ethanporcaro/eric-fulltext-meta huggingface dataset:
The Treatment of Indigenous Languages in Kenya&apos;s Pre- and Post-Independent Education Commissions and in the Constitution of 2010
Author: Njoroge, Martin C.
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language,Native Language Instruction,Language Planning,Indigenous Populations,Language Maintenance,Constitutional Law,African Languages,Language of Instruction

An indigenous or community language is the language that nurtures the child in the early years of his or her life. The UNESCO land mark publication in 1953 underscores the importance of educating children in their community languages: an education that is packaged in a language which the child does not understand is simply difficult for the child. Kenya has had a number of education commissions that significantly address the place of indigenous languages in a child's education. Further, Kenya Constitution on its part tackles language issues too. This paper, therefore, examines how the Constitution and the various colonial and post-colonial educational commissions that have been undertaken in Kenya treat indigenous languages. Should these indigenous languages be used as a medium of instruction? What are their benefits to a child's life? To answer these questions, the historical method of study which utilizes mainly secondary and primary sources of data is adopted. The main sources of primary data which form the basis of the discussion and analysis in the paper are Kenya's constitution (2010) and the educational commissions and reports in the two epochs: colonial and post-colonial periods. The main sources of secondary data scrutinized include: written documents such as books, journals and newspapers. The paper notes that the various educational commissions contain numerous recommendations that have informed Kenya's education sector over the years on the way indigenous languages should be utilized for both individual and national development. This notwithstanding, the paper concludes that indigenous languages in Kenya have been given a short shrift to the advantage of English language hegemony. The paper proposes a sound implementation of the commissions' recommendations in order to revitalize indigenous languages so that a Kenyan learner can reap benefits that accrue from the use of indigenous languages in education.
Human Capital or Cultural Taxation: What Accounts for Differences in Tenure and Promotion of Racialized and Female Faculty?
Author: Wijesingha, Rochelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Human Capital,College Faculty,Women Faculty,Tenure,Faculty Promotion,Gender Differences,Regression (Statistics),Racial Discrimination,Teacher Surveys,Minority Groups,Immigrants,Foreign Countries,Faculty Workload,Statistical Analysis

Achieving tenure and promotion are significant milestones in the career of a university faculty member. However, research indicates that racialized and female faculty do not achieve tenure and promotion at the same rate as their non-racialized and male counterparts. Using new survey data on faculty in eight Canadian universities, this article examines differences in being tenured and promoted between racialized and non-racialized faculty and between female and non-female faculty. It also investigates the extent to which explanations of human capital theory and cultural or identity taxation account for these disparities. Logistic regression confirms that controlling for human capital and cultural or identity taxation washes away the differences between being tenured and promoted for female faculty. Differences for racialized faculty remain, offering evidence of racial discrimination in the academic system.
Making Our Schools More Creative: Korea&apos;s Efforts and Challenges
Author: So, Kyunghee
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Activities,Creative Development,Creativity,Educational Policy,Content Analysis,National Curriculum,Curriculum Enrichment,Faculty Development,Teacher Researchers,Educational Practices,Delivery Systems,Teacher Education Programs,Material Development,Online Systems,Educational Change,Change Strategies

The Korean government has been interested in developing creativity in education and has attempted to increase the creativity of schools since the mid-1990s. This study critically reviews the efforts of the Korean Government over the past 20 years. The study analyses government documents and related department website materials published since mid-1990s when creativity emerged as a key agenda in Korean education policy. The results reveal that the government's endeavours for achieving creativity include increasing flexibility in the national curriculum, developing teachers' creativity by improving teacher education, and establishing supporting systems such as online information websites and teaching and learning materials. However, these efforts have not achieved a real transformation in schools. For the government to achieve its aims, this study recommends that it supports an emphasis on creativity in school subjects and supports teacher-driven development of teaching materials.
Developments in Education Legislation of Post-Soviet Countries: Republic of Moldova&apos;s Education Code and Other CIS Experiences
Author: Kaliak, Andrei
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Legislation,Educational Development,Educational Change,Educational Trends,International Cooperation,Compulsory Education,Fundamental Concepts,Higher Education,Administrative Organization,Educational Quality,Elementary Secondary Education,Foreign Countries

Continued changes to legislation in countries that were previously parts of the Soviet Union cause them to become increasingly differentiated. Many of the changes are to social and economic processes. In the field of education, various parameters have changed and are continuing to change, from details concerning the way to conduct assessments to the broader issues affecting the whole architecture of the educational system. The most recent legislative act in the CIS--the &quot;Education Code of Moldova&quot;--illustrates the nature of changes taking place. This article discusses the most important trends in the legal regulation of the educational system in the post-Soviet area, including: how perceptions of education as a subject of legal regulation is changing; the impact of international cooperation in the field of education; the changing system of higher education and the introduction of a two-tiered system; and the increased attention to the quality of education.
Linguistic Differences and Problem-Solving Routines in Mathematics: A Comparison of US and Korean Students
Author: Kim, Dong Joong
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Mathematics Skills,English,Korean,Mathematical Concepts,Language Usage,Comparative Analysis,Elementary School Students,Middle School Students,High School Students,Undergraduate Students,Questionnaires,Interviews,Korean Americans,Audio Equipment,Video Technology,Discourse Analysis

The purpose of this study is to investigate routines as guides for mathematical thinking. Four English-speaking and four Korean-speaking students were interviewed in English about the concepts of limit and infinity. Based on the communicational approach to cognition, which views mathematics as a discourse, we identified the primary characteristics of students' routines for infinity and limit. Results show that language differences between English and Korean affect students' problem-solving routines in mathematics. On the basis of these results, we conclude that there is a need to deal with linguistic sensitivity in mathematics learning.
Using Poststructuralism and Postcolonialism in Education Praxis: An Exploration of Teaching about the &quot;Developing Other&quot; in an Australian High School
Author: Blackman, Timothy J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Praxis,Foreign Countries,Neoliberalism,International Studies,Curriculum Development,Teaching Methods,High Schools,High School Students,Indigenous Populations,Indigenous Knowledge

This paper analyses my journey as an early career postcolonial and poststructural theorist and teacher. I ask how different ways of knowing and engaging with the &quot;developing Other&quot; can be incorporated into teaching praxis and curriculum planning? The &quot;developing Other&quot; refers to those and that which is othered in the binary oppositions of developed/developing. The paper calls for a better understanding and incorporation of poststructuralism within the classroom by highlighting the uses of poststructural concepts, including discourse, subjectivity, and reflexivity in praxis. The paper begins by introducing my rationale, providing a discussion of the key theoretical concepts I use, and finishes by demonstrating these concepts in action. This is done by analysing a unit of work and my pedagogy created and delivered to an International Studies class during my final undergraduate internship. The unit explored Timor-Leste's road to independence and focused on interrogating our relationship to the construction of peoples in Timor-Leste as the developing Other. This discussion aims to contribute the literature that supports poststructural and postcolonial classroom praxis by highlighting, critiquing, and deconstructing students' perceptions of Otherness through the lens of one classroom. I hope to offer this experience as an instance for questioning and to provide an outline of how these concepts can establish small sites of resistance in education to the destructive forces of neoliberalism and neocolonialism, especially in education.
Transnational Students in Mexico: A Summer Writing Workshop as a Way to Improve English Writing Skills
Author: Tacelosky, Kathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,Writing Workshops,Writing Improvement,Summer Programs,College Students,Foreign Students,English Instruction,Teaching Methods,Spanish,Language of Instruction,Participant Satisfaction,Scoring Rubrics,Reflection,Observation

Transnational students, that is, those who have had one or more years of schooling in the US and are now in school in Mexico, make up a sizeable and growing population. For these students, the language of the home, Spanish, abruptly becomes the language of school and what was the language of school and socialization outside the home, English, is all but removed from their sphere. However, English is a language with which they identify. Further, in my interviews with them, transnational students express a desire to maintain English and express concern over lack of opportunities to do so. Thus, a writing workshop was offered for three weeks in the summer of 2015. The four member instructional team made up of US university students and a professor engaged the workshop participants in warm-up activities, mini-lessons, sustained writing periods and sharing of work. Some gains were found in the areas of mechanics, content and spelling, but the study's greater contribution is as a case study on which to design an improved workshop in the future.
Understanding the Other through International Professional Teaching Experiences
Author: Buchanan, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Experience,Foreign Countries,Faculty Development,International Education,Neoliberalism,Preservice Teachers,Intercultural Communication,Interpersonal Competence,Global Approach,Case Studies

Universities encourage students to undertake international professional experiences so they can add international and intercultural dimensions to their development. This paper adopts a theoretical backdrop of neocolonialism to investigate the experiences of four Australian pre-service teachers who jointly undertook an IPE in Bandung, Indonesia. Analysis of their journal entries illustrates how they struggled to make sense of their new cultural and organizational surroundings, and the new insights they gleaned. They were unprepared or under-prepared for the complexities of culture that they encountered. The paper also discusses the potential for IPE delegates to normalize typically &quot;Western/Northern&quot; ways of learning and teaching, and puts forth some recommendations for future IPEs. It aims to prompt discussion on the current and potential value, and possible pitfalls, of such programs.
What Contributes More to the Ranking of Higher Education Institutions? A Comparison of Three World University Rankings
Author: Hou, Ya-Wen
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Comparative Analysis,Regression (Statistics),Reputation,Achievement Rating,Institutional Characteristics,Universities,Correlation,Educational Quality,Global Approach,Competition,Statistical Analysis

Recently, many universities have drawn attention to world university rankings, which reflect the international competition of universities and represent their relative statuses. This study does not radically contradict types of global university rankings but calls for an examination of the effects of their indicators on the final ranking of universities. By using regression analysis, this study investigates the indicator contribution to the ranking of universities in world university ranking systems, including the Academic Ranking of World Universities (ARWU), Times Higher Education (THE), and QS World University Rankings. Results show that in the ARWU system, three indicators regarding faculty members who won Nobel Prizes and Fields Medals and papers published in Nature and Science and in the Science Citation Index and Social Science Citation Index journals predicted the ranking of universities. For the QS and THE systems, the more powerful contributors to the ranking of universities were expert-based reputation indicators.
An Analysis of Principals&apos; Perceptions of the Primary Teaching Evaluation System Used in Eight U.S. States
Author: Dodson, Richard L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,Administrator Surveys,Program Implementation,Barriers,Computer Software,Scores,Student Educational Objectives,Value Added Models,Time Management,Training,Evaluation Methods,Preferences,Educational Change

This research examines how public school principals in eight U.S. states perceive their teacher evaluation systems, which are based on Charlotte Danielson's Framework for Teaching (FfT). States were selected to represent high, middle, and low scorers in the annual &quot;Education Week&quot; &quot;Quality Counts&quot; report (Education Week, 2016). A total of 1,142 out of over 8,100 working principals in the eight states responded to an online survey, yielding a response rate of over 14 percent. Most principals were somewhat satisfied with FfT but found implementing the system too cumbersome. Responses suggested an average of two changes to FfT desired by each principal; few wanted to keep their FfT as is. Targets for improvement included overhauling software used to enter teacher evaluations; eliminating student growth goals and student test scores (VAMs) as part of evaluations; reducing the time and paperwork required; and wanting more training for administrators and teachers on the use of FfT. Some states' principals wanted to return control over teacher evaluation systems to local school districts. Most respondents agreed that their version of FfT has improved their school's instructional program, and they prefer the new instrument over their previous evaluation instrument.
WordBytes: Exploring an Intermediate Constraint Format for Rapid Classification of Student Answers on Constructed Response Assessments
Author: Kim, Kerry J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classification,Computer Assisted Testing,Multiple Choice Tests,Test Format,College Students,Evolution,Biology,Science Tests,Phrase Structure,Misconceptions,Accuracy,Interrater Reliability,Computer Software

Computerized classification of student answers offers the possibility of instant feedback and improved learning. Open response (OR) questions provide greater insight into student thinking and understanding than more constrained multiple choice (MC) questions, but development of automated classifiers is more difficult, often requiring training a machine learning system with many human-classified answers. Here we explore a novel intermediate constraint question format called WordBytes (WB) where students assemble one-sentence answers to two different college evolutionary biology questions by choosing, then ordering, fixed tiles containing words and phrases. We found WB allowed students to construct hundreds to thousands of different answers (= 20 tiles), with multiple ways to express correct and incorrect answers with different misconceptions. We found humans could specify rules for an automated WB grader that could accurately classify answers as correct/incorrect with Cohen's kappa = 0.88, near the measured intra-rater reliability of two human graders and the performance of machine classification of OR answers (Nehm et al., 2012). Finer-grained classification to identify the specific misconception had lower accuracy (Cohen's kappa &lt; 0.75), which could be improved either by using a machine learner or revising the rules, but both would require considerably more development effort. Our results indicate that WB may allow rapid development of automated correct/incorrect answer classification without collecting and hand-grading hundreds of student answers.
Concept Landscapes: Aggregating Concept Maps for Analysis
Author: Mühling, Andreas
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Mapping,Data Collection,Electronic Publishing,Educational Theories,Definitions,Multivariate Analysis,Case Studies,Networks,Graphs,Computation,Computer Science Education,Secondary School Students,College Students,Theory Practice Relationship

This article presents &quot;concept landscapes&quot;--a novel way of investigating the state and development of knowledge structures in groups of persons using concept maps. Instead of focusing on the assessment and evaluation of single maps, the data of many persons is aggregated and data mining approaches are used in analysis. New insights into the &quot;shared&quot; knowledge of groups of learners are possible in this way. Electronic collection of concept maps makes it feasible to aggregate the data of a large group of persons, which in turn favors a data mining approach to the analysis. The educational theories underlying the approach, the definition of concept landscapes, and the accompanying analysis methods are presented. Cluster analysis and Pathfinder networks are used on the aggregated data, allowing new insights into the structural configuration of the knowledge of learners. Two real-world research projects serve as case studies for experimental results. The data structures and analysis methods necessary for working with concept landscapes have been implemented as a GNU-R package that is freely available.
EEG Based Analysis of Cognitive Load Enhance Instructional Analysis
Author: Dan, Alex
Date: 2017-00-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Diagnostic Tests,Cognitive Ability,Psychophysiology,Instructional Design,Short Term Memory,Neurosciences,Teaching Methods,Measurement,Statistical Analysis,Learning Processes,Learning Theories

One of the recommended approaches in instructional design methods is to optimize the value of working memory capacity and avoid cognitive overload. Educational neuroscience offers novel processes and methodologies to analyze cognitive load based on physiological measures. Observing psychophysiological changes when they occur in response to the course of a learning session allows adjustments in the learning session based on the individual learner's capabilities. The availability of non-invasive electroencephalogram (EEG)-based devices and advanced near-real-time analysis techniques have improved our understanding of the underlying mechanisms and have impacted the way we design instructional methods and adapt them to the current learner's cognitive load and valence states. We will review Cognitive Load Theory, how cognitive load may be measured, and how analysis of EEG data can be applied to enhance learning through real-time measurements of the learner's cognitive load. We show a learning experiment in an attempt to provide a proof of concept of learning and real-time measures of EEG as indicators of mental states.
&quot;Do I Really Need a Course to Learn to Teach Students with Disabilities? I&apos;ve Been Doing It for Years&quot;
Author: Sokal, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Comparative Analysis,Inclusion,Foreign Countries,Preservice Teachers,Inservice Teacher Education,Regression (Statistics),Disabilities,Preservice Teacher Education,Student Attitudes,Faculty Development,Surveys

A quantitative study was conducted to compare the attitudes, efficacy, and concerns about inclusive education within three groups of teachers in Manitoba, Canada (N = 191). The three groups included pre-service teachers with coursework about inclusive education, but limited experience in inclusive settings; in-service teachers with experiences in inclusive settings, but no coursework about inclusion; and in-service teachers with inclusive teaching experiences as well as coursework about inclusion. Analysis of variance revealed significant differences between the groups in all three dependent variables and supported the importance of coursework, even for experienced teachers. Subsequent regression analysis demonstrated that experiences and course work contributed differentially to the development of attitudes, concerns, and efficacy for inclusive teaching in pre-service and in-service teachers. Implications on both in-service and pre-service teacher education are discussed.
A Phenomenographic Study of Youth Conceptualizations of Evil: Order-Words and the Politics of Evil
Author: van Kessel, Cathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Social Studies,Semi Structured Interviews,Focus Groups,Politics,Language Usage,Qualitative Research,Foreign Countries,Visualization,Student Reaction

Students in secondary social studies examine descriptions of historical events and rhetoric by politicians that utilize the word and concept of evil. The label of evil can evoke specific images, feelings, and thoughts; oversimplify historical and contemporary situations; and decrease students' sense of agency. This phenomenographical study included individual semi-structured interviews and focus groups. The outcome space revealed five referential aspects: evil as images, evil as affects (bodily) and effects (cognitive), evil as something that is abnormal and/or extraordinary, evil as human, and evil as subjective. One salient implication of this study is that teachers, textbook authors, and curriculum designers need to more explicitly engage with naming and describing evil in social studies education in the context of Deleuze and Guattari's (1980/2008) order-words.