ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of the Perceptions of Primary School Students Regarding the Concept of Television
Author: Güven, Sevim
Date: 2017-08-00
Type: Journal Articles
Subjects: Television,Elementary School Students,Figurative Language,Student Attitudes,Qualitative Research,Phenomenology,Grade 3,Grade 4,Documentation,Elementary School Teachers,Freehand Drawing,Foreign Countries,Television Viewing

Main purpose of the study is to determine how television is perceived by primary school students by means of metaphors and statements in figures. Being designed as a qualitative study, this study was handled in phenomenology patter and axis. The study was conducted with participation of 57 students continuing their education in 3rd and 4th grade in May 2016. In formation of the study group, analogous sampling technique as one of the purposeful sampling methods was used. The study data were obtained by means of &quot;document analysis&quot; from qualitative research data collection methods. With the purpose of revealing mental images relating to television concepts, the primary school students participating into the study were given an A4 paper with the sentence &quot;Television is like …, because …&quot; to complete on one side, and they were requested to draw a picture about meaning of television concept for the students, and answer the question &quot;What do you want to explain in this picture?&quot; Class teachers provided help for this procedure. The data obtained at the end of the study were analyzed with descriptive analysis and semiological analysis. 57 primary school students participating into the study developed 45 different metaphors and drew 57 different pictures. It was observed as a result of the study that primary school students had more intense positive perceptions towards televisions in their metaphors, and they defined television as mostly a free time and amusement tool. In pictures drawn relating to television, it was detected that television is mostly in the centers of settlement and they mostly used iconic indication and symbol.
Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning
Author: Iwamoto, Darren H.
Date: 2017-07-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Learning Processes,Higher Education,Personality Traits,Learning Strategies,Questionnaires,Learner Engagement,Learning Motivation,Undergraduate Students,Study Habits,Action Research

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher education.
The Role of Unconscious Awareness of Teachers within Teacher-Child Relationship
Author: Gölbasi, Elçin
Date: 2017-08-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Preschool Teachers,Preschool Children,Interaction,Classroom Environment,Psychological Patterns,Responses,Teacher Behavior

This article is a descriptive study which aims to investigate preschool teachers' awareness of their own unconscious and the contribution of unconscious processes to educational activities. It presents a literary review on education as a meeting of the teacher and student at a certain point in time and space, not only at a knowledge level but also with their inner psychological processes. The classroom is an arena in which teachers question themselves via interaction, face their true self and unique characteristics. The educational environment can be purified with the search for the teacher's awareness of the unconscious by eliminating ambitions, prejudices and negative psychological experiences. Only then does it transform into an environment of symbolism, higher level thinking and free thinking.
Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience
Author: Wynn, Charles T., Sr.
Date: 2017-07-00
Type: Journal Articles
Subjects: Problem Based Learning,Secondary School Teachers,Social Studies,Case Studies,Field Experience Programs,Preservice Teachers,Questionnaires,Student Teaching,Student Attitudes,Focus Groups

We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings suggest that PBL methodology, supported by professorial modeling and metacognitive training, had a transformative impact on our PSTs in terms of how they perceived their relationship with their students, the student outcomes they sought to facilitate, and their operational understanding the goals of social studies education offered by the National Council for the Social Studies.
Between Discomfort and Comfort: Towards Language That Creates Space for Social Change
Author: Schultz, Christie
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Change,Educational Philosophy,Guidelines,Teaching Methods,Foreign Countries,Caring,Language Usage,Public Policy,Indigenous Populations,Land Settlement,Canada Natives,Residential Schools,American Indians

This paper examines the potential of the term &quot;settler ally&quot; to create productive discomfort alongside productive comfort, thereby creating space for positive social change. The setting in which the term is examined is Canada--Alberta in particular--following the release of the recommendations of the Truth and Reconciliation Commission in 2015. The discussion is informed by Megan Boler's 'pedagogy of discomfort&quot; and the work of scholars who've considered the potential and limitations of this theoretical framework. The paper argues that discomfort alone may be insufficient when the aim is to create positive social change and that comfort, offered through careful and care-filled language, may support the intended outcomes.
Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors
Author: Ghanem, Carla
Date: 2017-07-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Instruction,Language Teachers,Teacher Attitudes,Graduate Students,German,Qualitative Research,College Faculty,Knowledge Level,Faculty Development,Questionnaires,Focus Groups,Teaching Methods,Semi Structured Interviews,Observation,Grounded Theory

Cultural awareness and intercultural competence (IC) of students in foreign language (FL) instruction have been widely examined (e.g. Byram, 1997; Belz, 2002). The importance of the FL teacher in aiding students' IC development is less extensively researched, however. Author (2014), Kohler (2015), Sercu et al. (2005) and Sercu (2006) are a few exceptions. The purpose of this study is to shed light on graduate student instructors' (GSIs) perspective of understanding IC and its incorporation into FL courses. Eight GSIs of German at a large US university participated in this qualitative study, which addresses the struggles that these instructors encounter when attempting to understand and teach IC. Findings show that the GSIs do not fully comprehend the term of IC and hence have difficulty including IC in the classroom. This has implications for teacher training and professional development.
Teaching an Interdisciplinary Graduate-Level Methods Course in an Openly-Networked Connected Learning Environment: A Glass Half-Full
Author: Secret, Mary
Date: 2017-07-00
Type: Journal Articles
Subjects: Teaching Methods,Interdisciplinary Approach,Graduate Study,Social Science Research,Methods Courses,Online Courses,Delivery Systems,Curriculum Design,Computer Mediated Communication,Database Management Systems,Formative Evaluation,Feedback (Response),Teacher Attitudes,Student Satisfaction,Research Methodology

Our paper describes the design and delivery of an online interdisciplinary social science research methods course (ISRM) for graduate students in sociology, education, social work, and public administration. Collaborative activities and learning took place in two types of computer-mediated learning environments: a closed Blackboard course management system and a public facing &quot;openly-networked connected learning&quot; environment designed to facilitate cross-discipline connections, student engagement, and digital fluency. A course formative assessment based on student feedback and instructors' reflections informed the lessons learned about the design and delivery of the course. Our assessment suggests that many of the connected learning goals can be met through the closed course management system rather than through the open platform.
Awaiting Education: Friedrich Nietzsche on the Future of Our Educational Institutions
Author: Allen, Ansgar
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Humanities,Futures (of Society),Educational Attitudes,Teachers

The republication of Nietzsche's lectures &quot;On the Future of Our Educational Institutions&quot; invites reconsideration of Nietzsche's thought on education. Though there is much in these lectures that might appeal to those struggling for the future of the humanities, or for the future of education more generally, I argue against their use in the attempted redemption of the humanities or education. Consideration of &quot;Schopenhauer as Educator&quot;, published two years later, brings out Nietzsche's growing hostility to education. Education in modernity is a lost cause, Nietzsche argues. It is beyond redemption because (1) true teachers can no longer be found and (2) we are almost incapable of educating ourselves. At best we might attempt to educate ourselves against the age, which includes the challenging task of educating against our selves. From this position, which holds out little hope for the future of education as it is currently configured, if the modern educator has any functionality left, it is to serve as a symptom of decline.
Demanding Epistemic Democracy and Indirect Civics Pedagogy: The Performance-Oriented Music Ensemble
Author: Pyrcz, Greg
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Activities,Music Education,Democracy,Performance,Democratic Values,Epistemology,Musical Instruments,Gender Issues,Young Adults

The participation of young adults in performance-oriented music ensembles can be seen to enhance democratic capacities and virtues. Much, however, turns on the particular conception of democracy at work. Although contemporary currents in music education tend towards models of liberal and participatory democracy to govern music ensembles, this essay contends that demanding epistemic democracy allows performance-oriented music ensembles the achievement of democratic virtues without sacrificing excellence as a central regulatory ideal. The inclusion of both men and women is shown to be particularly significant in this light. Central to its democratic epistemic ambition, the role of the conductor is considered in the last section of this article.
How Preservice Teachers Make Meaning of Mathematics Methods Texts
Author: Harkness, Shelly Sheats
Date: 2017-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Methods Courses,Assignments,Teacher Surveys,Beginning Teachers,Reading Strategies,Reading Materials,Reader Text Relationship,Reading Assignments,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Semi Structured Interviews,Teaching Methods,Qualitative Research

Mathematics methods texts are important resources for supporting preservice teachers' learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of 132 mathematics methods instructors about their customary use of texts and focus more closely on interviews of 16 preservice and first-year teachers about the reading strategies they used while reading methods texts. Research questions addressed the following: What strategies do preservice teachers use to make meaning of mathematics methods texts? What recommendations do preservice teachers suggest for instructors about the usage of texts? Findings suggest that most preservice and first-year teachers, at first, hesitated, not seeming to understand the first question and then struggled to explain their strategies. According to preservice and first-year teachers, instructors need to: balance reading with other ways to interact with the texts; discuss text readings in class; give them a purpose for reading; and, hold them accountable for the readings. Perhaps, both general content area literacy strategies and disciplinary literacy strategies need more emphasis in methods coursework.
Effects of a Program of Sport Schools on Development of Social and Psychomotor Skills of People with Autistic Spectrum Disorders: A Pilot Project
Author: López, José María
Date: 2017-08-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Athletics,Social Development,Psychomotor Skills,Motor Development,Pilot Projects,Team Sports,Physical Activities,Exercise,Children,Preadolescents,Asperger Syndrome,Foreign Countries,Semi Structured Interviews,Program Effectiveness

Individuals with Autistic Spectrum Disorder (ASD) present learning difficulties and limited performance of social skills, besides lower motor skills performance in comparison with their peers. Owing to these difficulties, most of children with ASD are at risk of social exclusion or a poor inclusion due to their behavior, mainly playing with other partners, understanding play and leisure as a main performance area for children and their main occupation during childhood (defining occupation from occupational therapy point of view). Therefore, learning rules of a well-known game such as football, together with social skills training can help avoid exclusion and improve social life of people with ASD. Two of the main objectives pursued by this study are: first, to favor football practice among children with different abilities, as well as their future inclusion in the rest of social sports schools performing the activities at the same level as their peers; and, secondly, to facilitate comprehensive development for young people in order to improve their quality of life, moreover, the creation of healthy and sporting habits. It is now presented a pilot project (n = 5) in which the actions carried out during the training program are analyzed along with the results achieved after 24 one-hour-session. In general terms, the results obtained are positive with the best scores in psychomotor and social skills at the end of the programs, being conscious of this study's limitations.
Location, Location, Locution: Why It Matters Where We Say What We Say
Author: Ruitenberg, Claudia W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Interpersonal Communication,Language Usage,Teacher Responsibility,Interpersonal Competence,Speech Acts,Discourse Analysis,Educational Environment,Teacher Student Relationship,Foreign Countries

This paper addresses educators' responsibility for the discourse (including their own and others') that circulates in educational settings. This issue tends to arise especially with hurtful language and other discursive acts that have negative effects, and that require an apology, correction, or some other kind of remedial discourse. The paper frames this &quot;discursive responsibility&quot; as particularly contingent on location, arguing that when educators address their own or others' discourse, the response needs to be at a level of publicity that is the same as, or as similar as possible to, the discursive act it responds to.
A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States
Author: Harris, Karleah
Date: 2017-09-00
Type: Journal Articles
Subjects: Needs Assessment,Elementary Secondary Education,Science Instruction,Academic Standards,Public School Teachers,Knowledge Level,Science Curriculum,Teacher Competencies,STEM Education,Questionnaires,Online Surveys,Teacher Attitudes

Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom technology needs is still a critical factor in the implementation of these changes. Our study conducted a needs and preparedness assessment using online surveys on public K-12 teachers before the implementation phase. The data collected for this study comprised 214 responses from schools in 16 states across the US. The study indicates that most of the teachers were not knowledgably equipped to fuse the proposed changes in standards with the current curricula and their teaching plans. The teachers made several suggestions, based on their views regarding the level of preparedness of their students. The implications of these findings and suggestions for further adjustments are presented and discussed.
UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content
Author: Scott, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Reading Lists,School Libraries,Classroom Techniques,Best Practices,Curriculum Design,Teacher Attitudes,Librarian Attitudes,Summer Programs,Reading Programs,Content Analysis,Behavioral Objectives,Library Role,User Needs (Information),Elementary Education,Semi Structured Interviews

This paper reports the findings of a small-scale qualitative study that explored the perceptions of and approaches used by UK school librarians and teachers in the design and use of reading lists. The research question was: &quot;What is the best way to construct reading lists to maximize their benefit in the school library or classroom?&quot; The research strategy adopted for the study was thematic analysis. The data collected from five semi-structured interviews was analyzed and a thematic map produced. The analysis identified four key themes that shape construction of reading lists: content, user, purpose, and format. The content was selected using a range of methods, including patron-driven, literary merit, exclusion, textual variety, and curriculum. The user was central to the design with reading lists being parent-driven and pupil-centered. The purpose was situated within a wider reader-development curriculum. However, the participants perceived that the reading list was a less-effective method of reader development than face-to-face interaction with pupils. Four recommendations to improve practice in similar contexts are suggested. The conclusion reached was that UK preparatory school librarians' and teachers' construction of reading lists is a complex practice that attempts to balance pupils' reading for pleasure with their needs for literacy attainment.
The Political as Presence: On Agonism in Citizenship Education
Author: Tryggvason, Ásgeir
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Political Attitudes,Educational Philosophy,Teaching Methods,Persuasive Discourse,Emotional Response,Foreign Countries

In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe's agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe's point of departure in the concept of the political. By drawing on Michael Marder's (2010) notion of enmity, I suggest how &quot;the presence of the other&quot; can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg's definition of political emotions needs to be formulated in a way that includes emotions revolving around one's own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus.
Opening a Window to Foster Children&apos;s Self-Confidence through Creative Art Activities
Author: Kim, Kyoung Jin
Date: 2017-00-00
Type: Journal Articles
Subjects: Young Children,Art Activities,Preschool Teachers,Early Childhood Education,Self Esteem,Creativity,Teacher Role,Disabilities,Freehand Drawing

Among various benefits of art for young children, this article highlights the emotional development aspect, specifically boosting self-confidence through art activities. The definition of self-confidence as having trust in one's self, clear knowledge of one's strengths and limitations, and assurance of one's ability to handle a variety of situations (Kostelnik, Stein, Whiren, &amp; Soderman, 2006) was used for purposes of this paper and research project. Self-esteem and self-confidence come from having a sense of belonging, believing that oneself is capable, and knowing that contributions are valued and worthwhile. Lack of self-esteem has been shown to lead to a multitude of physical, mental, and emotional problems (Kernis, 2005), eventually resulting in overall academic and social under-performance, as well as behavior problems. Thus, it is vital for early childhood educators to provide an environment in which children are nurtured in a positive sense of self (Mayesky, 2003). This article presents a case study that illustrates how a 10-week art intervention program helped to increase children's self-confidence. This research acknowledged the importance of teacher's emotional support, specific feedback and open-ended questions, and use of open-ended materials.