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Descriptors:
Direct Instruction; Cartography; Elementary Secondary Education; World Geography; Human Geography; Academic Achievement; Classes (Groups of Students); Physical Geography; Geography Instruction; Higher Education; Community Colleges; Two Year College Students; Comparative Analysis; Attendance; English Language Learners; Native Speakers; Educational Technology; Multimedia Instruction

Abstract:
In this study done at a community college in South Florida, the achievements of students who spoke English as their second language who had attended their K-12 education outside the United States in their home countries, in a U.S. college course on world geography are compared with the achievements of students in the same classes who spoke English as their first language and who had attended their K-12 education in U.S. schools. It is important to mention that 25% of the students who had attended their K-12 education in U.S. schools in this research were taking college classes at the same time they were studying at high school. In order to help level the playing field for both groups of students, the courses, which were 29 classes each, were taught in a classroom setting using visual computerized technology including PowerPoint presentations, DVDs, virtual fieldtrips, and online exploration of geographic data to explain all points of pedagogical interest instead of relying solely on direct instruction based on the textbooks used for these classes. Attendance was taken orally by the researcher for each class and these attendance sheets were the basis for determining student participation. Only students who attended all or all but one of the classes were included in the study. One of the important components of this study was the exposure of the students to highly visual and, hence, contextual, classroom lessons. The results of this research show no significant difference between the rates of achievement of the two groups, a resounding success in and of itself, given the difference in language proficiency levels of non-U.S.- and U.S.-educated students, although there are two interesting anomalies. There are very slight, non-statistically significant indications of superior achievement by the non-U.S.-educated students in human geography, cartography, and overall scores, and very slight, non-statistically significant indications of superior achievement by the U.S.-educated students in physical geography. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conferences (Gatherings); Educational Technology; Social Studies; Annual Reports; Interdisciplinary Approach; Discourse Analysis; Textbook Evaluation; Academic Achievement; Global Approach; Problem Solving; Global Education; Classroom Techniques; Field Trips; Educational History; Individual Characteristics; Participant Characteristics; Visual Literacy; Poetry; Citizenship Education; Instructional Development; Material Development; Phenomenology; Personal Narratives; Politics of Education; Student Participation; Learner Engagement; United States Government (Course); Teaching Methods; Cultural Education; Experiential Learning; Educational Strategies; Student Attitudes; Geography Instruction; Teacher Attitudes; Blended Learning; Ethics; Team Teaching; Student Projects; Parent Influence; Academic Persistence; Rural Sociology; War; Instructional Films; Historical Interpretation; Immigrants; Best Practices; Leadership Styles; Cross Cultural Studies; Web 2.0 Technologies; Technology Uses in Education; Controversial Issues (Course Content); Multicultural Education; Teacher Education Programs; Inclusion; American Indian History; Teaching Skills; Religious Education; Economics Education; Values Education

Abstract:
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2011 proceedings, see ED518589.]

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Descriptors:
Foreign Countries; Intercultural Communication; Multicultural Education; Global Approach; Philosophy; Medieval History; International Education; Values; Economics; Global Education; Citizenship; Governance; Caring; Religious Cultural Groups; Teacher Competencies; Ethics; Teacher Responsibility; Ethnography; Cultural Differences; Educational Policy; Tourism; Literacy; Student Empowerment; Ethical Instruction; Religious Education; Change; Cultural Awareness; Activism; Muslims; Students; Democracy

Abstract:
Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue. This book contains the following: (1) Introduction: Interculturalism, Education and Dialogue (Tina Besley and Michael A. Peters); (2) Western Models of Intercultural Philosophy (Michael A. Peters); (3) Averroes Revisited: Intellectualism, Interculturalism and Dialogue in Medieval Spain (Driss Habti); (4) Winking at the State: Social Drama and Multicultural Claustrophobia (Peter Murphy); (5) Education as Dialogue (Tasos Kazepides); (6) Narratives of Intercultural and International Education: Aspirational Values and Economic Imperatives (Tina Besley); (7) Intercultural Dialogue and the Dialogism of Life: Education for Transformation (J. Gregory Keller); (8) Toward Shared Values: Self-Other Dialogue and the Cultural Pedagogy of Concepts (Inna Semetsky); (9) A Pedagogy for Global Understanding Understanding--Intercultural Dialogue: From Theory to Practice (Nina L. Dulabaum); (10) Seeking a Common Language: European Citizenship and the Governance of Dialogue (Naomi Hodgson); (11) Intercultural Dialogue: Cultural Dialogues of Equals or Cultural Dialogues of Unequals? (John Igbino); (12) The Council of Europe's "White Paper on Intercultural Dialogue": An Analysis Using the Ethic of Care (Michalinos Zembylas and Vivienne Bozalek); (13) Intercultural versus Interreligious Dialogue in a Pluralist Europe (James Arthur); (14) Teacher Competences for Diversity: Becoming Ethical and Responsible (Julie Allan); (15) A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-be (Danielle Zay); (16) Intercultural Dialogue and Ethnography: On Learning about Diversity in Italian Multicultural Classrooms (Francesca Gobbo); (17) Recognition, Interculturalism(s) and Schooling in Italy: A Critique from an Equity Perspective (Monica Mincu and Maurizio Allasia); (18) Possible Orientations of the European Dimension in Romanian Educational Policy (Roxana Enache); (19) Fostering Intercultural Dialogue in Tourism Studies: The Case of Latvia (Ineta Luka); (20) Literacy and Empowerment: Swedish Children from Diverse Backgrounds Defeating the Statistical Trends (Ulla Damber); (21) Explorations of Intercultural Dialogue from a Chinese Perspective (Xiaoping Jiang); (22) Interculturalism in Practice: Quebec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation (David Waddington, Bruce Maxwell, Kevin McDonough, Andree-Anne Cormier, and Marina Schwimmer); (23) Intercultural Dialogue, Education and Transformation: An African Perspective (Peter Rule); (24) Intercultural Understanding and Social Activism Initiative in the Western Suburbs of Chicago (Sammer Zehra); (25) Reframing Globalism: Dialogue and Difference in the Classroom: Muslim Students in New York Schools (Shaireen Rasheed and Linda Welles); (26) Intercultural Education Challenges Democracy (Robert K. Shaw); and (27) Human Dignity and Humiliation Studies: A Global Network Advancing Dignity through Dialogue (Evelin G. Lindner, Linda M. Hartling, and Ulrich Spalthoff). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Films; Foreign Countries; Secondary School Students; Class Activities; Educational Technology; Film Production; Active Learning; Stereotypes; Geographic Concepts; World Geography; Teaching Methods; Video Technology; Audiovisual Aids; Physical Geography; Human Geography; Teacher Developed Materials; Student Developed Materials

Abstract:
Films are often used in schools to illustrate geography, but doing so may favor mainly passive learning. An experiment with twenty-eight pupils aged thirteen years (a whole class) had the aim of using cinema to promote active geographical learning. First, it was ascertained what the dominant geographical stereotypes were among the pupils and the films that conveyed these stereotypes. Then a traditional lesson using textbooks was given but this proved inefficient at removing stereotypes. More creative work was needed. Since film planning forces students to actively apply their geographical knowledge to solve technical problems (locations, screenplay, sets, etc.), making a movie was planned. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Trips; Human Geography; Grade 5; Geography Instruction; Physical Geography; Field Experience Programs; Student Experience; Student Teacher Attitudes; Field Studies; Pretests Posttests; Expectation; Participant Satisfaction; Foreign Countries; Program Effectiveness; Qualitative Research; Preservice Teacher Education

Abstract:
The aim of this study is to establish expectations of 5th grade students from Marmara University's Department of Geography Teaching on geographical field study in Western Anatolia. For this reason, a field study trip was organized to Western Anatolia. A survey, which was consisted of open-ended questions, was prepared by experts and it was conducted on students before and after the study. The survey revealed that 32.2% of the expectations were related to physical geography, 23.1% to human geography and 44.7% to economic geography. The accumulated data were analyzed using descriptive analysis technique. In conclusion, expectations of students were substantially satisfied after field study. After the fieldwork experience, 67.8% of student expectations were fully met, 7.1% of them were partially met, while 25.1% of their expectations were not fulfilled. It was also established that the rate of fulfilled expectations related to economic and human geography was higher than those related to physical geography. The findings were interpreted and suggestions were made concerning the issue. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Spatial Ability; Thinking Skills; Foreign Countries; Map Skills; Photography; Measures (Individuals); Rural Areas; Young Children; Elementary School Students; Kindergarten; Hypothesis Testing; Academic Aptitude; Age Differences; Comparative Analysis; Cross Cultural Studies; Geography Instruction; World Geography; Student Attitudes

Abstract:
The National Research Council emphasizes using tools of representation as an essential element of spatial thinking. However, it is debatable at what age the use of spatial representation for spatial thinking skills should begin. This study investigated whether young Korean children possess the potential to understand map-like representation using aerial photographs; how scale affects children's performance; and whether children show interest in and enjoy working with spatial representations. Three remote sensing images of different scales were employed to examine children's ability to interpret spatial representation. The results indicate that young children have the ability to use spatial representation. Most participants were able to understand aerial photographs. The results also support the assertion that children's performance was influenced by scale. Especially for children whose ability is not fully developed, the scale effect was dramatic. Finally, children reported that they enjoyed activities using spatial representation. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Policy; Policy Analysis; Policy Formation; Educational Change; International Education; Politics of Education; Comparative Education; International Relations; Gender Issues; Public Sector; Private Sector; Partnerships in Education; Private Schools; Higher Education; Foreign Culture; Foreign Policy; Adult Basic Education; Elementary Secondary Education; Adult Literacy; Educational Experiments; Medical Schools

Abstract:
This book brings together academics and postgraduate students, practitioners and Ministry officials all of whom are wedded to developing an understanding of what is happening to education in the broader Middle East. They cover many countries whilst recognising that many more could have been included. In drawing attention to education in Pakistan, Palestine, Oman, Turkey and Qatar they indicate the wide range of education "policy borrowing" and, most importantly, the effects of this exchange. The contributors know that the countries of the broader Middle East are not alone in having purchased glitzy, glossy and tantalisingly wonderful educational reforms, only to find how quickly they became outdated. In other words, they became a "baroque arsenal" of educational goods, services and models of practice which, having been discussed, designed and generated many years before in countries elsewhere, have then been sold and delivered to the unsuspecting countries of the broader Middle East. It is argued that many of the countries of the region did not suspect that their purchases were, more frequently than not, the "off-loading" of failed educational experiments in countries of "the centre." This book discusses what this means not only for educational reform projects but also for the impact upon regional political stability. The two final chapters discuss the underlying key concerns of gender and of cross-border education. This book contains the following: (1) Education Policy Transfers--Borrowing and Lending Education Policy: A conceptual expedition into baroque arsenals (Gari Donn & Yahya Al Manthri); (2) Education Policy Borrowing in Pakistan: public-private partnerships (Sajid Ali); (3) The Politics of Foreign Aid and Policy Borrowing in Palestine (Mohammed Alrozzi); (4) Qatar's Independent Schools: education for a new (or bygone?) era (Brooke Barnowe-Meyer); (5) Higher Education in Qatar: does a US medical school break the baroque arsenal? (Tanya Kane); (6) The School Education System in the Sultanate of Oman (Sana Al Balushi & David Griffiths); (7) International Influences on Adult Literacy and Basic Education in Turkey (Ozlem Yazlik); (8) Gender and Education in the Arabian Gulf States (Salha Abdullah Issan); and (9) Crossborder Education in the Gulf Countries: changes and challenges (Jane Knight). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Grants; United States History; International Education; Study Abroad; Federal Programs; Civil Rights; Social Justice; Professional Development; Secondary School Teachers; Middle School Teachers; College Faculty; Seminars; Web Sites; Geography Instruction; Geographic Concepts; World Geography; Human Geography; Program Descriptions; Foreign Countries; Proposal Writing; Program Proposals; Racial Relations; African Culture

Abstract:
The authors share a successful Fulbright Group Projects Abroad grant award. The purpose of the grant was to enhance American educators' experience and knowledge of South Africa, in particular, and sub-Saharan Africa more generally. Toward that end, participants experienced a multifaceted view of South Africa's geographical diversity, both physical and cultural, through visiting three provinces and four major cities. Participants experienced people and places associated with reconciliation, segregation, and creolization, making comparisons with the U.S. historical experience. The program required participants to attend an orientation, participate in predeparture readings and to develop curriculum units that were shared at a national conference. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Team Sports; Social Studies; Teaching Methods; Global Education; Cross Cultural Studies; World History; Popular Culture

Abstract:
As evidenced by the Super Bowl, the Olympics, and the World Cup, sports is a major part of global society, as millions of people throughout the world tune in to view renowned sporting events each and every week. This is especially true for soccer, which is the world's most popular and global sport. Because soccer is played in nearly every country throughout the world, its impact extends far beyond the dimensions of the soccer field or stadium. This article discusses how soccer can be used as a pedagogical tool to create global-mindedness among students. The implications of incorporating soccer into the classroom are far-reaching and vital to equipping students with the ability to think globally. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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