ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Collaborative Work for the Creation of Interdisciplinary Units Centered on Intercultural Citizenship
Author: Wagner, Manuela
Date: 2016-00-00
Type: Journal Articles
Subjects: Units of Study,Graduate Students,Interdisciplinary Approach,Second Language Learning,Second Language Instruction,Mathematics Instruction,Social Studies,Grade 6,Cooperative Learning,STEM Education,Teacher Education,Cultural Awareness,Intercultural Communication,Language Variation,Communicative Competence (Languages),Common Core State Standards,College Faculty,Preservice Teachers,School Districts,Administrators,Citizenship,Global Approach

In this work we report on a collaborative project at a large Northeastern University, in which we explored how to best collaborate to develop interdisciplinary teaching units, which integrate intercultural citizenship (Byram, 2008) into world languages, mathematics and social studies sixth grade curricula. We argue for the importance of addressing current critical areas in education. After introducing a framework that allows teachers to focus on the development of intercultural citizenship while at the same time fostering skills in the diverse content areas, we report on how we worked with a group of graduate students, teachers and administrators in order to co-design interdisciplinary units focused on intercultural citizenship. An example of such an interdisciplinary unit is provided along with lessons learned about how we can facilitate this type of interdisciplinary collaboration. Our recommendations are based on qualitative analyses of the notes, memos and observations documented by the authors. Specifically, we share four emergent themes that illustrate how this group of educators successfully collaborated in this project: (1) Respecting disciplinary identities and boundaries, (2) Extending the understanding beyond the disciplines, (3) Ensuring a collaborative learning environment, and (4) Offering opportunities to continue the work beyond the course.
Teaching Geography to Children with Learning Difficulties, in the European Schools
Author: Schiopu, Iulia
Date: 2016-08-00
Type: Journal Articles
Subjects: Geography Instruction,Learning Problems,Student Centered Learning,Student Needs,Cognitive Processes,Attention,Reflection,Comprehension,Memorization,Teaching Methods,Formative Evaluation,Student Attitudes,Secondary School Students,Foreign Countries

European Schools offer the opportunity to observe the differences between students and how attention towards the individual is needed. Backed up by a set of frameworks, such as Gestion Mentale, Neuro-linguistic Programming and thinkers such as Paulo Freire, the work of empowering the individual when a challenge is present is exemplified in the context of Geography. What makes a student succeed when the default method is proven challenging. There is no limit as to what methods could be applied as long as they are all guided by the lines of placing the student in a powerful spot: the spot where a challenge becomes a learning opportunity.
Fostering Global Competence among Pre-Service Language Teachers: A Comparison of Teacher Beliefs and Practices between Language Teachers from the U.S. and Spain
Author: Russell, Victoria
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Competence,Preservice Teachers,Language Teachers,Teacher Attitudes,Beliefs,Comparative Education,Foreign Countries,Teaching Methods,Spanish,French,English (Second Language),Second Language Learning,High School Teachers

This chapter describes an effort to internationalize a foreign language education initial teacher certification program through a Quality Enhancement Plan (QEP) grant project that was funded by Valdosta State University. The purpose of the QEP grant was to foster discipline-specific inquiry skills among undergraduate students and to promote the development of global competence. With the guidance of faculty, the teacher candidates who participated in the project conducted a research study that examined teacher beliefs and practices between 18 foreign language teachers from the U.S. and 15 foreign and second language teachers from Spain. The results revealed that both teacher groups share many similar beliefs; however, they diverge in the areas of knowledge and application of language learning standards and the amount of instruction delivered in the target language. The teachers from Spain demonstrated greater knowledge and application of language learning standards, and they also reported spending more time teaching in the target language compared to their U.S. counterparts. Through this research project that took place at home and abroad, the teacher candidates met four global competency learning goals: (1) students investigate the world beyond their immediate environment, (2) students recognize their own and others' perspectives, (3) students communicate their ideas effectively with diverse audiences, and (4) students translate their ideas into appropriate actions to improve conditions (U.S. DOE International Strategy, 2012-2016, p. 6).
Promoting Social Justice through 21st Century Skills: Thematic Units in the Language Classroom
Author: Caballero-García, Begoña
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Communities of Practice,Spanish,Second Language Learning,Learning Activities,Consciousness Raising,Empathy,Cooperation,Cultural Awareness,Citizen Participation,Social Responsibility,Leadership Qualities,Interdisciplinary Approach,College Students

This article demonstrates the ways in which the Spanish curriculum at one private university integrated social justice learning targets guided by the ACTFL 21st Century Skills Map and the Partnership for 21st Century Skills in a Living Learning Community (LLC) course called &quot;Social Consciousness and Developing 21st Century Skills.&quot; The LLC interdisciplinary approach combined an intermediate Spanish course with a compulsory one credit course for all first year students. Examples from four thematic units in the Spanish intermediate class illustrate activities intended to foster learners' social consciousness, empathy, collaboration, diversity appreciation, civic engagement, personal responsibility, and leadership. This article draws on the existing literature, the curriculum design process and product, qualitative data collection, as well as instructor reflections to make suggestions on how language educators can inspire students not only to understand the complexity of the world we live in, but also to take action by targeting 21st Century Skills through thematic units and authentic resources.
Making Visible the Invisible: Social Justice and Inclusion through the Collaboration of Museums and Spanish Community-Based Learning Projects
Author: Vázquez, Karina Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Social Responsibility,Interdisciplinary Approach,Hispanic Americans,Museums,School Community Relationship,Empathy,Spanish,Second Language Learning,Second Language Instruction,Universities,Experiential Learning,Cultural Awareness,Critical Theory,Teaching Methods,Service Learning,Native Speakers,College Students

Concerns about inclusion and social responsibility as conduit for social justice on university campuses offer a platform for interdisciplinary initiatives. Here we focus on one such initiative, which seeks to build community between University of Richmond students and local Latino and Hispanic populations using the University of Richmond Museum collection. Collaborations between museums and Spanish classes, including a community-based learning component (Spanish Community-Based Learning and Museums - SCBLM), provide outreach to the local community and might prompt dialogues about extant social injustices (however overt or subliminal). In these experiential learning projects, the museum serves as a communal resource to embody ACTFL's Five C's of language teaching (communication, cultures, connections, comparisons, communities). The SCBLM engagements, typically Spanish museum tours, encourage social awareness, connections, and social justice by way of empathetic inclusion. This paper explains the vision (objectives) of this practice (community-based learning) and the outcomes (implications) with university students; for support, we use research from museum studies, language teaching, and critical pedagogy. As a new endeavor in academic and museum scholarship, this paper provides a model for interdisciplinary teaching and research. Finally, we state the necessity for student-community inclusive projects within universities, as they allow for a more socially aware, empathetic, and connected community.
High-Impact Practices in a Hispanic Linguistics Course: Facilitating Lessons about Linguistic Diversity and Advocacy
Author: Knouse, Stephanie M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Spanish,Linguistics,Undergraduate Students,Spanish Speaking,Bilingualism,Service Learning,Social Justice,Course Descriptions,Course Content,Student Projects,Student Attitudes,Advocacy,Language Variation,Teaching Methods,Critical Theory,Language Attitudes,Nonstandard Dialects

This investigation examines how students responded to the content and critical approach in an undergraduate course in Hispanic linguistics titled &quot;Bilingualism in the Spanish-Speaking World.&quot; To enhance learning, students participated in one of two high-impact practices (HIPs)--service-learning or a research investigation--as their final project. On an end-of-course questionnaire both final project groups strongly indicated that they would advocate for and educate others about linguistic diversity. Findings also suggest that both HIPs fostered meaningful connections to the critical topics covered in class. To conclude, recommendations are offered for how K-16 programs might include &quot;linguistics&quot; lessons that emphasize social justice.
The Urban Identity of Romanian Cities Represented in Students&apos; Posters
Author: Daniel, Sanislai
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Areas,Grade 8,Middle School Students,Teamwork,Visual Aids,Identification,Regional Characteristics,Geography,Cultural Influences,Social Influences

In the first part of the paper, we presented theoretical aspects related to urban identity and to the urban image. In the second part, we presented an exploratory experimental research realised in 2016, at Pomi Middle School, Satu Mare County, Romania. In this activity, students in the 8th grade formed several teams and each team realised a poster, picking as a subject one large city in Romania and presented the characteristic features of that city. Based on our criteria, we analysed those posters by paying attention to what students underlined about the identity of the respective cities.
Teaching and Assessing Skills in Environmental Geography in a Bilingual Class
Author: Paunescu, Florina
Date: 2016-08-00
Type: Journal Articles
Subjects: Environmental Education,Geography,Geography Instruction,Bilingual Education,Foreign Countries,Secondary School Students,English (Second Language),Second Language Learning,National Curriculum,Integrated Curriculum,Correlation

This paper presents my experience in bilingual teaching, an integrated programme for geography and English language learning for upper secondary students. General geographical aspects are connected to the geography of Great Britain and that of the USA, with an attitude of raising students' awareness on environmental issues. The topics are a framework for the development of (environmental) geography-related knowledge and skills, cognitive skills and language aspects. Therefore, the paper presents various methods of teaching and assessing environmental issues in four distinct structured texts, which combine typical geographical skills (like completing a sketch or a mind map) with methods used in English classes (like true/false questions). A special accent is on both the use of specific environmental vocabulary -- synonyms, false friends, also anticipated grammar mistakes -- as well as on discussions in class, based on cause-effect relationships between processes and phenomena.
Study of Geography Coursebooks in India. An Example Set by Maharashatra State
Author: Ciineanu, Mariana-Doina
Date: 2016-08-00
Type: Journal Articles
Subjects: Geography,Foreign Countries,Geography Instruction,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Textbooks

The introduction conveys some data on the system of education in India, about the place Geography occupies within the curriculum, and on geography teachers' training. In the first section of the paper, several features of the coursebooks in India are underlined: authors, editing, prices, and designing. Furthermore, an array of coursebooks for 4th, 5th, 6th, 7th, and 8th grades is presented. As regards each coursebook, there are scrutinized: the table of contents (topics), the texts, illustrative/iconic materials (maps, photographs, and schematic charts), exercises, the amount of geography terms and denominations, and the glossary.
Social Justice in Beginning Language Instruction: Interpreting Fairy Tales
Author: Meredith, Britta
Date: 2018-00-00
Type: Journal Articles
Subjects: Sex Stereotypes,Sex Role,Second Language Learning,Second Language Instruction,Fairy Tales,Social Justice,Cultural Awareness,Intercultural Communication,Introductory Courses,German,College Students,Student Attitudes,History,Cultural Context,Intervention,Language Usage,Citizenship,Communicative Competence (Languages)

This chapter bridges theories of social justice (e.g., Osborn, 2006) and intercultural citizenship (e.g. Byram, 2008) to classroom practices in an introductory German course at a research university. By interpreting a fairy tale [Cinderella], 16 university students reflected on issues of gender roles and (in)equality both in historical and current contexts. Several activities in a 75-minute online session are described. In this brief intervention, students demonstrated the ability to contemplate complex, real-life issues such as gender roles and stereotypes using the target language.
Outdoor Education and Geographical Education
Author: Guaran, Andrea
Date: 2016-02-00
Type: Journal Articles
Subjects: Outdoor Education,Geography,Geography Instruction,Reflection,Correlation,Preschool Education,Elementary Education,Foreign Countries

This paper focuses on the reflection on the relationship between values and methodological principles of Outdoor Education and spatial and geographical education perspectives, especially in pre-school and primary school, which relates to the age between 3 and 10 years. Outdoor Education is an educational practice that is already rooted in the philosophical thought of the 16th and the 17th centuries, from John Locke to Jean-Jacques Rousseau, and in the pedagogical thought, in particular Friedrich Fröbel, and it has now a quite stable tradition in Northern Europe countries. In Italy, however, there are still few experiences and they usually do not have a systematic and structural modality, but rather a temporarily and experimentally outdoor organization. In the first part, this paper focuses on the reasons that justify a particular attention to educational paths that favour outdoors activities, providing also a definition of outdoor education and highlighting its values. It is also essential to understand that educational programs in open spaces, such as a forest or simply the schoolyard, surely offers the possibility to learn geographical situations. Therefore, the question that arises is how to finalize the best stimulus that the spatial location guarantees for the acquisition of knowledge, skills and abilities about space and geography.
Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers
Author: Hidri, Sahbi
Date: 2016-01-00
Type: Journal Articles
Subjects: College Faculty,Secondary School Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Accountability,Factor Analysis,Misconceptions,Evaluation Methods,Foreign Countries,Student Evaluation,Student Attitudes,Language Tests,Goodness of Fit

The overriding objective of this study was to investigate secondary and university teachers' assessment conceptions in an EFL context using a four-factor (&quot;Student Accountability&quot;, &quot;School Accountability&quot;, &quot;Improvement&quot; and &quot;Irrelevance&quot;) teachers' conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0) and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model (&quot;Accountability&quot;, &quot;Improvement&quot; and &quot;Irrelevant&quot;) with an endorsement of and a significant relationship between &quot;Accountability&quot; and &quot;Improvement&quot;. The ecological relationship between factors and indicators denoted teachers' misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed.
A Moving Target: Literacy Development in Situations of Diglossia and Bilingualism
Author: Sayahi, Lotfi
Date: 2016-01-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,Semitic Languages,Standard Spoken Usage,Disadvantaged,Nonstandard Dialects,French,Foreign Countries,Language Proficiency,Language Variation,Socioeconomic Status,Academic Achievement,Language of Instruction,Language Maintenance,Heritage Education,Native Language Instruction,Elementary Secondary Education,Higher Education

The present paper analyzes the challenges of literacy development in cases of classical diglossia and bilingualism. The main argument is that the diverse levels of proficiency in the varieties present in a given linguistic market have implications for and are shaped by processes of literacy development, feelings of linguistic insecurity, and the overall outlook for educational and socioeconomic success. With a special focus on Tunisia, where diglossia and bilingualism are part of the students' linguistic reality, this paper argues that surmounting the initial marginalization of the native vernacular in favor of literacy in Standard Arabic does not seem to be enough of a guarantee for academic success since competence in French becomes indispensable as students move higher up the educational ladder. This results in a generalized feeling of linguistic insecurity and a shared skepticism about the proficiency levels achieved through the educational systems in the languages of instruction that adversely affect school success rates. The paper also shows that heritage speakers of Arabic face more challenges for language maintenance than heritage speakers of other languages that are not in a diglossic situation.
International Students of Higher Education in the United States: A GIS Study of Their Origination and Location
Author: Yao, Yuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Place of Residence,Geographic Information Systems,Enrollment Trends,Geographic Regions,Population Trends,Foreign Countries,Higher Education,Colleges

This study investigated the places of origin of international students and their distribution in the United States higher education. The data concerning the population of international students were obtained from the official website of International Institution of Education (IIE), and transferred into three maps using geographic information systems (GIS) software so that a more direct view of the data was available. The results of the study showed that (1) A larger proportion of international students come from Asian countries; (2) California, New York, and Texas are the top three states hosting international students; (3) most of the universities enrolling international students are located in the eastern part of the country; and (4) the states with already large international student populations experienced a faster growth in the population of international students over the past five years. Some implications for policy planning are discussed at the end of this paper.
Examining Methodological Differences: Research on the Relationship between School Building Condition and Student Achievement
Author: Earthman, Glen I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,School Buildings,Academic Achievement,Scores,Evaluation Methods,Educational Environment,Attendance,Tests,Physical Environment,Classification,Building Design,Elementary Secondary Education

Research in the field of Education has produced a corpus of studies dealing with the specific relationship between school building condition and student achievement reporting positive results. Yet, studies have been completed reporting no significant difference in achievement scores from students in buildings in poor and good condition. The differences in research findings may lie in the methodology employed. The most important difference might be in how the building is assessed and the instrument utilized to make that assessment. An instrument that reports those building elements that have a direct research relationship to student performance provides better data on the actual learning condition of a school building, resulting in better findings. Further, the measurement of student achievement presents unique problems to the researchers. In some instances researchers were unable to use the mean of student scaled scores and were forced to use the percentage of students passing the examination. The percent of students is not an accurate measure of student achievement, but is often the only measure available. A few researchers have used the percentage of student attendance as a proxy for student achievement with some success.
School and District Leaders&apos; Role in Diversifying the Teacher Workforce
Author: Goings, Ramon B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Diversity (Faculty),Administrator Role,School Districts,Principals,Racial Composition,Teacher Recruitment,Teacher Persistence,Preservice Teachers,Elementary Secondary Education,Barriers,Females,Women Faculty,Minority Group Teachers,Work Environment,Black Colleges,Teacher Education Programs,Student Recruitment

Diversifying the teaching profession has garnered attention from researchers, policy makers, and educational stakeholders. However, missing within this conversation is the role of school and district leaders in diversifying the teaching profession. We argue that without considering school and district leaders, diversity initiatives will not have a long-term systemic impact. Thus, this article fills in a gap in the literature on this topic. First, we provide a brief overview of the current racial and ethnic demographics of the teaching workforce and student population and discuss the barriers to recruiting and retaining a diverse teacher workforce. Second, we highlight the factors that have been found to influence the recruitment and retention of racial diversity of teachers at the pre-service and in-service levels. Lastly, we provide recommendations for school-based and district leaders on how they should plan for diversifying their teacher workforce.