Global Education Review (Mercy College, New York)
Not a member yet
347 research outputs found
Sort by
THE RELATIONSHIP BETWEEN PERSONALITY TRAITS AND SOCIAL CAPITAL PERCEPTIONS OF PRE-SERVICE TEACHERS
Full text linkThere are a number of psycho-social variables that predict the levels of social capital of pre-service teachers. Social capital, which is in connection with almost all of these psycho-social variables, is associated with personality traits in literary studies. This study aimed to investigate the social capital predictive levels of five-factor personality traits. This research is based on survey data and two Likert type scales were used. 470 pre-service teachers studying in different departments of Necmettin Erbakan University Faculty of Education participated in this research. The relationship between personality traits and social capital components was examined using correlation analysis. The effect of personality traits of the candidates on the perception of social capital was investigated by using structural equation model analysis. It was found that the neuroticism and conscientiousness personality traits of pre-service teachers were not effective on perceptions of social capital. In addition, it was also found that the extraversion, agreeableness and openness to experience personality traits of pre-service teachers have an impact on their perceptions of social capital
“Anti-Glocality” Grounds New Quebec History Program
Full text linkIn sharp contrast to the musings of a senior student, the mandatory history texts follow a narrow provincial orientation. The recently introduced Quebec high school history program offers adolescents a slanted narrative devoid of larger interconnected contexts as hailed; for example, by Oakeshott (2004), MacMillan (2009), and/or Canadine (2013). In our view, secondary students are forced to travel a historical journey that deals with Canadian and Quebec events through a “unique” Quebec lens (Woods, 2014). The widely engrained twenty-first century concept of global interconnectedness, first articulated on a wide scale over a hundred years ago (Wells, 1920), has been replaced by one anchored in a retro-nineteenth-century construct viewing only carefully selected unconnected historical snippets devoid of a contextualized narrative. Anchored in a narrow political perspective, this secondary course of study forces adolescents into a stilted and fragmented “patch-work” historical landscape. This journey silences many voices, brushes others from the chronicle, and twists recognized historiography to fit a specific contemporary self-determined internalized orientation. We review the official course of study to unpack several major world themes demonstrating this constrained point-of-view via a close investigation of one of the approved English language student texts. Further, we illustrate how the deliberate manipulation of historical stories, as well as “alternate facts,” leads adolescents into a realm deprived of meaningful connections
Shifting Modalities: Providing K-5 Montessori Education Online during the Pandemic
Full text linkAt the first and only public Montessori charter school in New York City, teachers create learning environments, materials, and lessons that help students guide themselves to find information needed to arrive at a necessary learning outcome. The sudden shift to online instruction in March 2020 required parents, teachers, and administration to maintain business-as-usual in an unfamiliar modality—online instruction. This case study reflection article focuses on the planning strategies identified and implemented that shifted the school to teaching and learning online during the COVID-19 pandemic while working to keep the Montessori philosophy alive, despite the expansion to the online modality. Existing research, the process of shifting to the online modality, maintenance of the Montessori approach, and the inter-institutional support provided to the charter school by a community college are reviewed.
Once mandated to move to online instruction, strategies employed show that maintaining students’ natural desire to learn and active discovery are central objectives in tandem with supporting the relationship-centered culture in the machine-oriented online-learning environment. This dual focus is critical because children’s development is maximized when they are engaged in secure, mutually collegial relationships (Greenfield & Suzuki, 1998).
It was concluded that building community among children and teachers, as well as between administration, teachers, families, and a partnering community college were valued and deemed critical to sustaining the rigorous curriculum and relationship-based school culture during the pandemic crisis
Giving Meaning to the Subject: The Influence of Interdisciplinary Interventions on the Subjective Task Values of Biology and PE
Full text linkOver many years of research, a decline in interest over the school years is repeatedly described. To address this decline, the value of content or a specific subject should be promoted. To increase content relevance, task value interventions can be conducted which are related to the theory of subjective task values by Wigfield & Eccles (2020). These values consist of intrinsic, attainment, and utility value. Due to its constructivist character, interdisciplinary interventions may meet preconditions to promote interest and could initiate situational interest and influence subject-specific values (e.g., utility value). The present study investigates whether and to what extent interdisciplinary interventions in biology and physical education influence the development of interest.
A total of 73 students (mean age = 17.7 years) from four secondary schools took part in a one-day interdisciplinary intervention called "learning through movement," which combined physical education and biology. The intervention was accompanied by a modified quantitative questionnaire based on pre-described subjective task values. Mixed ANOVAs with repeated measures showed that the interdisciplinary intervention positively influenced situational intrinsic and utility values for both physical education and biology. By examining potential interaction effects, it was found that students with a low initial situational interest were positively affected by the intervention. Our study supports the notion that interdisciplinary interventions have an impact on subjective task values in biology and physical education and therefore have the potential to influence interest development, especially for lower interested students
"A Town of Many": Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion
Full text linkIf the global and multicultural social environments in which we find ourselves nowadays define who we are, then “we,” as social beings, are embedded in various relevant social communities in which we are acting, interacting, affecting, and being affected through our communications. In our case, teachers and learners change and coproduce cultural assets through their daily practices, while they explore, interact, and embrace the already existing local Cultural Heritage of their new settings. This paper moves beyond text-oriented approaches and towards cutting-edge trends in education and second language learning. A new global application is presented which utilizes the recording of urban heritage landscapes as mediums for second language acquisition and social inclusion. The methodology is based on the case study of a coproduced (between teachers and learners) Historical Area Assessment in a diverse area of Cardiff city. It shows the benefits brought to the refugee and asylum seeker learners regarding their second language competence levels and the social inclusion they achieved in their local community. Through this innovative application, which combines heritage recording with drama in education, learners take the lead in the recording of the urban heritage landscapes, and the teachers focus on the creative and experiential aspect of the learning process through drama. The ultimate aims are to present a new heritage and drama-based way for second language acquisition and social inclusion in the multicultural classroom
Preparing Students as Leaders with a Global Mindset: A Study Abroad Phenomenological Case Study
Full text linkResearch continues to stress the importance for college students to graduate with the skills to be successful as global-minded leaders in today’s evolving workforce. Although the typical study abroad programs can address this, critics point to some limitations. First, most study abroad programs are short-term, limiting students’ ability to internalize and apply cultural context upon their return to the United States. Second, although universities and colleges state the importance of developing students\u27 cultural competencies, few have intentionally incorporated best practices for study abroad. The purpose of this phenomenological case study, therefore, was to explore how nine students from six different disciplines perceived a unique study abroad experience, designed to address some of the typical study abroad limitations. This interdisciplinary program was designed to immerse students in three European countries while participating in a formal learning cohort program that incorporated cognitive, experiential, and humanistic methodologies. The study also explored what role cross-cultural partnerships with companies, organizations, and community leaders played in enhancing the students’ application and integration of developing themselves as global- minded citizen leaders in their field of study. Data were collected through informal interviews with all nine students and supporting data included field observations, rich text, and results from the Global Mindset Inventory®. Utilizing a hybrid-coding scheme, researchers found four themes that emerged, supporting the notion that the cross-cultural pedagogical framework enhanced students’ self-efficacy as global-minded citizens, resulting from their interdisciplinary international experiences
The Host Country Culture in Second Language Acquisition : A Case Study in an International School
Full text linkThis paper records how a group of high school second-language English learners in an international school studied their host country’s cultural heritage. The school enrolls international and host country students and both groups of students participated in this study. They collaborated on a cultural project that involved using host country heritage as a way to develop language proficiency. During the process, students looked for commonalities among different cultures, inquired into the past, and developed both speaking and social skills. As they attempted to discover the intricacies of the local community and its culture, they had to use skills and strategies that increased the likelihood of successful interaction. Their academic engagement increased and at the same time, their intercultural sensitivity was increased
The Applicability of learner-centered education in refugee settings: The Syrian refugee teachers’ case study
Full text linkDisplacing the largest number of refugees in recent time is one of the devastating impacts of the Syrian war. Turkey hosts over 3.6 million Syrian refugees. Almost half of them are children in the preschool or primary school stage. Because refugee children are five times more likely to miss schooling than non-refugee children, the provision of high-quality education in refugee settings is emphasized in the literature, as it offers children and their community protection, security, social cohesion, and it also prevents conflicts. Therefore, the purpose of this paper is to report some key findings of a qualitative study that primarily examined Syrian refugee teachers’ perceptions of quality education and their experiences of pedagogical change, which included adoption of more learner-centered practices in line with the standards set by the International Network for Education in Emergencies (INEE), an organization that guides the delivery of quality education in emergencies. This paper explores teachers’ beliefs about learning, their education, training, and their perceptions of learner-centered education (LCE) and the implementation of LCE in an urban Syrian refugee school in Turkey. In addition, the paper investigates teachers’ vision of good pedagogy within their realities and capacities. The findings from this study showed complex contextual influences affecting the educational provision for Syrian refugees and LCE implementation challenges. A key implication that arises from this study relates to the suitability of LCE as “best practice” in the refugee context.
Glocal Perspectives on Work-Based Learning: A Proposed Direction Forward
Full text linkWork-based learning programs in the United States are designed to prepare adolescents for their first jobs and to develop the soft skills to be successful in in the classroom or the workplace. Historically these programs have neglected how work, education, and training in the local context are connected to issues on national and international stages. While research and theory has generally supported this structure for WBL, the nature of work has changed substantially in the 21st century. Contemporary models of WBL are informed by scholarly literature on globalization, but this is does not fully capture the realities young people face. Glocalization fits with existing WBL efforts and provides a conceptual framework to modernize how students are prepared to transition from high school into the workforce or post-secondary education. This manuscript will review the current state of WBL, discuss the benefits of a glocal perspective, and make program recommendations
Glocal Network Shifts: Exploring Language Policies and Practices in International Schools
Full text linkIn this article, we explore glocality within a transnational network of independent schools to understand the interdependence of the global and the local in language policies and practices. Using glocality as a lens, we draw on narrative school profiles written by educators at member schools within the WIDA International School Consortium, a network of 500 K-12 international schools, to examine how global practices are localized within different school contexts. We explore how key aspects of glocality, such as the blurring of boundaries across languages and shifting dynamics of power, become visible as international schools function as hybrid and transnational spaces in which diverse languages and identities intersect. We utilize our role as insider researchers to describe two new directions within our research context. First, we identify a shift from a global network initiated through US-based school-university partnerships towards an increasingly reciprocal exchange among international member schools, with reflexive sharing of ideas and practices between educators and stakeholders across geographic contexts. Second, we identify the increasing presence of a new type of international schools, described in this paper as “glocal” schools, which reflect the deterritorialization of language and an intentional hybridity. The emergence of glocal schools as well as the noted shifts in language and power, illustrate the transcendence of borders and identities closely tied to the concept of glocality. In order to understand the trends observed in this research context, we analyzed 34 narrative school profiles written by member schools and describe connections between macro network-level shifts and micro school-level shifts. Through our analysis, we found individual member schools adapted tools and resources to serve local needs, contextualizing them within a particular program context. As a result, educators shifted how they viewed multilingual learners and multilingualism with respect to English as a medium of instruction. This initial study provides important insights into how glocality as a construct helps explain significant changes occurring within the field of international education