Global Education Review (Mercy College, New York)
Not a member yet
347 research outputs found
Sort by
How COVID-19 Pandemic Experiences can Inform Teacher Education and Professional Development Practices
Full text linkParticipants in this research study found themselves suddenly forced into remote instruction during the COVID-19 pandemic, unfamiliar with online teaching and with little guidance from the field of education. Survey data was used to capture the voices of 18 K-12 educators to share their lessons learned, the challenges they encountered, and the strategies they developed from their experiences as they reimagined education in an online environment. Findings are reported in an effort to inform professional development and teacher preparation programs
Froebel Box : A Tool for Participatory and Creative Learning
Full text linkHistorically, Finnish early childhood education has been largely based on Friedrich Froebel\u27s pedagogy. However, Froebelian pedagogy is no longer as well known in Finland as it once was. We at the Kindergarten Museum in Helsinki wanted to increase awareness of the Froebelian tradition. Together with artist Alexander Reichstein, we came up with the idea of enriching children’s play by making use of the idea of Froebel gifts. To this end, we invented a set of equipment called the Froebel box.
The aim of our research project is to discover how children learn and interact through Froebel box activities. We use educational design research, which refers to a process in which we develop our pedagogical tool together with the teachers and children from our collaboration Early Childhood Education and Care (ECEC) centers.
The data was collected from three Finnish ECEC centers and analyzed with qualitative content analysis of teacher’s interviews. According to our findings, Froebelian applications increase participative play and children’s interaction and learning in a holistic way. By playing with giant-sized blocks, children develop their social and motor skills and their mathematical and spatial understanding. Giant blocks are a way that children can express themselves with their bodies.
Based on the interviews conducted, in the future we will concentrate on developing the participation of adults in the children’s play with the blocks, and on enriching the potential of the Froebel box as a pedagogical tool. There are lots of possibilities for how the Froebel box could be developed as a tool for spatial reasoning that would take into account bodily interaction, the role of teachers in supporting play, and different ways of using spatial concepts for play
Teaching L2 for students with a refugee/migrant background in Greece: Teachers’ perceptions about reception, integration and multicultural identities
Full text linkRefugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly) Greek as a second language before accessing the mainstream school program. On the other hand, refugee students living in urban locations are enrolled in mainstream classes with or without the support of parallel Reception Classes (RC). Most of the educators teaching refugee children, and particularly these working on RFREs, did not have any relevant previous experience or specialization and, at the same time, they received minimum support in training or professional development.
This paper is based on a qualitative research focusing on perceptions, attitudes and practices of primary and secondary school teachers in relation to refugee students’ second language learning and integration into Greek public schools. Interviews were conducted with 60 teachers in RFREs, RCs, and mainstream classes, including Intercultural Schools. Despite the difficulties they faced, many teachers seemed to move towards a positive understanding of their students’ multiple identities, focusing not only on L2 acquisition and competency building, but also on empowerment and the development of a mutual intercultural understanding. Students’ resilience and efforts helped their teachers deal with stereotypes about identity and otherness and reformulate their assumptions about effective teaching practices. These experiences seemed to lead some of the educators to a deeper critical reflection; they also lead to the development of teachers’ intercultural competence and facilitated a “crossing borders” transformative process.
Glocal Brokers and Critical Discourse Analysis: Conceptualizing Glocality in Indigenous Education Research and Reform
Full text linkFew issues encapsulate the tension of “glocality” in education more substantively than the debate surrounding who should undertake research on Indigenous education, and how it should be done. In this article, two non-Indigenous educational researchers both working with Indigenous Education Research and Reform, alongside the guidance of Indigenous mentors, grapple with the questions of if and how non-Indigenous critical research methodologies can complement, and thereby reduce, the peripheralization of Indigenous knowledges and epistemologies. This article explores the opportunity for dialogue between two often polarized hazards. On one hand, non-Indigenous researchers with non-Indigenous epistemologies risk increasing the marginalization of Indigenous ways of knowing. On the other, research on Indigenous education is threatened with further ostracism if it is inaccurately perceived as only the domain of Indigenous peoples, and only facilitated through Indigenous epistemologies.
The authors share their experiences in using a non-Indigenous critical research methodology, Critical Discourse Analysis, to explore Indigenous Education Research and Reform. Particularly, the authors share their experiences, both in employing non-Indigenous critical research approaches in Indigenous contexts whilst also attempting to honor local Indigenous epistemologies. This article contributes to the discussion of how “trans-systemic” knowledge, the discursive space between Indigenous and non-Indigenous understandings, can illuminate the concept of “glocality” in educational research methods. In conclusion, the authors contend for the role of “glocal brokers” who navigate between Global and Local—between Indigenous and non-Indigenous—understandings to foster connections and communicative opportunities that can further elevate and integrate Indigenous ways of knowing into broader discourse concerning Indigenous Education Research and Reform
The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences
Full text linkOur article argues for content and language integrated learning (CLIL) in the social sciences, as part of a new literacy towards 21st century challenges at school. At first, we will show how multilingualism is closely juxtaposed with global discourses in a worldwide network of glocalities. Thereafter, for the conceptual framework of the suggested pedagogy, we explain why cosmopolitanism must constitute an integral part thereof, accompanying the genesis of classroom glocalities. The heart of our competence model for CLIL in the social sciences fosters the promotion of global discourse competence with adolescent students. In short, this learning aim is a hybrid of subject and language learning, incorporating the merits of language didactics as well as “21st century skills”. Finally, in the last step, we will present #climonomics, a simulation of a multilingual EU parliamentary debate about climate change and climate action for secondary students. This example intends to demonstrate how multilingualism through CLIL amplifies the magnitude of global discourses during a simulation yet realistic setting. It should provide ‘food for thought’ for similar initiatives in research and teaching, to encourage the facilitation of cosmopolitan visions in classroom glocalities
“Glocal Education” Through Virtual Exchange? Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back
Full text linkA key goal of global education in language teaching is to “have students ‘think globally and act locally’” (Cates, 2013, p. 278) – an idea in line with the concept of glocality. Virtual exchange – i.e. connecting learners with different lingua-cultural backgrounds over extended periods of time via digital communication technologies (The EVALUATE Group, 2019) – is a promising approach towards this aim. O’Dowd suggests designing such exchanges following a “transnational model” (2019) in which learners collaborate on shared tasks based on local and global real-world problems using a lingua franca. These ideas are compatible with European policy discourses on global education (Schreiber & Siege, 2016), aiming at supporting learners in becoming agents of change in an increasingly globalized world. Within the context of a trilateral project between universities in Germany, Turkey, and Sweden, this paper explores how global education can be integrated into foreign language teaching with the help of virtual exchanges through a synthesis of two models of virtual exchange (O’Dowd & Ware, 2009; O’Dowd, 2019) and the complex competence task approach (Hallet, 2012) to task-based language teaching. A transnational virtual exchange between these universities exemplifies how such a telecollaborative project can be implemented. During the exchange, pre-service EFL teachers compare and analyze cultural practices and educational frameworks to design tasks dealing with global issues that can be implemented in their respective local classrooms through virtual exchange
Becoming Proficient through Profile Classes: A Longitudinal Study on the Development of Scientific Competencies
Full text linkThe first educational goal within scientific subjects is to acquire a sense of scientific literacy. In science lessons, methods of scientific inquiry provide the tools to achieve this. In this study, we based scientific inquiry on the SDDS-Model according to Klahr (2002). It is divided into three subareas: Search Hypothesis Space, Test Hypothesis, and Evaluate Hypothesis. A multiple-choice test, the NAW-test, was used to examine the extent to which the acquisition of competencies is promoted by attending Profile Classes. In contrast to common practice in Germany, scientific Profile Classes take an interdisciplinary approach to scientific subjects, with the aim to promote the acquisition of scientific competencies. For this purpose, Profile Class students (N=84) at two schools were questioned over the course of a school year at three different test times. Results show that competencies increase over time. A gender difference was not observe
Place-Based Education: An Educational Approach Inside Local Place
Full text linkSense of place is rooted in people. Several studies show that attachment to a place is connected with the development of identity through spatial, material, and emotional dimensions. It fosters identification and the development of one’s social and cognitive skills. In an educational sense, cultivating a sense of place means inviting the individual to gather many authentic experiences that strengthen ties. This study discusses the place-based education (PBE) approach at the epistemological level, in the context of the learning-teaching relationship. PBE can help to understand culture, the environment and space by creating a multidisciplinary approach. Moreover, PBE can build a new assumption of being a collective resource. Starting from some studies and evidence that support a positive partnership between the individual and the place, some PBE experiences are analyzed to develop deep learning with children and students
L2 Teaching in the post-communicative era: Developing intercultural consciousness, critical awareness and consistent attitudes for social inclusion
Full text linkIntroduction to themed issue on "Modern Didactic Approaches and Methods for Second Language Teaching to Students with Migrant or Refugee Background.