ethanporcaro/eric-fulltext-meta huggingface dataset:
Lonely Business or Mutual Concern: The Role of Comparative Education in the Cosmopolitan Citizenship Debates
Author: Rapoport, Anatoli
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship,Comparative Education,Citizenship Education,Patriotism,Curriculum,Global Approach,Knowledge Base for Teaching,Educational Research,Course Content

Cosmopolitan and global discourses are more and more often used for conceptualization and interpretation of citizenship. However, in the United States, the majority of schools are still resistant to incorporating cosmopolitan and global perspectives into citizenship education curriculum. This paper addresses challenges of cosmopolitan and global citizenship education in the United States. Three major challenges, namely (a) terminological and theoretical divergence, (b) lack of awareness among educators, and (c) patriotism-focused curricula are discussed. Also, the perspective areas of comparative education research to advance cosmopolitan and global education agendas are identified.
Cosmopolitanism in Civic Education: Exploring Cross-National Trends, 1970-2008
Author: Bromley, Patricia
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Textbooks,High Schools,Civics,History,Social Studies,Content Analysis

This study examines how far education systems worldwide have progressed from depicting society as rooted in a homogenous, bounded nation-state towards cosmopolitan emphases on a common humanity and social diversity. The research uses a unique longitudinal and cross-national primary source of data--high school civics, history, and social studies textbooks published since 1970. Textbooks are central to socializing particular identities because they define legitimate knowledge and desirable social attributes, and also communicate privileged concepts of national or global citizenship. In this way, they can exacerbate national and sub-national ethnic and cultural conflicts, or help to support the development of cosmopolitan identities. I find a broad increase in cosmopolitan emphases of universalism and diversity in civic education curricula in much of the world. However, even within cosmopolitan theories there are divergent views on the potential implications of a more universal and diverse notion of citizenship for society. (Contains 2 tables.)
Study Abroad and Development of Global Citizen Identity and Cosmopolitan Ideals in Undergraduates
Author: Hendershot, Karen
Date: 2009-00-00
Type: Journal Articles
Subjects: Citizenship,Student Attitudes,Study Abroad,Self Concept,Undergraduate Study,Cultural Awareness,Program Effectiveness

This paper reports selected results from a broader study which focused on determining students' perceptions of the development of their global citizen identity within the context of an undergraduate global citizenship program, and what students believed were aspects of the program that contributed to this growth. Findings suggest that experiences with other cultures and places gained through program-organized study abroad were perceived as being the most important element in developing students' global citizen identities and practice of cosmopolitan ideals. (Contains 1 table and 1 endnote.)
Educating the World: Teachers and Their Work as Defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO)
Author: Harper, Helen
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Teacher Role,Teacher Education,International Organizations,Global Approach,Civil Rights

In our times globalization and cosmopolitanism are terms that speak to the intensification of border-crossing, and in connection to education, to the global conditions and possibilities that are directing change in learning and teaching. Much of this change demands a rethinking of the identity of the teacher and a revisioning of the work of teaching (Luke, 2004, Tierney, 2006). This paper looks to one intergovernmental, transnational site, already heavily involved in international relations, where this rethinking might find productive ground: The United Nations Educational, Scientific and Cultural Organization (UNESCO). In a critical examination of key public documents, it is evident that in some instances UNESCO seems to be moving toward a notion of "teacher" framed not by national interests supported by the global community--the more traditional role taken by the UN and UNESCO--but, by global interests and initiatives with regard to world citizens. This is critical, and if what we are seeing is indeed real, it represents a shift towards a more cosmopolitan identity for 21st century educators.
World-Systems Analysis in Comparative Education: An Alternative to Cosmopolitanism
Author: Griffiths, Tom G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Comparative Education,Epistemology,Global Approach,Systems Approach,Systems Analysis,Educational Research

This paper begins by connecting cosmopolitanism to notions of universal and particular knowledge in contemporary conditions. Drawing on the work of Immanuel Wallerstein, we then outline a world-systems approach to knowledge. This approach focuses on the capacity of epistemological structures to either reinforce existing inequalities or produce more egalitarian ways of being. This work centres on links between constructions of universal knowledge and the ways in which their articulation has historically underpinned the inequalities of our current world-system. Through a brief review of work in comparative education elaborating a world culture of education, we argue that like cosmopolitanism, this approach inadequately engages with the historical and political angle of a world-systems approach. We conclude by arguing for world-systems comparative research that maintains a focus on the role of knowledge in the world-system, and how such knowledge may contribute to a more just, equal and democratic world-system.
Smashing Cosmopolitanism: The Neo-Liberal Destruction of Cosmopolitan Education in East-Central Europe
Author: Imre, Robert J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Elementary Secondary Education,Political Attitudes,Economic Development,Ideology,Religion,Social Systems,Educational Policy

Critiques that seek to examine cosmopolitanism as a concept suffer from a severe popularity problem. Rather than engage in this pro/con debate, we are interested in demonstrating that cosmopolitanism can wax and wane, ebb and flow, and has appeared as a grounding ideology for educational programs before, only to be torn asunder by those seeking to consolidate regime change. We do not suggest that cosmopolitanism is good and righteous politics, normatively opposed to or supporting patriotism, nor is it ideologically left, right or centre. We see a burgeoning cosmopolitan outlook in a particular time and place, that was smashed by political and social forces both unforeseen and powerful, changing foundational concepts of education in East-Central Europe in general and Hungary in particular.
The Evolution of a Cosmopolitan Identity: Transforming Culture
Author: Spisak, Shannan
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Concept,Empowerment,Individualism,Identification,Role,Cultural Influences,Social Change,Humanism

This essay examines the evolution of cosmopolitanism in relation to the individual and the broader scope of society. Cosmopolitanism seeks to affect changes in cultural norms through the cultivation of self-awareness, identity, empowerment, and agency. Coupled with education, these powerful tools contribute to shaping a global society. Examining identity through the lens of gender roles and patriotism, it becomes evident that identity can be fluid, and cosmopolitan values can be universally applied. Cosmopolitanism transforms individual identity that, by extension, has the potential to transform the cultures and societies in which individuals participate.
Exploring Individual Differences in Attitudes toward Audience Response Systems
Author: Kay, Robin H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Audience Response,Gender Differences,Secondary School Students,Feedback (Response),Student Participation,Formative Evaluation,Student Reaction,Multiple Choice Tests,Classroom Techniques,Student Surveys,Questionnaires,Predictor Variables,Student Attitudes,Teaching Methods,Educational Technology,Computer Attitudes,Computer Uses in Education,Computer Assisted Testing,Correlation,Individual Differences,Attitude Measures

The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught. (Contains 7 tables.)
How Research Moves into Practice: A Preliminary Study of What Training Professionals Read, Hear, and Perceive
Author: Carliner, Saul
Date: 2009-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Theory Practice Relationship,Professional Development,Training,Research Reports,Periodicals,Case Studies,Research Methodology,Work Environment,Organizational Development,Knowledge Management,Surveys,Human Resources,Foreign Countries,Questionnaires,Educational Technology,Computer Uses in Education,Trainers,Professional Continuing Education,Information Sources,Internet,Electronic Journals

In the growing body of research on the practice of training and development, several studies suggest that use of research-based findings in practice is low. The present study was designed to better understand the research-practice gap by exploring these questions: (1) Which published sources in the field are practicing professionals reading? How frequently do they read these materials? (2) Which conferences and meetings do practicing professionals attend? How frequently do they attend these events? (3) In what formats are research content most usable to practicing professionals? (4) What are practicing professionals' general perceptions of research publications and presentations? Key findings point to publications having a wider reach among practicing professionals than conferences and, of those publications, professional magazines have a wider reach than peer-reviewed journals. In terms of the manner in which the content is presented, practicing professionals prefer case studies from the workplace over other types of content. (Contains 3 tables.)
Relative Levels of eLearning Readiness, Applications and Trainee Requirements in Botswana's Private Sector
Author: Nleya, Paul T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Private Sector,Labor Force Development,Trainees,Developing Nations,Readiness,Organizational Development,Partnerships in Education,Educational Development,Comparative Education,Developed Nations,Stakeholders,School Business Relationship,Corporate Support,Benchmarking,Foreign Countries,Interviews,Questionnaires,Educational Technology,Influence of Technology,Internet,Information Technology,Computer Uses in Education,Electronic Learning,Access to Computers,Technology Integration,Computer Software,Surveys,Educational Policy,Educational Environment

The rapid growth and modernization of economies in developing countries like Botswana creates new and unmet demands for certain kinds of educated and skilled labour. The expansion of secondary and tertiary school systems has also created a problem of unemployed school leavers. The growth of Information and Communication Technologies (ICTs), globalization and the digital divide likewise, have together put new pressures on developing countries to accelerate their development to meet these demands. This paper reports the results of a survey that sought to assess levels of eLearning readiness, applications and trainee requirements in Botswana's private sector. Such baseline data can inform policymakers and researchers and promote the transformation required of private sector companies to become learning organizations. The findings suggested that eLearning readiness (eReadiness) levels were moderate to low, and that archaic technology (i. e., overhead projection) was used by more than half of the private sector organizations for training (with far less than half using digital eLearning applications). While the overall findings suggested low levels of eLearning readiness, applications and trainee requirements in Botswana's private sector, seventy percent of trainers reported that their organizations encouraged them to acquire basic computer skills to facilitate eLearning. The current eLearning situation in Botswana, and the literature reviewed, demonstrates that the integration of ICTs in both developing and developed countries was a gradual process. Public-Private Partnerships (PPPs) have expedited the change process in developed countries. However, several limitations are associated with such partnerships and this renders lessons for developing countries to emulate. (Contains 2 tables.)
Monkeys on the Screen?: Multicultural Issues in Instructional Message Design
Author: McAnany, Debbie
Date: 2009-00-00
Type: Information Analyses
Subjects: Instructional Design,Cultural Pluralism,Learning Experience,Educational Experience,Foreign Students,Student Characteristics,Student Diversity,Cognitive Style,Multicultural Education,Global Approach,Relevance (Education),Nonverbal Communication,Cultural Differences,Cultural Awareness,Foreign Countries,Teaching Methods,College Instruction,College Students,Educational Technology,Electronic Learning,Computer Assisted Instruction,Multimedia Instruction,Computer Graphics,Guidelines,Illustrations

With the shift in numbers between Canadian-born students in the university classroom and the increased number of international students, it is a primary concern for instructors and instructional designers to know and understand learner characteristics in order to create effective instructional messages and materials. Recognizing how culture might shape cognition and learning, we can value and design for the diversity of students and maximize their learning while improving the learning environment for all students. To celebrate cultural diversity and meet the challenges associated with designing for diverse learning styles and educational experiences, this paper offers a review of the literature and proposes a systematic three-fold approach to the creation and evaluation of multicultural instructional messages and materials: first, &quot;Do no harm&quot;; second, &quot;Make the learning experience relevant&quot;; and third, &quot;Incorporate global concepts and images into instructional messages.&quot;
Using Interactive Technology to Disseminate Research Findings to a Diverse Population
Author: Stockley, Denise
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,Case Method (Teaching Technique),Training Methods,Disabilities,Work Environment,Information Dissemination,Research,Interaction,Communities of Practice,Informal Education,Program Descriptions,Foreign Countries,Educational Technology,Instructional Design,Computer Uses in Education,Electronic Learning,Technology Integration,Vocational Rehabilitation,Accessibility (for Disabled),Employer Employee Relationship,Web Sites,Electronic Publishing,Web Based Instruction

This paper demonstrates how case stories can be used to disseminate the findings of several case studies on negotiating accommodations in the workplace. It highlights the power of interactive technology and of the partnership between the researchers and the Canadian Council for Rehabilitation and Work (CCRW). The paper describes the process of designing an interactive web-based case story for the purpose of disseminating research findings. The interactive case story is an extension of both the case study and the narrative case story. As part of a larger research project, it is our goal to use interactive case stories to investigate the impact of essential skills training on workers with disabilities who negotiate with employers for workplace accommodations. (Contains 1 figure.)
Knowledge Building in an Aboriginal Context
Author: McAuley, Alexander
Date: 2009-00-00
Type: Journal Articles
Subjects: Canada Natives,Educational Change,Foreign Countries,Eskimo Aleut Languages,Bilingual Education,Racial Discrimination,Culturally Relevant Education,Cultural Context,Ethnography,Program Descriptions,Curriculum Development,Curriculum Implementation,Social Justice,Educational Principles,English (Second Language),Barriers,Mentors,Educational Development,Elementary School Teachers,Educational Policy,Educational Environment,Teaching Methods,Educational Technology,Internet,Instructional Design,Electronic Learning,Computer Assisted Instruction,Computer Mediated Communication

The report on the Royal Commission on Aboriginal Peoples (1996), the Kelowna Accord announced in 2005 (five-billion dollars) followed by its demise in 2006, and the settlement in 2006 for Aboriginal survivors of residential schools (1.9 billion dollars), are but some of the recent high-profile indicators of the challenges to Canada in dealing with the 500-year history of European contact with North America's original inhabitants. While not without its challenges, the creation of Nunavut in 1999 stands apart from this history as a landmark for Inuit self-determination in Canada and a beacon of hope for other Aboriginal peoples. Building on the idea that educational change takes place within the intersecting socio-cultural contexts of the school and the larger world around it, and drawing on data from an eight-year series of design experiments in classrooms in the Baffin (now Qikiqtani) region of Nunavut, this paper explores the potential of knowledge building and knowledge-building technologies to support powerful bilingual (Inuktitut/English) and bicultural learning experiences for Aboriginal students. (Contains 3 tables and 1 footnote.)
Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses
Author: Niu, Hui
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Participation,Grade 10,Social Studies,Teaching Methods,Academic Ability,Curriculum Implementation,Units of Study,Learning Strategies,Metacognition,Honors Curriculum,Inquiry,Foreign Countries,Questionnaires,Comparative Analysis,Educational Technology,Internet,Electronic Learning,Computer Assisted Instruction,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Discourse Analysis,Content Analysis

Questions about the suitability of cognitively-oriented instructional approaches for students of different academic levels are frequently raised by teachers and researchers. This study examined student participation in knowledge-building discourse in two implementations of a short inquiry unit focusing on environmental problems. Participants in each implementation consisted of students taking a mainstream or an honours version of a tenth grade social studies course. We retrieved data about students' actions in Knowledge Forum[R] (e.g., the number of notes created and the percentage of notes with links), and conducted a content analysis of the discourse by each collaborative group. We suggest the findings provide cause for optimism about the use of knowledge-building discourse across academic levels: there was moderate to strong evidence of knowledge building in both classes by Implementation 2. We end with suggestions for focusing online work more directly on knowledge building. (Contains 4 tables.)
Learning for Teaching: Building Professional Knowledge on a National Scale
Author: Hartnell-Young, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Educational Innovation,Foreign Countries,Internet,Males,Educational Change,Educational Strategies,Program Descriptions,Communities of Practice,Program Effectiveness,Evidence,Improvement Programs,Achievement Gap,Educational Cooperation,At Risk Students,Teacher Collaboration,Teacher Role,Professional Development,Educational Policy,Educational Technology,Computer Attitudes,Computer Uses in Education,Computer Mediated Communication,National Programs,Underachievement,Web Sites

This paper takes a large-scale social perspective in describing a national project in Australia that was premised on local school communities working together and contributing ideas for the benefit of their students, and potentially, the whole country. The project was intended to improve schools' capacity for educating boys, and in the long-term, the learning outcomes of under-performing boys, using evidence-based and action research methods. It was supported by the web spaces and tools of the National Quality Schooling Framework and Think.com. This paper emphasises the structures and processes teachers engaged in while building knowledge through their daily work, where the resulting ideas became the property of the whole community. Analyses focus on the extent to which an underlying social structure for knowledge building developed in various parts of the nation during the project, making it possible to characterize a process for innovations in education with commitment to continual idea improvement. (Contains 1 table.)
Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth
Author: Brett, Clare
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Epistemology,Pretests Posttests,Graduate Students,Student Journals,Student Development,Scaffolding (Teaching Technique),Student Evaluation,Self Evaluation (Individuals),Student Characteristics,Metacognition,Reflection,Foreign Countries,Content Analysis,Student Attitudes,College Instruction,Instructional Design,Computer Software,Computer Assisted Instruction,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Questioning Techniques,Instructional Effectiveness,Teleconferencing,Online Courses,Distance Education

This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n = 18, n = 16, n = 17). The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and results from the preceding course. Modifications included: a) use of orienting questions; b) question content, c) journal assessment and d) amount of scaffolding. Protocols were analyzed with a view to characterizing students' epistemic cognition from two perspectives: belief mode (rationalist epistemology, self analysis, norms of inquiry to defend competing beliefs) and design mode (knowledge building epistemology, collective responsibility, norms of inquiry to support idea improvement and explanatory coherence). Changes in metacognitive reflection and learning journal activity were related to measures of learning. As a pedagogical tool, learning journals with directed questions (scaffolding) encouraged self-awareness of learning and epistemological reflection. (Contains 1 table and 1 footnote.)