ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Bridges for Global Awareness: Pre-Service Social Studies Teachers' Experiences Using Technology to Learn from and Teach Students in Thailand
Author: Maguth, Brad M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Foreign Countries,Qualitative Research,Secondary School Students,Learning Activities,Cultural Awareness,Best Practices,Teaching Methods,Learning Processes,Student Attitudes,Program Descriptions,Global Education,Citizenship Education,Information Technology,Computer Mediated Communication,Student Projects,Active Learning,Technology Uses in Education,Intercultural Communication

In order to ensure teachers are willing and ready to promote global perspectives in their classrooms, pre-service social studies teachers must know how to teach about the world, its people, and issues (Merryfield, 2000). This manuscript describes a qualitative research study that undertook an 8 month qualitative investigation at a large Midwestern university into secondary social studies methods students' perceptions of participating in a digitally mediated global learning project with secondary students in Thailand. Methods students participated in weekly correspondences and learning activities with Thai students that aimed to advance cross-cultural understandings and global learning. Findings reveal that methods students believed their participation in this project served as an authentic opportunity to learn and apply best practices in teaching and learning, in particular, in social studies and global education, and that their participation in this project was beneficial as it provided a necessary concrete example to build from in planning and implementing their own digitally mediated global learning project. Finally, implications of these findings and future lines of inquiry are discussed.
Comparing Youth Opinions toward Compulsory Voting across Five Countries
Author: Pesek, Jessamay T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Voting,Compliance (Legal),Case Studies,Democratic Values,Comparative Education,Youth,Opinions,Political Socialization,Perspective Taking,Context Effect,Attribution Theory,Elections,Questionnaires,Political Attitudes,Citizenship Responsibility,Civil Rights,Foreign Countries,Qualitative Research,Statistical Analysis

This study uses a comparative case study design to examine youth (ages 13-20) opinions toward compulsory voting across five democratic countries: Colombia, Ecuador, Mexico, Peru, and the United States. Youth responses toward compulsory voting demonstrate how youth come to learn about citizen rights and responsibilities with varied understandings of what it means to participate in a democracy. Four themes represent the most notable variations of reasons given by youth to support and oppose compulsory voting: rights and duties, corruption, inclusion of minorities, and strong democracy. Further, the majority of students gave at least one reason for and against compulsory voting demonstrating students' ability of perspective-taking, to give reasons for the perspective with which they disagree. This study provides an analysis of how youth political opinions are constructed and negotiated by social and political influences. The findings have implications for educational researchers and social studies teachers as they work to improve civic education.
Sozial Studies: How Travel Abroad Empowers a Global Perspective
Author: Pearcy, Mark
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Travel,Global Education,Outreach Programs,Tourism,Faculty Development,Teacher Empowerment,Learning Experience,International Educational Exchange,Organizational Culture,Immigration,Training Methods,Foreign Countries

The personal experiences and values of individual teachers can tend to restrict the ability to promote a &quot;global perspective&quot; in the social studies, the subject area most suited to that concept. One antidote to this instructional myopia is the prospect of overseas travel, in the form of study tours, the type of which have been shown to have a great impact in this area (Wilson, 1982, 1983, 1993a, 1993b; Germain, 1998; Kirkwood, 2002). This article is a reflection on the findings of a two week study tour of Germany in 2013, sponsored by the Transatlantic Outreach Program and the Goethe-Institut. During this tour, I was able to visit German schools, corporations, museums, , and to meet German educators. In this article, the value of such experiences to promote a global perspective, essential to global education, is examined--additionally, I analyze the impact that the German sozial approach might have on American educational decisions.
Future of Social Studies Education in Turkey
Author: Acikalin, Mehmet
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Educational Change,Curriculum,Alternative Assessment,Portfolio Assessment,Peer Evaluation,Self Evaluation (Individuals),Student Projects,Scoring Rubrics,High Stakes Tests,Standardized Tests,Cross Cultural Studies,Cultural Differences,Elementary Secondary Education,Qualitative Research,Semi Structured Interviews

Social studies education [Sosyal Bilgiler] in Turkey has been defined as an integrated field of study after the curriculum reform over the last decade. This interdisciplinary notion of social studies education is established in the curriculum as a result of modeling NCSS (National Council for the Social Studies) standards. This new social studies movement in Turkey has taken a thematic approach and focuses on developing skills and values in the curriculum. Unlike the former curriculums, this new curriculum has adapted alternative assessment methods such as portfolios, self and peer evaluation, projects, poster presentations, and rubrics where in the past Turkish educational system has been dominated by the standardized testing. On the other hand, there have been discussions in the United States regarding the influence of high-stakes testing in diminishing the instructional time of social studies classes and instructional decisions in these classes. The purpose of this paper is to compare and discuss the influence of standardized testing on social studies education both in Turkey and the United States. This discussion may help to redefine and restructure social studies education and will consider the disintegration of the field, as has been one of the major trends in the last two decades.
Using Feature Film in the Teaching of History: The Practitioner Decision-Making Dynamic
Author: Donnelly, Debra
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,History Instruction,Films,Decision Making,Foreign Countries,Secondary School Teachers,Semi Structured Interviews,Surveys,Case Studies,Observation,Documentation,Interviews,Teacher Attitudes,Environmental Influences,Barriers,Visual Literacy

Historical feature film can engage and motivate today's visually orientated students and provide a bridge between the school and life world of a youth culture habituated to communication via numerous electronic portals. It is not surprising that international scholarship suggests that these multi-modal recreations of the past are being used as teaching resources in many history classrooms. However, the use of historical filmic narratives is not without its difficulties for the history teacher. These films are made with no obligation to adhere to evidentiary records and, the limitations of the art form and commercial imperatives, can lead to compression and manipulation of the narrative and the inclusion of fictionalized elements. History educators are faced with the dilemma how best to harness the engagement of film and test its historical representation. This paper reports on an Australian research project that explored the decision-making dynamic of history teachers in regard to the use of feature films. It found that the dynamic was governed by a complex interplay of factors in relation to teaching context, learning community perceptions and practitioner understandings and strategies, and concluded that teacher disciplinary perceptions were a major contributing factor in the decision-making process.
Mainstreaming Human Rights Education--A New NCSS Community Looks Forward
Author: Blanchard, Rosemary Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Civil Rights,Social Studies,Teaching Methods,Public Education,Course Content,Educational Change,National Organizations,Guidelines,Elementary Secondary Education,Curriculum Design

Efforts to bring human rights (HR) and international humanitarian law (IHL) into the mainstream of social studies education in the United States often encounter roadblocks and digressions that are difficult to understand from outside the arena of US public education. Educational standards, curricula and core practices in U.S. public schools combine to create a formidable structure for educators who want to assure that no child completes public school without experiencing human rights friendly education and encountering HR/IHL course content. This article will introduce the Human Rights Education Community within the National Council for the Social Studies and highlight some initial efforts to make Human Rights Education (HRE) more visible in the core social studies canon that students encounter in their public school education. It concludes with a look at the next steps that will need to take place if NCSS' recent support for HRE is to manifest in genuine instructional change.
What Students Want to Learn? Involving Students in Negotiating the Social Studies Classroom Curriculum
Author: Bron, Jeroen G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Learner Engagement,Foreign Countries,Citizenship Education,Curriculum Design,Curriculum Development,Case Studies,Secondary School Students,Questionnaires,Observation,Worksheets

Students negotiate their social studies classroom curriculum, enhancing 21st century skills, citizenship education and human rights in the present study. Curriculum negotiation augments student engagement, giving them opportunities to practice and so experience citizenship. In the process students develop abilities related to 21st century skills and skills for democratic citizenship while exercising their right to participate. Students involved in curriculum design improve the quality of the curriculum by making it more relevant as they offer unique perspectives on topics to be later addressed in class.
Verbal and Nonverbal Communication of Students with Severe and Profound Disabilities
Author: Tabacaru, Cristina Dumitru
Date: 2016-00-00
Type: Journal Articles
Subjects: Preadolescents,Adolescents,Verbal Communication,Nonverbal Communication,Civil Rights,Student Characteristics,Interpersonal Communication,Observation,Case Studies,Correlation,Student Behavior,Augmentative and Alternative Communication,Hypothesis Testing,Severe Intellectual Disability,Severe Disabilities,Tests,Communication Skills,Foreign Countries,Special Schools

The article aims to study ways of achieving human rights by offering everyone a voice, a communicational tool which will allow accessibility and access to quality education for all, regardless of the degree of disability. The main objective of the present study was to describe the profile of communication and study the use of verbal and nonverbal language at students with severe and profound disabilities. The research was conducted on a group of 60 students with severe and profound disabilities, aged 9-15 years old. The proposed objectives were to identify the level of development of verbal language to students with severe and profound disabilities; to highlight arguments justifying the need to use non-verbal communication, to identify the strengths and resources of students; to identify the presence, frequency of nonverbal communication, the palette of manifestations, all ways of expression of students with disabilities. The methodology used was a mixture of observation, communicational scales, case study and correlation analysis. Nonverbal communication mostly consists of behavioral manifestations of meeting some basic needs as receiving water, food, and pause. Lack of alternative ways of providing effective communication and social adequate tools of understanding and participating will lead to undesirable, provocative, and socially inadequate behavior.
The Impact of Certain Socio-Demographic Conditions on the Students' Success in Learning
Author: Agic, Hariz
Date: 2016-00-00
Type: Journal Articles
Subjects: Socioeconomic Influences,Demography,Correlation,Family Structure,Educational Attainment,Parent Background,Time,School Choice,Internet,Access to Computers,Grades (Scholastic),Success,Family Influence,High Schools,High School Students,Student Surveys,Questionnaires,Focus Groups,Foreign Countries

Educational policies have focused on achieving the learning outcomes of students. The challenge is to determine adequate strategies in teaching and learning and how to achieve efficient and effective educational goals. The key elements in this process are the students, teachers and families with all their determinants. In this paper, we intended to examine some effects of socio-demographic conditions on her success in student learning. The results have shown that there are relations between the determinants: completeness of the family, number of family members, education level of parents, time invested in learning, choice of the school, whether they have internet access at home, and finally average grade that a student achieves. The study can be helpful to makers of educational policies in developing strategies for more effective ways to achieve students' learning outcomes.
Pedagogy of Research Supervision Pedagogy: A Constructivist Model
Author: Qureshi, Rashida
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Research,Supervision,Supervisory Training,Models,Doctoral Dissertations,Knowledge Management,Constructivism (Learning),Inservice Teacher Education,Workshops,Supervisor Supervisee Relationship

Graduate research is an integral part of higher education in Pakistan but formal training in supervision is not included in any standard teacher training curriculum. Hence, supervisors usually depend on their own experiences of how they were supervised as graduate students and so every supervisor builds his/her own model of supervision. In this paper we have used Weimer (2006)'s &quot;wisdom of practice scholarship&quot; framework for describing our personal experiences of constructing a 3Ps-Pedagogical Research Supervision Model. Our model combines Zhao (2003)'s knowledge management approach to research supervision with Bybee and Landes' (1990) five E s instructional model for producing a written dissertation at a private university in Pakistan. It is informed by the constructivist philosophy of teaching and learning. Our basic purpose is to open for discussion the issues of research supervision in a context where the language of academic discourse is English but the students and supervisors hail from non-English speaking contexts.
Rethinking Learning and Teaching in Africa: Storytelling and Sitting Position as Engagement Strategy
Author: Ukwuoma, Uju C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Science Education,Teaching Methods,Story Telling,Small Group Instruction,Small Classes,Class Organization,Learner Engagement,Native Language,Language of Instruction,Classroom Communication,English (Second Language),Language Usage,Instructional Effectiveness,Student Attitudes,Ethnography,Outcomes of Education,Mixed Methods Research,Interviews,Questionnaires

This research report uses elements of autoethnography and mixed research to share the efforts of an academic to engage his students during classroom instruction. Participants included 28 science students from a regionally accredited university in Southern Africa, who were taking many sections of a research course. The researcher rearranged students' sitting position in class, integrated local language into instruction as well as turned teacher talk into oral storytelling. Data were drawn using surveys, in-depth qualitative interviews, focus group discussions and participant observations, with attention to nonverbal communication components. Results indicated that participants believed that circular sitting arrangement and integration of oral storytelling into instruction facilitated classroom engagement. However, participants perceived the use of local language alongside English during instruction as lacking instructional utility. This report discusses the implications of these findings and provides suggestions for the directions future research should take regarding student engagement during classroom instruction.
Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal
Author: Acharya, Kamal Prasad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Elementary School Science,Educational Practices,Class Activities,Social Influences,Cultural Activities,Teaching Methods,Interviews,Classroom Techniques,Qualitative Research,Observation

This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have been taken as the conceptual bases for this study. This study has highlighted the major conceptual and methodological issues in identifying and assessing children's critical thinking as well as the educational implications for the promotion of children's original thinking. It used the qualitative research approach to pursue the objectives of the study. Science classroom observation and an interview with the science teachers were the major tools to collect the required information. Critical thinking is essential in critical science processes and practices. Hands-on, minds-on and hearts-on teaching learning strategies help to develop critical thinking to primary level children in science.
Digital Technology and Teachers' Competence for Its Application in the Classroom
Author: Maksimovic, Jelena
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Teacher Competencies,Technology Integration,Teacher Attitudes,Likert Scales,Elementary School Teachers,Foreign Countries,Statistical Significance,Gender Differences,Tenure,Educational Attainment,Data Interpretation,Factor Analysis

The subject of the research is focused on questioning teachers' attitudes in reference to using ICT competencies in the classroom, considering the gender, years of service and education, while the problem of the research concerns the question: What are the teachers' attitudes in reference to using ICT competencies in the classroom? Regarding to the previously defined subject and problem, the aim of this research is to question the attitudes of teachers--reflective practitioners in reference to using ICT competencies in the classroom considering the gender, years of service and the education. The teachers' attitudes in reference to using ICT competencies in the modern teaching, in the teaching practice research and for self-development were examined by using the Likert scale which consists of 31 items, especially constructed for the need of this research. The research included 100 primary school teachers with various years of service from the city of Nis (N = 100). The results showed that there are no statistically significant differences in reference to the variables: gender, years of service and the education concerning the teachers' attitudes towards importance of using ICT competencies in the classroom. They are mostly considered to be insufficient. Thus, the respondents recognize the need and the importance of using ICT in preparation and teaching realization and they consider it as an important part of their professional development.
Educational Community: Among the Real and Virtual Civic Initiative
Author: Arsenijevic, Jasmina
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizen Participation,Citizenship Responsibility,Internet,Telecommunications,Correlation,Media Literacy,Questionnaires,Surveys,Foreign Countries,Mass Media,Secondary School Students,College Students,Adults,Statistical Analysis

The new media enable numerous advantages in the strengthening of civic engagement, through removing barriers in space and time and through networking of individuals of the same social, civic or political interests at the global level. Different forms of civic engagement and civic responsibility in the virtual space are ever more present, and internet and mobile technology are its main instruments. Taking into account the findings of previous research in this area, in particular, the findings of a positive correlation between new media literacy and civic engagement in the United States and in Serbia, the objectives of this study were to investigate the differences in civic engagement in relation to media exposure and the differences in civic engagement in relation to digital participation of the Serbian academic and educational community. The survey was conducted in 2013. Questionnaire regarding the presence of respondents' civic engagement has been taken from the author's Literat earlier study (2011) and it consists of 5 close ended questions, whose reliability is satisfactory: a = 0.742. The research sample was consisted from the members of Serbian educational community, including those from high school students to university professors. The research results of differences in civic engagement in relation to media exposure showed that the research participants who spend more time reading the print media or using the Internet for the purposes of work or school are more socially engaged, while respondents who watch television program are not. Analysis of civic engagement in relation to digital participation showed that respondents who use online communities, forums and message boards (online activities that require discussion and active participation) achieve higher scores on civic engagement, in contrast to respondents who spend more time on entertainment, commercial facilities, such as YouTube and video gaming. The results of this study are indicative of the impact of the media on creating a responsible, civic and democratic society. Due to the fact that the number of users and media consumers increases progressively, the changes in the level of state and educational institutions in terms of acquiring of media competence and media literacy are becoming all the more necessary.
Jovan Skerlic as a Life Tutor
Author: Mumovic, Ana
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature,History,Criticism,Social Influences,Cultural Influences

The paper studies and illuminates Jovan Skerlic's social function and &quot;criticism anatomy&quot; in his &quot;History of Serbian Literature.&quot; The object of analysis is the act and actors of Skerlic's engaged criticism and method relying on facts. It is the path taken a hundred years later by Serbian criticism and literature as culture and a part of educational process. A bibliography is included.