ethanporcaro/eric-fulltext-meta huggingface dataset:
Looking for Empathy in Visual Encounters
Author: Sinquefield-Kangas, Rachel
Date: 2019-11-00
Type: Journal Articles
Subjects: Empathy,Critical Thinking,Thinking Skills,Educational Research,Art Activities,Visual Stimuli,Art Products,Visual Perception,Workshops,Adults,Foreign Countries

Empathy is fundamental in our abilities to achieve healthy, happy, socially successful lives. The importance of its inclusion in educational pedagogical practices and classroom instruction is highly emphasized, yet very little research has been conducted to examine artistic exercises as effective ways for promoting empathy through pedagogy. VTS is a dialogical form of aesthetic interview that encourages groups of students to engage critical thinking skills. This article addresses a dissertation study in which VTS was implemented as an arts-based educational research (ABER) methodology to elicit discourse. The data, comprised of an audio recorded VTS exercise, was collected during a workshop at a conference in Vienna, Austria. Participants discussed an illustration taken from Shaun Tan's &quot;The Arrival,&quot; a graphic novel telling the story of an Immigrant's journey. Findings illuminate how VTS exercises elicited empathic discourse and a discussion explores VTS as a pedagogy for eliciting empathy within a theoretical context.
Teacher as Stranger: &quot;Releasing&quot; Imagination for Teaching Controversial Public Issues
Author: Hung, Yu-Han
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Controversial Issues (Course Content),Case Studies,Foreign Countries,Social Studies,Decision Making,Ethnic Groups,Nationalism,Stereotypes,Asians,Teacher Collaboration,Curriculum,Authentic Learning,Professional Autonomy,History Instruction,Teacher Role,Teacher Attitudes

This study utilized the term &quot;teacher as stranger&quot; from Maxine Greene's (1973) &quot;Teacher as Stranger&quot; to explore how teachers teach contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about teaching controversial public issues and create possibilities for their students to imaginatively engage with controversial public issues. Findings illuminate that these teachers challenge the stereotype of Asian teachers as always following a centralized curriculum; they instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers' curricular-instructional decisions and increased autonomy and authority.
Reframing Immigration as an Issue of Freedom within the U.S. Classroom
Author: McCorkle, William David
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigration,Stranger Reactions,Public Policy,Justice,Teaching Methods,Freedom,Social Studies,Immigrants,Altruism,Literature,Biographies

Immigration is currently one of the most contentious issues in both the United States and in much of the world. In order to confront powerful xenophobic narratives, there have been theoretical arguments for a more open and inclusive immigration system. Most of the arguments for this more inclusive system are based in the ideas of compassion and justice. Though these ideas can be helpful in certain contexts,the contention of this article is that the idea of freedom is the most transformative framework for a more inclusive immigration system, particularly in the United States with its historical focus on individualism and liberty. This idea of immigration as a form of freedom is especially pertinent to introduce into the social studies classroom in the midst of the contentious debate on immigration. This articles both looks at the theoretical basis for reframing immigration as an issue of freedom and suggestions for how teachers can introduce this perspective to their students.
Rethinking Belonging in Western Nations: Theorizing the Public Commons as a Shared Pluralistic Community
Author: Broom, Catherine A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Western Civilization,Cultural Pluralism,Public Policy,Social Problems,Case Studies,Ethnic Groups,Racial Bias,Conflict,Values,Political Attitudes,Peace,Citizenship Education,Educational Improvement,Foreign Countries

Western nations are becoming increasingly socially and ethnically diverse. National policies aim to address this diversity through policies such as multiculturalism in Canada, which promotes appreciation for cultural pluralism. However, policy rhetoric can hide social issues related to increasing diversity. Using Canada as a case study discussion, this article begins by reviewing some of the issues associated with increasing social and ethnic diversity, including racism and conflict over values, and then discusses these issues in relation to contemporary political concepts which aim to build social harmony. It argues that we need to rethink how we understand diversity within a communitarian conception of community, theorized as that of the public commons. The article concludes with recommendations that aim to improve citizenship education, with a focus on increasing youth's knowledge of civic life, particularly their understanding of this concept of the public commons.
Exploring Controversial Issues in Elementary Social Studies
Author: Linowes, Danielle
Date: 2019-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Social Studies,Teaching Methods,Elementary School Students,Justice,Lesson Plans,Standards,Vocabulary Development,Group Discussion,Literature

This article addresses the importance of teaching controversial issues, especially within elementary school contexts. In particular, the article explores the underlying elements of justice within controversies and demonstrates the way in which teachers might explore procedural justice within an elementary classroom.
Developing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning
Author: Kopish, Michael A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Global Approach,Preservice Teachers,Experiential Learning,Cross Cultural Training,Teacher Education,Teacher Competencies,Citizenship Education,Student Development,Course Content,Intercultural Communication,Consciousness Raising,Perspective Taking,Critical Theory,Social Studies

An emerging imperative for teacher preparation programs is the development of globally competent teacher candidates. Employing a convergent parallel mixed methods design, the researchers analyzed data from Asia Society's Global Competencies (2008) survey, critical reflection journals, course assignments, and field notes of 124 undergraduate teacher candidates enrolled in two teacher preparation courses during three academic years. Findings demonstrate candidates' perceptions of learning experiences and the extent to which the experiences contributed to the development of global competencies. For educators, the study provides examples of cross-cultural experiential learning that contribute to the development of globally competent teacher candidates.
Multicultural Education Based in the Local Wisdom of Indonesia for Elementary Schools in the 21st Century
Author: Noor, Ady Ferdian
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multicultural Education,Cultural Pluralism,Ethnic Groups,Conflict,Indigenous Knowledge,Foreign Countries,Social Problems,Philosophy,Citizenship Education,Educational Philosophy,Material Development,Values,Elementary School Teachers,Elementary School Students,Cultural Differences,Holistic Approach,21st Century Skills

Indonesia consists of a variety of tribes, religions, races, and groups that exist on islands that spread from Sabang to Merauke. The wealth of ethnic diversity in Indonesia should be an advantage to unite the nation, but the reality in the field of cultural gatherings raises new conflicts, based on increasing social conflict in the community. In 2013, there were 92 total conflicts, in 2014 here were 83 conflicts; and in 2015 in the middle quarter, social conflicts originating from ideology, politics, economics, and social culture amounted to 20 cases. Local wisdom in each community is a reflection of an integrated (holistic) philosophy of life. Citizenship learning models depend on teachers, who develop materials by integrating contexts with the values of the philosophy of local wisdom. These models can be interpreted as multicultural education based on local wisdom.
Effects of Scaffolded Voluntary Reading on EFL Students&apos; Reading Comprehension
Author: Sholeh, Agus
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Reading Comprehension,Scaffolding (Teaching Technique),Pretests Posttests,Recreational Reading,Private Colleges,College Students,Foreign Countries,Reading Achievement,Teaching Methods,Reading Strategies

This research aimed to find out the effect of Scaffolded Voluntary Reading (SVR) as a special treatment to cope with reading crisis that cannot be solved simply by reading comprehension courses in formal curriculum. Comprehension scaffolding is normally implemented in class as a strategy but in this research, it is transformed into Self-Checking Comprehension Scaffolding (SCCS) to accompany voluntary reading and to scaffold students' comprehension. This research applied quasi-experimental with pre-test post-test control group design that involved 129 Indonesian private university students of English language education. They were divided into two groups: 69 students in the experimental group and 60 students in the control group. The students in the experimental group were treated with SVR provided with SCCS and those in the control group were treated with voluntary reading without SCCS. The data were analyzed using t-test and the result showed that 1) the treatment significantly influenced students' achievement in EFL reading comprehension and 2) SVR promoted the students' self-selected reading, independent reading, and student-centered learning. The finding implies that the students who did SVR with SCCS comprehended better than those without SCCS.
Analysis of the Influence of Outdoor Education Activities on Seventh Grade Students
Author: Tas, Erol
Date: 2019-12-00
Type: Journal Articles
Subjects: Outdoor Education,Outcomes of Education,Achievement Tests,Academic Achievement,Science Education,Student Attitudes,Content Analysis,Recall (Psychology),Learning Processes,Teaching Methods,Learning Activities,Secondary School Students,Foreign Countries

It is thought that the results of teaching some of the subjects in science through outdoor education will be more positive. The purpose of this study is to find out the effects of activities done through outdoor education on students' academic achievement, students' thoughts about the activities and the permanence of information. Mixed research design was used in the study. Academic achievement test was prepared to collect quantitative data while a test consisting of open-ended questions in fully structured interview form was prepared for qualitative data. For the analysis of quantitative data, statistical analysis techniques such as average, frequency, percentage, standard deviation and Wilcoxon signed ranks test were used with the help of SPSS program. In qualitative analysis, the data were coded, common themes were formed with their categories and content analysis method was used. According to the results, it was found that outdoor activities increased students' achievement and did not have a significant relationship with students' recalling information. The results of the qualitative analysis showed that the students liked these activities and the activities were effective in understanding the subject and learning the concepts. In addition, it was found that the activities influenced the friendship between students positively. It was suggested for outdoor activities to be used in science teaching.
A Nurse-Led Inpatient Diabetes Self-Management Education and Support Program to Improve Patient Knowledge and Treatment Adherence
Author: Macido, Antony
Date: 2019-00-00
Type: Journal Articles
Subjects: Patient Education,Diabetes,Nurses,Patients,Self Management,Drug Therapy,Program Effectiveness,Outcomes of Treatment,Skill Development,Hospitals,Adults,Knowledge Level,Health Behavior

Purpose: Diabetes mellitus (DM) is a growing problem in the United States and worldwide. Diabetes possesses a significant burden on the healthcare costs. An evidence-based, practical, and economically feasible strategy to tackle the growing burden of DM is imminent. Diabetes self-management education and support (DSMES) is the backbone to improve the care in DM. A research study called a nurse-led inpatient DSMES was designed and implemented in a community hospital on the west coast to improve patient knowledge of DM and medication adherence with DM. Methods: A descriptive, pretest-posttest study was employed to evaluate the effects of a DSMES program on patient knowledge of DM and patient medication adherence in an inpatient setting on the West coast. Convenience sampling was utilized, and the sample included 10 participants. Paired t-test was used to compare the group means before and after the provision of DSMES to the same sample. Results: The study revealed a statistically significant improvement (p = 0.026) in the participants' knowledge of DM after the provision of DSMES while no changes (although not statistically significant, p = 1.00), in the participants' medication adherence. Conclusions: Provision of DSMES by nurses can improve the outcomes of patients with DM in inpatient settings. Recommendations: Implementation of a nurse-led DSMES project has the potential to improve patient knowledge and diabetes self-management skills, which can, in turn, improve treatment adherence and potentially prevent frequent hospitalizations in patients with DM. Further large-scale studies are needed to generate further evidence to support the provision of DSMES by nurses.
The Effects of Programming Education Planned with TPACK Framework on Learning Outcomes
Author: Atun, Handan
Date: 2019-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Scores,Thinking Skills,Comparative Analysis,Middle School Students,Computer Software,Information Technology,Faculty Development,Middle School Teachers,Outcomes of Education,Pretests Posttests,Problem Solving,Academic Achievement,Computer Literacy,Educational Technology,Foreign Countries

This study aims at investigating the effects of Programming Education Planned with TPACK (Technological Pedagogical Content Knowledge) Framework on middle school students' learning outputs within the ITS (Informational Technology and Software) course. Although TPACK is known as a teacher training program, this study demonstrates it can be used in K12 education. The sample of the research consists of 41 6th grade level students from a Turkish middle school. This study used a quasi-experimental research design which compares pre-test and post-test results for experimental and control groups. Data were collected through quantitative scales. The effects of programming education planned with TPACK framework on students' academic achievement, perception of problem-solving skills and computational thinking skills are investigated. According to the results, the means of academic achievement, problem solving inventory and computational thinking skill scale scores of the experimental group are significantly higher, which means TPACK framed lesson has a positive impact on learning outcomes. As a result of this study it can be concluded that matching technology that is suitable for the relevant content is crucial for learning, using appropriate technology is a good strategy for learning technology, higher order skills are improved by technology supported learning and academic achievement can be enhanced by using enriched activities in a technological environment.
An Evaluation of Map Literacy of Social Studies Preservice Teachers
Author: Aksoy, Bulent
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Geography,Student Interests,Map Skills,Correlation,Foreign Countries,Public Colleges,Knowledge Level,Teacher Education

This study aims to determine the level of map literacy of social studies prospective teachers. The research was carried out using the correlational survey model. &quot;Developing Valid and Reliable Map Literacy Scale&quot; was the data collection tool. The research was conducted on 221 social studies undergraduate students in the 2016-2017 academic year. Multiple linear regression analysis technique was applied for the sub-problems of the research. The findings of the research regarding the correlations between the predictive variables and the dependent variable showed a positive and moderate correlation between the students' levels of map literacy and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in Geography. On the other hand, a positive and weak correlation was explored between the students' levels of map literacy and variables such as the frequency of activity with maps. The results of the partial correlations between the predictive variables and the dependent variable indicated that the students' levels of map literacy had a positive and weak relationship with the frequency of using map and the frequency of activity with maps variables. Together with that students' levels of map literacy were determined to have a positive and moderate relationship with the level of interest in Geography variable. In addition, students' levels of map literacy were found out to have a moderate and significant relationship with the frequency of using map, the frequency of activity with maps, and the level of interest in Geography variables. The results of the research demonstrated that the map activities were a moderate predictor of map literacy. For this reason, it is suggested that importance should be given to the courses and practices that will develop the students' map skills in the social studies undergraduate curriculum.
The Effect of STEM Education Roles on the Solution of Daily Life Problems
Author: Gulen, Salih
Date: 2019-12-00
Type: Journal Articles
Subjects: STEM Education,Problem Solving,Academic Achievement,Role of Education,Grade 8,Equipment,Public Schools,Secondary School Students,Foreign Countries,Agricultural Occupations,Relevance (Education),Problem Based Learning

The main purpose of this research is to determine the effect of STEM roles on the solutions to daily life problems and academic achievement. Mixed method was used in the study. An experimental study was conducted in the quantitative dimension of the research, while a fully structured STEM activity form was used in the qualitative dimension. 38 students participated in the study by analogue sampling method. STEM roles brochure, STEM roles activity form and academic achievement test were used in the research. The data of the measurement tools used in the study were analyzed with the help of Microsoft Excel program and SPSS. Descriptive and content analyses and techniques such as Mann-Whitney U Test and percentage values were used. It was determined that STEM disciplines and STEM roles had a significant effect on the solutions to daily life problems. For instance, it was found that participants lifted the stone in the middle of the field with a lever which was section (meters) and removed the elephant using pulley, depending on the number of ropes. It was determined that the participants lifted a lot of load by applying less force. Yet, it was determined that STEM roles did not have any effect on increasing academic achievement according to the current curriculum. In line with these results, suggestions were presented.
A Perceptional Analysis of BYOD (Bring Your Own Device) for Educational or Workplace Implementations in a South Korean Case
Author: Tinmaz, Hasan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Ownership,College Students,Student Attitudes,Work Environment,Gender Differences,Educational Attainment,Undergraduate Students,Graduate Students,Computer Security

As the communication and information technologies (especially mobile devices) have become a central part of our daily lives, people have started to bring their own devices to schools, universities, companies and other types of organizations. Bearing in mind the difficulty of stopping people from carrying these devices, Bring Your Own Device (BYOD) represents a paradigm shift, presenting new ways for organizations to function and offering several advantages to businesses, notably a reduction in hardware costs. Although BYOD (allowing people to bring their technological devices to schools or workplaces) sounds simple in words, BYOD implementations come with their own challenges (security related problems being the first). This study aims to analyze the perceptions of a group of South Korean undergraduate and master students (n=110 in total) of BYOD implementations in schools and in workplace separately. The study instrument had three sections; (i) basic demographics (age, gender and currently attending education level), (ii) 12 survey items on a Likert scale for BYOD perception at school questions, and (iii) 12 survey items on a Likert scale for BYOD perception at workplace questions. After the analyses of demographics, separate independent sample t-tests were applied in order to check if each set of 12 items for BYOD at school and at workplace significantly differ for gender and education level variables. While no significant difference was revealed based on gender variable, education level demonstrated differences on certain items. At the end, the 12 items for BYOD at school and BYOD at workplace were compared by applying paired samples t-tests to the dataset where significant differences were also observed for some items. The general results showed that participants supported BYOD in schools more than BYOD at workplace. Besides, master students showed more trust than undergraduate students on cyber-security both at school and at workplace.