ethanporcaro/eric-fulltext-meta huggingface dataset:
The Opinions of Pre-Primary Education Teachers on the Advantages and Disadvantages of Heterogeneous Age Groups
Author: Rochovska, Ivana
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Heterogeneous Grouping,Mixed Age Grouping,Preschool Education,Social Emotional Learning,Barriers,Affordances

The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience.
&apos;We Too Find It Difficult&apos;: A Consideration of Site-Based Holocaust Education as Emotional Labour
Author: Richardson, Alasdair
Date: 2021-00-00
Type: Journal Articles
Subjects: Place Based Education,European History,War,Jews,Death,Psychological Patterns,Teaching Experience,Social Support Groups,History Instruction,Foreign Countries,Teacher Attitudes

Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of 'emotional labour', the study explores how the educators articulate their emotion work, and how they manage their emotions &quot;in situ.&quot; The findings reveal a complex interplay of emotion work and self-preservation that results in educators variously altering the extent to which they are 'present' and how they choose to withdraw themselves emotionally from certain exhibits or spaces at the museum. The study also reveals the benefits of the informal emotional support network that exists between the educators, as well as the various routines they adopt to help them manage their emotion work. It is argued that the findings of this paper highlight a need for further research into how teachers teach about emotionally difficult histories such as this, in similar and more diverse contexts.
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities
Author: Theobald, Roddy J.
Date: 2022-07-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teacher Education,Literacy Education,Reading Instruction,Theory Practice Relationship,Scores,Reading Tests,Reading Achievement,Students with Disabilities,Decoding (Reading),Phonological Awareness,Phonics,Reading Fluency,Student Teaching,Predictor Variables

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in Grades 4 to 8. These students tended to have larger reading gains when their districts used evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that used balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher. [For the corresponding grantee submission, see ED618761.]
Dutch Students&apos; Understanding of the Interpretative Nature of Textbooks When Comparing Two Texts about a Significant Event in the Development of Democracy
Author: Houwen, Annemiek
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Seniors,Historical Interpretation,History Instruction,Textbooks,Protocol Analysis,Democracy,Critical Reading,Writing Assignments

In history education, the deconstruction of narratives is an important skill for students. The skill teaches them to look critically at the offered texts. In this study, we investigated the extent to which students are able to critically analyse the narratives in their history textbooks. To answer this question, we asked 106 students in pre-university education (16-17 years of age) to read and compare two texts -- from two different textbooks -- about a turning point in the development of the Dutch state and democracy: the introduction of universal suffrage for men and women in 1917-19. One group of students (N=10) worked on the assignment while thinking aloud. We found that most students recognized the author's voice in the selection of persons and dates and in the attention paid to a particular topic, but that they hardly mentioned recognizing the voice in aspects such as the choice of words or headings. The students who analysed and compared the texts while thinking aloud all indicated after the assignment that they understood that these texts are different interpretations of the same historical development.
Historical Experiences: A Framework for Encountering Complex Historical Sources
Author: Zachrich, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Learner Engagement,Student Experience,Primary Sources,Foreign Countries,Historic Sites,Experiential Learning,Models,Psychological Patterns,Empathy

We encounter information about the past in everyday life through films, books and complex historical sources -- such as historic sites or eyewitness accounts. Investigations of how visitors and learners engage with these complex historical sources have mainly focused on the 'something special' of the encounter on the one hand and on the clear cognitive engagement on the other. Yet, we know little about what and how learners and visitors learn from these complex historical sources and the resultant historical experiences. However, it is an important precondition for further theoretical and empirical research to fully understand these experiences. This article takes the first step in building an integrated model to understand from a situated embodied perspective the &quot;historical experiences&quot; derived from encounters with complex historical sources. Drawing on German-and English-language literature across related disciplines, we conceptualized the experience within an interplay of cognitive, affective and physical engagement. Within these dimensions, we identified responses that indicate the different elements of the historical experience and discuss limitations and avenues for further research.
Evaluation of the Reflections of Pandemic (COVID-19) on University Education from the Perspective of Faculty
Author: Altiparmak, Ipek Beyza
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teacher Attitudes,Distance Education,Interpersonal Communication,Teacher Student Relationship,Barriers,Student Evaluation,School Closing,Educational Technology,Technology Uses in Education,Foreign Countries,Motivation,Feedback (Response)

COVID-19 pandemic has caused dramatic and rapid changes along with some problems in education. Analysing the situation in question and making suggestions on the subject are important for the ongoing process. It is aimed to evaluate the changes in the education system during COVID-19 pandemic process from the perspective of academicians. In-depth reviews were conducted with 20 academicians working in Faculty of Sciences and Arts in Kirsehir Ahi Evran University. The data obtained from the interviews were analysed with computer based program, Maxqda 2020.4. The analysis indicated that the motivation of the academicians was negatively affected by the pandemic process. Not being able to get feedback on distance learning or communicate with the students and students' being inactive during the courses have been put forward as problematic areas. Academicians also emphasized that the measurement and evaluation process did not work well, but they made attempts to improve it. It was also observed that there exists the idea that distance education and technological elements would be more involved in education even after the pandemic is over. This study helps us to understand how technology has become a fundamental part of our lives. It also unearthed how we could fight against the problems, including educational ones, which a worldwide pandemic caused. Firstly, with the distance education system we were able to continue to carry out educational activities. Later on, we have come to realise that distance education has so many advantages that it should be integrated with face-to-face education and used more often even after the pandemic.
History Teachers&apos; Pedagogical Reasoning and the Dynamics of Classroom Implementation in Ghana
Author: Boadu, Gideon
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,History Instruction,Historical Interpretation,Curriculum Implementation,Educational Practices,Constructivism (Learning),Lesson Plans,Theory Practice Relationship

The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers' planning paperwork from 15 public senior high schools in Ghana's Central Region. This research found that teachers' pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.
Identifying Aspects of Temporal Orientation in Students&apos; Moral Reflections
Author: Ammert, Niklas
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Moral Values,Correlation,Secondary School Students,Classification,Books,Foreign Countries,History,Police,Genetics,Death,European History,Jews,Cross Cultural Studies

History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary school students express inter-temporal relationships in encounters with a morally challenging historical event, which for the participants would have been a moral dilemma. Using historical consciousness as the theoretical framework, a matrix linking two prominent theoretical models -- Jörn Rüsen's (2004) types of narratives and Ann Chinnery's (2013) strands of historical consciousness -- was developed to analyse and categorize secondary school students' expressions of temporal orientation. To carry out the research, 15-year-old Finnish and Swedish students read an excerpt from Christopher Browning's (2017) book &quot;Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland&quot; (originally published in 1992). The students answered and discussed open-ended questions regarding the relevance of the text to their lives and others' lives, and the applicability of this historical situation to Europe now and in the future. Using this empirical material, the analysis provides a tentative overarching depiction of students' expressions of temporal orientation, and reports on findings of how temporal orientations relate to moral reflection.
What Aspects of Historical Understanding Feature in the Analysis of Moving-Image Sources in the History Classroom?
Author: Cutajar, Alexander
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,News Reporting,Mass Media Use,Documentaries,Constructivism (Learning),Video Technology,Secondary School Students,Concept Formation,Comprehension,Knowledge Level,Content Analysis,Web Sites

This paper reflects on aspects of historical understanding developed in a classroom in which moving-image sources are analysed. Considered as nonfictional representations of the past, moving-image sources comprised broadcast images of historical events on newsreels, news broadcasts and documentaries. The study, carried out in a Maltese state secondary school, involved students (aged 15/16 years) analysing moving images as historical sources in their history lessons. Various aspects of understanding were identified: making connections with media content; using knowledge of one topic to shape another; discussing forms of historical knowledge in relation to each other; connecting with the wider historical picture; and constructing meaning using various language strategies. It is argued that these aspects offer a characterization of historical understanding when analysing broadcast footage of historical events in a constructivist classroom. It is suggested that underlying these aspects was students' prior historical knowledge. I highlight the importance of maximizing on opportunities provided by moving-image sources to support understanding, particularly the co-construction of knowledge.
What Is Important in History Teaching? Student Class Teachers&apos; Conceptions
Author: Tallavaara, Riitta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,History,History Instruction,Student Attitudes,Elementary School Curriculum,Student Teachers,Preservice Teacher Education

In Finland, history is taught in comprehensive schools at both primary and secondary levels. In primary schools, teachers are qualified class teachers who study one or two history courses during their teacher education. The amount of history taught in teacher education is limited, but student class teachers have studied history while at comprehensive school and general upper secondary school, and they have lived experience of historical cultures as members of different groups and communities. Thus, they have conceptions of what history teaching in school is, and what it should be. In this article, student class teachers' conceptions of teaching history were examined using data (n=92) consisting of students' writings at the beginning of their history studies. A phenomenographic approach was used to identify and characterize different conceptions. The results showed that student class teachers considered understanding of the present to be the most important objective in school history. Based on their own school experiences, they highlighted the significance of the big picture instead of learning scattered facts and details. Students also stressed the importance of the motivation to study history. Their conceptions are similar to the curriculum objectives for history teaching in primary school.
&apos;With These Exhibits Many Interesting Things Can Be Learned about Past Times&apos;: Playmobil&apos;s History Class -- Representations, Reflections and Expectations
Author: Barsch, Sebastian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Toys,Popular Culture,Cultural Influences,Student Attitudes,Concept Formation,History,Elementary School Students,Informal Education,Historical Interpretation

In 2018, the toy manufacturer Playmobil launched a 'History Class' as an addition to its 'Furnished School Building'. The materiality of this toy, and the selection of teaching media represented in coloured plastic (a blackboard with timeline, magnifying glass, parchment roll, stone axe, posters and other sources), convey an idea of history education based on hands-on learning, a variety of methods, original encounters and work with historical sources. This paper presents results of an international research project in which 12 children in Germany and Switzerland were interviewed with the help of this toy as a stimulus. The aim was to find out to what extent children are able to deconstruct the toy as a historical-cultural product. In addition, the interviews were intended to grasp the children's views on the ideal teaching of history. The data are evaluated using grounded theory methodology. The results show that the pupils express clear wishes as to how history teaching should be structured. A critical distance to the toy was not taken.
Discursive Differences in Teaching the &quot;Brown v. Board of Education of Topeka&quot; Decision and the Preservation of Narratives of American Progress
Author: Brooks, Charley
Date: 2021-00-00
Type: Journal Articles
Subjects: White Teachers,Secondary School Teachers,History Instruction,Teaching Methods,Discourse Analysis,United States History,Desegregation Litigation,School Desegregation,Historical Interpretation,Social Studies,African American History,Racial Bias,Language Usage

This qualitative case study research explores the discursive practices of three White secondary US history teachers while teaching about the &quot;Brown v. Board of Education of Topeka&quot; Supreme Court decision. Using critical discourse analysis as a methodology, this study examines teachers' use of naming, verb tense and presupposition to explore the subtle differences in meaning conveyed to students about the &quot;Brown&quot; decision and how these differences correspond with teachers' historical knowledge and beliefs about the goal and role of teaching history. In revealing these discursive differences in historical narratives, this study demonstrates how master narratives of American progress rooted in hegemonic Whiteness are upheld or disrupted, and sometimes both. This study supplements existing research about the teaching and learning about the history of &quot;Brown&quot; and raises questions about the different historical narratives presented to students even when purportedly covering the same topics.
Edward Hall Ahead of His Time: Deep Culture, Intercultural Understanding, and Embodied Cognition
Author: Shaules, Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Empathy,Bias,Global Approach,Cognitive Processes,Language Teachers,Language Usage

This article reflects on current conceptualizations of intercultural understanding by reexamining the ideas of pioneer thinkers Marshall McLuhan and Edward Hall. It argues that common notions of intercultural understanding are reminiscent of McLuhan's ideas-as a form of advanced perception and higher forms of awareness. It will argue, however, that Hall's view-which emphasizes the importance of unconscious cultural programing and inner change-deserves more attention. Hall's view is said to concord with insights currently emerging from brain and mind sciences. Examples of ideas that support Hall's vision of intercultural understanding are discussed, including: (1) the embodied nature of culture; (2) culture and the unconscious mind; (3) the cognitive architecture of bias; (4) empathy and intercultural understanding; and (5) language and embodied simulation. It is argued that Hall's fundamental insights, combined with these more recent ideas from brain and mind sciences, can act as building blocks for new approaches to intercultural education. Implications for pedagogy are discussed.
Investigation of Secondary School Students&apos; Perceptions on the Concept of Health through the Word Association Test
Author: Karaman, Burcu
Date: 2022-07-00
Type: Journal Articles
Subjects: Secondary School Students,Cognitive Structures,Health,Concept Formation,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Student Attitudes,Associative Learning

The aim of this study is to examine the cognitive structures of the secondary school students towards the concept of health. The study was carried out using the descriptive survey model, which is a research approach that intends to describe a past or present situation as it is. The study group of the research was determined by maximum diversity sampling and consisted of 5th, 6th, 7th, 8th grade secondary school students studying in Bursa and Malatya in the 2021-2022 academic year. In this study, which attempts to examine the perceptions of secondary school students regarding the concept of health, WAT (Word Association Test) was used as a data collection tool. The word association test consists of two dimensions. While there are explanations about WAT (Word Association Test) and sample WAT (Word Association Test) study in the first dimension, there is the WAT worksheet for the concept of health in the second dimension. In the analysis of the data, the words obtained regarding the answers given by the students to the key concept of health were examined in detail in a table, the threshold point was determined by considering the repeated words, and concept networks were created in this direction. In the study, secondary school students produced different words for the concept of health. Those with four or fewer frequencies of these words were not included in the analysis. The most repeated word among the words included in the analysis was &quot;doctor&quot;. Those which followed this word were &quot;hospital&quot;, &quot;vaccine&quot; and &quot;COVID-19&quot;. As a result of the research, no difference was observed in terms of the cities in which the study was conducted or regarding class level, and similar answers were obtained in all classes.