border and Migration Theories in an Era of Xenophobia
Author: McCorkle, William
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Immigration,Immigrants,Migration,Migrants,Stranger Reactions,Nationalism,Critical Theory,Civil Rights,Controversial Issues (Course Content),Cultural Pluralism,Elementary Secondary Education,Teacher Education

With the current rise of xenophobia, particularly in the United States, critical border and migration theories need to be introduced in the classroom. Critical border and migration theories refer to a range of theories, that often go by differing names, which seek to problematize the modern nationalistic perspectives on borders and migration that center largely on the desire of the nation-state instead of the rights of migrants (Carens, 1987; Juss, 2004; Author 1, 2018a). It is also strongly correlated with the concept of open borders. This article provides a broad understanding of these critical theories from a philosophical, ethical, and economic perspective and the rationale for why these more abstract and universal ideas of migration and borders should be introduced in the classroom despite the controversy they can generate. This focus is of particular importance in an era where the rights of migrants are often limited or disregarded completely.
Translation Techniques Applied in the Translation of Euphemisms for Hardship in the Quran
Author: AL Qahtani, Osama
Date: 2020-12-00
Type: Journal Articles
Subjects: Translation,Islam,Semitic Languages,Religious Factors,Language Processing,Second Languages,Comparative Analysis,Literary Devices,Language Usage,Difficulty Level

Most sacred texts are filled with denotative and connotative meanings, thus making theses texts holy and sacred. This results in making these texts sensitive when dealing with the original text or the translated text. The reason for this sensitivity can be due to the content of the taboo or hidden message within the text. Euphemism is one of the used and evident linguistic features of many holy and sacred texts. This paper investigates and compares three different translations of the Quran with special focus on euphemisms for hardship in the Quran. It aimed at answering the question of what translation techniques and euphemism types are used to translate euphemism for hardship in the Quran. The paper argues that literal translation is the most applied technique in the translation of such euphemism.
Best Practices of Higher Education Institutions (HEIs) for the Development of Research Culture in the Philippines
Author: Quitoras, Mark Cleeford Layugan
Date: 2021-00-00
Type: Journal Articles
Subjects: Best Practices,Strategic Planning,Research Administration,Faculty Publishing,College Faculty,College Presidents,Deans,Administrator Attitudes,Institutional Mission,Urban Universities,Organizational Culture,Foreign Countries

Sustainable research culture is impetus for the realization of educational institution's mission and vision. Academic leaders such as president, dean, and research director must act into power and think of strategy and programs so that their faculty members will be inspired to conduct research and publication. This study aims to discover the best practices of the three (3) higher education institutions in the management of research in downtown universities in Metro Manila, Philippines. Several best practices are shared during one-on-one interviews with the president, deans, research directors, and Focus Group Discussion with faculty members in respective research settings. This research article intends to motivate higher education institutions enhance and sustain their research culture by adopting and learning from the said best practices.
Identifying Risks to the Well-Being of Rural Young Children and Families
Author: Hartman, Sara L.
Date: 2021-01-00
Type: Journal Articles
Subjects: Well Being,Young Children,Family (Sociological Unit),At Risk Persons,Rural Areas,Geographic Isolation,COVID-19,Pandemics,School Closing,Access to Health Care,Disease Control,Access to Education,Public Schools,Early Childhood Education,Child Care,Child Abuse,Hunger,Housing

Rural places are defined by their connectedness--close-knit, supportive communities that work together to meet the needs of children and families. But geographic isolation is another defining feature of rural places, one that often renders rural families invisible to nonrural Americans. Indeed, national conversations about the COVID-19 pandemic often overlook the nearly 7.5 million rural children in the United States. From food and housing insecurity and critical shortages in child care options to underreporting of child maltreatment and continued inadequate access to healthcare, the well-being of rural children and their families is particularly at risk as the pandemic continues. Balancing the need to prevent the spread of COVID-19 and the need to keep rural children and families connected to essential services is at the heart of the challenges local and state officials face. Compounding this dilemma is the troubling message that the virus is not spreading in rural areas. In mid-November, 80 percent of U.S. rural counties were in the red zone, indicating a high level of infection and community spread. To address these challenges, developing and implementing innovative models that increase services to rural children and families should be a priority for state boards of education.
The Role of Teaching and Learning Materials and Interaction as a Tool to Quality Early Childhood Education in Agona East District of the Central Region of Ghana
Author: Oppong Frimpong, Samuel
Date: 2021-03-00
Type: Journal Articles
Subjects: Instructional Materials,Manipulative Materials,Visual Aids,Books,Early Childhood Education,Educational Quality,Young Children,Developmentally Appropriate Practices,Play,Access to Education,Interaction,School Location,Private Schools,Public Schools,Foreign Countries

Early years experiences in quality thinking and socialization are critical to the optimal development of children, and Quality Early Childhood Education (QECE), is crucial in achieving these quality developments. However, several literatures suggest that there is a general lack of Teaching and Learning Materials (TLMs) in Sub-Saharan Africa, Ghana inclusive. Meanwhile, the constructivists' theory and other researches indicate that to ensure QECE, TLMs should be available and accessible to learners to interact with in advance and during a lesson. Using case study design therefore, data in the form of interview and observation were collected from twelve ECE schools in the Agona East District of the Central Region of Ghana. Participants composed of twelve ECE teachers and twelve head teachers of the schools totalling twenty-four. The findings suggest that participants perceived TLMs as very important factor in ensuring QECE provision. Again, TLMs were not readily available and so the children could not interact with them. The study further revealed that the unavailable nature of the TLMs hindered children's accessibility and active interaction with them. The findings further revealed that interaction could not feature prominently in the provision of the ECE due to unavailability and inaccessibility of TLMs. Based on the findings, it is suggested that teachers and providers of ECE should ensure that TLMs are made available and accessible to learners to interact with. Teachers should also devise innovative ways of creating and developing TLMs from their locality. Moreover, they should encourage and promote children's active interaction with the TLMs, as this is a sure way of achieving learning.
Online Learning for Rural Students
Author: Leichty, Reg
Date: 2021-01-00
Type: Journal Articles
Subjects: Electronic Learning,Internet,Access to Education,Rural Areas,Federal Programs,Federal Aid

The pandemic brought the rural broadband gap into stark relief, as schools shuttered and many families lacked the internet access and devices necessary to connect their students to high-quality online learning. State boards of education can help solve the rural broadband connectivity challenge and expand learning opportunities. To do so, they should support efforts to better map broadband access, champion additional connectivity funding for rural community anchor institutions like schools and libraries, invest in digital literacy initiatives to highlight broadband's benefits, and work with other state leaders to dedicate resources for expanding telecommunications infrastructure to locations where markets fail to provide consumers home connectivity options. Nationally, most schools have at least the minimum broadband capacity required for classroom-based online learning; the few that do not are disproportionately rural. According to Education Superhighway, 99 percent of schools, serving 46.3 million students, have access to the 100 kilobit per second bandwidth that the Federal Communications Commission (FCC) says is the minimum required for classroom-based digital learning. Education Superhighway estimates that only 743 schools nationally--mostly located in &quot;hard to reach&quot; rural areas and small towns--lack this minimum connectivity level. Connecting these schools must be a high priority, but it is not near enough. The bandwidth required for learning evolves, so policymakers must commit to expanding broadband speeds for all schools. Only 38 percent of all school districts, including 57 percent of America's smallest rural school districts, have reached the FCC's more aspirational online learning broadband speed of 1 megabit per second--10 times faster than the minimum.
Students with Autism Spectrum Disorders Who Participate in FIRST Robotics
Author: Fisher, Karin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Robotics,Teaching Methods,Clubs,After School Programs,Learner Engagement,Student Interests,Self Esteem,Teamwork,Cooperative Learning,Student Needs,Students with Disabilities,STEM Education,Children,Preadolescents,Grade 4,Grade 5,Grade 9,Parent Attitudes,Special Schools

One of the challenges of educating adolescents with autism spectrum disorders is to find activities that are interesting and engaging. Researchers have shown that adolescents with autism often are attracted to technology. Using an exploratory research method, the experiences of three students with autism who participated in after school robotics clubs were analyzed. Common themes to emerge were the students with ASD were engaged and interested in FIRST robotics and technology. Specifically, they enjoyed coming up with ideas, inventions, and creating or solving missions. Their confidence increased and they learned to work better on teams. Additionally, they needed significant supports to participate in FIRST Robotics.
Roberto Mange: An Expert of Industrial Education
Author: Neto, Oscar Silva
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industrial Education,Arithmetic,Mathematics Instruction,Educational History,Expertise,Industrial Arts Teachers,Teacher Characteristics

This paper resulted from an unfolding of an ongoing doctoral research that deals with the characterization of a specific type of arithmetic in times of Brazilian industrial education, that is, between 1942 and 1968. The objective is to analyze knowledge produced by Roberto Mange for training, aiming not only to recognize them as such, but also to situate the social place of the producing agent, Roberto Mange, an &quot;expert&quot; in industrial education. The concepts mobilized are in line with the studies by Hofstetter, Schneuwly and Freymond (2017), and the methodological guidelines of Morais (2020). The research reveals that Roberto Mange introduced in Brazil new ways of teaching Mathematics, using the Occupational Methodological Series, the Instruction Sheets, and the Individualized Instruction Method. The conclusion is that Roberto Mange is an &quot;expert&quot; in industrial education.
Teachers&apos; Views of the Implementation of STEM Approach in Secondary Schools and the Effects on Students
Author: Tunc, Cevdet
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Curriculum Implementation,STEM Education,Class Activities,Instructional Effectiveness,Skill Development,Teamwork,Design,Thinking Skills,Communication Skills,21st Century Skills,Research Skills,Problem Solving,Creative Thinking,Public Schools,Grade 5,Grade 6,Foreign Countries

STEM (Science, Technology, Engineering and Mathematics) approach is considered important by many countries and projects carried out in order to integrate into their curriculum. The widespread use of STEM is only possible if teachers have positive thoughts, knowledge and experiences about it. In this study, it is aimed to answer these research questions: &quot;What do teachers think about the gains their students will achieve if STEM activities are implemented to their students?&quot; and &quot;What do they think about the implementation of STEM approach in their schools?&quot;. This study is a case study. Participants are twenty-three mathematics, science and information and communication technologies teachers (ICT). &quot;Activities Evaluation Form&quot; and &quot;STEM Training In-School Implementation Evaluation Questionnaire&quot; were used as data collection tools. As a result of research, although teachers have hesitations about implementing STEM activities in classrooms; they think that these implementations will make a significant contribution to students about the &quot;skills&quot; students will acquire, the dimension of knowledge they will gain about STEM activities, and the acquisitions of students regarding the learning process.
Teaching Technical Communication to Engineering Students: Design, Implementation, and Assessment for Project-Based Instruction
Author: Gao, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Technical Writing,Engineering Education,Active Learning,Student Projects,Curriculum Development,Curriculum Implementation,Curriculum Evaluation,Graduate Students,Instructional Effectiveness

Through the project-based instruction (PBI) method, this paper described the design, implementation, and assessment of a technical communication course for engineering graduate students. The paper first addressed an increasing demand of engineering students with great communication skills through analyzing the existing literature and industry criteria. It then introduced concepts and characteristics of PBI and explained why PBI is a fit pedagogy in teaching technical writing to engineering students. Next, it elaborated components involved in the holistic design of the PBI course, including student sample, timeline, designed sections and units, and designing rationale and principles. This paper then reported the teaching effectiveness of this course through the course evaluation. Through the instructor's critical reflection, the paper finally discussed challenges in implementing and assessing a PBI method in this course and also provided insights to improve curriculum design for future scholars.
The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning
Author: Casler-Failing, Shelli L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Robotics,Mathematics Curriculum,Grade 7,Logical Thinking,Mixed Methods Research,Case Studies,Action Research,Pretests Posttests,Mathematics Tests,Thinking Skills,Skill Development,Low Achievement,Learner Engagement,Discussion,Instructional Effectiveness,Integrated Curriculum

A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students' prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students' understanding of the proportionality existing among the variables. The quantitative analysis reflects the acquisition of understanding of proportional relationships with the greatest increase being from low-performing students. The qualitative analysis provides an in-depth look at how students used their understanding of the distance, rate, and time relationship to develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum.
Using Active Learning Strategies in Calculus to Improve Student Learning and Influence Mathematics Department Cultural Change
Author: Dagley, Melissa A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Calculus,Educational Change,Mathematics Education,College Mathematics,Instructional Effectiveness,College Faculty,Faculty Development,Mathematics Achievement,Academic Persistence

An interdisciplinary team of physics, education, math and chemistry faculty developed MATH-GAINS (Growing as Adaptive INstructors) creating an ecosystem where mathematics faculty persistently and sustainably apply active learning strategies in their teaching of calculus courses. As a result of implementation, MATH-GAINS proposed to positively affect the wide-spread adaptation of active learning strategies by department faculty as well as student learning, retention and graduation of over 900 students annually. The objective of this paper is to provide details on how the project was conceived and implemented; instruments, research methodologies and active learning strategies used; and examples of faculty projects and preliminary results of the study. Results of the study add to the growing body of knowledge of how research-based instructional strategies designed in other STEM disciplines work in math courses, as well as an understanding of the critical factors that influence math faculty's teaching practices.
Using Cartoons to Make Connections and Enrich Mathematics
Author: St. Clair, Janet
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Instructional Effectiveness,Interdisciplinary Approach,Cartoons,Teaching Methods,College Mathematics,College Students,Student Motivation,Student Interests,Relevance (Education),Creative Activities,Problem Solving,Mathematics Anxiety,Mathematical Concepts,Concept Formation

The article discusses the integration of cartoons into a finite mathematics college course. However, cartoon integration is appropriate for any educational level STEM course. Students and the author used an online comic strip creator, MakeBeliefsComix.com, to create cartoons that connected concepts to the real world and history. Following Cho, Osborne, and Sanders (2015), students wrote a paragraph about their cartoon and its mathematics. In addition to connecting mathematics to art and writing and unearthing students' creative side, cartoons helped show the humanistic side of mathematics and promote communication and excitement about mathematics. The author developed a rubric to evaluate students' cartoons. There was evidence that students who did cartoons were better able to explain a concept and give examples of its real-world connection than those who did not. The article has potential to encourage others to brainstorm about cartoon integration in their mathematics courses.
Preparing Preservice Teachers to Implement Holocaust Curriculum in Elementary Grades: A Study That Shows the Effects on Undergraduate Students&apos; Cognitive, Reflective, Affective, and Active Domains
Author: Allgood, Ilene
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,Death,Jews,European History,History Instruction,Units of Study,Elementary School Teachers,Knowledge Base for Teaching,Pedagogical Content Knowledge,Course Content,Self Efficacy,Undergraduate Students,Multicultural Education,Surveys,Student Attitudes,Civil Rights,Essays,Propaganda,Foreign Policy,Racial Bias,Controversial Issues (Course Content)

Recognizing the need to prepare elementary education teacher-candidates to implement state-mandated curriculum, a Genocide Studies Unit was developed. This study evaluated the effectiveness of the Unit in building preservice teachers' knowledge-base and efficacy levels with a mind toward preparing teachers to implement difficult content more effectively. Participants reported increased content knowledge about genocide studies, and expressed confidence in teaching sensitive and challenging topics in their classrooms.
Teacher Educator Perceptions of Characteristics of Self-Efficacy
Author: Pearman, Cathy
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Definitions,Teacher Characteristics,Teacher Responsibility,Resilience (Psychology),Critical Thinking,Helping Relationship,Empowerment,Self Efficacy,Preservice Teachers,Student Development,Teaching Methods,Teacher Education Programs

This study seeks to clarify teacher educator definitions of self-efficacy, how it is manifested in students, and ways it is taught in preparation programs. Data was collected through an electronic survey administered to teacher educators from three universities in the Midwest, Mid-South, and Northeast. Five key characteristics of Confidence/Self-Empowerment, Commitment, Ability to Meet Challenges, Innovative Thinking, and Facilitation emerged. The characteristics of Commitment and Confidence/Self-Empowerment surface as highly valued by teacher educators when describing self-efficacy. Modeling, individual and class discussions, and reflections on real-life teaching are the most common methods employed to develop self-efficacy in teacher candidates.