ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis
Author: Blackburn, Greg
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Problem Based Learning,Case Studies,Learner Controlled Instruction,Technology Uses in Education,College Instruction,Critical Thinking,Creative Thinking,Participative Decision Making,Statistics,Intellectual Property,Biotechnology,Veterinary Medicine,Genetics,Questionnaires

Preparing students to be critical thinkers and effective communicators is essential in today's multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of &quot;old&quot; but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning [PBL]) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.
Exploring Perspectives on Child Care with Families of Children with Autism
Author: Mereoiu, Mariana
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Care,Autism,Educational Needs,Special Needs Students,Family Involvement,Preschool Children,Preschool Evaluation,Parent Surveys,Self Disclosure (Individuals),Focus Groups,Family School Relationship,Accessibility (for Disabled),Access to Education,Emotional Development,Social Development,Inclusion,Barriers,Related Services (Special Education),Educational Diagnosis,Qualitative Research,Parent Attitudes,Knowledge Level,Familiarity,Educational Strategies,Educational Resources,Advocacy,Teacher Attitudes,Attitudes toward Disabilities,Peer Relationship,Friendship

Early childhood programs serve increasing numbers of children with autism spectrum disorders (ASD) and their families. While many programs have made significant progress in providing educational services responsive to the needs of children with ASD, concerns persist about whether early education programs can meet the educational needs of such children and collaborate effectively with their families. The authors explored self reported experiences and concerns of families who have children diagnosed with ASD and their experiences with preschool educational services in a northern county of a southeastern state. In focus groups, participants discussed program/family relationships, their priorities for their children, and how these needs and priorities were addressed, or not addressed, in the programs serving their children. Findings indicate that families were concerned with their children's access to the educational environment, the availability of emotional and social development support for children with ASD, and the overall reflection of inclusion as a program philosophy in the program settings.
A Contrapuntal Analysis of Discourses of Desire in Education
Author: Logue, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Structure,Discourse Analysis,Sex Education,Curriculum,Federal Aid,Sexuality,Educational Research,Ethnography,Homosexuality,Sexual Orientation,Educational Policy,Organizations (Groups),Educational Principles,Barriers,Cultural Context,Criticism,Phenomenology,Educational Theories,Educational Practices,Educational Philosophy,Social Justice,High School Students

Implicated in contributing to the problems youth today face in trying to claim an education, an informed active participation in the social order, dominant discourses of desire in education foreclose formal, critical analysis of social structures that construct, police, entreat, and deny desire. Looking at the ways in which desire is encoded in sex education curricula and the ways in which students find spaces--outside the formal curriculum--to collectively and critically decode it, illuminates desire as a space where the agency of subjects of desire takes shape. This essay puts federally funded discourses of desire in education in conversation with the counterdiscourses produced in student created, alternative spaces by examining recent research on sexuality education and sharing aspects of ethnographic research on Gay Straight Alliances (GSAs). The first part of this essay engages critique of educational policy and practice of sex education that deny female and lesbian, gay, bisexual, transgender, queer (LGBTQ) sexual subjectivities and frame desire as individual, dangerous, and in need of repression. Drawing on the work of Michelle Fine, Cris Mayo, and Lynda Measor, Jennifer Logue illustrates how the policies surrounding the implementation of sex education aimed at producing responsible democratic citizens threaten the very principles upon which they are supposedly based. In the second part of the essay, she shares aspects of ethnographic research on GSAs that focuses on how youth challenge the institutional barriers to their recognition, helping to situate the policies/practices of sex education in the cultural context that is overlooked. By way of conclusion, she calls for a more finely developed phenomenology of desire to inform educational theory and practice aimed at achieving social justice.
How Toqueville's Theory of the &quot;Tyranny of the Majority&quot; Can Benefit Social Justice Pedagogies
Author: Burch, Kerry
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Social Justice,Teaching Methods,Critical Theory,Self Concept,Advantaged,Power Structure,Democratic Values,Authoritarianism,Models,Politics

Alexis de Tocqueville's concept of the &quot;tyranny of the majority&quot; can benefit social justice pedagogies owing to its capacity to illuminate the silent, invisible character of hegemonic power. As many critical pedagogues have pointed out, this silent and invisible power seeps not only into the public spaces of education, but also into the private spaces of students' identities--as well as our own--shaping both what is discussed and what tends to go un-discussed within American classrooms. This essay explores the pedagogical potential of Tocqueville's concept of the tyranny of the majority--that is, how it can be theorized in ways that enable us to critically understand the &quot;anti-democratic&quot; silences and civic self-conceptions of majority privilege. First, a brief historical context is provided for understanding Tocqueville's concept of the tyranny of the majority. The author also suggests that pedagogically conceived, the concept can be situated to sharpen the question of what it means to educate both democratic and fascist personalities as disparate models of civic identity. In the second section, drawing upon her experiences teaching controversial issues and upon the work of other contributors to the literature addressing problematic aspects of silence in the classroom, she explores how the &quot;tyranny of the majority&quot; can be deployed as a pedagogical motif to carry out the tasks of a democratic political education.
Language, Labels, and Lingering (Re)considerations: The Evolution and Fuction of Terminology in Special Education
Author: Osgood, Robert
Date: 2006-00-00
Type: Journal Articles
Subjects: Vocabulary,Special Education,Educational Development,Educational History,Public Schools,Language Usage,Educational Practices,Children,Educational Change,Intellectual History,Ambiguity (Semantics),Ambiguity (Context),Social Justice,Classification,Attitudes toward Disabilities,Educational Environment

For the past 150 years public schools in the United States have, in one form or another, tried to address the presence of children in classrooms whose cognitive, behavioral or physical characteristics have been deemed sufficiently problematic to merit a &quot;special&quot; education. Current federal law identifies thirteen categories of &quot;disability&quot; that schools now use to provide such special education services in schools. This essay explores both the evolution and function of special education terminology, that is, language referring not only to categories of disability but also to depictions of children, conditions, practices, and especially attitudes that infuse special education and are fundamental to defining its form and character. While the terminology has undergone considerable evolution and change over these many years, the meanings and functions behind the words continue to evoke confusion, controversy, and a powerful need for critique and dialogue. This has become profoundly important in the world of public education, where formal and informal curricula and interpersonal relations among large numbers of diverse actors and agents have assumed immeasurable importance in the lives of children, families, teachers, and other parties who share a strong and vested interest in the nature of this work.
Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners
Author: Khiat, Henry
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Students,Universities,Independent Study,Diagnostic Tests,Student Evaluation,Student Surveys,Factor Analysis,Online Surveys,Models

Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton &amp; Swanson, 2005; Merriam, 2001; Merriam &amp; Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study conceptualised and validated a learning diagnostic test in the context of SIM University (UniSIM), an adult learning institution, in Singapore. The learning diagnostic tool allows the students to identify their strengths and weaknesses in areas of self-directed learning. The study employed a survey research methodology. 1,960 students responded to the survey, and the statistical methods of exploratory and confirmatory factor analysis were used in the analysis. The confirmatory factor analysis showed that the final model of self-directed learning, as actualised through the items of the learning diagnostic tool, has a good fit on the data, thus affirming the strong validity and reliability of the tool. This validated learning diagnostic tool currently serves as one of the student learning support measures to help UniSIM students to be self-directed learners.
Can Report Templates Aid Student Learning in Undergraduate Chemistry Laboratory Classes?
Author: Paton-Walsh, Clare
Date: 2015-00-00
Type: Journal Articles
Subjects: Chemistry,Undergraduate Students,Laboratory Experiments,Scientific Concepts,Concept Teaching,Program Descriptions,Test Items,Questionnaires,Scores,Instructional Material Evaluation,Achievement Tests,Time on Task,Student Attitudes,Participant Satisfaction,Learning Experience,Comparative Testing,Feedback (Response),Foreign Countries

This paper describes a study aimed at assessing the ability of report templates to help students learn key concepts during undergraduate laboratory classes. The report templates were designed so that a set of assessment questions led the students through the logical steps required to perform the laboratory exercise and to calculate the required quantitative results. Additional questions probed the students' understanding of the key concepts covered. The study assessed the efficacy of the report templates in achieving these goals over a 3 year period via the use of a questionnaire, laboratory marks and marks awarded for examination questions that tested one of the key learning outcomes. The report templates were found to save time for students and academics alike without any negative (or positive) effect on learning outcomes.
An Inquiry into Teaching in the &quot;Meno&quot;
Author: Diener, David
Date: 2007-00-00
Type: Journal Articles
Subjects: Philosophy,Classical Literature,Moral Values,Ethics,Ethical Instruction,Teaching (Occupation),Role of Education,Educational Philosophy,Educational Theories

In Plato's &quot;Meno,&quot; the overarching question is whether virtue can be taught, and as Socrates and Meno explore this subject, they are led to question the nature of teaching and learning in general. This paper is a textual analysis into what Socrates believes to constitute teaching in the &quot;Meno,&quot; with the nature of learning also being tangentially addressed given the integral link between the two. After briefly explaining Meno's paradox and Socrates' theory of recollection, the author examines what Socrates says teaching is, and assesses what he &quot;demonstrates&quot; it to be in the slave-boy episode. While at first glance the slave-boy episode seems to contradict what Socrates says elsewhere about teaching, the author argues that a careful reading of the text erases the apparent contradiction, and shows that the slave-boy episode demonstrates five key characteristics of a teacher which, when taken together, define what Socrates believes to constitute teaching.
Nietzsche and the Paradox of Postmodern Education
Author: Jackson, Liz
Date: 2007-00-00
Type: Journal Articles
Subjects: Philosophy,Educational Philosophy,Postmodernism,Perspective Taking,Role of Education,Epistemology

Postmodernism means different things to different people. Linguistically, it must refer to some sort of reaction to unbridled or overzealously modern attitudes or practices. Charles Jencks shows how postmodern architects, for instance, have reacted against the cheap utilitarian designs they view as symptomatic of &quot;Protestant&quot; industrialism. Crucially, architects continue to rely on industrial processes; so Jencks defines postmodernism as a way forward that more self-consciously applies modern &quot;discoveries.&quot; Postmodern educational thought, likewise, responds to the dilemmas posed by modern education, such as the ways it might impinge upon minority communities in society seeking out and sustaining their particular conceptions of knowledge, truth, and the good. Friedrich Nietzsche is one thinker who can be referred to here who sought in the early modern era to expose proponents of the Enlightenment's ideals of rationality and progress as &quot;sly defenders of their prejudices which they christen[ed] &quot;truths&quot;. This essay considers the potential merit of a Nietzschean postmodern education in light of his criticality toward modern projects like schooling and the morality of individuals serving each other in society in the name of progress, development, enlightenment, and so on.
Awakening to the Politics of Higher Education
Author: Fowler, Francis C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Politics of Education,Higher Education,Consciousness Raising,Teacher Educators,Political Influences,Activism,Public Education,Lobbying,Alignment (Education),Educational Change,Change Strategies,Performance Factors,Teacher Role,Teacher Leadership

In this article, the author is asking that teacher educators respond to two papers that recommend political activity. Becoming politically active is one way of reacting to the situation that currently faces teacher educators, but political activity is not for everyone. It is time-consuming, exhausting, and at times depressing. It is also fascinating, exciting, and eye-opening; it is not without reason that some have called politics &quot;the only game for real adults.&quot; The author would urge anyone who is considering becoming politically active to carefully weigh all the costs before jumping in. The author would also urge him or her to take steps to gain some political savvy before taking the leap rather than trying to reinvent the wheel. In this response, the author has tried to sketch a general outline of what that would entail.
To Be Mindful of Otherness: Toward a Postpsychoanalytic Problematic of Ethics and Education
Author: Weems, Lisa
Date: 2007-00-00
Type: Journal Articles
Subjects: Ethics,Educational Philosophy,Psychiatry,Guidelines,Teaching Methods,Educational Theories,Educational Practices,Metacognition,Self Concept,Learning Processes,Interpersonal Relationship

The current cacophony of philosophical discourses on ethics and education includes poststructural, postcolonial, and psychoanalytic frameworks. Within these multiple frameworks are critical insights regarding how someone might theorize and practice ethical relations in pedagogical encounters. Such frameworks assume that educational environs are heterotopic spaces of competing demands among and between variously situated and embodied subjects. A central concern for philosophers of education remains the challenge to imagine spaces of/for learning given the constraints of subjectivity, schooling, and the material world. In this essay, the author attempts to discursively engender a performative &quot;ethics of dissensus.&quot; The author examines three constructs that zigzag across multiple discourses to scaffold what she terms a problematic of post-psychoanalytic ethics in education: otherness, desire, and relationality. While there are many theorists and educators whose ideas resonate with this problematic, the author has chosen to highlight the work of Sharon Todd, Deborah Britzman, and Ewa Plonowska Ziarek to interrogate these terms and their usefulness for theorizing ethical relations in pedagogical situations. In reading their work, she traces how otherness, desire, and relationality function in representations of pedagogy and politics---or what Todd calls learning from the Other. Practices of discursive and embodied vulnerability (what she characterize as mindfulness) might allow one to work through ipseity (Emmanuel Levinas's term for how the ego sees the self) toward the possibility of openness to difference and the ethical obligation to otherness itself.
In the Service of Neglected People: Anna Julia Cooper, Ontology, and Education
Author: Bonnick, Lemah
Date: 2007-00-00
Type: Journal Articles
Subjects: Profiles,Feminism,Females,Social Justice,African Americans,Social Bias,Racial Bias,Gender Bias,Equal Education,Blacks,Foreign Countries,Social Attitudes,Humanistic Education,Educational History,Neoliberalism

The most influential accounts of Anna Julia Cooper's work have tended to focus on the question of women's equality. In this respect Mary Helen Washington credits Cooper with providing an &quot;embryonic feminist analysis&quot; in the 1890s. The focus of the author is on her understanding of educational matters, which should be seen as a powerful inaugural formulation of an anti-racist pedagogy, detailing the concomitant understanding of the interconnection of race, gender, and class that others have built upon. Education was often the vehicle she used to exemplify the particular exclusion and marginalization of black women, linking the uplift of the race to the higher education of girls. In this essay, the author wants to consider the historic terms of engagement between race and education and to assess their meaning against the pedagogic imperative of Cooper's avowal of her life's work as &quot;the education of neglected people.&quot; The author believes that her declaration synthesizes and adumbrates the underlying and explicit program for action in contemporary black struggles for education.
Educating in Place: Mathematics and Technology
Author: Klein, Robert
Date: 2007-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Place Based Education,Information Technology,Technology Uses in Education,Context Effect,Environmental Influences,Social Influences,Role of Education,College Role,Partnerships in Education

Mathematics education discourse routinely promotes the idea that mathematics is everywhere. That mathematics is everywhere seems a reasonable implication of &quot;We all use math everyday.&quot; Modern technology, mostly in the form of computational devices and control systems, is often cited as evidence of the omnipresence of mathematics. Computers in microwaves, wristwatches, and greeting cards all embody a binary expression of mathematics. By this logic, technology in its many forms also must be everywhere. This essay focuses on the tension between the idea that &quot;mathematics is everywhere&quot; and the idea that it is so difficult to craft meaningful, place-based mathematics lessons. The approach is through an exploration of the nature of place and mathematics, what they are, how they relate, and ways of engaging the two through a pedagogical turn guided by ethics of eco-justice and critical approaches to decolonialization and reinhabitation. This approach, known as &quot;critical place-based pedagogy&quot;, is articulated primarily through examples though some effort is made to offer more general strategies for practice. Two ideas motivate this argument: First, that mathematics and the technology used in mathematics classrooms seem stuck in mathematics classrooms but oddly divorced from the place wherein the mathematics classrooms lie. Second, that there is value in opening the ears of our schools and listening to the mathematics of place.
Failures of Language and Laughter: Anna Julia Cooper and Contemporary Problems of Humanistic Pedagogy
Author: Gordon, Jane Anna
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Role,Humor,Humanism,Educational Philosophy,Public Education,Criticism,Teaching Methods,Laws,Trauma,African Americans,Minority Group Teachers,Correlation,Racial Bias

This essay briefly explores reflections of Anna Julia Cooper concerning the meaning and significance of moments within educational settings when the conditions for laughter and language break down. The author suggests that what she presented as moments of social and political failure have become the aims of contemporary, rigid nonpromotion public school curricula. The success of such narrow training, in other words, turns on the eradication of necessarily contingent intersubjective classroom relations that Cooper described as the tragic consequence of ongoing challenges to the legitimacy of black teachers and the trauma of lynch law. Cooper's prescription--that a coherent understanding of the role of teachers and of schooling requires reintroducing questions of purpose, value, and meaning, of who we as individuals and as a society seek to become--emerges as an equally relevant resource for enlarging the language for defending the ongoing necessity of humanistic education. Her thought offers a viable critique of and alternative to the tough-love approaches that dominate contemporary public education in the United States, particularly those of the No Child Left Behind program.