ethanporcaro/eric-fulltext-meta huggingface dataset:
Treatment of the Theme Islam in German Geographical Education: Case Study of Bavarian Geographical Curriculum
Author: Zecha, Stefanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Islamic Culture,Geography Instruction,Secondary School Curriculum,Geographic Regions,Mixed Methods Research,Grade 8,Curriculum Evaluation

Several previous studies have looked at the treatment of Islam and Muslim culture in western curricula. However in Germany, especially in Bavaria where Muslim immigration has been growing since the 1990s, no recent research has covered this theme. As a first step, an exploratory study of Islamic themes in the curricula of Bavarian secondary schools was undertaken. This article describes the results of this inquiry, showing the extent to which Muslim themes appear in the curriculum and how the content has changed through time. The authors analyses the curricula with the help of the quantitative and qualitative method. The main results are that the theme does not appear in the curriculum over the entire post-war period. It appears for the first time in the 1970s. The subject appears mostly in the 8th grade. Students are at the age of 14 for the entire investigation period. The theme is always restricted to the area of Near and Middle East. Islam is presented as a cultural and environment-creating force in the orient. The contents of the theme &quot;Islam&quot; are always very short, and in total, the topic is formulated too generally. Such sparse information can lead to misunderstanding.
Evaluating Progression in Students&apos; Relational Thinking While Working on Tasks with Geospatial Technologies
Author: Favier, Tim
Date: 2014-00-00
Type: Journal Articles
Subjects: Geography,Spatial Ability,Thinking Skills,Cognitive Style,Student Characteristics,Foreign Countries,Interviews,Student Surveys,Tests,Protocol Analysis,Learning Processes,Cognitive Processes,Computer Games,Planning,Secondary School Students

One of the facets of geographic literacy is the ability to think in a structured way about geographic relationships. Geospatial technologies offer many opportunities to stimulate students' geographic relational thinking. The question is: How can these opportunities be effectuated? This paper discusses the results of a process-oriented experiment that aimed to gain insight into the characteristics of students' learning processes and the factors that influence students' learning when they work with geospatial technologies, and to provide ideas on how to optimise the learning outcomes. Eighteen students were observed in a laboratory research setting while working on tasks with a geogame and a WebGIS, and were interviewed about their learning afterwards. The study shows that using appropriate educational technologies is only part of the story. Well-designed tasks and active coaching by the teacher also seem to be indispensable ingredients. The data suggest that, in order to increase the effectiveness of instruction methods with geospatial technologies, teachers should include tasks in which students have to summarize their system knowledge in a conceptual framework, and that teachers should help students structure their system knowledge via dialogical teaching. In the tasks and support, attention should be paid to the grammar of relational thinking.
Experiential In-Service Teachers&apos; Training for the Pilot of the New Geography Curriculum in Greece: A Different Experience with Tangible Results
Author: Klonari, Aikaterini
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Curriculum Development,Seminars,Inservice Teacher Education,Elementary School Teachers,Faculty Development,Training,Teacher Competencies,Teamwork,Teacher Attitudes,Lesson Plans,Program Effectiveness,Questionnaires,Semi Structured Interviews,Likert Scales

?he aim of this paper is to present the design and the results of the In-service Elementary Teacher (IET) training seminars, in Geography for primary education, during the pilot of the New Geography Curriculum (NGC) in Greek schools, the school year 2011-2012. The design of this training was based on the documented needs of teachers for training in a practical and experiential way and to meet with teamwork. Teachers, who participated in these training sessions, reviewed positively the experiential nature of the training courses, created 36 new Geography lesson plans on a voluntary basis, and most of them incorporated tools and teaching methods they had experienced in the seminars. These results could provide guidance for a successful in-service teacher training course in all subjects and not just for Geography.
Cramming Facts and Thinking Concepts: Instance of Preparation of Student Geography Teachers in Liberec
Author: Vávra, Jaroslav
Date: 2014-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,Foreign Countries,Student Teachers,Thinking Skills,Classroom Techniques,Curriculum,Geographic Concepts

In general, geographical education is closed into two strands. First, in geographical content (knowledge), there are geographical facts on the one hand and on the other hand there is geographical thinking. Second, in geographical cognition there is rote learning in behavioral strategy on the one hand and on the other hand meaningful learning in constructivist strategy. This study presents interactions into the two strands and it describes theoretical sources that comes from geography, geographical education and cognitive psychology and presents experience of the Liberec students, student geography teachers, and their preparation for their job. Access is laying on key courses, Classroom Management, Czech Geographical Curriculum and Geographical Exercises and Projects. In geographical projects, fieldworks and enquiry are preferred. Geographical (scientific) content is emphasized that is transferred into school geographical education. Methods which are used in the text result from description of development of geographical education in the Czech R. (one hundred years). This evaluation is based on wider frame of geographical curriculum, above all on English curriculum and US geography standards. The key tool of analysis is used in a revision of Bloom's taxonomy of educational objectives. Results are implemented into the courses in which future geography teachers in Liberec are prepared and practiced.
Down to Earth: Contemplative Thinking Exercises for Geography Education
Author: de Busser, Cathelijne
Date: 2014-00-00
Type: Journal Articles
Subjects: Geography Instruction,Thinking Skills,Logical Thinking,Skill Development,Reflection,Relaxation Training,Creative Thinking,Learning Processes,Field Trips,Experiential Learning,Associative Learning

Contemporary geography education is mostly based on rational linear thinking skills, such as observation, explanation, interpretation, calculation and analysis. Even field trips--according to many the &quot;heart&quot; of geography--are often organized in a logical, rational manner, in which learners step-by-step improve their understanding of the functioning of the world. Yet there are other, different ways to gain geographic knowledge and understanding that are as old as human existence. Contemplative thinking exercises offer an alternative approach that changes the habitual rational way of studying geographical topics to a state of deeper awareness, concentration and insight. By activating a set of neural structures involved in attention and relaxation, contemplative thinking exercises promote creativity and &quot;deep&quot; knowledge instead of &quot;surface&quot; knowledge. This paper explores the value of contemplative thinking exercises for geography education, both during geographic field trips and in the classroom.
Global Citizenship Education in a Secondary Geography Course: The Students&apos; Perspectives
Author: Massey, Kyle
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Geography,Global Education,Citizenship Education,Secondary School Students,Foreign Countries,Qualitative Research,Grade 12,Student Experience,Semi Structured Interviews,Phenomenology

Global citizenship education is increasingly appreciated in Ontario, Canada, as an important component of formal schooling. Although all disciplinary areas have a role to play in global citizenship education, geography provides an especially relevant context in which to foster the values and attitudes often cited as important for global citizenship. This study investigates how Grade 12 students, who had recently completed the course &quot;Canadian and World Issues: A Geographic Analysis&quot;, conceive of the concept of global citizenship, and experienced its values within this course. Qualitative data was collected through interviews with seven students. The interviews revealed four major themes relating to how the students conceptualized global citizenship: global awareness, belonging, caring, and commitment to action. It revealed students' personal involvement with the concepts studied helped them learn to be global citizens, as did the rich discussions of global issues they experienced in class. Careful analysis of both students' conceptions of global citizenship and how they experienced global citizenship in the curriculum exposed an uncritical perspective--one which emphasizes acts of charity and volunteerism rather than a commitment to social justice. The findings are valuable to teachers and teacher candidates seeking to better engage their students in global issues and equip them with global thinking strategies, and to curriculum developers wishing to effectively incorporate values and topics concerning global citizenship within school curricula.
Students&apos; Preconceptions of the Formation and Location of Deserts: Results of a Qualitative Interview Study with Grade 7 Students in Germany
Author: Schubert, Jan Christoph
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 7,Semi Structured Interviews,Concept Formation,Student Attitudes,Geography,Geographic Regions,Foreign Countries,Climate,Qualitative Research,Statistical Analysis,Natural Resources,Water,Maps

In the educational learning process preconceptions are an important factor. Learners usually interpret new input on the basis of their own preconceptions that are the result of various experiences made before being confronted with the educational learning process. Hence, the investigation of preconceptions is a main task for educational research. This study examines the preconceptions of thirteen grade 7 students (ages 12 and 13 years) on the topics &quot;formation and location of deserts.&quot; Semi-structured and problem-centered interviews were used to collect the students' preconceptions. The following analysis was based on qualitative content analysis methods. Regarding the formation of deserts, four basic preconceptions were identified, e.g., &quot;Wind amasses sand with the result that a desert forms.&quot; All four preconceptions have two characteristics in common: the origin of sand is simultaneously their basic concept and a problem of comprehension when thinking about the formation of a desert. Additionally, in the students' imagination all deserts are sand deserts. Concerning the location of deserts it can be stated that &quot;heat&quot; and &quot;dryness&quot; are the main factors, which are used when explaining the location. At the same time, the students seem to have no basic spatial grids and orientation systems concerning the location of deserts in the world that corresponds to scientific conceptions.
Teachers&apos; Perceptions of Esri Story Maps as Effective Teaching Tools
Author: Strachan, Caitlin
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Maps,Teaching Methods,Geographic Information Systems,Educational Technology,Technology Uses in Education,Teacher Surveys,Interaction,Access to Computers,Barriers,Training,Time,Teacher Education Programs,Elementary Secondary Education,Geography Instruction,Faculty Development,Workshops,Story Telling,Attitude Measures,Usability,Learner Engagement

The current study explores teachers' perceptions of Esri Story Maps as effective teaching tools. Story Maps are a relatively new web application created using Esri's cloud-based GIS platform, ArcGIS Online. They combine digitized, dynamic web maps with other story elements to help the creator effectively convey a message. The relative ease associated with using and creating a Story Map as well as the simple, non-technical interface makes them ideal for use as an educational technology. Survey data were collected at several teacher professional development events where a total of forty-two participants were introduced to the concept of a Story Map and then given a hands-on demonstration on how to create and use the web application. Analysis revealed that the participants perceived Story Maps to be user-friendly, interactive, and engaging, however, as noted in previous studies several obstacles stand in the way of successful implementation. These include inadequate technology resources at schools, a need for additional training, and a lack of time. We recommend that teacher preparation programs begin using GIS and Story Maps as teaching and learning tools for pre-service teachers and that professional development for in-service teachers focus on the specific pedagogical applications of the educational technology and not just the technical skills required to operate Story Maps.
Pre-Service Primary Teachers&apos; Knowledge and Understanding of Geography and Its Teaching: A Review
Author: Catling, Simon
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Geography,Geography Instruction,Climate,Preservice Teacher Education,Teacher Educators,Foreign Countries,Literature Reviews

It is a decade since the last review of the geographical understandings of pre-service primary teachers. Examining the range of research about novice primary teachers' geographical and environmental knowledge and understanding, it is clear there have been limited follow up studies, and there remain important gaps in the research. Research relevant to this topic was identified through journal, research book and conference proceedings searches, where these were accessible. It is evident that more research now exists into pre-service primary teachers' senses of geography, geographical and environmental knowledge and environmental attitudes. For instance, it appears that they have an information oriented view of geography but are not clear about the meaning of the term &quot;environment&quot;, that there are misunderstandings in such aspects of their geographical knowledge as climate change, that they may not adapt their behaviors though they appreciate a need for care for the environment, and that they have limited experience in planning for and teaching geography in primary schools. Furthermore, studies are lacking into their understanding of such aspects of geographical learning as fieldwork, map work, geographical enquiry and a wide range of topics in physical and human geography. While there is some information, little is known really about their teaching of geography to younger children. In view of the increased focus globally on geographical knowledge in the school curriculum, this raises serious questions about geography teacher educators' understanding of their trainee primary teachers, in part because tutors seem rarely to undertake such research. This appears to be an embedded situation, resulting in negligible evidence to challenge the status quo and improve pre-service primary teachers' geographical knowledge. Is it really a concern? Four responses are presented, but the paper concludes that more needs to be known.
Analysis of Superintendent Survey Responses Regarding Teacher Tenure
Author: Shuls, James V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Surveys,Tenure,Public School Teachers,School Law,Teacher Dismissal,Costs,Change,Elementary Secondary Education

This paper presents the results of a survey of 192 public school superintendents in Missouri on the topic of teacher tenure. Overall, superintendents indicated the current teacher tenure laws are somewhat onerous, with 73 percent indicating it was &quot;somewhat&quot; or &quot;very difficult&quot; to remove a tenured teacher for their performance in the classroom. Superintendents noted time and paperwork are the biggest obstacles to removing a tenured teacher. Approximately, 92 percent of superintendents indicated they would be supportive of some type of teacher tenure reform.
Public-Private Hybridity in School Governance: A Solid Foundation or Developmental Process? Lessons from a Historical Analysis of Charter-Type Schools in Israel
Author: Bialik, Gadi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Charter Schools,Governance,School Administration,Privatization,Neoliberalism,Educational History,Case Studies,Public Education,Private Education

Scholarly writing in the field of education policy analysis often considers two conflicting governance agendas: the social-democratic &quot;public&quot; agenda and the relatively young &quot;neoliberal&quot; governance agenda. These agendas are frequently described as being part of a process of transformation from public or state to private education, with an intermediate &quot;hybrid&quot; phase of public-private mixture. Considering this dichotomous framework, this paper wishes to demonstrate and reinforce an alternative, non-dichotomous way of understanding education governance in which public-private &quot;hybridity&quot; is, and historically was, a longstanding, solid foundation, rather than merely a developmental stage of school governance. This alternative narrative is illustrated based on a historical analysis of Israeli &quot;Charter-Type&quot; schools as a representative case.
Perceptions of School Climate and Culture
Author: Barkley, Brian
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Environment,School Culture,Discipline Problems,Referral,Teacher Surveys,Statistical Analysis,Correlation,Questionnaires,Holistic Approach,Program Effectiveness,Teacher Attitudes,Work Environment,Comparative Analysis,School Districts,Likert Scales,Elementary Secondary Education

The purpose of this study was to determine the relationship between Leader in Me schools teachers' perceptions of culture, climate, and discipline referrals during the 2010-11 school year. Primary data were obtained from 172 teacher-reported surveys, from nine schools in three districts in Florida and Mississippi. A MANOVA analysis was used to determine whether a relationship existed between the dependent variable, discipline referrals, and the independent variables using The School Culture Survey and The Revised School Level Environment Questionnaire. Results indicated Leader in Me schools had teachers that perceived culture as high in a number of factors including professional development, unity of purpose, and collegial support. In Leader in Me schools there was a statistically significant difference in school climate: F (5,166) = 2.655, p = 0.024 and with discipline referrals F (11, 88) = 6.825, p&lt;0.001, R[superscript 2] = 0.460.
In-State-Tuition for Unauthorized Residents: Teaching a Person to Fish
Author: Dryden, Joe
Date: 2014-00-00
Type: Journal Articles
Subjects: In State Students,Tuition,Undocumented Immigrants,Court Litigation,Access to Education,Federal Legislation,Economic Impact

Illegal immigration has become one of the most important issues we face as a nation, and as greater attention is focused on the sociological and economic impact of illegal immigration, policies related to in-state-tuition for unauthorized residents are in a state of flux. Since 2005, the number of states offering in-state-tuition for unauthorized residents has more than doubled. Using the rational from &quot;Plyler v. Doe&quot; and economic data from the Heritage Foundation and the Pew Research Institute, the authors argue for increased access to in-state-tuition for unauthorized residents. Increased access will improve economic productivity, reduce crime and reduce dependence on governmental services. If it is true that giving a person a fish means they will eat for today, but teaching a person to fish means they will eat for a lifetime, then why choose the former especially when their catch can feed others as well?
(In)Tolerable Zero Tolerance Policy
Author: Dickerson, Sean L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Zero Tolerance Policy,Educational Environment,Educational Legislation,Weapons,School Policy,Disproportionate Representation,Disabilities,Suspension,Expulsion,Referral,Law Enforcement,Policy Formation,Social Work,Substance Abuse,School Counseling,African American Students

The spread of zero tolerance policies for school-based scenarios flourished under President William J. Clinton who wanted to close a loophole in the Guns-Free School Zones Act of 1990. Expansion in the coverage of zero tolerance policy to offenses outside the initial scope of weapon and drug offenses has led to a disproportional ratio of African American students and students with disabilities being excluded from schools through punitive measures including suspensions, expulsions, and in many cases, referral to law enforcement agencies. The buck must stop with school administrators; they are in the unique position of determining how discipline matters escalate at the point of interaction with the student. Alternatives to the zero tolerance policy are suggested based on a review of relevant literature.
School Career of One-Sided Talented Students in Secondary Education in the Netherlands
Author: Wisse, Pieter A. C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Talent,Secondary School Students,Foreign Countries,Career Education,Language Proficiency,Mathematical Aptitude,Semi Structured Interviews,Track System (Education),Academic Ability,Student Placement,Indo European Languages,Mathematics

Dutch mainstream education is a selective school system. Students are selected for different ability tracks at the age of 12. They are grouped to perform at the same level in all subjects, even though the students differ significantly in proficiency in mathematics and languages. Analysis of the streaming of 598 students in the first years of secondary education shows that, compared to other students, significantly more one-side-talented students with proficiency in either mathematics or languages attended the lowest ability level. In life-world interviews, ten former students with high proficiency in either mathematics or language, reflected on their school careers and crucial time moments during their school career. They report that they did not experience these moments as disappointing. Even so, following the lower ability track was not a solution to their problems as their stronger domains were not sufficiently challenged. Future research should focus on how students' different proficiencies can be addressed and further developed within the ability tracking system of Dutch secondary education.