ethanporcaro/eric-fulltext-meta huggingface dataset:
Awakening the Sleeping Giant: A Commentary on Social Studies during the Coronavirus Pandemic
Author: Maguth, Brad
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Studies,Current Events,Educational Innovation,Disease Control,Citizenship Responsibility,Democracy,Well Being,School Closing,Teaching Methods

In this essay, I highlight two ways in which the coronavirus pandemic has influenced the teaching and learning of social studies. First, despite its marginalization and under-investment nationally, the crisis highlighted the significance of social studies by serving as a refuge for youth and families to navigate and better understand this disaster. This includes serving as a cathartic space for learners grappling with current events as they unfold. Second, curricular innovations emerged that guided informative practices. Such innovations include &quot;Maslow before Bloom&quot; (attending to basic human needs before focusing on academic learning) and noting the ways in which youth took informed action at home and in the community to make a difference. While the list is in no way comprehensive or mutually exclusive, it does present one picture of social studies in classrooms and communities during this challenging period in our history.
With Love: Attempting to Instill the Lasting Value of Humanity While Teaching during a Global Pandemic
Author: Glew, Scott T.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Values,School Closing,Distance Education,Social Studies,Teacher Educators,Electronic Learning,Preservice Teachers,Personal Narratives,Computer Mediated Communication

Given the onslaught of COVID-19, the University of Minnesota suspended in-person instruction, forcing instructors to engage multiple forms of distance learning. This essay describes how two graduate instructors in social studies teacher education shifted their pedagogical focus from one course's content to the ways in which their students would experience their online instruction. The instructors' overarching goal was to model for their pre-service teachers what they hoped would be the pedagogical imperatives in those pre-service teachers' future classrooms: the centering of humanity, the ability to balance grace with high expectations, and the willingness to reflect and learn on their own.
Cultivating Ordinary Voices of Dissent: The Challenge for the Social Studies
Author: Pike, Graham
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Global Approach,Climate,Systems Approach,Innovation,Change Strategies,Social Change,Social Responsibility,Global Education,World Views,Information Technology

Two broad ideas emerge from reflections on my career in global and international education: first, that my &quot;lived experience&quot; offers both intelligence and ignorance in terms of how I view the world; and second, that the essence of my humanity is enhanced through my identification with and sense of responsibility for fellow humans. The latter idea is encapsulated in the African philosophy of &quot;ubuntu.&quot; These two ideas prompt my contention that the global education movement has failed to adequately convey through its literature and practice the complexity and interrelatedness of global systems, including the inextricable connections between humans and their environments. The nature of contemporary global challenges such as climate change demands that we understand how global systems are intertwined and adjust our actions accordingly. The social studies need to be at the forefront of nurturing systems-level thinking and innovation, particularly to counter the tendency arising from advances in information technology to develop cultures of conformity. Young people around the world have the potential to bring about system-wide change through their ordinary voices of dissent, a collective commitment to decision-making based on recognizing the needs of all humanity, rather than just assessing the benefits to individuals or nations.
Coaching in an Educational Setting Utilizing &quot;Techniques of Change&quot;: Enhancing Engagement with Learning in a Post-16 Educational Setting
Author: Kudliskis, Voldis
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Learner Engagement,Males,Neurolinguistics,Secondary School Students,Foreign Countries,Behavior Modification,Change Strategies,Program Effectiveness

The purpose of this study was to explore whether or not Techniques of Change associated with Neuro-linguistic Programming (NLP) could enhance engagement with learning for boys in the post-16 education setting. This was an action research case study that utilized a mixed methods approach. Participants were coached by a qualified NLP practitioner and used NLP workbooks to aid and enhance understanding of &quot;Techniques of Change&quot; associated with NLP. Participants also engaged with a pretest and posttest questionnaire and participated in semi-structured interviews. The study predominantly sits within the interpretivist paradigm. It is a single-site, multi-voice study. &quot;Positions of Consensus&quot; are presented in relation to Techniques of Change enhancing boys' engagement with learning. The outcome of this research provides some speculative evidence that Techniques of Change can enhance engagement with learning for Year 13 males. This study provides educationalists, managers, teachers and parents with an opportunity to consider how a specific form of coaching may encourage enhanced engagement and enriched learning outcomes for boys in post-16 education. This, in turn, may lead to greater positivity in their specific educational context and broader social interactions.
Interaction between Language Testing Research and Classroom Testing Practice
Author: Nejad, Ali Mansouri
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Language Tests,Research,Teacher Researchers,Teacher Competencies,Experiential Learning,Theory Practice Relationship,Evaluation Research,Familiarity

The existing gap between research and practice in language testing has posed a huge challenge to language teachers. In particular, this study intended to examine language testing research and classroom testing activities for their degree of interaction from Iranian EFL teachers' points of view. The analysis drew on the questionnaire developed by Nassaji (2012), which consists of quantitative and qualitative sections. The data were collected from 200 language institute teachers in Bushehr, Iran. The findings indicated that most of the teachers confirmed their familiarity with language testing research, while only a few believed that they were able to conduct or publish testing research. Although the participants acknowledged that the information gained from reading language testing could be valuable for their testing performances, they found their experience more relevant than knowledge gained from language testing research. This study also illustrated that there is a growing consensus among teachers in that there should be collaboration between researchers and teachers in testing practices.
Professional Training of Border Guards in Ukraine: Challenges and Opportunities Related to Emerging Security Threats
Author: Bhinder, Nataliya V.
Date: 2019-00-00
Type: Journal Articles
Subjects: National Security,Professional Education,Foreign Countries,Teaching Methods,Instructional Innovation,Simulation,Lecture Method,Game Based Learning,Active Learning,Competence,Government Employees

Professional training of border guards is closely connected with Ukraine's national development, its stability and economic prosperity. Due to emerging security threats, the training of future border guards in Ukraine has recently undergone radical changes including the reconsideration of professional competence. According to its reviewed profile, professional competence of border guards means integral unity of knowledge, skills, personal qualities, and values that help them perform their professional duties. Professional competence of border guards is the desired result of their training. The content of professional training for border guards is therefore an important aspect. Changes in the tasks facing the border agency has caused significant rethinking of training content for border guards, resulting in new subjects, sections, modules and topics. As information has to be transferred effectively to trainees, a range of teaching techniques was innovated in order to achieve the pedagogical intention. The innovative techniques include simulation technologies, horizontal learning, innovative lectures, training courses, information and communication technologies, interactive technologies, as well as game-based and project-based learning. These techniques are proven to be more effective in comparison to traditional methods. Despite some unresolved issues, the system of professional training for border guards in Ukraine has shown outstanding results. Further development and improvement will lead to the formation of professional competence of border guards at the desired high level.
Self-Regulation, Empathy, and Compassion: A Critical Triad to Develop Anti-Racist Digital Citizenship in the Time of Pandemic
Author: Claravall, Eric B.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Bias,Racial Bias,Social Justice,Social Studies,Empathy,Self Management,Altruism,Emotional Response,Minority Groups,Immigrants,Asians,Asian Americans

The coronavirus has unleashed another pandemic: xenophobia. This article aims to counter the xenophobic narrative that affects many Asians and people of Asian descent due to the COVID-19 pandemic. To counter this narrative, we offer an anti-racist digital citizenship framework in social studies. This illustrates a critical triad of self-regulation, empathy, and compassion. Self-regulation is the ability to develop cognitive control of emotional reactivity to facilitate self-directed change. Empathy is the understanding of another person's emotional state and the projection of oneself into the other's situation. Compassion is taking mindful action to alleviate the struggles and sufferings of others.
Teaching Global Health in the Time of COVID-19: Key Concepts for Social Studies Classrooms
Author: Helmsing, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Public Health,COVID-19,Pandemics,Social Studies,Technology Uses in Education,Public Policy,Neoliberalism,Health Programs,Sustainable Development

This article highlights the promise of global health approaches for social studies curricula, especially urgent in the time of the COVID-19 pandemic. Focusing on six facets that inform a global health perspective, the authors offer social studies educators an approach from this applied field of study to support lessons and curriculum on COVID-19 across sociology, geography, and other disciplines within social studies education. The authors provide select digital resources for teachers and students to use in learning and teaching about the COVID-19 pandemic through a global health perspective aligned with the National Council for the Social Studies' Thematic Standards.
Transforming the Activity of Teaching a Foundation of Diversity and Equity Course
Author: Vesperman, Dean P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Distance Education,Online Courses,COVID-19,Pandemics,School Closing,Asynchronous Communication,Diversity,Discussion (Teaching Technique),Social Justice,Multicultural Education,Learning Activities,Reading Assignments,Preservice Teacher Education,Preservice Teachers,Social Bias,Immigrants,Computer Mediated Communication,Equal Education,Special Needs Students,Elementary Secondary Education,Student Needs

What happens to a Foundations of Diversity and Equity in Schools course when the main mode of instruction changes? The shifting of the class from face-to-face to virtual asynchronous instruction due to COVID-19 led to a transformation of the activity of the course. To replace the use of various discussion techniques, the author redesigned the course using content area literacy techniques melded with asynchronous voice and electronic thread pedagogies.
Neoliberal Policies and English Language Education in Turkey
Author: Ulum, Omer Gokhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Policy,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Social Systems,International Education,Educational Trends,Global Approach,Economic Development,National Organizations,Higher Education,Public Agencies

Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.
Predictors of Practitioners&apos; Use of Recommended Early Childhood Intervention Practices
Author: Dunst, Carl J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Early Intervention,Evidence Based Practice,Capacity Building,Professional Development,Early Childhood Teachers,Teacher Characteristics,Disabilities,Educational Practices

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners' reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners' reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners' judgments of their use of recommended practices.
Strategies for Developing Modern Administrators&apos; Change Leadership at Mahamakut Buddhist University
Author: Kraisin, Surasit
Date: 2020-00-00
Type: Journal Articles
Subjects: Buddhism,Educational Change,Universities,Administrator Attitudes,College Faculty,Teacher Attitudes,Content Validity,Reliability,Instructional Leadership,Knowledge Level,Teaching Methods,Teamwork,Incentives,Educational Administration,Educational Planning,Clergy,Foreign Countries

This mixed methods research has main objectives consisting of investigating the components and creating strategies for the development of change leadership in the modern age among the administrators of Mahamakut Buddhist University. The sample consisted of administrators, teachers, and officers working in Mahamakut Buddhist University. Based on the implications of Krejcie and Morgan's (1970) table for sample size allocation, a total of 262 samples were recruited. The quality of the research instruments can be verified by the content validity and reliability with an IOC of between 0.80 - 1.00 and a reliability of 0.98. The current existing condition of the change leadership for both the overall and the itemized analysis was found to be at a &quot;Moderate level&quot;. The strategies for the development of change leadership in the modern age among the administrators of Mahamakut Buddhist University had consisted of the following: 1) six measures for participation at work, 2) seven measures for collective vision, 3) six measures for the promotion of Wisdom exercises, 4) five measures for incentive and inspiration creation, and 5) six measures for promotion of teamwork.
The Effectiveness of Blended Learning in Enhancing Saudi Students&apos; Competence in Paragraph Writing
Author: Alrouji, Omar Obaid
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Effectiveness,Paragraph Composition,Writing Improvement,English (Second Language),Young Adults,College Freshmen,Writing Instruction,Writing Skills,Foreign Countries

Blended learning approach has become an emerging trend in the field of education and has caught the attention and interest of many researchers as a new approach to encourage students in their learning process. The present study aimed at examining the effectiveness of blended learning in improving Saudi EFL students' English paragraph writing at Shaqra University. The sample of the study consists of 70 EFL students at Shaqra University. The experiment was conducted for six weeks (2018). A pre-test and post-paragraph writing test was used to measure the effectiveness of the blended learning in enhancing paragraph writing skills. Results showed that there were significant differences in the mean scores of the control group (traditional teaching mode) and the experimental group (blended learning) in favor of the experimental group. This proved the effectiveness of blended learning approach in developing Saudi students' competence in paragraph writing.
The Effects of Integrating Board Games into Ice-Breaking Activities in a Fifth-Grade English Class to Reduce Students&apos; Anxieties
Author: Chao, Chung-yi
Date: 2020-00-00
Type: Journal Articles
Subjects: Games,Anxiety,English (Second Language),Second Language Instruction,Foreign Countries,Likert Scales,Second Language Learning,Measures (Individuals),Elementary School Students,Grade 5,Classroom Communication,Feedback (Response)

Elementary-level English teachers in Taiwan were facing problems caused by students' bimodal distribution of English achievements. Many of the teachers tried new teaching tools to eliminate the obstacles of teaching. This study was based on a quasi-experimental research design and supplemented by qualitative feedback to explore how the new teaching method, ice-breaking board games, could reduce students' anxieties of learning English. The researchers combined popular board games, &quot;Halli Galli&quot; and &quot;Alles Tomate,&quot; with English words and sentences in ice-breaking activities for 10 weeks in two fifth-grade English classes in Taiwan. Forty-eight fifth-grade students were invited to participate in the study and randomly divided into two equal-sized classes. One class was selected as the experimental group, and the other as the control group. The study lasted for 10 weeks. The Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was employed as the instrument to measure students' English learning anxieties. Quantitative data were analyzed by using independent-sample and paired-sample &quot;t&quot;-tests as well as descriptive statistics, whereas qualitative data (which included the participating students' feedback and teacher's reflection notes) were analyzed through content analysis. The research findings suggested that integrating board games in English teaching as ice-breaking activities did not effectively reduce students' overall foreign language anxiety. However, the descriptive statistics and qualitative data revealed that the constructs of anxiety for both groups had changed in opposite directions, and ice-breaking board games appeared to be more impactful in reducing certain aspects of anxiety construct, namely, communication apprehension.
The Impressionistic Study of English [ch] and [sh] in Initial Position by L2 Thai Learners
Author: Huang, Qiandi
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Pronunciation,Foreign Countries,Phonetics,Phonemes,Vowels,College Students,Majors (Students),Nonmajors,Speech Communication,Audio Equipment

Although studies on English sound learning by L2 Thai learners have been widely examined, there have been no studies on the production of the English [ch] and [sh] sounds in the initial position by L2 Thai learners with consideration of vowel contexts, the experience of L2 learners and target sounds. The aim of this study is to examine the production of the English [ch] and [sh] sounds in the initial position while taking the aforementioned factors into account. The data was from 48 L2 Thai learners, and the subjects were divided into two groups of university students: English-majors and non-English-majors. The two target sounds: English [ch] and [sh] together with the Thai [characters omitted] sound were tested in 27 words (9 words for each target sound). The subjects produced the target sounds five times, and their production was transcribed by two British transcribers. The results showed that the subjects had high target-like production when producing [sh] but low target-like production when producing [ch]. In finding the correlation between the factors and the target-like production, neither the vowel contexts nor the experience could account for the production. The only factor that relates to the production of English [ch] and [sh] was the target sounds, i.e. the number of the productions that was deemed non-target-like was significantly higher when the target sound was [ch] than when it was [sh]. This suggests that the target sounds, rather than the L2 experience and the vowel contexts, play a significant role in L2 speech production.