ethanporcaro/eric-fulltext-meta huggingface dataset:
Queer English Language Teacher Identity: A Narrative Exploration in Colombia
Author: Lander, Roderick
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Identity,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Sexual Identity,Homosexuality,Semi Structured Interviews,Teacher Attitudes,Cultural Context,Social Bias,Career Development,Foreign Countries

This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-to-day lives and their careers.
Is Elevating Sir John A. Macdonald Really Worth It? Hitting the Reset Button on Canada&apos;s Founding Narrative in the Classroom
Author: Gaudry, Adam
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Historical Interpretation,Historic Sites,Class Activities,Inquiry,Indigenous Knowledge,Indigenous Populations,Teaching Methods

This special issue of &quot;Canadian Social Studies,&quot; entitled &quot;Monumental Mistakes? Confronting Difficult Pasts,&quot; has brought together a diverse range of scholars offering insights into discussions regarding removing or altering monuments, buildings, and other reminders of difficult histories. The editors have requested that contributors submit short essays that could serve as accessible prompts for classroom and broader public conversations and inquiries. In this article, Adam Gaudry calls for Canadians to show their government how as a society they might amplify Indigenous voices to form a basis for more respectful relations on this land.
Reflections on Continuity, Change, and Historical Consciousness
Author: Reich, Gabriel A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,United States History,Controversial Issues (Course Content),Heritage Education,Historic Sites,Historical Interpretation,Social Change,Teaching Methods,Social Attitudes

Adding further insight into how historical thinking can be used as a lens to examine debates about difficult historical events and philosophies, Gabriel Reich's piece on continuity, change, and historical consciousness shifts the focus to the U.S. context. Reich points out that in the case of Confederate monuments, their greatest power may be in the way they have become part of the scenery in cities and small towns in the U.S. South and beyond. Historicizing them can help students to connect the past to the present, to see that what is &quot;natural&quot; is the result of historical contexts, and the choices people made within those contexts. That epiphany, cathartic for some, disquieting for others, is a moment where growth has a chance to begin.
Lecturer e-Training Program to Support University Teaching
Author: Chang-Tik, Chan
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Active Learning,Online Courses,Questionnaires,Faculty Development,Training Methods,Capacity Building,Student Centered Curriculum,College Faculty,Structured Interviews,Participant Satisfaction,Foreign Countries,Multiple Regression Analysis,Statistical Analysis

This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It was compulsory for all lecturers in this university to enrol in LeP. The data collection involved distributing questionnaires to all 36 lecturers. After that, 16 lecturers were selected at random for one-to-one structured interviews. In this study, it was found that LeP contributed significantly to the lecturer preparation for student-centred teaching, in particular, Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning). Lecturers in this university were mostly homogeneous with regard to culture. It would be interesting to test LeP across cultural diversity as it was believed Asians and Westerners think differently.
Guitars and Makerspace: Examining the Experience of First Nations Students
Author: Wilson, Jay
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Active Learning,Student Projects,Teaching Methods,Computer Assisted Design,Design Crafts,Creative Activities,Creativity,Indigenous Populations,Educational Experience,Learner Engagement,Student Motivation,Qualitative Research,Case Studies,Focus Groups,Student Surveys,Canada Natives,Attendance,Academic Achievement,Instructional Innovation,Teacher Effectiveness,Skill Development,Student Attitudes,Foreign Countries,Observation

This research project examined the impact on student engagement of a makerspace approach in an all-First Nations high school. First Nations learners have many factors limiting their success in the K-12 system such as lack of connection to the curriculum, limited cultural relevance of course content, and poor attendance. A common concern for those working with First Nations students is how to deliver a learning experience that is engaging and assists students in earning enough credits to graduate. In this case study, a makerspace approach to learning was used to engage and support learners. A makerspace is a learning context where participants are supported and encouraged to design and create as part of required learning, to meet curricular objectives, or to creatively explore their own ideas. The program at the focus of this research introduced students to 3D computer design technology and (computer numerical control) CNC wood milling technology to make electric guitars. This project used a case study design to determine ways to improve the school experience of First Nations students through unique course design. The findings show that the experience for students was positive, engagement increased, and attendance showed improvement
Teachers&apos; Perceptions of the Need for Assistive Technology Training in Newfoundland and Labrador&apos;s Rural Schools
Author: Maich, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Assistive Technology,Rural Schools,Teacher Attitudes,Educational Needs,Online Surveys,Needs Assessment,Beliefs,Teaching Skills,Usability,Self Efficacy,Preferences,Accessibility (for Disabled),Related Services (Special Education),Barriers,Elementary Secondary Education,Foreign Countries

This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study.
(Not So) Monumental Agents: De/Colonizing Places of Learning
Author: Higgins, Marc
Date: 2017-00-00
Type: Journal Articles
Subjects: Nationalism,United States History,Activism,Teacher Educators,Teacher Role,Indigenous Knowledge,Ethics,Conflict Resolution,Place Based Education,Historic Sites,Teaching Methods

In light of calls to address explicitly lingering and momentous celebrations of white settler nationalism--perhaps most recently made visible through the events surrounding the proposed removal of the Robert E. Lee statue in Charlottesville and the related &quot;Unite the Right&quot; rally and protests, the authors take up the invitation to explore the roles they might play as teacher educators specializing in Indigenous education and truth and reconciliation education.
Reconsidering the Summer Residence: The City-Text, Historical Commemoration and Banal Settler Geography
Author: Smith, Bryan
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Indigenous Populations,Indigenous Knowledge,Disadvantaged,Maps,Topography,Land Settlement,Canada Natives,Archives,Historical Interpretation,Whites,Foreign Countries

Author Bryan Smith agrees that critiques of Sir John A. Macdonald, and Cornwallis as unworthy of public commemoration are warranted and necessary, particularly as each was instrumental in cementing settler-colonial projects of dominion and erasure of Indigenous populations. However, he observes that each figure is but one point (or multiple) in the web of articulations that comprise the city-texts of Canada. Drawing on the example of the city now known as Toronto, Smith shows how critically examining city-texts can provide a generative way to thwart the insidiousness of the colonial settler project. An appended street maps show a concentration of Indigenous toponyms concentrated at the corner of Yonge Street and Steeles Avenue (West and East). The cluster of Indigenous toponyms--Nipigon, Abitibi, Athabaska, Otonabee and Madawaska--is concentrated at the literal margins of the city's politically defined space. Further, there is a particular scalar advantage afforded to &quot;Yonge&quot; and &quot;Steeles&quot; (named for English people (Wise &amp; Gould, 2011)) that, by virtue of their arterial nature, enjoy greater prominence in popular language of space. While this map is only one example, it draws attention to how space can serve to, in quite literal ways, marginalize histories that don't fit with the banality of European commemorative privilege.
The Question of Residential Schools in Canada: Preserve, Demolish, or Repurpose?
Author: Boffa, Adriana
Date: 2017-00-00
Type: Journal Articles
Subjects: Residential Schools,Foreign Countries,Canada Natives,Indigenous Populations,Indigenous Knowledge

With public debates surrounding the removal of historical monuments in Canada (e.g., statues of, or schools named after, John A. Macdonald) and the United States (e.g., Confederate monuments), at times the voices of those who are most directly affected by their presence can be either drowned out or left out of the conversation entirely. It seems easy for the broader public to pass judgements and come to a consensus on a &quot;right&quot; way to approach such debates, but these judgements tend to be overly simplistic and removed from the immediate context and its attendant complexities. Those immersed in the situation face dynamics that are so complex that reaching consensus is difficult, as is this case with St. Mary's Indian Residential School on Kainai First Nation and St. Phillip's School on Keeseekoose First Nation. After these schools burned down, the communities were left with the residual mixed emotions at their loss, untimely or not. In this essay, the author specifically considers what it means to undertake the Truth and Reconciliation Commission of Canada's (TRC) Call to Action #79 (2015a) that calls &quot;upon the federal government, in collaboration with Survivors, Aboriginal organizations, and the arts community, to develop a reconciliation framework for Canadian heritage and commemoration&quot; (p. 9) in relation to the roughly 17 Indian Residential Schools (IRS) that are left of the original 140 (Parry, 2017). The author asks: (1) How can buildings hold power over a community's healing and the process of reconciliation; and (2) To what extent should the broader public have a say in a community's healing process? There appears to be no single answer because this issue is fraught with complications. Instead of the broader society seeking one &quot;right&quot; solution, the most helpful course of action for potential reconciliation, according to Boffa, will likely be different for each community.
Effects of the Patience Training Program on Patience and Well-Being Levels of University Students
Author: Bülbül, Ayse Eliüsük
Date: 2018-01-00
Type: Journal Articles
Subjects: Well Being,College Students,Control Groups,Experimental Groups,Pretests Posttests,Behavior Change,Positive Behavior Supports,Coping,Intervention,Program Effectiveness,Behavior Rating Scales,Foreign Countries

In this study, the effect of patience training on patience and well-being levels of university students was examined. The sample group of the study consisted of 1.2.3. and 4th grade students with a total of 30 students from Konya Necmettin Erbakan University, Eregli Education Faculty. For the collection of data, the Patience Scale developed by Schnitker (2010) and adapted to Turkish by Eliüsük and Arslan (2016) and the PERMA Well-being Scale developed by Kern (2015) and adapted to Turkish by Eliüsük (2016) was used. The measuring tools were applied to the experimental and control groups three times; the first before, the second one week after the and third three months after the end of the application. In the study, a patience education training consisting of 10 sessions was applied to the experimental group. No training was given to the control group. The Mann-Whitney U test and the Wilcoxon tests were used in the analysis of the data. As a result of the analyzes made at the end of the practice; significant differences where observed in individuals patience levels but no meaningful changes were seen in the well-being levels.
Phenomenological Analysis of Teachers&apos; Organizational Deviance Experiences in a Rural Primary School in Turkey
Author: Anasiz, Burcu Türkkas
Date: 2018-01-00
Type: Journal Articles
Subjects: Phenomenology,Rural Schools,Elementary Schools,Elementary School Teachers,Qualitative Research,Semi Structured Interviews,Teacher Characteristics,Foreign Countries,Teacher Behavior,Standards,Teacher Attitudes,Employee Absenteeism,Computer Use,Work Environment,Interpersonal Relationship,Aggression

The purpose of this study was to analyze organizational deviance experiences of teachers. The study was in phenomenological design among qualitative research methods. In the research convenience sampling technique was used. The research was conducted in a rural primary school in Mugla province in Turkey. Nine teachers participated in the study, seven of them were women and two of them were men. The data of the study was collected via semi-structured interviews in 2015-2016 school year. In the exploration of the phenomenon, content analysis was used. According to the findings of the research, teachers experienced deviance on organizational and individual levels. The themes emerged on organizational level were &quot;production deviance&quot; and &quot;property deviance,&quot; and on individual level were &quot;political deviance&quot; and &quot;personal aggression.&quot; The codes appeared under production deviance were using long breaks and excusing absenteeism, and under &quot;property deviance&quot; was sabotage. The codes occurred under &quot;political deviance&quot; were gossip and favoritism in managerial processes, and under &quot;personal aggression&quot; was stealing colleague's ideas.
The Effect of a Traditional Dance Program on Health-Related Quality of Life as Perceived by Primary School Students
Author: Georgios, Lykesas
Date: 2018-01-00
Type: Journal Articles
Subjects: Quality of Life,Elementary School Students,Physical Health,Mental Health,Dance,Folk Culture,Grade 5,Grade 6,Physical Education,Questionnaires,Student Attitudes,Statistical Analysis,Physical Activities,Foreign Countries,Control Groups,Experimental Groups,Cultural Influences

Physical exercise is acknowledged to play a highly significant role in human health and life quality. The concept &quot;Quality of Life&quot; (QoL) refers to many parameters, including the individual's physical condition, psychological status, level of independence, social relationships and interaction with the environment. Participating in dance activities, and more particularly in traditional dances, can significantly increase one's physical and psychological well-being, and therefore improve their QoL. The aim of the present study was to investigate whether there are differences in the way Health-Related Quality of Life (HRQoL) is perceived by fifth and sixth graders of two public primary schools attending two different programs: a) program focused on traditional dance and b) program implemented within the context of the Physical Education curriculum as provided by the Ministry of Education, Research and Religious Affairs. According to the results of the research, the traditional dance intervention program presented higher perceived HRQoL values in six of the eight dimensions of the Kidscreen-52 Questionnaire, these dimensions being &quot;Health,&quot; &quot;Mood,&quot; &quot;Self-perception,&quot; &quot;Friends,&quot; &quot;School-Learning&quot; and &quot;Self &amp; Others.&quot; The most highly statistically significant difference was found for the &quot;Health&quot; dimension. In conclusion, traditional dance offers multiple benefits to participants, since it is an enjoyable physical activity contributing to the improvement of many QoL-related factors.
The Effect of Digital Documentary Production through Field Work on Geography Students&apos; Problem-Solving Skills
Author: Adanali, Rukiye
Date: 2018-01-00
Type: Journal Articles
Subjects: Geography Instruction,Problem Solving,Effect Size,Creative Thinking,Preservice Teachers,Foreign Countries,Student Attitudes,Documentation,Sampling,Student Projects,Active Learning,Teaching Methods,Focus Groups,Observation,Documentaries,Case Studies,Student Motivation,Decision Making,Teaching Skills,Content Analysis,Human Geography,Teacher Education,Semi Structured Interviews,Qualitative Research

In this study, views of students about the applicability of the digital documentary production through fieldwork model and the effect of it on their problem-solving skills were examined. The study was conducted in Turkey, in 2016-2017 spring term with 15 geography teacher candidates who chosen by convenience sampling method. In this study, within producing student digital documentary via fieldwork (FwDD) which is the outcome of the project-based learning (PBL) process, students were asked to carry out field works and to reflect their observations through a digital documentary, on Cultural Geography subjects. The data was collected through Problem-Solving Inventory and focus group interviews, in this case study. Paired Samples Test and content analysis were used for analysis of the data. The findings showed that FwDD-PBL lead to a significant difference regarding the students' problem-solving skills since the effect size is 0.61. Students stated that they learned to use the technology for educational and reflective purposes, that the project increased their motivations and enterprisingness besides their creative thinking and decision-making skills. The study is important to provide the students effective instruction and teaching skills. It is expected that the results will be useful to encourage the use of FwDD-PBL model in geography education.
The Effect of the Tuning System and Instrument Variables on Modal Dictation Performance
Author: Demirbatir, Rasim Erol
Date: 2018-01-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Preservice Teacher Education,Foreign Countries,Musical Instruments,Performance,Undergraduate Students,Music Theory,Music Techniques,Preservice Teachers,Student Surveys,Scores,Statistical Analysis

Ear training and musical literacy (ETML) education is one of the main dimensions of the bachelor degree program of music teacher education departments, which provides professional music education. In ETML education, hearing, sight-reading and dictation studies for Turkish music makams have an important place. In this study, it was aimed to investigate the effects of different instrument sources and tuning systems; namely, equal tempered or traditionally tempered, on the modal dictation performances of students in dictation exercises in the scope of ETML education. This research was conducted with 56 bachelor degree music education students who were taking ETML course. While equal tempered and traditional instruments (piano and kanun) were used as the sound source in the research, examples of equal difficulty level in Huseyni makam scale, which is one of the main makams of Turkish music, were used as dictation material. Both instruments were tuned in accordance with both the equal temperament and the traditional makam system so that four different dictation types were created. As a result of the research, it has been determined that the students are more successful when piano is used in dictation than kanun-dictated trials and in terms of tuning system, the students are found to be more successful with equal tempered system when compared with traditional tuning system. The instrument and tuning interaction was not statistically significant.
The Impact of Activity-Based Oral Expression Course on Speech Self-Efficacy of Students
Author: Altunkaya, Hatice
Date: 2018-01-00
Type: Journal Articles
Subjects: Oral Language,Speech Communication,Self Efficacy,Counselor Training,Guidance,Foreign Countries,Student Surveys,College Freshmen,Qualitative Research,Student Attitudes,Statistical Analysis,Pretests Posttests,Program Effectiveness,Speech Skills

The objective of the present study was to examine the effect of the activity-based oral expression course on the speech self-efficacy of psychological counseling and guidance students. The study group included 80 freshmen students in the Psychological Counseling and Guidance Department in the Faculty of Education of a university located in western Turkey. Quantitative data were collected with the &quot;Speech Self-Efficacy Scale&quot; developed by Katranci and Melanlioglu (2013). Qualitative data were obtained with the descriptive and content analysis of student views. It was found that the difference between the group averages obtained with the paired group t-test that was conducted on the measurement variable of the mean student speech self-efficacy scores was statistically significant (t (158) = -3.335; p = 0.001 &lt;0.05). The posttest speech self-efficacy scores (x-bar = 96.025) were higher than the pretest speech self-efficacy scores (x-bar = 89.213). Based on the qualitative research the results of the present research demonstrated that students considered the activity-based oral expression course beneficial for all sources of self-efficacy beliefs, including direct experiences, indirect experiences, verbal persuasion and emotional state.