ethanporcaro/eric-fulltext-meta huggingface dataset:
Small-Group Work and Relational Thinking in Geographical Mysteries: A Study in Dutch Secondary Education
Author: Karkdijk, Jan
Date: 2019-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Teaching Methods,Foreign Countries,Thinking Skills,Geography Instruction,Attribution Theory,Assignments,Cooperative Learning,Secondary School Students,Group Behavior

Relational thinking is a necessary skill for building students' individual capabilities and a core concept in geography education. Geographical relational thinking refers to being able to give interrelated, causal explanations for geographical phenomena such as regional change. The aim of this study was to gain more insight into differences in relational thinking between small groups of students working together on an assignment to explain a regional event which was framed as a geographical mystery. This insight could help teachers to advance students' geographical relational thinking skills. Two geographical mysteries were examined with data from 69 small groups in Dutch upper secondary education. The two mysteries resulted in differences in the level of relational thinking, which were partly explained by small-groups' on-task behaviour. Many student groups showed a low level of geographical relational thinking. Findings point to the need to incorporate exercises into geography lessons which require the use of thinking and reasoning with interrelated causal relationships.
Using UNESCO World Heritage Site of Vlkolínec (Slovakia) in Geographical Education
Author: Rakytová, Iveta
Date: 2019-00-00
Type: Journal Articles
Subjects: Historic Sites,Geography Instruction,Foreign Countries,Teaching Methods,History,Tourism,Elementary School Students,Information Sources,Field Trips,Land Settlement,Agricultural Occupations,Student Attitudes

UNESCO identifies unique places in the World, whether natural or man-made, of universally outstanding value or cultural significance as World Heritage. These places are considered heritage of all mankind, rather than just heritage of a particular area, country, or region. Such sites can be rich sources of information not only for the people of the region, but also for the general public, and are often associated with lively tourism. The aim of this paper is to characterize the UNESCO World Heritage site of Vlkolínec, one of the most visited UNESCO sites in Slovak Republic, and to use the settlement of Vlkolínec as an example to describe how the site attributes can be used in geographical education. In the first part of the paper, we describe the natural potential of Vlkolínec, characterize the settlement's development from the end of the 18th century to the present, and describe historical landscape structures whose existence in Vlkolínec was the reason for its inscription on the UNESCO World Heritage List. In the school year 2018/2019, we conducted a survey among students in the 2nd stage of primary school in Liptov region on their knowledge about the UNESCO site of Vlkolínec. Based on the results of the survey, we designed and realized a project with eighth class primary students at the Slovak UNESCO World Heritage site of Vlkolínec.
Reliability Analysis of Complementary Assessment Tools for Measuring Teacher Candidate Dispositions
Author: Nweke, Winifred C.
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Characteristics,Personality Traits,Test Reliability,Performance Based Assessment,Self Evaluation (Individuals),Scoring Rubrics,Elementary Secondary Education,Higher Education

Assessing the dispositions of teacher candidates remains a challenge for many Educator Preparation Providers (EPPs). This article details the process and results of establishing the reliability of two complementary instruments, the &quot;Candidate Beliefs Self-Assessment Survey&quot; (SAS) and the &quot;Candidate Dispositions Performance Assessment Rubric&quot; (CDPA). The instruments are linked through the same dispositional themes that undergird the indicators in the CDPA and belief statements in the SAS. Internal consistency reliability coefficients were determined using Cronbach's alpha for SAS (0.81) and the CDPA (0.96). In addition, inter-rater reliability coefficient of 0.80 was determined for CDPA using Intraclass correlation (ICC) method based on one-way random model and absolute agreement. It is argued that using these instruments in tandem, SAS at program entry and CDPA as well as SAS at program exit, offers a viable solution to assessing and monitoring candidates' development and acquisition of dispositions needed for effective performance in the teaching profession.
Map Skills in Education: A Systematic Review of Terminology, Methodology and Influencing Factors
Author: Havelková, Lenka
Date: 2019-00-00
Type: Journal Articles
Subjects: Map Skills,Geography Instruction,Definitions,Educational Research,Classification,Research Methodology,Data Collection,Standardized Tests

For a few decades, map skills stay at the forefront of not only geographers' and geographic educators' research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As non-uniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.
The Current State of High School Female and Minority Self-Efficacy and Interest in STEM in Chatham County, Georgia
Author: Gremillion, Sara
Date: 2019-09-00
Type: Journal Articles
Subjects: High School Students,Females,Minority Group Students,Self Efficacy,Student Interests,STEM Education,Disproportionate Representation,Science Careers,Career Choice,Public Schools

With the growing demand for science, technology, engineering, and mathematics (STEM) jobs in the U.S., the attainment of college degrees in these areas is of paramount importance. Both federal and state governments have established initiatives to grow the number of STEM degrees earned by women and racial minorities, as these groups graduate in STEM disciplines and work in STEM fields at a lower rate than that of their majority counterparts. The factors that can deter women and underrepresented minorities from pursuing STEM careers have been identified with one of the most prominent being low self-efficacy, or a reduced belief in one's capability of accomplishing a goal or task. This study aimed to assess the current level of self-efficacy of Chatham County, Georgia high school students in the STEM disciplines and their interest in pursuing a STEM career. No difference in the levels of self-efficacy in mathematics and science was reported by females and males; however, males reported significantly higher self-efficacy in engineering and technology compared to females. When asked about the future, females and males reported no difference in interest in a variety of STEM vocations; however, males had a significantly stronger preference for jobs in the areas of physics, computer science, medicine, energy, and engineering compared to females. Race did not influence self-efficacy in the three STEM areas, but interest in careers in the physical sciences was low among underrepresented minority students. Continued implementation of strategies to create and maintain female self-efficacy and interest in STEM, especially in engineering and technology, remains a necessity. While underrepresented minority students appeared to possess self-efficacy in the STEM disciplines during high school, strategies are needed to ensure their successful progression through STEM degree programs and later obtainment of a STEM job.
Preparing Culturally Responsive Educators in the 21st Century: White Pre-Service Teachers Identification of Unearned Privileges
Author: Vaughan, Winston E.
Date: 2019-09-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Awareness,Preservice Teachers,Teacher Competencies,Diversity,Social Bias,Whites,Consciousness Raising,Preservice Teacher Education,Student Attitudes

This qualitative /quantitative investigation highlights the analysis of preservice teachers' responses to an end of semester writing prompt in a diversity course requiring them to identify an unearned privilege that they may have benefitted from. Data were analyzed using qualitative as well as quantitative methodologies. Qualitative analysis revealed a range of privileges that pre-service can rely on when they reflect on the structured nature of privilege within our society such as socio-economic status, race, education, American citizenship, gender, parental support and language. Quantitative results, which focused on descriptive statistics, revealed that Whiteness and social class were privileges that they benefitted from the most.
Professional and Pedagogical Competencies of Geography Teachers in Malaysia
Author: Hanifah, Mahat
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Teacher Competencies,Geography Instruction,Teacher Attitudes,Professionalism,Correlation,Teaching Methods,Self Concept,Role Perception,Values,Secondary School Teachers,Teacher Characteristics

This study aims to examine the professional and pedagogical competencies of form six geography teachers in Malaysia. Study involved 200 geography teachers from across Malaysia, separated into five zones; the Northern Zone, the Central Zone, the East Coast Zone, the Southern Zone and the East Malaysia Zone. A questionnaire was used to collect the data. The six variables of professional and pedagogical competence studied were as follows: teachers' understanding of their topics, professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical technology knowledge and professional values. The findings showed all competencies of professionalism and pedagogy to be at high levels. Specifically, correlations revealed teachers' understanding of topics to have strong, significant relationships with their subject content knowledge, pedagogical content knowledge and pedagogical technology knowledge, and moderate, significant relationships with their professional knowledge and values. Hence, the results indicate that teachers' professional knowledge and values need to be enhanced in order to achieve the ideal level of professional and pedagogical competence for form six geography teachers in Malaysia.
High School Students&apos; Views and Attitudes towards Geography Courses in Turkey
Author: Sozen, Erol
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,High School Students,Student Attitudes,Educational History,Learning Activities,Instructional Materials,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Curriculum,Active Learning,Constructivism (Learning),Student Centered Learning

Geography, which is very important in understanding the place we live on, should be an area of interest for students rather than just a course. Geography education is an important subject in Turkey that has been offered in various institutions from pre-school to post-graduate education. The first geography course curriculum began to be implemented in 1924 in the history of the Republic. Geography course curricula (GCC), as in other courses, have also been changed since 1924. With the amendment of 2005, the GCC has reached a very different structure than the previous curricula and has entered into the application with many changes and innovations. The Geography Curriculum had new revisions and innovations in 2018 as well. Despite these changes, the curriculum's structure has not been changed. Students centered instruction, construvtivist approach, and active learning strategies were the heart of the curriculum. The aim of this study was to determine the views of high school students studying in Düzce province about in-class learning-teaching activities, material use in geography courses and their attitudes towards geography courses based on these, and to examine this subject in terms of various variables (gender of student, gender of the geography teacher, whether the course is liked, school location, class level and school type). Survey model was used in this study. For this purpose, a scale was developed for the study. A 25-item &quot;learning process in geography course, material use and student attitude&quot; scale consisting of three factors including developed. The study group consists of 568 students studying in various high schools in Düzce during the 2018-2019 academic year. Statistical analyzes were performed using SPSS 22.0 (Statistical Package for Social Science for Personal Computers) software. The results indicated that even though the 2018 revised curriculum implemented active learning, constructivist approach, and student centered program, teachers utilize traditional instructional methods according to students. Teachers mainly use textbooks and they hardly use instructional materials. Results also indicated that teachers only use traditional assessment methods. The use of student portfolios, group work, and student projects hardly exist in classrooms.
Examination of Prospective Teachers&apos; Perceptions of Homeland: A Phenomenological Study
Author: Degirmenci, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Cultural Background,Patriotism,Social Studies,Elementary School Teachers,Secondary School Teachers,Language Usage,Figurative Language,Turkish,Language Teachers

Homeland can be described as the territory in which people who are bound to each other with several ties and have common values. It's one of the most valuable heritages which has been left to us from former generations, and will be transformed to future generations. There are great responsibilities on us, families, education and especially our teachers as an important elements of education to protect and transfer it to future generations. The reason is that patriotism begins in the family and continues in educational environments. An examination of the renewed primary and secondary education programs in terms of general objectives and contents revealed that there is a conscious effort for children to gain such values as consciousness and love for the homeland, and patriotism in especially social sciences and geography classes. Therefore, perceptions of prospective teachers regarding homeland, who will raise future generations, are important. The purpose of this research is to study perceptions of prospective teachers regarding the concept of homeland. The population of the study consists of 157 prospective classroom teachers, 98 of whom are females and 59 males, who were being educated in three different departments (social studies, Turkish and classroom teaching) in the Fall semester of 2018-2019 Academic Year. Phenomenology, a qualitative research method, has been employed in the research. The data collected were analyzed by the technique of content analysis. According to the findings of the research, the prospective social studies teachers came up with 28, prospective classroom teachers came up with 27 and prospective Turkish teachers came up with 28 valid metaphors about the concept of homeland, which makes a total of 83 different metaphors. In addition, the participants' most preferred metaphors about the concept were the metaphors of mother, home, family, house and earth.
Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates
Author: Namli Altintas, Irem
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Preservice Teachers,Teacher Effectiveness,Active Learning,Secondary Education,Social Studies,Public Speaking,Peer Relationship,Foreign Countries

The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.
Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking
Author: Klonari, Aikaterini
Date: 2019-00-00
Type: Journal Articles
Subjects: Dyslexia,Comparative Analysis,Geography Instruction,Foreign Countries,Social Development,Emotional Development,Thinking Skills,Learning Disabilities,Spatial Ability,Student Attitudes,Secondary School Students,Cognitive Processes,Geography

Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -- unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D--3D exercise. The most significant difference was in the section of plan views, mental rotation and folding - unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments.
Three Cheers for the Ramsay Centre
Author: Davies, Martin
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Foreign Countries,Educational Finance,College Curriculum,Western Civilization,Humanities Instruction,Philanthropic Foundations

In 2018 Australia's leading national university, the Austrailian National University (ANU), decided to break off consultation with the Ramsay Centre for Western Civilisation over a bequest to fund a course on Western civilisation. It is not every day that a university decides to turn down a $3 billion bequest to fund a humanities program (Groch, 2018). The issue of academic autonomy has been raised as a reason, but this is, the author believes, ostensible. He suspects the 'autonomy' issue is a red herring. He believes the real reason for the decision seems to hinge on the notion of 'Western civilisation'.
Extended Icebreaker
Author: Barrett, Alex
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Activities,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Classroom Communication,Peer Relationship,Foreign Countries

Icebreakers are first-day activities that are meant to give students and the teacher an opportunity to get to know one another. They are helpful activities for taking a class full of strangers and turning them into friends (or at least acquaintances). However, icebreaker activities tend to be short and limited in the extent to which students can interact. This article describes one activity that crosses a variety of contexts and levels most recently at the university level in China.
&apos;My Study Is the Purpose of Continuing My Life&apos;: The Experience of Accessing University for People Seeking Asylum in Australia
Author: Hartley, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Access to Education,Barriers,Foreign Students,Noninstructional Student Costs,Mental Health,Students with Disabilities,Student Responsibility,College Role,Community Role,Government Role,Student Welfare,English Language Learners,Scholarships

People seeking asylum in Australia face complex and significant barriers accessing higher education. Due to the temporary nature of their visa, their only pathway to university is being granted admission as an international student, which is financially prohibitive. This paper focuses on the lived experience of people seeking asylum with regard to accessing higher education, and identifies six major themes: the importance of accessing studies; the stress of struggling to meet living expenses while studying; mental health issues; support for people with disabilities, health challenges, and family responsibilities; the importance of language support and navigational brokers; and the role of higher education in the settlement of people seeking asylum. The research indicates that more university and community support is needed to foster access and participation, but the priority should be on addressing the Australian Federal Government policies that underpin the most significant barriers facing people seeking asylum in accessing higher education. This recommendation is most pressing in light of the re-election of the Coalition Government in May 2019, which has committed to continue these restrictive policies.