ethanporcaro/eric-fulltext-meta huggingface dataset:
From Pink Floyd to Pink Hill: Transforming Education from the Bricks in the Wall to the Connections of Country in Remote Aboriginal Education
Author: Jackson-Barrett, Elizabeth M.
Date: 2019-10-00
Type: Journal Articles
Subjects: Educational Change,Rural Areas,Indigenous Populations,Longitudinal Studies,Community Schools,Foreign Countries,Educational Practices,Transformative Learning,Figurative Language,Teaching Methods,Foreign Policy,Preschool Children,Elementary School Students,Neoliberalism,Indigenous Knowledge

In this paper, we present findings from an eighteen-month research project conducted in a remote community school in Western Australia. The data from this project includes documentation pertaining to the practices of educators engaging with Aboriginal Elders and children on Country. The aim of the project was to document the transformative potential of learning on Country for young Aboriginal children (4-8 years). We discuss our findings in the context of Pink Floyd's metaphor of formal education being built and maintained as a Wall in which children are 'just another brick'. We argue that education is an institution that produces and reproduces inequalities for Aboriginal children through conforming and colonial pedagogical practices. To support our analysis and framing of this research we draw on Habermas' knowledge interests (1978) and MacNaughton's curriculum positions (2003). Using this framework, we propose that transformative pedagogies necessitate the school and the community to be 'ready, willing and able' to engage in an approach to learning and teaching that is grounded in 'Country'. We juxtapose the conforming pedagogies of the Wall with the transforming pedagogies represented by Pink Hill, a sacred feature of the landscape alongside the community where the research took place.
Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement
Author: Handtke, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Interdisciplinary Approach,Teacher Qualifications,Science Instruction,Science Teachers,Teacher Effectiveness,Teacher Attitudes,Pedagogical Content Knowledge,Teaching Experience,Ethics,Correlation,Foreign Countries,Elementary Secondary Education,Measurement

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser-Meyer-Olkin-criterion = 0.858, [alpha] = 0.70-0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.
The Silence, Exile, and Cunning of &quot;I&quot;: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce
Author: White, Kathryn
Date: 2019-00-00
Type: Journal Articles
Subjects: Authors,Novels,Fiction,Personal Autonomy,Self Concept,Imagination,English Literature,Individual Development,Teacher Role,Professional Identity,Literature

Education, be that on a moral, social or intellectual level, in a formal setting or via lived experience is &quot;Bildungsroman's raison d'être.&quot; 'Moments of crisis' and the resultant demonstration of the journey towards awareness of personal autonomy, agency, identity and place are discussed via geographical imagination. This article examines 'fictional' teachers, the impact of the 'professional' on formative development and how the fictional characters of Jane Eyre and Stephen Dedalus fit within and extend the Place Model.
Changing by the Click: The Professional Development of UK Journalists
Author: Murphy, Colm
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism,Professional Personnel,Educational Attainment,Nonprint Media,Printed Materials,Mass Media,Role,Diversity,Professional Development,Ethics,Telecommunications,Journalism Education,Handheld Devices

Changes in technology, audience engagement, the business model and ethical requirements have greatly expanded the skills required to be a professional journalist in the UK. At the same time, the esteem in which the profession is held by the public has diminished. This research used the UK journalism profession as a case study of change in a profession. It asked what were the changes in the profession since 2012. The research method includes an in-depth survey of 885 UK journalists, two previous similar surveys, interviews with stakeholders, national data and documentation. The study finds that UK journalist numbers, their educational attainment and workload has increased significantly in the period. The majority have become multiplatform journalists--working across at least two mediums like print and online. There has been a significant shift of job roles from traditional newsroom to a wide range of other organizations and some 36% of journalists are now self-employed. Diversity continues to be an issue with the profession having a white middle-class bias. The implications of these changes for future professional UK journalism education were then analyzed. They include the need to develop a national continuous professional development framework, better cooperation amongst competing accrediting bodies to enhance the public trust in journalists and greater flexibility on the professional pathways to senior qualifications.
Religious Symbols in Public Schools as Teachable Controversies in Religious Education
Author: Moe, Christian
Date: 2019-00-00
Type: Journal Articles
Subjects: Religion,Religious Education,Public Schools,Democratic Values,Global Approach,Politics of Education,Minority Group Students,Social Values,Foreign Countries,Nationalism,Religious Cultural Groups,Diversity,Immigrants,Christianity,State Church Separation

This focus issue of CEPS Journal raises two topics usually treated separately, Religious Education and the use of religious symbols in public schools. Both involve the challenge of applying liberal democratic principles of secularism and pluralism in a school setting and refract policies on religion under conditions of globalisation, modernisation and migration. I take this situation as a teachable moment and argue that it illustrates the potential of a particular kind of Religious Education, based on the scientific Study of Religion, for making sense of current debates in Europe, including the debate on religious education itself. However, this requires maintaining a spirit of free, unbiased comparative enquiry that may clash with political attempts to instrumentalise the subject as a means of integrating minority students into a value system.
Religious Symbols in Public Schools: Key Issues and Debates
Author: Crnic, Aleš
Date: 2019-00-00
Type: Journal Articles
Subjects: Religion,Religious Factors,Religious Education,Public Schools,Muslims,Foreign Countries,Clothing,School Policy,Educational Policy

When discussing Religious Education, the topic of religious symbols in educational spaces is largely overlooked in academic literature and often side-lined in political considerations as well. This paper examines the issue of religious symbols in public schools by highlighting two foci: how the Muslim veil is managed in public schools in select European countries and zooming in on specific suggestions for managing religious symbols in public schools in Slovenia. By combining a broader, comparative perspective with practical, small-scale policy suggestions, the paper highlights the need to include a discussion of religious symbols in public schools in our academic and political considerations of religion and education.
Teacher Recruitment: Factors That Predict High School Students&apos; Willingness to Become Teachers
Author: Christensen, Steven S.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Predictor Variables,Career Choice,Teaching (Occupation),Self Esteem,Family Influence,Community Influence,Gender Differences,Wages,Self Concept,Influences,Teaching Conditions

This study examines factors that influence high school students' willingness to consider teaching as a career. Using predictive modeling, we identified five factors that are highly predictive of a students' willingness to consider teaching and their belief that teaching is their best career option. Results indicated that high school students were more likely to consider teaching when they had confidence in their ability to be good teachers, when family members and others encouraged them to become teachers, and when they felt their community supported teachers. Most of those who considered teaching thought of themselves as average students. Less impactful factors included gender and pay. Additionally, this study found students less likely to consider work conditions for teachers when making career choices.
The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools
Author: Chiofalo, Tommasa Agnese
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Italian,Second Language Learning,Epistemology,Foreign Countries,Teacher Attitudes,Professional Personnel,Cultural Awareness,Cultural Differences,Faculty Development,Inclusion,School Role,Cultural Pluralism

Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and the role that the professional services of a cultural mediator may have in said school context. The methodology used has been a case study by means of the technique of in-depth interview. To this end, twelve teachers from an Italian comprehensive school in the region of Sicily who for several years have been immersed in the relatively abrupt arrival of immigrant students have been interviewed. Results: There is evidence of some teachers adopting the position from a classic epistemological approach in the field of interculturality. For example, while the attitude and involvement of teachers seems to be consolidated, the teachers think that a key element of real inclusion should include practical measures such as early immersion in the host language, in this case Italian, and that considerable and external professional efforts are necessary, particularly from cultural mediators, which could make the inclusive project more viable.
How Do Online Learning Networks Emerge? A Review Study of Self-Organizing Network Effects in the Field of Networked Learning
Author: Schreurs, Bieke
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Networks,Online Courses,Computer Mediated Communication,Large Group Instruction,Interpersonal Relationship

In this article we want to understand in more detail how learning networks emerge in online networked learning environments. An adage in Networked Learning theory is that networked learning cannot be designed; it can only be designed for. This adage implicitly carries the idea that networked learning is seen as learning in which information and communication technology is used to promote (emergent) connections between learners and their peers, learners and tutors and learners and learning resources. Emergence entails a self-organizing component. However, there is no comprehensive understanding of how self-organizing network effects occur in networked learning environments, how they influence possible learning outcomes and how these network effects can be enhanced or frustrated by the design elements of different networked learning environments. By means of a review we investigate how the three most known self-organizing network effects occur in networked learning environments, namely preferential attachment, reciprocity and transitivity. Results show that in most studies self-organizing network effects are significantly present. Moreover we found important (design) elements related to the people, the physical environments and the tasks of the learning networks that could influence these self-organizing network effects. Studies that looked at learning outcomes are limited. Based on the review study future research directions for the field of Networked Learning are addressed.
&apos;It Depends&apos;: Technology Use by Parent and Family Educators in the United States
Author: Walker, Susan K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Technology,Technology Uses in Education,Teaching Methods,Higher Education,Parent Education,Technology Integration,Extension Education,Individual Characteristics,Family Life Education

Using data from a national sample of parent and family educators in the US (n = 697), this comparative study examines professionals' practices and technology-related attitudes, skill and workplace conditions. Overall, professionals report positive attitudes about the value of using technology in practice and view themselves as proficient. They most frequently use technologies like the email and document preparation software, and less frequently social media and even virtual reality. Workplace resources vary significantly, educators are not motivated by employer expectations and most report self-training as more valuable than formal sources. Mean comparisons by family educator type validate differences by context. Parenting educators, occasional family educators (e.g., teachers, counselors) and Family Life Educators vary from those in Higher Education/Administration. Those in Higher Education/Administration have more technology resources, report more positive attitudes, are more confident about their skills, and view formal technology training as useful. Conclusions suggest the need for the field of parent and family education to join other educational professions (e.g., licensed classroom teachers) to embrace technology use as a critical competency and advocate for the necessary resources in the preparation and ongoing service training of professionals.
Children&apos;s Play--The Educator&apos;s Opinion
Author: Viskovic, Ivana
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Teacher Role,Teacher Attitudes,Kindergarten,Preschool Teachers,Educational Technology,Technology Integration,Correlation,Teaching Experience,Students with Disabilities,Creativity,Toys,Student Evaluation,Educational Attainment,Augmentative and Alternative Communication,Foreign Countries,Teacher Behavior,Rural Areas

The educator's personal role in understanding children's play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators' personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP ([alpha] = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology/ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator's professional work experience and the view that children with disabilities/CWD should be taught how to play (r = 0.35; p [less than or equal to] 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = -0.29; p [less than or equal to] 0.05) and with the assessment of daily play in nature (r = -0.21; p [less than or equal to] 0.05). The research measured the correlation of assessments of daily play in nature and the educators' level of education (F = 3.47; p [less than or equal to] 0.05). Findings suggest that early childhood and preschool educators need additional education on children's play and the possibilities of augmentative technology.
Religious Education as Small &apos;i&apos; Indoctrination: How European Countries Struggle with a Secular Approach to Religion in Schools
Author: Alberts, Wanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Models,Teaching Methods,Civil Rights,Christianity,Role of Religion,Social Bias,Ideology

This article critically reviews the European religious education landscape and argues that a religious notion of religion prevails in most models, not only in confessional RE but also in integrative models and even in so-called alternative subjects that are compulsory for pupils who do not take part in confessional RE. Thus, schools in Europe provide hardly any chance for pupils to acquire a secular perspective on religion and religious diversity, based on a non-theological study of religion. Furthermore, the explicitly or implicitly religious character, particularly of integrative approaches or obligatory alternative subjects to confessional RE, is frequently hidden or played down. Building on analyses of separative (Germany) and integrative (Norway, England) models of RE, the article argues that carefully distinguishing between religious and secular approaches to religion in school is a serious human right's issue, not least because only secular approaches may be compulsory. The predominant religious framing of religion -- that is always linked to confirming the exceptional position of Christianity among the religions in RE -- in combination with an actual lack of secular alternatives creates a climate of what may be called 'small 'i' indoctrination', i.e., an unquestioned discursive hegemony of a particular (Christian) notion of religion as a frame of reference for almost all education about religion, which is, furthermore, often represented as if it constituted not a particular religious view of religion, but a kind of universal perspective on religion. This results in highly problematic conceptualisations, both of religion in general and individual religions -- most visibly in stereotyping 'other' religions, that are not complemented with an unbiased secular perspective. Thus, the subject matter religion is widely exempted from the secular approach to education in European schools, while a particular religious perspective on religion is promoted, even in models that are designed for all pupils of a religiously heterogeneous class
Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools
Author: Giordmaina, Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnicity,Social Change,Moral Values,Values Education,Ethics,Student Development,Identification (Psychology),Immigrants,Cultural Differences,Religious Education,Catholics

The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students' identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school.
Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls
Author: Burks, Gabriel
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Females,High School Students,Ethics,Identification (Psychology),Social Development,Engineering Education,Summer Programs,Language Usage,Student Attitudes,Program Effectiveness,Social Sciences,Social Responsibility

A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K-12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K-12 students. Here, 50 rising 9th-12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest.