ethanporcaro/eric-fulltext-meta huggingface dataset:
A Meta-Analysis Study on the Effectiveness of a Cooperative Learning Model on Vocational High School Students&apos; Mathematics Learning Outcomes
Author: Ridwan, M. Rais
Date: 2022-07-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,Cooperative Learning,Meta Analysis,Research Reports,Comparative Analysis,Teaching Methods,Forestry,Learning Processes,Mathematics Instruction,Mathematics Achievement,Instructional Effectiveness,Outcomes of Education,Grade 10,Grade 11,Foreign Countries

Cooperative learning takes place when students work together in small groups to help each other comprehend a subject. This meta-analysis aims to determine the impact of cooperative learning on vocational high school students' mathematics learning results compared to those that pertain to conventional learning. Data from 22 research studies, including the sample size, standard deviation, and mean for both the experimental and control groups and other information, were collected using descriptive analysis. The data analysis technique used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, effect size calculation, summary effect calculation using a random-effects model, and identification of publication bias. The results showed that the effectiveness of cooperative learning was 0.89, which gave a medium effect on the mathematics learning outcomes of vocational high school students. The cooperative learning model also provides a measure of higher effectiveness in grade 11 than grade 10 and learning at a sample size of 1-30 students compared to more than 30 students. The effectiveness of cooperative learning on mathematics learning outcomes in the medium effect category, on the other hand, is dependent on grade level variables and sample size. This meta-analysis research provides information to teachers in Indonesia to implement cooperative learning based on the level and number of students in the class to improve the mathematics learning outcomes of vocational high school students.
Reflections from an Out-of-School Learning Course: The Development of Pre-Service Science Teachers
Author: Durukan, Ümmü Gülsüm
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Self Efficacy,Teacher Effectiveness,Student Attitudes,Foreign Countries,Field Trips,Informal Education,Learning Activities

The aim of the study is to examine the development of pre-service science teachers within the course about the out-of-school learning. In this study, the effects of the implementations in the course on the perceptions of the pre-service science teachers about the relevant subject and their self-efficacy in organizing teaching activities in these environments were evaluated. The study was carried out employing an action research design. The study group consisted of 36 pre-service science teachers in The Department of Science Education at the Faculty of Education at a state university in Turkey during the 2019-2020 academic year. Data collection tools were &quot;The Form of Pre-service Science Teachers' Opinion on OSL&quot;, &quot;Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out of School Settings&quot; developed by Bozdogan (2016), &quot;Informal Learning Environments Scale&quot; developed by Adiyaman (2019), and &quot;Experience Determination Form&quot; adapted by Aslan (2015). The data collection tools were used as a pre-test on the first week of the course and as a post-test on the fifteenth week of the same course. The qualitative data elicited from the open-ended questions and the &quot;Experience Determination Form&quot; were subjected to the content analysis method. The quantitative data obtained from the &quot;Self-Efficacy Belief Scale for Organizing Educational Trips to Out-of-School Environments&quot; and &quot;Informal Learning Environments Scale&quot; were analysed using the SPSS 25.0 package program. The dependent t-test was used to compare the scores of the pre-tests and post-tests. The results showed that the applications made within the course significantly affect the opinions of pre-service science teachers about out-of-school learning and their self-efficacy in organizing educational activities in out-of-school learning environments.
How Younger Students Perceive and Identify Historical Significance
Author: Bergman, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Student Attitudes,History,Knowledge Level,Thinking Skills,Historical Interpretation,Definitions

Historical significance is a historical thinking concept. Being able to identify historical significance is viewed as important for understanding change and continuity in the past, and for understanding the way 'history' is constructed by present society. This article discusses how Swedish students in Grade 5 (age 11 years) perceive and understand historical significance without having received prior instruction on how to identify historical significance. The results show that the students see thrilling and exciting events in the past as significant, as well as the events, inventions, ideas and values that have influenced the present or changed the course of history in some way. In this paper, I compare students' answers to definitions of historical significance formulated by Christine Counsell (2004) and Matthew Bradshaw (2006). For the study, 67 students were interviewed in semi-structured interviews in small groups. They attended six different schools in the middle part of Sweden and came from varying backgrounds. Regardless of their backgrounds or origins, the students see the history culture of the majority, as presented in their history education, as their own.
Collective Memory and Historical Narratives: The African American Civil Rights Movement
Author: Hughes, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Museums,History,Undergraduate Students,Civil Rights,United States History,Primary Sources,Race,Justice,Historians,Historical Interpretation,Misconceptions,Teaching Methods,Learning Processes,Case Studies,Assignments

This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian's interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to 'do history' and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.
Cultivating Historical Consciousness in the History Classroom: Uncovering the Subtleties of Student Meaning Making with the Help of Found Poetry
Author: Popa, Nathalie
Date: 2021-00-00
Type: Journal Articles
Subjects: Poetry,History Instruction,Classroom Communication,Grade 11,High School Students,United States History,War,Units of Study,Teaching Methods,Consciousness Raising,Learning Processes

This article explores student meaning making in a Grade 11 US history unit on the Second World War. The 10-lesson unit was designed as an experiment that aimed to apply an instructional model of historical consciousness to a classroom context. Although the notion of historical consciousness has gained significant interest in the field of history education, translating it into educational practice remains a challenge. In this study, it refers to a disposition to make meaning of the past for oneself, which is manifested in three meaning-making abilities and processes (Boix Mansilla and Gardner, 2007; Nordgren and Johansson, 2015; Rüsen, 2004). To study the manifestation of historical consciousness in the learning process during this unit, I employed found poetry on collected classroom transcripts and observations, as well as student work. I turned to this qualitative, arts-informed method when I realised the analytic methods that I had employed so far failed to capture important subtleties of students' historical consciousness emerging from the data. In this paper, I present and discuss the results of my analysis, offer a rationale for using found poetry in history education research and reflect on the need for relevant and meaningful school history.
&apos;I&apos;m Not Catholic and I&apos;m Not Protestant&apos;: Identity, Individualisation and Challenges for History Education in Northern Ireland
Author: Branford, Abigail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Barriers,Student Characteristics,Background,Identification (Psychology),Religion,Protestants,Catholics,Social Influences,Politics of Education,High School Students,College Students,Student Attitudes

Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students' identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students' life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and 'moving on' from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck's (1992) model of triple individualisation. For these 'postsectarian' students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning.
Realising Roma Rights through a High-Stakes History Test: Secondary School Students Narrating the Swedish Roma Past, Present and Future
Author: Nolgård, Olle
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Secondary School Students,History Instruction,Tests,European History,Civil Rights,Social Justice,Cultural Influences,Racial Bias,Social Bias,At Risk Students,Social Responsibility,Social Change,National Curriculum,Social Discrimination,Racial Discrimination

Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regard to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. While the students underscored the importance of a shared responsibility for Roma rights, they stressed the nation state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that while students realise and recognise Roma rights through their narrational practices, and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners.
Negotiating Intercultural Spaces and Teacher Identity in an Internationalised School in Shanghai
Author: Poole, Adam
Date: 2019-00-00
Type: Journal Articles
Subjects: International Schools,Professional Identity,Global Approach,Intercultural Communication,Cultural Awareness,Teaching Methods,Learning Processes,Case Studies,Teacher Attitudes,Foreign Countries

There is now a general acceptance that schools need to prepare students for the realities of a globalised world, which necessitates developing intercultural competence. Such an educational mandate is felt particularly keenly in internationalised schools, where the work of teaching and learning involves the negotiation of diverse cultural assumptions, practices, and identities on a daily basis. Whilst schools are in a position where they need to formulate some kind of understanding of what intercultural competence means and how it is expected to be developed with educational content and pedagogical practices, the notion of intercultural competence is perpetually contested. Critical scholars have critiqued the tendency for theorising on intercultural competence to adhere to &quot;solid&quot; notions of culture and assume that there is an end to the intercultural process at which point an individual will become interculturally competent (e.g., Dervin, 2016; Ferri, 2018). This paper, however, argues that it is important to understand the ways in which solid notions of culture surface in the lived experiences of teachers working in intercultural contexts. The paper draws on findings from a qualitative case study of international teachers' cross-cultural experiences in an international school in Shanghai, China to highlight the ways in which individuals draw on notions of solid culture as a resource for claiming an identity position in relation to dominant cultural practices in the local context.
Of Dragons and Dinosaurs: How Children&apos;s Toys and Games Create Ideas of the Past, of History and of Fiction
Author: Kühberger, Christoph
Date: 2021-00-00
Type: Journal Articles
Subjects: Toys,Games,Popular Culture,Fiction,Foreign Countries,Elementary School Students,History Instruction,Gender Differences

This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or -- to put it more precisely -- by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children's rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners' interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual-fictional representations on historical thinking from a history education perspective.
&quot;I Don&apos;t Want to Be Stereotypical, But…&quot;: Norwegian EFL Learners&apos; Awareness of and Willingness to Challenge Visual Stereotypes
Author: Brown, Cecilie Waallann
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Stereotypes,English (Second Language),Second Language Instruction,Cultural Awareness,Student Attitudes,Intervention,Ethnic Stereotypes,Religion,Consciousness Raising,Attitude Change,Visual Literacy,Group Discussion

This article reports on a study that investigated Norwegian upper secondary pupils' visual stereotypes, as well as their awareness of and willingness to challenge these stereotypes before and after participating in an educational intervention. In the intervention, critical visual literacy was introduced as one approach to teaching about culture in English foreign language (EFL) teaching. Over the course of 16 weeks, the pupils were engaged in tasks that required them to reflect on visual stereotypes embedded in commonplace ways of representing the world, the origins of these stereotypes, their socio-political consequences, and ways of promoting social justice through taking informed action. Focus group interviews conducted with 30 pupils before and after the intervention comprise the main data set for the current article. These were supplemented by texts produced by the pupils during the intervention. The results of the study showed that the pupils were less inclined to explicitly stereotype based on ethnicity or religion after the intervention. The pupils also displayed an increased awareness of stereotyping as a process, which led some of the groups to challenge specific stereotypes and one group to challenge the process of stereotyping in general. These findings are encouraging for EFL teaching, where one of the aims is to encourage greater understanding between people with different cultural backgrounds.
An Innovative Assessment Method to Establish Employability Map Based on Students&apos; Learning Portfolio
Author: Cheng, Shu-Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Employment Qualifications,College Students,College Graduates,Alumni,Foreign Countries,Self Efficacy,Planning,Program Development,Time,Job Skills,Communication Skills,Teamwork,Problem Solving,Self Management,Technological Literacy,Ethics,Second Language Learning,Cooperation,Social Influences,Knowledge Level,Courses,Science Education,Technology Education

This research focuses on the approach adopted by a university of science and technology in Taiwan (hereinafter the university) to develop students' employability indices and to explore the questionnaire analyses. The university developed the &quot;Employability Map; E-Map&quot; by weighting the learning hours, which was used to evaluate students' various employability items over the course of their schooling. Considering it not so appropriate to use students' credits on courses to be the standard of judgment, the Department of Computer Science &amp; Information Engineering (hereinafter the department) proposed an innovative method to convert the E-Map of weighting by learning achievement to conduct assessments that is more reflection students' employability indices for graduate, and analyzed the questionnaires of alumni and their employers' various core employability indices. From those questionnaires, finding the graduating students and alumni are lack of self-confidence. The statistical data shall serve as a reference for guiding students at course selection, as well as improving department courses and planning.
Retheorising National Assessment of the Narrative Mode for Historical Causal Explanation in England
Author: Carroll, James Edward
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Curriculum Design,Foreign Countries,Achievement Tests,Educational Assessment,Educational Philosophy,History,Personal Narratives,Teaching Methods,Secondary School Curriculum

In history curriculum design in England, currently at least two loci of authority -- the history teachers' 'extended writing movement' and the national awarding body Pearson Edexcel -- present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs 'recontextualisation'. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel's specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement's realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative.
The Educational Power of Heritage Sites
Author: Stolare, Martin
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Historic Sites,Elementary School Students,Teacher Attitudes,Elementary School Teachers,Foreign Countries,Guides,Field Trips,Learning Processes

The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils' learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.
Assessment of Science Teachers&apos; Career Satisfaction and School Organisational Climate in Enhancing Job Performance in Rural Learning Ecologies
Author: Faremi, Yinusa A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Job Satisfaction,Organizational Climate,Educational Environment,Job Performance,Rural Schools,Foreign Countries,Predictor Variables,Secondary School Teachers

Science teachers' career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers' career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers' career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers' career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers' career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies.