ethanporcaro/eric-fulltext-meta huggingface dataset:
Overcoming Ethnic Conflict through Multicultural Education: The Case of West Kalimantan, Indonesia
Author: Nakaya, Ayami
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Conflict,Ethnic Groups,Textbook Content,Observation,Interviews,Student Surveys,Cultural Awareness,Trauma,Anxiety,Critical Thinking,History,Social Bias,Identification (Psychology),Ethnicity,Citizenship Education,Junior High Schools,Junior High School Students,Music Education,Principals,Qualitative Research,Statistical Analysis

This study examined the effectiveness of multicultural education provided after the ethnic conflict (1996-2001) in West Kalimantan, Indonesia. Research included textbook analysis, observation of practice, interviews with teachers and NGOs, and surveys of junior high school students' social identity. Multicultural education was found to help students understand the past and the multicultural situation in the present. However, two problems were identified: stakeholders' trauma and anxiety regarding teaching the negative past and critical thinking weaknesses, especially in terms of (re)producing prejudice and conflicts. Based on social identity analysis, this study recommends that multicultural education should be implemented under transformative citizenship education.
Answering Damarin&apos;s Call: How iOS Apps Approach Diversity, Equity, and Multiculturalism
Author: Cherner, Todd
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Equal Education,Technological Advancement,Educational Policy,Educational Technology,Courseware,Technology Uses in Education,Computer System Design,Handheld Devices,Student Diversity,Mixed Methods Research,Correlation,Design Preferences

In 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin's call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and multiculturalism. They then share their findings and offer implications before concluding with a response regarding the status of Damarin's call.
A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice
Author: Shannon-Baker, Peggy
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Praxis,Theory Practice Relationship,College Students,Social Justice,Action Research,Activism,Culturally Relevant Education,Personal Narratives

In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice-oriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students' and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools.
Creating Change in the Use of Information and Communications Technology by Female Islamic Studies Teachers in Saudi Arabia
Author: Alsharidah, Majed
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Islam,Women Faculty,Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,Teacher Education,Questionnaires,Secondary School Teachers,Teacher Surveys,Teaching Conditions,Case Studies,Statistical Analysis

The range of research undertaken in the area of the use of information and communications technology (ICT) in the teaching-learning process indicates the importance of the need for such a tool. Paradoxically, there is lack of emphasis on Islamic teachers and specifically female Islamic teachers. This study was conducted in 2017 using a range of quantitative methods and analysis involved 87 female participants who expressed their willingness to effectively use ICT in the teaching-learning process. This study which used the survey research design found that the female Islamic studies teachers had a positive attitude towards using technology in the class as well as their needs to implement such a practice. The study is significant for administrators in a segregated society like Saudi Arabia because it helps them to plug in the loopholes in the system.
&quot;Do We Really Need to Know This?&quot; The Challenge of Developing a Global Learning Module for Trainee Teachers
Author: Scoffham, Stephen
Date: 2013-00-00
Type: Journal Articles
Subjects: Trainees,Preservice Teacher Education,Learning Modules,Barriers,Mixed Methods Research,Global Education,Controversial Issues (Course Content),Environmental Education,Required Courses,College Seniors,Questionnaires,Online Surveys,Student Surveys,Focus Groups,Student Experience,Student Teaching,Student Teacher Attitudes,Teacher Attitudes,Foreign Countries

This article explores some of the challenges of developing a module on global learning with primary initial teacher education (ITE) students studying at a UK university. The research, which employed a mixed methodology, involved around 550 students and eight members of staff over a three-year period. The findings indicate that many students developed their thinking about global issues, albeit on a surface level. A small but significant minority proved much harder to reach. The discussion highlights the complexities of global learning, the significance of underlying values and beliefs, and the impact of the wider professional and cultural context. A key issue that emerges is the importance of recognizing barriers and inhibitors to global learning.
Perceptions of Intimate Partner Violence among University Students: Situational and Gender Variables
Author: Larsen, Dawn
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Violence,Social Attitudes,Social Bias,Student Surveys,Student Attitudes,Knowledge Level,Recognition (Psychology),Statistical Analysis,Vignettes,Gender Differences,Student Characteristics,Likert Scales

Fear of stigmatization and shame drives many women to stay silent and refrain from reporting intimate partner violence (IPV). 'Normalization' of violence in contemporary culture often results in inability to recognize behaviors as violent or controlling, and women may internalize the idea that they are responsible for victimization because they behaved inappropriately or did not anticipate and maneuver men's aggressive behavior. This research assessed university students' recognition of intimate partner violence and analyzed their attitudes toward this behavior. Subjects were surveyed on their attitudes toward IPV and abilities to accurately identify scenarios of intimate partner violence. Their ability to identify resources for victims of IPV on campus was also examined. Of 381 male (n = 151) and female (n = 230) university students 97% were able to accurately identify the scenario that did not depict intimate partner violence. Recognition rates were as high as 90% for scenarios that described physically violent IPV. However, only 51% were able to identify IPV behaviors involving control, coercion, and threats that did not involve physical violence. Female participants were statistically more likely than males to accurately identify IPV. Over 55% believed that IPV was a problem on their campus and 75% of participants disagreed with all statements that depicted abusive and violent behaviors as acceptable. Results indicate that though women may be more capable of identifying IPV than men, identification of IPV becomes more complex when physical violence is absent. Results have implications for understanding and addressing high rates of gendered violence, and may help to explain why many cannot recognize what is identified by law as harassment, coercion, violence, and abuse in many aspects of life.
&quot;The Impulse to Help&quot;: (Post) Humanitarianism in an Era of the &quot;New&quot; Development Advocacy
Author: Bryan, Audrey
Date: 2013-00-00
Type: Journal Articles
Subjects: Advocacy,International Programs,International Studies,Global Education,Citizenship,Discourse Analysis,Social Values,Educational Benefits,Position Papers,Transcripts (Written Records),Content Analysis,Empathy,Historical Interpretation,Institutional Mission,Religious Cultural Groups,Foreign Policy,Foreign Countries

This paper draws on the Republic of Ireland as a case study of the 'new' development advocacy, i.e. government, philanthropic, and celebrity humanitarian engagement with international development and statutory efforts to deepen understanding of international development among citizens in the global North (Biccum, 2010; 2011). It outlines some of the culturally specific narratives that inform the 'new' development advocacy in an Irish context, with reference to a set of recurrent tropes that have come to dominate both official and popular discourses of development 'at home'. Utilizing critical discourse analytic techniques, it illuminates the self constituting function these public pedagogical efforts perform and highlights the function that &quot;remembering&quot; instances of historical trauma and suffering, and of &quot;forgetting&quot; or ignoring Ireland's role in the history of imperialism, play in shaping and constituting the nation through orthodox development discourses. Rooted in a critical development education framework informed by postcolonial theory (Andreotti, 2006), the paper stresses the need for alternative development discourses that open up--rather than close down--possibilities for a deeper engagement with difficult questions of individual and collective responsibility, and with what it means to 'take action' in response to global problems or to engage with the suffering of Others.
Young People&apos;s Personal Engagement with Global Learning in Further Education
Author: Bentall, Clare
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Global Education,Learner Engagement,Student Participation,College Programs,Research Projects,Barriers,Change Strategies,Foreign Countries,Workshops,Interviews,Focus Groups,Observation,Qualitative Research,Content Analysis

This article focuses on the degree to which students in further education (FE) colleges in England personally engage with global learning during specific initiatives to incorporate global learning in the curriculum, drawing on findings from the 'Global Learning for Global Colleges' (2009-12) research and development project, funded by the UK ministry for overseas aid, the Department for International Development (DfID). The findings illustrate various levels of engagement, with much learning about, and enthusiasm for, global issues. There is some evidence of some critical thinking around issues by a few students, and also some confirmation that first-hand experience of overseas settings has the potential to contribute to transformation. In terms of action, there is evidence of activities, particularly more charitable ones, informed by feelings of gratitude and wanting to help others, linked to opportunities provided by colleges. But there is little indication of questioning of such responses to global issues. The findings also highlight various emotional responses and forms of resistance by students to the more transformative aspects of global learning.
Making Sense of Quality Teaching and Learning in Higher Education in Ethiopia: Unfolding Existing Realities for Future Promises
Author: Tadesse, Tefera
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Instructional Effectiveness,Qualitative Research,Case Studies,Focus Groups,Quality Assurance,Teacher Surveys,Student Surveys,Administrator Surveys,Deans,Department Heads,Educational Practices,Barriers,Teaching Methods,Semi Structured Interviews

Current approaches for assessing the quality of teaching and learning in higher education focus solely on compliance and accountability, and use quantitative measures that serve as indicators of institutional effectiveness and efficiency, yet whether such approaches have linked to instructional activities or students learning in universities are not clearly known. Moreover, while quality is a complex and multifaceted construct, its measurement using qualitative evidence of actual teaching and learning is generally minimal. This study fills this gap by examining broadly the perceptions of a variety of stakeholders on the quality of teaching and learning, and assessment and review experiences in higher education in Ethiopia. Here the main focus was to acquire an understanding of the existing realities in relation to these issues. For this, the study uses a qualitative case study design collecting primary data from interviews with 4 senior managers and 4 education quality experts, and focus-groups with 6 teachers and 26 students, and exploring secondary sources. The findings of this study suggest that recent quality improvement efforts are piecemeal and more geared towards quality assurance than improvement. Most quality concerns, assessment and review practices seemed to result in little more than formal reporting and were implemented very haphazardly. It, therefore, appears from the analysis of the qualitative data that there have been less visible quality improvements and numerous challenges. This study recommends a functioning internal system, formative assessment, and the support and ownership of those who work in the sector as crucial for the implementation of quality improvement.
The Impact on Academic Staff of the Collaboration between a Pathway Provider and Its Partner University: An Australian Case Study
Author: Kaktinš, Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Partnerships in Education,Teacher Attitudes,Educational Methods,Commercialization,Foreign Students,Focus Groups,Interviews,Content Analysis,Tenure,Teacher Student Relationship,Disadvantaged,Teacher Rights,Interpersonal Relationship,Collegiality,Professional Identity,Private Colleges,Teacher Administrator Relationship,Educational Cooperation

New educational models such as those involving a third party educational provider linked with an official university for purposes of providing a bridge (a pathway program) into a mainstream university degree, particularly for international students, have become part of the higher education landscape capitalising on the international demand for tertiary qualifications from Australia and other English-language-based universities. The perceptions of teachers employed in one such pathway program are the focus of this current paper--a research area that to date has been understudied. Such data are of great value in furnishing an in-depth view of the challenges involved in an educational model that is highly commercialised and the impacts it has on teaching and learning, especially on academic identity in terms of the specific key relationships--between teachers and third party provider, between teachers and partner university, between teachers and international students. Some of the more concerning issues revolve around the extent to which market imperatives impinge on pedagogical concerns, on teachers' professional commitment to their vocation, on international students' capacity to acquire an authentic tertiary education that supports rather than detracts their transition to mainstream university, and on whether such educational models can be genuinely sustainable long term.
The Impact of Virtual Trips on the Development of Arabic Language Oral Skills among Third Grade Students in Jordan
Author: Alhajya, Nail M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 3,Elementary School Students,Randomized Controlled Trials,Simulated Environment,Teaching Methods,Comparative Analysis,Conventional Instruction,Educational Technology,Technology Uses in Education,Oral Language,Language Skills,Semitic Languages,Achievement Tests,Statistical Analysis,Gender Differences,Quasiexperimental Design

This study aimed at investigating the impact of virtual trips on developing Arabic language oral skills among third grade students in Jordan. The researchers used a quasi-experimental design to answer the research questions. The study sample consisted of 48 students who were chosen purposely. The participants were divided randomly into two groups: (1) experimental group that consisted of 24 students who were taught by using a Virtual Trip Model (VTM), and (2) control group which consisted of 24 students who were taught by using a traditional method of teaching. To achieve the study objectives, the researchers developed a content-based VTM and achievement test to measure Arabic language oral skills. Reliability and validity of the study instruments were checked. To answer the study questions, means and standard deviations were calculated, and ANCOVA test was used. Study results revealed that there were statistically significant differences (a = 0.05) between means of students' achievement test scores attributed to teaching method variable, and in favor of the experimental group. Furthermore, there were no statistically significant differences (a = 0.05) between means of students' achievements test scores attributed to gender variable, and the interaction between teaching method and gender variables. Additional implications and future recommendations were argued.
E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory
Author: Afify, Mohammed Kamal
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Concept Mapping,Constructivism (Learning),Educational Technology,Interaction,Technology Uses in Education,Design,Online Courses

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recommendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.
Perspectives on Blended Learning through the On-Line Platform, LabLessons, for Chemistry
Author: Jihad, Teeba
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Chemistry,Science Instruction,Online Courses,Program Effectiveness,Technology Integration,Science Teachers,High School Students,Secondary School Teachers,Secondary School Science,Technology Uses in Education,Student Surveys,Teacher Surveys

The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, &quot;Formation of Hydrogen&quot; and &quot;Titration,&quot; were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific topics. The pre-lab modules introduced the students to experiments they were expected to perform in class the following day. The modules consisted of an introduction as well as either a visualization and/or simulation specific to each topic. Students and teachers who utilized LabLessons were surveyed to establish a preliminary research on the use of technology in classrooms. Student and teacher surveys demonstrated LabLessons to be an interactive and helpful tool to improve students' understanding of conceptual ideas.
The Use of Educational Platforms as Teaching Resource in Mathematics
Author: Gómez-Zermeño, Marcela
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Technology Uses in Education,Qualitative Research,Foreign Countries,Dropouts,Dropout Rate,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,High School Students,Longitudinal Studies,Models,Counseling Services,Computer Mediated Communication,Counseling Techniques,Virtual Classrooms,Structured Interviews

Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics' failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model evolution and in the designs of evolutionary group analysis, we stated the possibility to generalize the results of the use of technological resources in the teaching of mathematics in order to find out if it is possible to improve the levels of students at a school in upper level education. According to this research, the use of educational platforms as a resource for the subject of mathematics represents not only a technological tool for teachers but also offers students the opportunity to view this subject as an academic challenge to overcome.
Evolution of Project-Based Learning in Small Groups in Environmental Engineering Courses
Author: Requies, Jesús M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Small Group Instruction,Engineering Education,Environmental Education,Foreign Countries,Dropout Rate,Teamwork,Problem Solving,Puzzles,Cooperative Learning,Outcomes of Education,College Students

This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning--PBL) implemented on the course &quot;Unit Operations in Environmental Engineering&quot;, within the bachelor's degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13), different modifications were adopted in the following ones (13-14, 14-15 &amp; 15-16) in order to optimize the student's and professor's work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work) enhances each group member's self-learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneous since the presence of two highly motivated students or not can vary or affect the whole group's attitude and academic results.