ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Hendy&apos;s 4Cs Model on Acquiring Some Vocational Concepts and Social Skills for Primary School Students
Author: Hendy, Mohamed Hammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Theories,Interpersonal Competence,Job Skills,Elementary School Students,Foreign Countries,Models,Context Effect,Prior Learning,Constructivism (Learning),Cognitive Processes,Vocational Education,Grade 5,Program Effectiveness

It is known that most of learning theories recommended developing the whole personality of learner in all school levels. Integrating among applications and recommendations of several learning theories can create better and effective varied learning environments for all learners. So educators should continue to develop learning and teaching models based on learning theories to help engage learners and develop their achievement, attitudes, interests, skills, multiple intelligences...etc. Accordingly, the main purpose of this study was to identify the effect of using Hendy's 4Cs Model on acquiring some vocational concepts and social skills for primary school learners in Mid- Egypt. Hendy's 4Cs Model is based on four learning theories; contextualism, connectivism, constructivism, and cognitivism. So it took its name (4Cs Model) to include 4 phases; contextualizing, connecting, constructing, and cognitivizing; with several roles of teacher and learners through each phase of the model. To investigate the main purpose of this study, tow research statistical hypotheses were set regarding two dependent variables; vocational concepts and social skills. Research treatment materials and instruments were developed and controlled to be administered with a random sample of primary fifth grade students in Beni-Suef city, Mid Egypt according to the quasi-experimental research design. The data were collected and analyzed using SPSS techniques, then interpreted and presented through the study. The results referred that Hendy's 4Cs model has an effect on acquiring vocational concepts and social skills for the study sample. Based on those results, some recommendations were presented at the end of this study.
The Trajectory (&amp; Importance of) Empathy for Hispanic Teens Today: A Holistic Review &amp; Pilot Study
Author: Oblad, Timothy Phoenix
Date: 2020-00-00
Type: Journal Articles
Subjects: Empathy,Hispanic American Students,High School Students,Coping,Gender Differences,Computer Mediated Communication,Bullying,Individual Differences

Recently, an NPR piece (Rosin, 2019) entitled: &quot;The End of Empathy&quot; discussed the dramatic decrease in empathy over recent decades and how today, a lack of understanding or feeling the plight of another human being is a largely forgotten value. As reviewed in the current study, two types of empathy are affective empathy (sympathy, compassion for others) (Reddy et al., 2013) and cognitive empathy (having an ability to see another's' perspective) (Ang &amp; Goh, 2010). Scholars agree that empathy is an important skill-set but have also consistently found empathetic differences in gender and age. The current pilot study sought to address this specific notion in spring 2019. Preliminary results indicate over 70% of the sample scored low on empathy (N=88), another 17% (N=21) reported a normal/average amount of empathy and understanding. 11% (N=14) scored extremely empathetic. The empathy quotient scale reported an excellent Cronbach's alpha (a =) of 0.812. Main findings indicated that better coping skills positively correlates with higher rates of empathy. By gender, there was a statistically significant difference in scores for males (M = 17.44, SD = 6.23) and females (M = 21.24, SD = 6.10; t (121) = -3.39, p &lt; 0.001, with females scoring higher in empathy overall. The magnitude of the differences in the means is moderate as 8.7% of the variance in empathy was explained by sex. For females, relationship satisfaction with caregivers was a strong predictor of empathy as well as positive coping skills. For males, none of the internal or external measures predicted level of empathy. These findings provide educators insight into where empathy-training should be primarily directed.
Integration of Information Communication Technology in Teaching: The Underpinning Factors among Kenya&apos;s Primary School Teachers
Author: Mutisya, Sammy Muteti
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,Elementary School Teachers,Foreign Countries,Predictor Variables,Intention,Access to Computers,Principals,Handheld Devices,Negative Attitudes,Government Role,Teacher Education,Pedagogical Content Knowledge,Technological Literacy

This study was carried out with 86 primary school teachers in Kenya's Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R[superscript 2] = 0.325, P = 0.001) and was statistically significant. Attitude was found to be a significant predictor of teachers' behavioural intention to use ICT in teaching and learning ([beta] = 0.259, p &lt; 0.05) while performance expectancy ([beta] = 0.148, p &gt; 0.05), effort expectancy ([beta] = -0.185, p &gt; 0.05), social influence ([beta] = 0.029, p &gt; 0.05), facilitating condition ([beta] = 0.194, p &gt; 0.05), self-efficacy ([beta] = 0.195, p &gt; 0.05) and anxiety ([beta] = 0.074, p &gt; 0.05) were not significant predictors. The study recommends training of teachers on subject-specific ICT technologies, that laptops and computers be availed for use by teachers and pupils, that School Heads be trained on how to monitor and support integration of ICT by teachers and that governments provide schools with requisite ICT infrastructure.
Becoming University Language Teachers in South Korea: The Application of the Interpretative Phenomenological Analysis and Social Cognitive Career Theory
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Cognition,Foreign Countries,Language Teachers,Career Development,Second Language Learning,Second Language Instruction,Faculty Mobility,Faculty Recruitment,Foreign Nationals,Teaching Experience,College Faculty,Economic Factors,Racial Discrimination,Social Discrimination,Work Environment,Phenomenology,Teacher Attitudes

Due to the developments of globalisation, the international reputation, the entertainment industry, and Korean pop culture, a large number of language teachers, international schoolteachers, and professional school staff decided to travel to South Korea for career development and enhancement. However, due to a constant shortage of teachers through high turnover, many South Korean schools and universities are facing recruitment issues. The purpose of this study was to investigate two problems. Why do individuals decide to come to South Korea as foreign language university teachers, and how do individuals describe their teaching experiences as foreign language teachers at one of the university teaching and learning environments in South Korea. From the perspective of the Social Cognitive Career Theory (SCCT), the results indicated that all participants travelled to South Korea for financial and career development goals. Also, all faced negative experiences and discrimination due to their skin colours and nationalities. The researcher hopes the appropriate personnel can take this study as an opportunity to improve and enhance their current workplace and community for a better environment and development.
Teaching Generation Z Social Media Marketing: A Micro-Influencer Project
Author: Foos, Adrienne E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Marketing,Student Projects,Experiential Learning,Computer Mediated Communication,Communication Strategies,Undergraduate Students,Teaching Methods

This paper details an experiential influencer marketing project in which students acted as micro-influencers to develop and promote their personal brands using social media accounts and blogs. Students reflected on their strategic decisions and performance in six weekly Slack posts. The pre-launch preparation, along with students' successes, challenges, and overall feedback are presented. Considerations for professors teaching Generation Z students social media marketing are described. The project empowered students to experiment with social media marketing strategies and tactics in a real, hands-on environment. They considered the assignment a powerful, valuable, relevant, and applicable learning experience.
Using Autobiographical Writing as a Metacognitive Approach to Teacher Development
Author: Modesto, Olivia
Date: 2020-07-00
Type: Journal Articles
Subjects: Metacognition,Autobiographies,Writing (Composition),Reflection,Self Concept,Early Experience,Professional Identity,Professional Development,Individual Development,Teachers

This article examines the use of autobiographical writing as a metacognitive approach to develop and deepen teachers' professional learning that is not commonly addressed in traditional modes of professional development activities. The author reviewed previous investigations regarding the use of autobiographies in the context of adult and teacher learning. Likewise, she reviewed metacognitive theory to examine how it related to autobiographical writing. The author found that aspects of autobiographical writing engendered self-awareness, and reflection intersected with metacognition. Writing prompts are included to encourage teachers to reflect on their experiences and serve as springboards for writing their own autobiographies.
Using Digital Art to Influence Students&apos; Attitudes in High School Science Classrooms
Author: Ezell, Deborah
Date: 2020-07-00
Type: Journal Articles
Subjects: Visual Arts,Student Attitudes,High School Students,Secondary School Science,Grade 9,Scientific Attitudes,Science Activities,Creative Activities,Teaching Methods,Teacher Influence

Whether the activity of creating digital art influences high school students' attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences attitudes toward science. In this study, ninth- grade high school students' attitudes toward science were examined after participating in the creation of chemoscans in the science classroom. The theory of affective domain helped explain the process that leads to a person's behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students' attitudes toward science. Archival pre- and post-test data from the Test of Science Related Attitude was used to measure high school students' attitudes toward science in 7 categories. Archived student pre- and post-test data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans: (1) impacted one of the seven subscales of science attitude from the Test of Science related Attitude (TOSRA) entitled attitude toward the normality of scientists; (2) did not have an impact on the any of the other six subscales from the TOSRA; and (3) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers.
Body as Prism: Somatic Pedagogy in the Development of Embodied Ecological Awareness
Author: Witteman, Cassandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Environmental Education,Poetry,Educational Philosophy,Educational Practices,Human Body,Learning Experience

The body is the precondition of any meaning-laden space of learning. As we are located in environments frothing with life, we engage in meaning making through and with the senses of the body, engaging in the creation of scaffoldings of symbolic, rhizomatic understandings by which we navigate our worlds. Thus, I argue that our embodied subjective lives serve as the boundary through which we emerge into an awareness of our place within a network of moving connections. Situating the argument against the mystic poetry of Jalal ad-Din Muhammad Rumi and the animist philosophy of Isabelle Strengers, I argue that in grounding our educational practices within the body, we have the potential to learn in a way that is more meaningful, personal, and relevant to the subjective process of discovery.
Encounter and Counter: Critical Media Literacy in Teacher Education
Author: Marlatt, Rick
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,Secondary School Teachers,Teacher Education Programs,Content Area Reading,Content Area Writing,Power Structure,Student Attitudes,Teaching Methods,Universities,Preservice Teachers,Information Sources,Information Dissemination,Skill Development,Intervention,Cooperative Learning

This practitioner article describes the recent implementation of critical media literacy (CML) activities in secondary teacher education at a large university in the Southwestern United States. Preservice teachers in a content area literacy course analyzed a variety of media coverage of events that occurred near their university. Using an analytical framework for approaching texts, images, and messages, preservice teachers practiced critical exploration of media sources and motivations while articulating hidden figures of power and authority behind the dissemination of content for public consumption. Highlighting the pursuit of independent media and the cultivation of intellectual self-defense, this &quot;Voices from the Field&quot; article shares curricular artifacts, along with student responses to media and reflections on their developing pedagogies, to show how future teachers developed CML skills in their preservice coursework.
Interest-Driven Sociopolitical Youth Engagement: Art and Gun Violence Prevention
Author: Samuels, Janíce Tisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Weapons,Activism,Prevention,Art Products,Art Activities,Youth Programs,Intervention,African Americans,Hispanic Americans,Artists,Self Concept,Program Effectiveness,Middle School Students,High School Students,College Students

This exploratory case study examines the National Youth Art Movement Against Gun Violence intervention launched in Chicago in 2017 that used public art and new media creation to engage youth in activism for gun violence prevention. Five African American and Latino youth artists participated in the program; the study focuses on three of the participants' experiences. The researcher's goal was to determine whether the unique mix of media and education practices used to develop and deliver the intervention curriculum impacted participants' art practice, understanding of gun violence, and/or self-concept. A theoretical thematic approach to coding was applied to the audio, video, and text-based data collected. The artwork developed by the youth was analyzed using visual methodologies of compositional interpretation and semiology. Findings reveal that, within this cohort of youth, activities that connected their intrinsic interests in art with work toward a cause strengthened their affinity toward sociopolitical engagement.
A Collective Case Study into the Use of Social Media as a Tool for Developing Sustainable Living Habits in Urban Families
Author: Léger, Michel T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Sustainable Development,Urban Culture,Urban Population,Family Environment,Environmental Education,Electronic Mail,Energy Conservation,Citizen Participation,Adoption (Ideas),Ecological Factors,Foreign Countries,Adolescents,Influence of Technology,Consciousness Raising,Informal Education

Living sustainably is not easy for urban families. This mixed method collective case study looks to explore the development of habitual ecological action in families living in an urban setting, a context of socio-ecological transformation rarely examined in social science and environmental education. Given the ever-increasing popularity of social media today, this study seeks to understand the potential role of Facebook in promoting environmental action and to compare it to the use of e-mail as an Information and Communication Technology (ICTs) for the promotion of environmental action. In other words, for families already intent on living sustainably, we are interested in understanding how the use of social media could help bridge the gap between intent and action, as compared to using less network-oriented ICTs, such as e-mail. We recruited 45 families from two cities and divided them into two distinct groups. The first group of families attempted to lower their household electrical bill as part of a private Facebook group, while the other group aimed to do the same, but via e-mail instead, i.e., without the directed use of social media. For both groups, we compared the quantity of kilowatt-hours used during the project to those used for the same months in the previous year, adjusting for temperature variations from year to year. Our analysis of descriptive data shows that both groups experienced lower electricity consumption during the project months. Exit interviews help to explain these results and point to a better understand of eco-citizenship development as a process in the context of family. Our qualitative results suggest that family engagement and child participation seem to be higher in families interested in living more sustainably when these families are part of a social network.
Intergenerational Food-Focused Media Literacy in Jamaica
Author: Nelson, Michelle R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Mothers,Adolescents,Parent Influence,Discussion,Emotional Response,Developing Nations,Global Approach,Cultural Influences,Advertising,Eating Habits,Food,Health Behavior,Television Viewing,Mass Media Use,Socialization,Consumer Economics,Parent Child Relationship

Media use has been linked to unhealthy eating, but there is evidence that parent discussion about media and media literacy can inoculate against negative media effects. Therefore, we examined the relationships between mothers' food-focused media literacy and their discussions about media and their adolescents' food-focused media literacy in a survey of 82 mother-adolescent dyads in Jamaica, a middle-income country where obesity is rising. As expected, mothers' food-focused media literacy was both greater than and positively related to their adolescents' food-focused media literacy. The nature of the discussion (i.e., emotional intensity) about the time adolescents spent using media (TV, computer/electronics) positively related to adolescents' media literacy. This study contributes to understanding how mothers may shape their adolescent's media literacy and underscores the importance of considering parent-adolescent discussions for food-focused media literacy.
Implementation of the Bondar Report: A Reflection on the State of Environmental Education in Ontario
Author: Bardecki, Michal J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Curriculum Development,Teaching Methods,Inquiry,Active Learning,Academic Standards,Elementary Secondary Education,Program Implementation,Barriers,Administrator Role,Teacher Role,Educational Policy,Educational Change,Activism,Trustees,Boards of Education,Government Role,School Role,Principals,Teacher Education Programs,Preservice Teacher Education,Outdoor Education

The 2007 Bondar Report, &quot;Shaping Our Schools, Shaping Our Future,&quot; generated a vision for environmental curricula in Ontario. It has been the basis for the mandated framework introduced in 2009 by the Ministry of Education for environmental education (EE) in all Ontario schools. Based on our research and personal reflections, this paper provides a summary of the recent developments concerning EE curricula in Ontario's schools. It also identifies the key institutional elements which contribute to and influence the course of EE implementation and focuses on their role in the development of environmental curricula in the province.
Within, Without, and Amidst: A Review of Literacy Educators&apos; Perceptions of Participatory Media Technologies
Author: Wright, William Terrell
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Teacher Attitudes,Technology Uses in Education,Social Media,Handheld Devices,Media Literacy,Elementary Secondary Education,Risk

With strict no-cell phone policies in classrooms becoming commonplace, national and international electioneering campaigns eroding trust in social media platforms, and content posted years prior affecting students' acceptance into the colleges of their choice, it is little wonder that educators often think twice about bringing participatory technologies into their instruction. This literature review seeks to address how literacy educators reckon with the risks and potentials of these participatory technologies in the midst of our current sociopolitical climate, through an examination of an array of factors and influences that shape and give rise to educators' understandings of participatory technologies' place in 21st-century education. The hope is that doing so will help delineate a clearer problem space for future investigation into the relationships between teacher perceptions, participatory technologies, and educational transformation.
The Challenges and Difficulties of Teachers in the Insertion and Practice of Environmental Education in the School Curriculum
Author: Marques, Ronualdo
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Curriculum Implementation,Praxis,Barriers

The objective of this research was to investigate the main difficulties encountered by teachers when working on environmental education in the various disciplines of the school curriculum. The qualitative methodology was used in the home study format. This study was carried out with teachers from three State Colleges of the Public Education Network in Curitiba, Paraná. An intercession was made with the teachers so that they could point out these difficulties in the insertion of environmental education and the results indicated some problems in the school environment. It was concluded from this study that it is necessary to rethink and plan to overcome challenges with regard to environmental education in the school.
A Critical Disability Studies Reading of &quot;Beauty and the Beast&quot;: Détournement in Pedagogical Practice
Author: Eilers, Nicole
Date: 2020-00-00
Type: Journal Articles
Subjects: Disabilities,Fairy Tales,Films,Popular Culture,Critical Theory,Media Literacy,Undergraduate Students,Teacher Education Programs,Critical Reading

Disney's interpretation of the fairy tale, &quot;Beauty and the Beast,&quot; and the decisions made to include or exclude certain key elements of the original plot, provide insight into how ideas about what it means to be human have changed over time. Specifically, a critical disability studies reading of &quot;Beauty and the Beast&quot; brings to light the taken-for-granted category of disability as a social construct, the ever-shifting indicators of an individual's normality/Otherness, and the socio-historical context that results in such distinctions. The intent of this paper is to (1) explain the theoretical framework behind a détournement, or counter-text, I created in order to articulate a critical disability studies reading of Disney's &quot;Beauty and the Beast,&quot; and (2) describe my experience of presenting this détournement to undergraduate education students, and the implications for incorporating critical disability studies into teacher education programs.