ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Perceptions of Their ICT-Based College English Course in China: A Case Study
Author: Zinan, Wen
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,College English,College Second Language Programs,Likert Scales,Questionnaires,Factor Analysis,Technology Integration,Technology Uses in Education,Computer Assisted Instruction,Nonmajors,Interpersonal Relationship,Interaction,Student Motivation,Independent Study,Instructional Materials,Student Satisfaction,Usability,Foreign Countries,Case Studies

This study investigated foreign language students' perceptions about their Information and Communication Technology (ICT)-based College English Course (CEC) in China. The research used a five-point Likert-scale questionnaire based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnaire and 6 factors were delineated. 200 non-English majors who responded mentioned that ICT was well integrated into the CEC. They reported that the ICT-based CEC gave them a good environment for independent learning and they were more motivated to learn English as they had more opportunities to communicate, interact and cooperate with other students in English using authentic language in a variety of contexts. They found learning was more effective compared to the traditional learning environment; it provided freer learning environment, less restricted communication, more time flexibility and more self-scheduled study plan ensuring learner-centeredness and learning autonomy.
Impariamo Insieme in Italia (Learning Together in Italy) via &quot;Scambio Di Instruzione--Through Instructional Exchange&quot;
Author: Veltri, Barbara Torre
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Practicums,Foreign Countries,Study Abroad,Teacher Student Relationship,Educational Technology,Alphabets,Brainstorming,History,Politics,Geography,Social Studies,Teaching Methods,College Faculty,Technological Literacy,Barriers,Program Descriptions,Global Approach,Student Attitudes,Grade 8

Preparing teacher candidates for their roles in 21st century schools calls for direct experiences with inquisitive, linguistically diverse, and often technologically savvy students across global and economic contexts. This article presents the lessons learned from a practicum experience during a semester abroad in Italy, where faculty, teacher candidates, and students engaged in educational and cultural collaboration. After collaborating with a school in Siena, Italy, the author and nine teacher candidates created a practicum lesson using technology to teach 8th grade students social studies subjects. The class was broken into small-groups of 3-4 students to a teacher candidate. Each group received three or four letters of the alphabet. Students would select one letter and brainstorm terms related to history/politics/geography associated with that letter using images that were displayed on a smartboard. The author describes the barriers, such as language, and the findings that came from the lesson.
Remix Literacy: A Picture Is Worth a Thousand Words
Author: Kohnke, Lucas
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Creativity,Teaching Methods,Web Sites,Web 2.0 Technologies,Multimedia Materials,Electronic Publishing,Educational Technology,Social Media

This lesson will introduce the website &quot;Photofunia&quot; (http://photofunia.com/) as an excellent tool in terms of incorporating the 4Cc of 21st century learning. By using remix literacy, we are able to help our students become critical thinkers, communicators, collaborators and creators in a fun, engaging and motivating approach. &quot;PhotoFunia&quot; is a creative website where students can insert themselves into billboards using their own images. Example of effects are Valentine's Day, Christmas, Billboards, Galleries, Celebrities, Professions, Movies, to only name a few. This creative website brings out a playful attitude in both teachers and students which is one of the essential characteristics of creativity, to think outside of the box, and is especially important teaching 21st century learners.
The Pedagogical Readiness of Instructors towards Achieving Integration of ICT's in TVET Institutions in Kenya
Author: Maina, Tirus Muya
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Technology Integration,Information Technology,Technical Education,Vocational Education,Technical Institutes,Correlation,Educational Strategies,Teacher Education Programs,Teacher Qualifications,Computer Literacy,Statistical Analysis

This paper points to the necessity to conduct research on the pedagogical readiness of instructors towards achieving integration of ICT's in Technical and Vocational Education and Training (TVET) institutions in Kenya. Research on the integration of ICTs in teaching and learning in TVET institution in Kenya have been done to improve the learning process, though very little progress has been recognized toward its effective integration. TVET subsector have revealed that in spite of the many efforts that researchers and educators put over the years in preparing teachers in the educational uses of ICTs, teachers still lack the pedagogical skills and knowledge needed to be able to teach with ICT technology successfully. The aim of the study was to investigate the effect of pedagogical readiness on effective integration of ICTs in TVET institution in Kenya with specific reference to Michuki and Thika Technical Training Institute in Murang'a and Kiambu County, respectively. The relationship between effective integration and pedagogical readiness is significant, the correlation coefficient, R, is 0.863. Therefore, effective integration is positively correlated with pedagogical readiness and the relationship is very strong. Teacher's technical education institutions need to develop strategies and plans to enhance the teaching learning process within teacher education programmes and to assure that all future teachers are well prepared to use the ICTs tools for learning.
&quot;We Are Dumbledore's Army:&quot; Forging the Foundation for Future Upstanders
Author: Rodeheaver, Misty D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Citizenship Education,Civil Rights,Homicide,Death,Summer Programs,Self Efficacy,Student Responsibility,Student Empowerment,Workshops,Advocacy,Qualitative Research,High School Students,Surveys,Interviews,Females,Field Trips,Service Learning,Role Models

The profusion of human rights atrocities and purported incidents of genocide across the globe in recent decades has increasingly forced multiple and complicated issues associated with combating these violations onto the political agendas of world leaders and institutions. Scholars are united in recognizing the growing importance and need for critical instruction on the complex issues related to human rights and genocide studies to inspire high school students toward a global, democratic citizenship for the 21st century. Therefore, how do educators and student programs prepare students to critically examine these complex questions in a way that encourages global citizenship? This study, conducted during a two-week intensive summer institute on human rights and genocide studies in western New York state, assessed the ability of a human rights and genocide educational institute to foster higher levels of self-efficacy among the participating students and their ability to be &quot;upstanders,&quot; rather than bystanders in their daily lives. We argue that the students felt empowered to pursue their short- and long-term goals regarding becoming human rights upstanders through the role models in their lives who influenced them to come to the Institute and the various experiences they had during the Institute's workshops and field trips.
Lebanon: A Case of History Education in a Sectarian Society
Author: Yoder, Paul J.
Date: 2015-00-00
Type: Journal Articles
Subjects: History Instruction,Foreign Countries,History,War,Parochial Schools,Foreign Policy,Educational History,National Curriculum,Social Studies,Teaching Guides,Self Concept,Politics

This paper synthesizes the extant literature on history education in Lebanon. The sectarian nature of the country and the recent civil war make the case of Lebanon a unique and compelling one. Three emerging understandings underscore the complexity of history education in Lebanon and demonstrate the ways in which history is used to undercut national social cohesion. First, history education in Lebanon is influenced by the tradition of parochial or confessional schools dating to the hands-off approach of the Ottoman colonial powers. Second, the delay of a state-sanctioned national curriculum has paralyzed educators who have been left to piece together their own curriculum. Third, the political gridlock in Lebanon continues to make history education a contentious topic.
Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills
Author: Junsay, Merle L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflection,Preservice Teachers,Critical Thinking,Problem Solving,Communication Skills,Mathematics Skills,Quasiexperimental Design,Learning Processes,Lecture Method,Scores,Discussion Groups,Comparative Analysis,Hypothesis Testing,Pretests Posttests,Teaching Methods,Cognitive Tests,Thinking Skills,Mathematics Tests

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher learning. There were two treatments used in the study: the lecture-discussion approach and reflective learning approach of teaching. The lecture-discussion involved five phases: introduction, presentation, comprehension, monitoring, integration, and review and closure. The reflective learning approach involved initializing, exploring, and connecting processes. Validated and reliability-tested researcher-made tests on conceptual understanding, critical thinking, problem solving, and mathematical communication skills served as the instruments. The study reveals that the scores of prospective teachers exposed to the reflective learning and the lecture-discussion approach were below 50% of the perfect score before and even after intervention. It further shows that the prospective teachers' conceptual understanding, critical thinking, problem solving and mathematical communication skills significantly improved in the reflective learning group, and in the lecture-discussion group. However, the mean gains of both groups are significantly different in favour of the reflective learning group in all the aforementioned skills except in critical thinking. Furthermore, the prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills were all found to be significantly related in the reflective learning group. However, in the lecture-discussion group, only the following pairs were significantly related: conceptual understanding and mathematical communication skills; conceptual understanding and problem solving skills; and problem solving and mathematical communication skills.
Educational Development of Africa: Changing Perspectives on the Role of Indigenous Knowledge
Author: Ukwuoma, Uju C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Development,Indigenous Populations,Curriculum Design,Undergraduate Students,Student Attitudes,Focus Groups,Role,Course Content,Critical Literacy,Economic Development,Global Approach,Student Surveys,Foreign Countries,African Culture,Teaching Methods,African Languages,History,Mixed Methods Research

Educators have called for the integration of African Indigenous Knowledge (AIK) into educational curricula particularly at the university level. However, little is known about the perspectives of university students regarding the role of AIK towards educational development. Thus, this study used survey and focus group discussions to examine the perceptions of 125 university undergraduates regarding the role of AIK in educational development in Africa. Findings indicated that AIK enthusiasts are perceived as knowledge-police and bullies propagating divisive scholarship. Approximately 25 percent of participants are not aware of what constitutes indigenous knowledge. The implications of these and other findings are discussed.
Creativity and Anxiety in Roma and Serbian Adolescents
Author: Spasic, Miljana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Creativity,Anxiety,Minority Groups,Likert Scales,Early Adolescents,Statistical Analysis,Comparative Analysis,Gender Differences,Elementary School Students

In this paper, we present a research whose aim was to investigate the relationship between creativity and anxiety during the period of early adolescence. Furthermore, we were interested in discovering potential differences among Roma and Serbian adolescents at the level of creativity, situational and general anxiety. The sample consisted of 60 adolescents aged 12 and 13 years. Members of the Roma nationality accounted for one half, whereas members of the Serbian nationality accounted for the other half. Out of 60 research participants, 26 are male and 34 are female. The State-Trait Anxiety Inventory (STAI) and The Alternative User Test for determining creativity were applied in order to collect data. For the data processing we applied Pearson correlation coefficient, t-test for paired and independent samples and two-way ANOVA. The results have shown that the participants' level of general and situational anxiety is below the theoretical average. Also, it indicated that there are differences between the students of Roma nationality and Serbian nationality when it comes to the level of situational anxiety ( t = 2.73, p = 0.008) and creativity (t = -3.72, p = 0.001). Serbian female adolescents manifested higher levels of creativity in comparison with their Roma female peers (t = -3.91, p = 0.00), but also in comparison with Serbian males (t = -2.07, p = 0.047). It indicated that there is a difference in situational anxiety at the level of subsample of male participants between Roma and Serbian adolescents (t = 2.81, p = 0.01). Research results are partially consistent with theoretical and empirical assumptions about development of creativity and anxiety during the period of early adolescence.
International Citizenship Education Research: An Annotated Bibliography of Research Using the IEA ICCS and IEA CIVED Datasets
Author: Knowles, Ryan T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizenship Education,Social Studies,Academic Achievement,Educational Research,International Education,Journal Articles,Citations (References),Annotated Bibliographies,Secondary School Students,Cross Cultural Studies,Web Sites,Databases,Civics,Foreign Countries

In November 2015, a group of researchers met to discuss the role of large-scale international studies to inform social studies research and practice. The conversation focused on published analyses of the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education study (CIVED) of 14 year olds in 28 countries, and the 2009 International Civic and Citizenship Study (ICCS) of comparably defined populations in 38 countries. The researchers wanted to find out how they could bring attention to these studies within the field of social studies education. They conducted an extensive search of peer reviewed secondary analysis and theoretical work directly related to large-scale international datasets (especially the IEA studies of 1999 and 2009). They identified articles using their own published content, searching the works' reference sections, and locating articles via scholarly works websites, including ERIC. From their search, they created an annotated bibliography that is included in this article.
A Global Learning Wiki Project for Pre-Service Teachers
Author: Kuo, Chia-Ling
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Global Education,Web 2.0 Technologies,Student Projects,Undergraduate Students,Educational Technology,Interpersonal Competence,Cultural Literacy,Technological Literacy,Knowledge Base for Teaching,Electronic Publishing,Electronic Learning,Computer Mediated Communication,Web Sites,Online Surveys,Likert Scales,Student Experience,Partnerships in Education,Teaching Methods

In this study the author investigated 228 pre-service teachers' experiences with a global learning wiki project in an undergraduate educational technology course. The project connected pre-service teachers with students in 11 different countries on wiki sites, participants and their overseas partners posting questions about topics of interest to them and responding to one another's questions on the sites. The goals of this study were to determine whether the global learning wiki project (a) enhanced participants' knowledge of other cultures and competence in working with those who are culturally different and (b) benefited the participants professionally by improving their technology skills. Results of the study show that participants enjoyed this project and the contacts they made with educators and students in other countries. They gained knowledge of cultures and grew more comfortable working with people who speak another language; however, their responses were mixed about the professional benefits and enhancement of their technology skills.
Coming Home: Continuing Intercultural Learning during the Re-Entry Semester Following a Study Abroad Experience
Author: Marx, Helen A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Program Design,Case Studies,Preservice Teachers,Multicultural Education,College Students,Reentry Students,Teacher Education,Foreign Countries,Grounded Theory,Qualitative Research

International experiences through structured study abroad programs are proposed as a powerful way to impact pre-service teachers' intercultural understandings and competence. In recent years attention has been placed on the nature of such study abroad programs, seeking to illuminate design elements that might enhance intercultural learning prior to, during, and after such programs. Though acknowledged as a vital component to such experiences, the literature lacks exploration of the nature of program design once students return to their home university, termed the &quot;re-entry&quot; phase. This article presents findings from a case study of a pre-service teacher during the semester following a study abroad program, illuminating programmatic elements of the re-entry semester that provided the student with the support needed to leverage intercultural learning begun during the international experience once she returned to their home university. The findings provide insight into the importance of providing purposefully designed re-entry programs that support students' continued intercultural learning, particularly in helping students learn to look at themselves, U.S. schools, and domestic diversity through a critical cultural lens.
Principals' and Teachers' Reports of Instructional Time Allocations in Third Grade
Author: Heafner, Tina L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Teachers,Principals,Elementary Secondary Education,National Surveys,Language Arts,Mathematics Instruction,Science Instruction,Social Studies,Reading Instruction,Time Management,High Stakes Tests,Statistical Analysis

Using a paired national cross-section of third grade teacher and principal Schools and Staffing Survey data from 2007 to 2008, comparisons were made regarding teachers' and elementary principals' reports of instructional time distributions for English Language Arts, mathematics, science, social studies, and reading in third grade during a full week of school. Examining how the two most fundamental personnel of schools converge and diverge in their reports of instructional time allocations, allowed researchers to compare, first, how teachers and principals report instructional time uses by subject area, and second, to determine if there were differences in reported time allocations between teachers and principals. Researchers were specifically interested in determining if reported time provided evidence of educational problems associated with instructional time as there were conflicts in: (1) time as a function of administration and (2) time as a function of the classroom. Furthermore, results yield evidence of marginalization of social studies at the classroom level.
Programs and Practices: Students' Historical Understandings in International Baccalaureate, Advanced Placement and Regular World History Courses
Author: Ryter, Di
Date: 2015-00-00
Type: Journal Articles
Subjects: Advanced Placement,History Instruction,Teaching Methods,History,High School Students,Case Studies,Participant Observation,Focus Groups,Interviews,Teacher Attitudes,Empathy,Perspective Taking,Qualitative Research,Student Attitudes,Assignments,Historiography,Curriculum,Course Content,Outcomes of Education,Concept Formation,Secondary School Teachers,Content Analysis

World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and analyses of International Baccalaureate, Advanced Placement, and regular World History program curricula. Methods and data sources used in this study included participant observations, focus group interviews, student artifacts, and program curriculum documents. The types of historical understanding varied among the three World History programs' courses, ranging from identifying cause and effect relationships to the inclusion of multiple perspectives in history. The most unique type of historical understanding displayed by students was the acknowledgement of historical humility in International Baccalaureate History. Findings of this study have implications for pedagogical and curricular approaches to teaching world history.
Using Service-Learning as a Tool to Develop Intercultural Understanding
Author: Foster, April A. Mattix
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Foreign Countries,Learning Experience,Cultural Awareness,Urban Schools,High School Students,Low Income,Qualitative Research,Student Attitudes,International Cooperation,Charter Schools,Program Descriptions,Cultural Differences,Interviews,Attitude Change,Pretests Posttests,Intercultural Communication

Service-learning provides a wide range of opportunities for students to develop intercultural understanding. As a practice, service-learning has the potential to strengthen the development of student attitudes that support collaboration between people of different cultural groups. The purpose of this qualitative study was to examine the ways in which engaging in international service-learning could be used to leverage students' development of intercultural understanding. Nineteen urban high school students from a predominantly low socioeconomic status (SES) school engaged in a service-learning experience for 2 weeks in Costa Rica. This manuscript chronicles the process and procedures undertaken to prepare and engage students throughout the service-learning process and highlights the understandings that were cultivated.