ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Citizenship Competences: Towards an Output-Driven Approach in Citizenship Education
Author: Hoek, Lianne
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Citizenship Education,Instructional Effectiveness,Measurement Techniques,Outcomes of Education,Predictor Variables,Data Analysis,Competence

Purpose: Scholars are increasingly paying attention to the characteristics of effective citizenship education. The systematic use of data to maximise student learning, also called an output-driven approach, is often presented as a powerful predictor of student outcomes. However, its effectiveness has not been studied in citizenship education. Therefore, this paper aims to theoretically reflect on whether an output-driven approach is also feasible for citizenship education. Methodology: We distinguish five building blocks of an output-driven approach and elaborate on their applicability in citizenship education. While doing so, we draw attention to the normative notion in citizenship education and the quality and availability of measurement instruments for citizenship competences. Both may challenge the application of an output-driven approach, particularly given the relatively young tradition of measuring citizenship competences. Findings: We conclude that an output-driven approach in citizenship education seems feasible, provided that the characteristics of citizenship education are carefully considered.
A Climate Education to Chinese Adult Learners in an English Class with a Project Based Learning Method
Author: Yao, Chunlin
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Active Learning,Student Projects,English (Second Language),Postsecondary Education,Second Language Learning,Second Language Instruction,Social Problems,Adult Students,Outcomes of Education,Adult Education

The study reports the author's innovation of teaching climate education to adult learners in an English class using project-based learning (PBL). Over a whole semester in 2022, six topics related to climate change were taught and learned in a core curriculum tertiary English class in China. At the end of the semester, data showed a high level of English language learning achievements indicating the benefits of using problem-based learning with adults. Data collected from an online discussion forum and subsequent learner interviews show that climate education included within an English class does encourage learners to pay much closer attention to a number of dimensions of the social issue of climate change, and indicates learner willingness to act to combat climate change.
Gesturing Not Acting: Searching for Policy Guidance for Australian Climate Educators
Author: Whitehouse, Hilary
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Environmental Education,Social Problems,Justice,Educational Policy,Sustainable Development,Adult Education

Australia has no national approach to climate change education, neither for primary, secondary, or tertiary education nor for the informal and community adult education sectors. Inaction has its roots in Australian politics reluctant to engage with scientific evidence or community experience of extreme weather events and hamstrung by the political interference of carbon dealing mega-corporations cashing in on a profit-making bonanza. Adult educators have a substantial role to play in addressing the climate crisis and there is value in considering the international sphere for policy guidance. We conducted a descriptive, desktop content analysis of documents produced under the auspices of the United Nations from 2010 to 2022 searching for future-focussed statements on climate justice education policy. International frameworks and conventions hold concrete possibilities for imaging transformative practices. There are increasing levels of detail in frameworks supportive of climate change education internationally, and Australia is a signatory. Our work contributes towards the argument that Australia needs to develop national and state policy settings for climate justice education in line with United Nations settings.
From Activism, through Academia into Deep Adaptation: An Autophenomenography of Water
Author: Kowzan, Piotr
Date: 2022-11-00
Type: Journal Articles
Subjects: Activism,Climate,Adjustment (to Environment),Environmental Education,Autobiographies,Ethnography,Teaching Methods,Water,Pandemics,Psychological Patterns

This is an insight into teaching practice followed by reflections on unfolding multiple crises. On the journey from activism, through academia into deep adaptation, the author dives into the meanings of water to re-calibrate his teaching tools. Using auto-ethnography helps to identify water as a resource, research topic and a refuge. Meanings that were only partially readily available during teaching before the pandemic. As a result, the rediscovered awareness of the mental costs of learning and the need for psychological adaptation to deteriorating living conditions can be redirected back into teaching to lift difficult topics related to climate change again.
The Affective Dimension of Crisis Subjects: Teaching Environmental Communication through Intersecting Crises
Author: Leimbach, Tania
Date: 2022-11-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Undergraduate Study,Foreign Countries,Crisis Management,Communication Strategies,Teaching Methods,Psychological Patterns,Accountability,Empowerment,Epistemology,Difficulty Level

Confronting the existential threat of climate and ecological crises in undergraduate teaching presents complex challenges. Educators in environmental and climate change studies rightly communicate the scale and urgency of these unfolding crises, yet at times fail to take into account the emotional and mental health impacts upon students acquiring this knowledge. This article examines the affective dimensions of learning in 'crisis subjects'. It draws insights from case study research on the experience of Australian university teachers and students in a subject called Environmental Communication, delivered during a period of intersecting crises: climate-change driven drought, catastrophic bushfires, and the emergence of COVID-19. The psychoanalytic concept of 'difficult knowledge' (Britzman, 1998; 2004) is taken up to shed light on the inherent challenges of teaching and learning in this context. Many students in the study were deeply affected by their learning experience, and recognise its importance, but also struggle to integrate it with anticipated future roles. The authors argue that students and educators need new knowledge, capacities and resources to address the affective dimension of teaching and learning and to grapple with the collective social trauma of the climate crisis.
Learning to Change: Climate Action Pedagogy
Author: Leimbach, Tania
Date: 2022-11-00
Type: Journal Articles
Subjects: Climate,Higher Education,Graduate Study,Environmental Education,Masters Programs,Foreign Countries,Social Action,Role of Education,Curriculum Design,Student Leadership,Expertise,Transformative Learning

This article considers higher education's role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience their own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation.
The Craft of Wisdom: Climate Activist Learning in the Hands of Australia&apos;s Knitting Nannas
Author: Larri, Larraine J.
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Justice,Handicrafts,Females,Older Adults,Activism,Conservation (Environment),Lifelong Learning,Sustainability,Social Action,Communities of Practice

This article discusses the contribution of craftivism to climate justice learning through the practices of Australia's Knitting Nannas Against Gas and Greed (aka KNAG or the Nannas). Framing activist adult learning as social movement learning locates environmental and climate justice struggles within lifelong learning practices. Established in 2012, the Nannas are an older women's anti-coal seam gas and fossil fuel movement that has grown to encompass intergenerational ecological sustainability activism. Data presented in this paper were collected with active KNAG members in Australia as part of a PhD study using surveys, interviews, document analysis of social media (Facebook posts, digital videos, e-news bulletins) and researcher auto-ethnography. The research identified the milieu of craftivism motivated older women to collaboratively build their activist identity, ecological and environmental literacy, and non-violent direct action activist skills. The learning ecology involved a complex web of social interactions and encounters that stimulated opportunities for active listening and critical reflection, which promoted transformative and emancipatory learning dispositions. Craftivism was analysed to be the catalyst and transformative force that activated situated experiential learning and identity formation.
Towards an Emergent Curriculum for Climate Justice Adult Educators/Activists
Author: Walters, Shirley
Date: 2022-11-00
Type: Journal Articles
Subjects: Curriculum Development,Climate,Justice,Adult Educators,Activism,Adult Learning,Ecology,Literacy,Popular Education,Environmental Education,Feminism,Social Action

Ecoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a 'solidarity economy', a group within the PIMA network has run a climate justice education programme through a series of webinars. We describe and analyse a case story of an emergent climate justice curriculum in action. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which in part undergird the breaching of planetary boundaries. We identify five inquiry-based themes which are suggestive as coordinates for orientating curricula for adult educators/activists learning climate justice. One of these is the importance of building ecoliterate alliances through collaborative action as we face the 'socio-ecological hurricane' which is bearing down.
Where Are &quot;Their&quot; Voices? Authors of Color in the Secondary ELA Curriculum
Author: Kumar, Tracey
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary Education,Grade 9,Grade 10,Grade 11,Grade 12,Authors,Language Arts,Minority Groups,Ethnic Diversity,Reading Materials,Reading Material Selection,Individual Characteristics,Place of Residence,Gender Differences,Racial Differences,Ethnicity,Literary Genres

Within secondary English language arts (ELA), concerns about the use of whitestream curricula have fueled numerous studies regarding the authorship of works included in anthologies (Applebee, 1991; Hansen, 2005; Mikkelson, 2009; Pace, 1992; Rojas, 2010) and on the lists of required full-length titles (e.g., Applebee, 1989; Hoffman, 2007; Stallworth &amp; Gibbons, 2012; Stallworth et al., 2006). These studies have revealed that although there has been a notable increase in the percentage of titles by authors of color (e.g., Stallworth &amp; Gibbons, 2012; Stallworth et al., 2006), that increase has been inconsistent across genres (e.g., Hansen, 2005; Pace, 1992) as lists of full-length works have continued to privilege titles by authors of European descent (e.g., Hoffman, 2007; Stallworth &amp; Gibbons, 2012). However, the majority of these studies were conducted more than a decade ago. Little is known about the authorship of the book-length works included in recently developed ELA curricula. Therefore the study reported here examined the book-length works included in the secondary (Grades 9-12) ELA &quot;Guidebooks 2.0 (GB2)&quot; curriculum, a digital open-education resource that has been endorsed by schools and districts throughout the United States. Specifically, the study examined the share of full-length works by authors of color, the types of full-length works by authors of color, and the extent to which these works were integrated into the secondary &quot;GB2&quot; curriculum. By doing so, the study sought to illuminate the ways in which the selection and integration of full-length titles in the secondary GB2 curriculum served to privilege or disprivilege the voices and perspectives of authors of color.
&quot;Cultivamos una Rosa Blanca&quot;: The Growth of Bilingual Teachers &amp; a Dual Language School
Author: Hones, Donald
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Bilingual Schools,English (Second Language),Second Language Learning,Second Language Instruction,Language Fluency,Spanish,School Districts,Biculturalism,Teacher Supply and Demand,Teacher Attitudes,Personal Narratives,Immigration,Parent School Relationship,School Community Relationship,Immigrants,Teacher Effectiveness,Charter Schools,Teacher Role

This article explores the fundamental role of teachers' lives as they work to create and maintain a small dual-language school. The Appleton Bilingual School (ABS) is chartered by the Appleton Area School District in northeast Wisconsin. ABS was established with the support of city and school district officials and has maintained that support throughout its 11 years of existence. Moreover, ABS has assembled a staff of bilingual and bicultural teachers who, in their majority, have Spanish as their first language. This provides an additional authenticity to the school's goal of preparing children who are fluent and literate in English and Spanish. The growth of dual-language schools and programs across the United States follows the proven success of the model for English learners (ELs) as well as for native English speakers mastering another language. Bilingual teachers are in high demand. They are also asked to perform a variety of roles in addition to instructing a class. Through interviews and narrative portraits of four teachers at the school, the authors seek to share how life experiences that include immigration, adapting to new languages, new cultures, and new educational systems have created these teachers committed to educating the whole child and engaging with parents and community. Themes raised by the teachers in their portraits are examined with the goal of finding ways for administrators, policy makers, and others to better support bilingual individuals who would share their cultural and linguistic support with the next generation of students.
Increasing Comfort &amp; Inviting Behavior Change: Effectiveness of a Classroom Discussion Teaching Technique
Author: Meyer, Lindsay
Date: 2022-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Teaching Methods,College Students,Instructional Effectiveness,Student Experience,Student Attitudes,Learner Engagement,Interpersonal Communication,Small Group Instruction,Student Participation,Student Reaction

While interest in the field of psychology grows, educators celebrate the increase in class size , but are not sure how to manage this new era of classroom dynamic. This difficulty for many educators is most evident when students discuss socially or emotionally sensitive material. A number of pedagogical approaches are designed to facilitate classroom discussion. The fishbowl is intended to increase student engagement, critical thinking, and interpersonal communication skills during classroom discussions. It consists of a large group which has been divided into two subgroups of equal number. There are some variations of the method, but the most popular version includes two concentric circles with all students facing inward (Cummings, 2015). Half the students sit in the inner circle and discuss the topic, while the other half sit in the outer circle, listening, taking notes, and preparing to switch in (McKeachie, 2002). Once they trade places, it is the turn of the new group of students in the inner circle to speak. This allows all students an opportunity to contribute and requires those in the outer circle to listen to what their peers are saying without interjecting their own thoughts. Despite research showing successful implementation of the fishbowl technique in some settings, it does not appear to be widely used. Some research has indicated that students are often uncomfortable using discussion techniques that require them to speak in front of others (Young, 2007). Some educators choose not to implement techniques like these or to use them sparingly because they observe students' discomfort (Jackett, 2007; Young, 2007). This study was conducted to contribute to the body of empirical research that advises educators at the college level on classroom discussion facilitation techniques. The authors hypothesized that students would initially be uncomfortable while participating in the fishbowl, but that with more exposure to the technique over the course of the semester, they would become more comfortable and their participation would increase. Because of the peer-led and organic nature of the discussion technique, they hypothesized that participation in fishbowl discussions would lead to discussions students do not normally have in a classroom setting, influence students' behavior outside of class, and improve their retention of the material compared to the influence of traditional lecture and discussion methods.
Reading Strategies Used by Turkish Teacher Candidates in the Reading Process
Author: Emiroglu, Selim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Electronic Books,Reading Attitudes,Printed Materials,Books,Student Behavior,Reading Habits,Reading Strategies,Reading Processes

This study aimed to reveal which physical strategies (behaviors) Turkish teacher candidates prefer when reading a printed or electronic book/text, what kind of operations they perform related to the text and the reasons for these interventions. Hence, the opinions of 150 teacher candidates in the Turkish Language Teaching program of Istanbul Aydin University Faculty of Education in the spring semester of the 2021-2022 academic year were obtained through a semi-structured form developed by the researcher. Their opinions were analyzed with content analysis. The research was according to the phenomenology pattern. The behaviors of teacher candidates were personal reading strategies. They were classified and graded under various categories. The strategy for teacher candidates who prefer to read printed publications mostly is to make underlines. Then, strategies such as bookmark use and marking were more frequent. In the study, where sex and grade variables did not make a significant difference, some eccentric reading strategies (using a ruler while reading, taking a page/screen photo, using emoji, spraying perfume on the book, etc.) were also present. Finally, the study made various recommendations.
Investigation of Social Media Usage Status of Music Teacher Candidates
Author: Akyürek, Riza
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Music Teachers,Addictive Behavior,Computer Mediated Communication,Preservice Teachers,Student Behavior,Music Education,Student Attitudes,Social Networks,Gender Differences,Musical Instruments,Foreign Countries

The progress societies take in progress becomes directly proportional to their adaptation to technology and their rapid catching up with change. In the computer age, all kinds of life layers of individuals are intertwined with technology. As a matter of fact, education, culture, health, social and all kinds of social life layers are being carried out through the internet, social networks and technological tools. While the Internet and social media have emerged as an alternative communication medium, they have emerged as an opportunity for individuals who have difficulty expressing themselves especially in the public sphere or in their social circles. Social networks, which provide opportunities for young people to make their voices heard, produce content, create networks by coming together with individuals who think like them, and increase their democratic participation by expressing their opinions on political and social issues, have also had positive effects in this context. This research was conducted to measure the social media usage purposes of music teacher candidates, and to determine whether their social media use purposes, situations and areas are related to social media use disorder or addiction. Social media usage scale were applied to the study group determined by the random assignment method within the scope of the research, and in the light of the data obtained, the social media usage status of the music teacher candidates was compared with the gender and individual instrument variables, and it was examined whether there was a significant difference between them.