ethanporcaro/eric-fulltext-meta huggingface dataset:
Conscience in the Curriculum, Not Opted Out of It
Author: Stitzlein, Sarah M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum,Educational Philosophy,Public Education,World Views,Moral Values,Educational Legislation,State Legislation

A small, but growing, number of states have legislation that protects the conscience of parents by allowing them to opt out of teaching practices and content. Most notably, HB 542 in New Hampshire allows parents to opt their children out of the teaching of any material or through any pedagogical style that they find &quot;objectionable&quot; to their conscience, though parents are not required to provide a reason for objecting and their identities can be shielded from public record if they make such a request. Also, at the expense of the parent, the teacher or school must construct an alternative curriculum that is suitable to the parent while still meeting state requirements in the relevant subject area. More recently, rather than rely on judicial decisions after-the-fact, parents have become active in shaping legislation that allows them greater control over the content and delivery of the curriculum. These laws challenge educational philosophers to reconsider the definition of conscience, including its understanding as an educational product and its role in shaping curriculum. The author questions whether the laws rightfully enable the parent to safeguard one pre-selected vision of the good life over the child's opportunity to learn about multiple and conflicting visions. She examines the impact of classrooms being deprived of certain viewpoints due to conscience legislation, especially those that run counter to mainstream content. Finally, she considers how this move jeopardizes future production of a deeply pluralistic public capable of interacting across differences of belief.
Escape from Freedom: Towards the Political Realm
Author: Dillon, Katrina
Date: 2014-00-00
Type: Journal Articles
Subjects: Freedom,Educational Philosophy,Educational Change,Politics,Critical Thinking,Educational Practices

In this paper, the author contends that the ability to create a political realm is dependent upon one&apos;s state of freedom. She questions what it means to be free and whether assumptions of the definitions of this concept are always good or beneficial. After discussing some of the known theories about freedom, she states that schools are some of the most important sites for the dissemination of a dehumanizing negative freedom. This paper uses Erich Fromm&apos;s &quot;Escape from Freedom&quot; to consider the following questions: (1) What is freedom? (2) What is the relevance of Fromm&apos;s analysis for education? (3) How can Fromm&apos;s notion of freedom contribute to the creation of a space such as Maxine Greene&apos;s political realm?
What Good Is College? The Economics of College Attendance
Author: Covaleskie, John F.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Attendance,Economics,Outcomes of Education,Education Work Relationship,Access to Education,Federal Legislation,Educational Legislation,Credentials

Until relatively recently, college was for only the few, and only loosely related to economic success. College graduates have always done economically better, on average, than those who did not graduate from college, but that was mostly because only the well-to-do could afford college. Few attended college in the hope of economic advancement in social class, since status was already assured to those who could afford college in the first place. However, in the ten years following 1946, over two million veterans went to college, and more than six and a half million more went to technical school. This made it realistic for employers to use educational attainment as an employment screen in a way that they had previously been unable to do. This began to change the meaning of going to college: one no longer went to college to get an education, but to the contrary, one goes to college to get a job. By transforming the degree into a medium of exchange, pursued not for itself but for what it can be used to get, it has been made into a ticket to a certain kind of life, a form of currency. Covaleskie notes that the link between getting a degree and economic success is so deeply rooted in our consciousness that students who have a chance to go to college and gain entry to the middle class (or better) are likely to continue for some time to do so. But, Covaleskie reflects, as the market saturates with economic successes, those students wjp are last to gain general access to college will have fewer returns on investment. The colleges they attend will be the most likely to have that lower return, and the target will have moved beyond that to which they can realistically aspire.
Illuminating Encounters with &quot;Emotional&quot; Students: How to Respond in an Educative Way
Author: West, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Emotional Adjustment,Emotional Problems,Caring,Cultural Awareness,Expectation,Emotional Response,Gender Differences,Teacher Role

When educators label as &quot;emotional&quot; the girl crying in the bathroom or the boy who just slammed his locker shut, they risk assuming that only overt displays qualify as emotional and therefore necessitate attention. The fact is that whether a student outwardly displays emotion or not, he or she is emotional, and the teacher has a pedagogical responsibility to respond to him or her in an educative way. Education relies on the students&apos; personal experiences--the emotional realities of students&apos; lives qualify as personal experience, but the experience of those emotions whether displayed or not in the classroom can be harmful to the student if the teacher responds inappropriately or not at all. As a teacher links experience with reflection for students in the classroom, they take on a pedagogical responsibility to build a strong, caring relationship in which care is provided for the student by helping them attain competency in the world. Just like students, teachers bring their own emotional histories to the classroom and these histories make a difference. Both conscious and unconscious histories influences the way educators understand gender and emotional displays. Amanda West describes several conditions that teachers need to constantly consider and teacher candidates need to be made aware of as they imagine and engage in educative interactions with their students: 1) There are cultural expectations and norms surrounding who is allowed to display emotion and where; 2) Teachers have their own personal conditioned reactions to students&apos; emotional displays and need to be aware of and defuse those reactions; and 3) Teachers must always take student emotions seriously.
Educational Leapfrogging in the mLearning Time
Author: Ibrahim Suleiman, Abdel Rahman
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Handheld Devices,Educational Quality,Educational History,Open Universities

In this theoretical study, the researcher tries to shed light on the modern strategy of education, Mobile learning is this strategy, which has become a reality that exists in the educational institutions and aims researcher of this study. Trying to figure out the reality of Mobil Determining if the mobile learning is part of the E-Learning. Trying for identify future of mobile learning. And the researcher collects the information and the data from previous research in addition to what has been published on websites and blogs and has reached the researcher to achieve the successes of Mobile learning at the level of the educational process now, and that this strategy of mobile learning is not part of the elearning, and generation of generations, but a new way for the development of the educational process educational, researcher is expected to evolve Mobile learning expands even at the all levels of educational.
Facebook Groups as a Supporting Tool for Language Classrooms
Author: Ekoc, Arzu
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Second Language Learning,Computer Mediated Communication,Interpersonal Relationship,Media Literacy,College Students,English (Second Language)

This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher's use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students' desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.
Face to Face or E-Learning in Turkish EFL Context
Author: Solak, Ekrem
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,English (Second Language),Vocational Education,Vocational Schools,Academic Achievement,Gender Differences,Conventional Instruction,Student Attitudes,Comparative Analysis,Statistical Analysis,Outcomes of Education

This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic year and subjects were 221 students from two different Vocational Higher Schools taking up English course through e-learning and traditional learning. The results of the study revealed that there was no significant difference between e-learners and face to face learners about the views towards learning English via e-learning. Furthermore, academic achievement and gender were not the strong determiners in e-learning compared with face to face learning.
Mead, Habermas, and Levinas: Cultivating Subjectivity in Education for Democracy
Author: Zhao, Guoping
Date: 2014-00-00
Type: Journal Articles
Subjects: Democracy,Educational Philosophy,Ethics,Postmodernism,Criticism,Social Theories,Role of Education,Linguistics

For several decades education has struggled to find a way out of the entanglement of modernity, the premises and assumptions under which modern education has operated. According to Robin Usher and Richard Edwards, modern education, as the &quot;dutiful child of the Enlightenment,&quot; has been &quot;allotted a key role in the forming and shaping of subjectivity and identity, the task of making people into particular kinds of subject,&quot; specifically, self realizing and self-directing modern subjects. Since the last century, however, the critique against the philosophy of the subject, including that from postmodern and poststructuralist thinkers and critical theorists, has been so devastating that for many philosophers, it is imperative that new approaches to the subject be introduced. In this paper the author provides a different structure of Levinas&apos;s subject. Levinas&apos;s philosophy is a theory of ethics as well as a theory of the subject. More importantly, a reinterpretation of Levinas&apos;s subject as open, ethical, and transformative and one that breaks away from its &quot;essence&quot; is vital for building a humane world where differences can be received and intersubjectivity can be established. Based on a critical analysis of the philosophies of both Levinas and Habermas, the author makes the case that a Levinasian subjectivity is necessary for the genuine democracy Habermas is striving for, and Habermas&apos;s communicative community is where Levinas&apos;s subject can be &quot;present&quot; without losing its openness and responsibility to the Other. The proposed synthesis intends to draw on the strengths and overcome the shortcomings of both. In education where students grow and come to presence in their encounters with different others and where they learn to become active citizens facing the political and ethical challenges of the world, the author suggests that such a synthesis allows education the critical role of cultivating a subjectivity that will make a genuine and vibrant democracy possible.
Surveying New Testament Survey: The Impact of Demographics and Modality on an Introductory New Testament Class
Author: Bruehler, Bart B.
Date: 2014-10-00
Type: Journal Articles
Subjects: Christianity,Religious Education,Biblical Literature,Introductory Courses,Outcomes of Education,Andragogy,Teaching Methods,Course Descriptions,Pretests Posttests,Surveys,Familiarity

Both adult and traditional students at Indiana Wesleyan University take an introductory New Testament course in conventional, compressed, and accelerated formats and through online and onsite settings. This wide variety of demographics and modalities raises the issues of if and how the various incarnations of this course facilitate the achievement of course and institutional learning outcomes. This investigation surveys the pre-test, post-test, and final paper scores of students in each version of the course. An interpretation of the findings concludes that the course positively impacts the learning of all types of students. However, it also suggests that traditional students who are more familiar with the Bible may be better served by what are typically deemed andragogical approaches while adult students who are less familiar with the Bible may be better served by incorporating what are often deemed pedagogical approaches.
The Effects of Implementing Recitation Activities on Success Rates in a College Calculus Course
Author: Watt, Jeffrey X.
Date: 2014-10-00
Type: Journal Articles
Subjects: Calculus,Academic Persistence,Mathematics Instruction,Mentors,STEM Education,Graduate Students,Majors (Students),Mathematics Tests,Scores,Large Group Instruction,Teaching Methods,Active Learning,Undergraduate Students

Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of a college calculus course. During the fall semesters, the results on the departmental final examination, the DFW rates, and the one-year retention rates of students as STEM majors were examined by the type of recitation session used with the large enrollment section. The three types of recitation sessions studied were: (1) optional mentoring sessions at the Math Assistance Center conducted by undergraduate students (peer mentors), (2) required mentoring sessions conducted by graduate students, and (3) required VGNA (Verbal, Graphical or Geometric, Numeric, and Algebraic) Concept activities, which were also coupled with mentoring sessions conducted by graduate students. The success of the students in the large enrollment section of the course, which included one of the three different types of recitation sessions, was compared to the success of students in the small enrollment sections of the course (enrollments less than 50 students). The effects of using each type of recitation session on raising departmental final examination scores, lowering DFW rates, and raising one-year retention rates is presented. The results of this study demonstrate methods of raising student success rates in large enrollment (lecture-format) courses.
Challenging, Eye-Opening, and Changing U.S. Teacher Training in Korea: Creating Experiences That Will Enhance Global Perspectives
Author: Oh, Kevin
Date: 2014-10-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,Case Studies,Preservice Teacher Education,Graduate Students,Females,Teaching Experience,Cultural Awareness,Asian Culture,Cultural Differences,Minority Groups,Culture Conflict,English (Second Language),Second Language Learning,Barriers,Korean,Student Diversity,Consciousness Raising,Phenomenology,Qualitative Research

This case study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n = 5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected to investigate how the participants work and live while being completely immersed in a new culture. Eight themes emerged from the analysis of multiple qualitative instruments: (a) language barrier, (b) being the minority, (c) cultural differences and cultural shock, (d) student participation and teaching methods, (e) classroom management, (f) underestimation of English language learners, (g) finding confidence as a teacher and instructional flexibility, and (h) support systems. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion not only advanced their global perspective but also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to increase pre-service teachers' cultural competence and responsiveness to better address the needs of today's diverse student populations.
Bridging Theory to Practice with Classroom Rounds
Author: Bowman, Connie L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Theory Practice Relationship,Educational Practices,Observation,Models,Field Studies,Urban Schools,Ethnography,Secondary School Teachers,Mathematics Teachers,English Teachers

Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven evidence-based practices. The pre-service candidates had the opportunity to share their observational data and beliefs about teaching with that experienced classroom teacher, and then they learned the practical context of research-based pedagogical practices in a classroom setting. Rounds, in combination with clinical experience, extended the pre-service candidates' awareness of research-based practices, conveyed the importance of these practices, and showed specific techniques for implementing these practices in their classrooms. The positive impact these observed practices had on the pre-service candidates' classroom procedures were later revealed in surveys that they completed after their student teaching.
Assessing the Impact of a Short-Term Service-Learning Clinical Experience on the Development of Professional Behaviors of Student Physical Therapists: A Pilot Study
Author: Anderson, Jeannette R.
Date: 2014-10-00
Type: Journal Articles
Subjects: Service Learning,Physical Therapy,Professional Identity,Responsibility,Clinical Experience,Mixed Methods Research,Professional Development,Values,Reflection,Allied Health Occupations Education,Graduate Students,Doctoral Programs,Measures (Individuals),Qualitative Research,Statistical Analysis

As with most health care provider education programs, physical therapy programs seek ways to develop professional behaviors of students. This study describes the integration of a one-week service-learning experience into an existing clinical internship. Quantitative and qualitative data were analyzed between groups of students who participated in the experience, expressed a desire to participate but were unable to, and those who did not wish to participate. Results suggest that engaging in, as well as the desire to engage in, a service-learning project for under-served members of our community is associated with professional behavior development from students' and clinical preceptors' perspective
&quot;Who Am I to Bring Diversity into the Classroom?&quot; Learning Communities Wrestle with Creating Inclusive College Classrooms
Author: Considine, Jennifer R.
Date: 2014-10-00
Type: Journal Articles
Subjects: Student Diversity,Case Studies,Student Improvement,Observation,Focus Groups,Grades (Scholastic),Interviews,Student Surveys,Communities of Practice,Reflection,Culturally Relevant Education,Educational Change,College Faculty,College Students,Teaching Methods,Workshops

This study explored the experiences of gateway course instructors during the implementation of pedagogical changes aimed at improving the success of diverse students. A detailed case study was built through analysis of peer observations, focus groups, oral and written reflections, student grades, in-depth interviews, and pre and post student surveys. Results showed that instructors faced three major challenges in implementing pedagogical changes: pragmatic challenges, student-centered challenges, and challenges to instructor self-concept. Embracing a learning paradigm and participating in a learning community helped instructors to manage these challenges and create more inclusive learning environments for students.
Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students
Author: Rinn, Anne N.
Date: 2014-10-00
Type: Journal Articles
Subjects: Locus of Control,Self Concept,Academic Ability,Cheating,College Students,Honors Curriculum,Measures (Individuals),Questionnaires,Prediction,Correlation,Gifted,Monte Carlo Methods,Regression (Statistics)

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took part in this study. Variables and the moderation of academic self-concept were examined for the aggregate group (n = 357) and for the disaggregate honors and non-honors groups. Students completed the Rotter Internal-External Locus of Control Scale (Rotter, 1966), the Self-Description Questionnaire III (Marsh, 1989), and a scale to measure academic dishonesty based on the work of Geddes (2011). A 17-item measure of academic dishonesty was developed. Results indicate locus of control does not significantly predict academic dishonesty for the non-honors group, but several relationships were found among variables for the aggregate group and for the honors and non-honors groups.