ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Cartoons in Children&apos;s Rights Education: A Case Study
Author: Yel, Selma
Date: 2022-00-00
Type: Journal Articles
Subjects: Cartoons,Childrens Rights,Worksheets,Student Attitudes,Grade 4,Elementary School Students,Case Studies,Content Analysis,Teaching Methods,Classroom Environment,Social Studies,Foreign Countries,Treaties,International Law,Citizenship Education

The purpose of this study was to examine the knowledge, emotions and views of grade 4 elementary school students on education via cartoons. We designed the study as a case study, which is a qualitative research design. The study group included 30 elementary school students. The study used document review as the data collection technic. The study used worksheets and educational cartoons as data collection tools. In analysis of the data the study used content analysis. As a result of the study we observed that most students expressed what they saw in the cartoons correctly. In addition, the students who expressed what they had seen in the cartoons correctly also perceived the message in the cartoons correctly. Most students stated that the cartoons were about the right to education and made supportive statements. However, the students were incapable of expressing their emotions about the intended message of the cartoons. In addition, when they were asked to interpret a specific cartoon, the details did not attract them and they made rather holistic comments. Based on this result, we think that creating classroom environments supported by cartoons may develop the ability of students to analyze and perceive their rights and their skill of expressing their emotions.
Flags, Crucifix, and Language Regimes: Spacemarking in Three Primary Schools
Author: Wagner, Josefine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Multilingualism,Sense of Community,Religious Factors,Patriotism,Interior Space,School Space,Educational Facilities Design,Space Utilization,Imagery

Purpose: Against the backdrop of a global policyscape of inclusion, this paper investigates how three primary schools (Poland, Austria, Germany) mark entry halls and classrooms with state and religious symbolism and grant presence or absence of multilingualism. Design/methodology/approach: This multi-sited school ethnography investigates how EU educational policy projects on social justice and inclusion are appropriated and negotiated in the spaces of three Central European schools (Abu El-Haj et al. 2017; Levinson, et al. 2018). I build on Gert Biesta's concept of &quot;transclusion&quot; (2019) to interpret how school spaces appropriate EU inclusion policies and create a shared sense of community and belonging. Research limitations: Findings must be treated with caution as these are snapshots into the everyday life of three schools and cannot serve as general claims. Findings: Monoethnic expressions of religious faith (cross), national symbolism (flag) and language regimes co-construct national narratives that draw a line between those who belong and those who do not. Strong national narratives, communicated through entry hall decorations and classroom practices, allow little space for peripheral identities, i.e. migrant students, to claim voice and participate in the classroom and other shared spaces (Poland). Where there is less overlap between entry hall and classroom discourses (Austria), on the other hand, students receive mixed messages when it comes to their acceptance as Austrians. Blank spaces (Germany) presume a possibility to create shared spaces of communication and decision-making that students playfully engage in. However, in both Germany and Austria the ambivalence around space-marking means that language regimes are the more prominent factor in drawing the demarcation line between insiders and outsiders.
Contractualism as an Element of Democratic Pedagogy?
Author: Budde, Jürgen
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Performance Contracts,Self Determination,Self Control,Ethnography,Foreign Countries,Socialization,Ethics,Caring,Democracy,Problem Solving,Conflict Resolution

Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as 'behavioural contracts'. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students' self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy.
Imagined Sameness or Imagined Difference? Norwegian Social Studies Teachers&apos; Views on Students&apos; Cultural and Ethnical Backgrounds
Author: Åberg, Ingvill Bjørnstad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Secondary School Teachers,Teacher Attitudes,Secondary School Students,Student Characteristics,Cultural Background,Ethnicity,Cultural Differences,Racial Bias,Immigrants,Social Justice,Equal Education,Emotional Response

Purpose: This study investigates how Norwegian social studies teachers express their views on cultural difference among students. Design: Qualitative, semi-structured interviews transcribed and analyzed abductively using concepts of imagined sameness, color-blindness, and a pedagogy of discomfort. Findings: The analysis shows on the one hand, prevalence of an imagined Norwegian cultural &quot;sameness&quot;, where cultural and ethnic differences were seen as disruptive. On the other, there were attempts at relativizing &quot;Norwegianness&quot; and highlighting cultural difference as an advantage. The article discusses how teachers' challenging of their own views on culture can be both discomforting and necessary if social studies is to challenge injustice and encourage social transformation. Research limitations: This study does not support statistical generalization. Further research is needed to determine whether similar mechanisms are prevalent in a wider selection.
Predicting Language Performance from Narrative Language Samples
Author: Murphy, Kimberly A.
Date: 2022-02-00
Type: Journal Articles
Subjects: Child Language,Oral Language,Language Skills,Story Telling,Kindergarten,Elementary School Students,Vocabulary,Grammar,Grade 1,Grade 2,Grade 3,Longitudinal Studies,Predictive Validity,Evaluation Methods

Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Method: Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships. Results: The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39. Conclusions: This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. [The article is written with the Language and Reading Research Consortium (LARRC).]
Mutual Rejection: An Ethnography of Social Science at a Swedish Elite School
Author: Lundberg, Janna
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnography,Social Sciences,Pedagogical Content Knowledge,Advantaged,Power Structure,Selective Admission,Teacher Student Relationship,Foreign Countries,Language Usage,Student Characteristics,Secondary School Students,Institutional Characteristics,Democracy

Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools. Methodology: This paper uses an ethnographic method. Its research employs the observational position of a &quot;belonging stranger&quot; is put forward in contrast to the idea of &quot;going native&quot;. The focus is on the power of micro-interaction. Findings: A key empirical finding is the change in power relations that occurs when students outrank their social science teacher in subject knowledge.
&quot;It Makes Me Angry. REALLY Angry&quot;: Exploring Emotional Responses to Climate Change Education
Author: Jones, Verity
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Climate,Foreign Countries,Teacher Response,Teacher Attitudes,Student Attitudes,Student Reaction,Ethnography,Psychological Patterns,Elementary School Students

Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in England and begins to explore the emotions that teaching about climate change may raise for both teacher, researcher and pupil. Design: Part of a long-term ethnographic project in a school in England. Analysis of 60, 9-10-year olds drawings, participant observation notes and research diaries. Limitations: This is a small study--further research with larger numbers, different ages and in different geographical regions are required with both pupils and teachers. Practical implications: This work identifies pedagogies that allow injustices children identify to be explored with emotional responses being navigated rather than ignored. Such approaches support wellbeing in the face of growing numbers of young people suffering from eco-anxiety. [Note: The page range (93-120) shown on the PDF is incorrect. The correct page range is 93-119.]
Teaching and Learning in Integrated Social Studies: What Knowledge Is Most Important for Students to Acquire?
Author: Olovsson, Tord Göran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Integrated Curriculum,Outcomes of Education,Student Behavior,Elementary School Teachers,Elementary School Students,Cognitive Style,Educational Objectives

Purpose: The purpose is to analyse how teaching and learning take place in integrated social studies teaching in relation to various curriculum goals and what consequences the teaching has for students' approaches to learning. Design/methodology/approach: Ethnographic fieldwork is used in ten integrated thematic units conducted in four classes in four Swedish schools, with students in Years 5 and 6. Findings: The grading in Year 6 contributes to the integrated teaching being more adapted and directed towards subject knowledge goals. Students are very committed and involved in higher degrees of integration and discourses of learning connected to overarching curriculum objectives and are more focused and performance-oriented when the subject knowledge discourse creates a dominant pattern. Practical implications: Teaching in social studies should consist of the whole range of learning discourses, and how different knowledge conceptions can affect teaching and students' learning should also be considered.
&quot;Our Space at the Heart of the Smallpox Vaccine Expedition&quot;: A Service-Learning Project for Social Studies and Citizenship Education in Galicia (Spain)
Author: García-Morís, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Immunization Programs,Service Learning,Social Studies,Citizenship Education,Foreign Countries,Curriculum Development,Curriculum Implementation,Elementary School Students,Secondary School Students,Preservice Teachers

Purpose: The article reports on and analyses the creation, development and implementation of a service-learning project involving primary and secondary school pupils and students of education (bachelor's and master's level), carried out in a real educational setting over the course of two academic years. Approach: The project was conducted within a social science didactics framework of issues-centred teaching for the study of socially acute questions and global citizenship. Findings: The research yielded very positive results. The task for student teachers of contextualising their social studies learning in a real educational setting was found to be a motivating factor and provided useful lessons in relation to practical teacher training experiences of this kind. Implications: Greater emphasis should be placed on teacher training projects that include direct experience in real educational settings, particularly in relation to service-learning methodologies involving community service.
Visual Ethnography in Classrooms: The &quot;Action of Showing&quot; in Classroom Videos in Contexts of Social Science Teacher Education
Author: Jehle, May
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnography,Teaching Methods,Social Sciences,Video Technology,Correlation,Case Studies,Visual Aids,Teacher Education,Hermeneutics,Classroom Communication,Educational Change,Social Change,Social Systems,Educational History,Foreign Countries,Classroom Observation Techniques

Purpose: The paper discusses the camerawork within a historic video case study as a meaningful practice of visualization of classrooms and also as an aspect worth consideration in current contexts of video-based classroom research and teacher education. Design/methodology/approach: The case study combines elements of video hermeneutics and a visual sociology of knowledge to reconstruct &quot;the visual&quot; within historic classroom videos. It discusses these reconstructions based on the theoretical framework of video ethnography as an alternative method of classroom research focused on specific actions of showing within the historical context. Findings: The analysis and interpretation underpin the assumption of relations between camerawork and intentions for the use of the videos and enables insights into practices of documentation, implicit images of teaching practices, and classroom interaction as a part of the history of social science education.
Material Interpolations: Youth Engagement with Inclusive and Exclusionary Citizenship Discourses
Author: Dansholm, Kerenina K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Citizenship Education,Grade 10,Secondary School Students,Student Attitudes,Clothing,Physical Characteristics,Guidelines,Sensory Experience,Teaching Methods,Stereotypes,Racial Discrimination,Racial Bias,Public Officials,Political Attitudes,Immigration,Foreign Countries,Television,Programming (Broadcast),Voting,Elections,Minority Group Students,Citizenship

Purpose: The aim of this research is to investigate youth understandings of citizenship against the dual backgrounds of inclusive citizenship education and exclusionary discourse in the public sphere. Design / methodology / approach: The topic was explored through group interviews with 10th grade students, while the emergent theme of material or sensory tokens as indicators of belonging was analysed through an adapted discursive-material knot framework. Findings: The analysis shows that exclusionary citizenship discourses visible in public debate impact youth's understanding of citizenship, and that youth use material or sensory tokens, such as skin colour, clothing, and audible language to justify or challenge citizenship belonging. Research limitations / implications: The research demonstrates youth engagement with citizenship discourse within the public sphere and their sense-making of citizen stereotypes and prejudices. However, more research is needed in order to further explore the issue within different contexts. Practical implications: As previous research has indicated, a clear vocabulary is needed in order to effectively address racialised prejudice in citizenship education. These findings indicate that addressing the material or sensory tokens inherent in such exclusionary discourse may be a useful starting point.
Teaching Issues Perceived to Be Controversial in History: Estonian Teachers&apos; Epistemic Cognition
Author: Kaarlõp, Hanna-Liis
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,Controversial Issues (Course Content),Foreign Countries,Teacher Attitudes,Epistemology,Secondary School Teachers

Purpose: The purpose of this study was to discover topics in history education in Estonia that are perceived to be controversial, and to analyse how teachers' epistemic cognition is reflected in the teaching of issues perceived to be controversial. Design/methodology/approach: Qualitative research based on group and individual interviews with 12 teachers, plus data from lesson observations among 10 participants. Findings: Issues perceived to be the most controversial are topics from the 20th century. The reflection of epistemic cognition in practice is a result of a complex interplay between knowledge and knowing related beliefs and processes. Research limitations: The small number of participants (12). Developed categories must be considered with caution as exploratory findings.
Twenty-Five Years of the European Dimension in Education in Croatia: Research Origins, Theoretical Deficiencies, and the Future Development Pathway
Author: Turk, Marko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Politics of Education,Educational Policy,Interdisciplinary Approach,Educational Research,Praxis

Purpose: This paper aims to present the twenty-five-year evolving pathway of the European dimension in education in Croatia. Furthermore, the paper critically problematises the lack of a theoretical framework that has marked this concept's research and partly contributed to its conceptual dispersion and scholarly ambiguity. Design: The paper design is based on chronological and content analysis of the European dimension in education development, primarily focusing on the Croatian context. The period analysed is from 1996, when the first paper on the European dimension in education in Croatia was published until 2020. Findings: The development frame of the European dimension in education is proposed, with an overview of appurtenant phases, followed by chronological and detailed elaborated thematic groups. As an answer to detected theoretical deficiencies, the political praxiology of education is introduced as a direction of its future theoretical development and a partly new shift in the conceptual definition of the European dimension in education is proposed.
Embracing Diversity to Build Community
Author: Anthony, Wes
Date: 2021-00-00
Type: Journal Articles
Subjects: Diversity,Educational Change,Cooperation,Sociocultural Patterns,Social Justice,Educational Finance,Educational Administration,Minority Group Students,Academic Persistence,School Holding Power,Academic Achievement,Community Development,Higher Education

Across the United States, institutions of higher education must now reinvent the ways that they conduct business after the COVID-19 pandemic. Bridging campus culture is a paramount step in creating a positive learning environment for all college students. This involves constructing a new paradigm where both sides, academic and student support, of the academic house work together for a common goal. An architectural approach invites consideration of initiatives for building campus community in relation to the systems within which they operate, the structures that shape their actions, the design that creates the structures, and the spaces within which they work (Sturm, 2006, 2007, 2011b). As higher education institutions rebound from the pandemic at different rates, it is vital that institution administrators look at ways to use the lessons learned from the immediate onset of COVID-19 protocols in building a more strategic and systematic method for supporting student success, retention, and persistence. The pandemic not only caused higher educational institutions to grasp for solutions in regard to student recruitment and retention, but to seek innovative ways to provide greater financial and coaching support for the changing student population
Trouble Making? Addressing Irritation in Innovativeness Education
Author: Stuppacher, Kirstin
Date: 2022-00-00
Type: Journal Articles
Subjects: LGBTQ People,Homosexuality,Geography Instruction,Economics Education,Educational Innovation,Sexual Identity,Sexuality,Sexual Orientation,Cartography,Maps,Feminism,Power Structure,Activism,Emotional Response,Social Bias,Educational Change

Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education. Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector. Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.