ethanporcaro/eric-fulltext-meta huggingface dataset:
Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives
Author: Kalin, Jana
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Elementary School Teachers,Professional Identity,Tenure,Reputation,Teaching (Occupation),Professionalism,Likert Scales,Questionnaires,Foreign Countries

In scientific literature a large number of different conceptual definitions of status found that can be applied as a framework for the analysis of different professions although it should be noted that there is no single, universally accepted, unambiguous definition or theoretical construct. For example, Haralambos (1994) defined reputation as the amount of respect and honor associated with social status, characteristics of an individual and his or her lifestyle, while social status, as a determined position in the society that includes a certain role, is a set of standards that define the behavior expected of members of a certain status. In this paper, we will try to establish what points of view elementary school teachers hold regarding the reputation of the teaching profession in the society and how they rank the level of reputation of elementary teachers in relation to the reputation of other professions. (This research was run within the project &quot;Professional Development of Teachers: Reputation, Identity and Transversal Competencies,&quot; which is supported as an initial scientific project for young researchers (2013-2017) by University of Rijeka, Croatia.) [For the complete Volume 15 proceedings, see ED574185.]
Legal Understanding of &quot;Quid Pro Quo&quot; Sexual Harassment in Schools
Author: Mahlangu, Vimbi Petrus
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Sexual Harassment,Guidelines,Bullying,Educational Environment,Victims,Governing Boards,Teacher Role,School Safety,Prevention,Sexual Abuse,Antisocial Behavior,Power Structure,Civil Rights,Foreign Countries,School Policy,Rape,Teaching Methods,Qualitative Research

This paper highlights legal understanding of quid pro quo sexual harassment in schools. Quid pro quo sexual harassment implies abuse of authority or position to gain something sexual. A duty of care rests on teachers, Schools Governing Bodies and the Department of Education to provide and maintain safe schools that are free from all forms of victimisation and abuse. However, there seems to be an abuse of power by all those who are supposed to protect learners in schools. The paper used an abuse of organisational power theory and conceptualisation framework as a lens used in analysing various forms of victimisation and abuse with an effort to provide a better understanding of behaviour that amounts to abuse. The paper concludes with guidelines for handling harassment and bullying in the school contexts. [For the complete Volume 15 proceedings, see ED574185.]
Job Motivation and Job Satisfaction among Academic Staff in Higher Education
Author: Stankovska, Gordana
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Job Satisfaction,College Faculty,Teacher Motivation,Universities,Correlation,Surveys,Questionnaires,Teacher Salaries,Teacher Attitudes,Faculty Promotion,Supervision,Fringe Benefits,Rewards,Organizational Communication,Human Resources,Equal Opportunities (Jobs),Employee Attitudes,Foreign Countries,Statistical Analysis

Education is the most important organization of a nation; it plays a significant role in the development of any country. Universities create and cultivate knowledge for the sake of building a modern world. The academic staff is the key resource within higher education institutions. A positive and healthy university structure results in increased academic staff's job satisfaction and better job motivation. According to this, the main purpose of this research was to investigate the possible relationship between job motivation and job satisfaction among academic staff. The Job Satisfaction Survey (JSS) and Job Motivation Questionnaire (JMQ) were administered to a sample of 100 (50 males and 50 females) university employees. The results indicated that the academic staff was highly motivated with their job. At the same time the results showed that academicians were more satisfied with their salary, co-workers, promotion, operating procedures and supervision, but dissatisfied with fringe benefits, contingent rewards, nature of work and communication. This research offers practical suggestions to the educational institutions and human resource managers on how to pay, promote, retain and maintain equity in the universities. [For the complete Volume 15 proceedings, see ED574185.]
Arkansas out Front with Every Student's Success
Author: Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Government Role,Stakeholders,Educational Change,School Districts,State Departments of Education,Strategic Planning,Capacity Building,Educational Objectives,Leadership Responsibility,Student Centered Learning,Readiness,Student Development,Competence,Success,Citizen Participation,State Agencies

The Arkansas Department of Education (ADE) did not wait for Congress to pass the Every Student Succeeds Act (ESSA). Beginning months before the passage of the landmark education bill, ADE began an intensive examination of Arkansas's education future and ADE's role relative to districts and communities in shaping that future. The ADE strategic direction is the foundation for the agency's bold move into performance management as a way to improve the quality and responsiveness of its service. This report presents ADE's role in the future of education in Arkansas.
Education and Communities at the &quot;Margins&quot;: The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa
Author: Mfum-Mensah, Obed
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Islamic Culture,Islam,Foreign Policy,Religious Education,Socialization,Disadvantaged,Muslims,Christianity,Foreign Countries,Western Civilization,Educational Philosophy,Teaching Methods,Gender Differences,Access to Education,Equal Education,Enrollment,Educational History

This paper employs postcolonial framework to discuss the contradictions of promoting western education in Islamic communities in sub-Saharan Africa (SSA). Prior to colonization, Islamic education was an important socializing process that instilled strong Islamic identity in Islamic communities in SSA. European encounters in SSA and the introduction of western education shifted the socializing process and reconfigured SSA societies and dislocated Islamic communities in the region. I argue that Islamic communities' marginalization educationally since the colonial era is partly the result of their resistance to western colonization and all its forms. In the first part of the paper I discuss postcolonial discourse and education. The second part discusses education and religion nexus in sub-Saharan Africa. It uses recent Pew Research for example as evidence to delineate the Muslim-Christian gaps in education by age categories and gender. The third part outlines ways western education became a tool for reconfiguring Islamic communities and the rationales behind Islamic communities' resistance to this form of education. The concluding section discusses contemporary efforts to promote education in Islamic communities in SSA within the rubric of Education for All (EFA). [For the complete Volume 15 proceedings, see ED574185.]
Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools
Author: Mahlangu, Vimbi Petrus
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Civil Rights,School Policy,School Uniforms,Foreign Countries,Blacks,Qualitative Research,Females,Racial Discrimination,Student Attitudes,Social Action,Racial Differences,Violence,Prevention,Freedom,Discipline

The paper highlights the violations of students' human rights in schools. The problem is the incident that took place at a school in Pretoria in 2016 where Black girls protested against the School's Code of Conduct relating to hairstyle. Qualitative approach was used to collect information through a literature review and desk-top research methods. Black girls claimed they were discriminated against and the protest serves as an example to demonstrate students' human rights violations when schools implement school uniform policies. Inequality in schools is rife in South Africa. School uniform policies with regard to dress codes are expected to reduce school violence, prevent discipline issues, and improve in school safety. Students have rights and their rights can include issues regarding cultural, economic, and political freedoms. Students, especially adolescents, respond very negatively to school uniforms. [For the complete Volume 15 proceedings, see ED574185.]
Virgin Islands Education Strikes New Course of Action
Author: Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Planning,Agency Role,Educational Development,State Departments of Education,Strategic Planning,Educational Administration,Change Strategies

The Virgin Islands Department of Education (VIDE) began an intensive examination of the U.S. Virgin Islands' education future and VIDE's role relative to the two school districts and communities in shaping that future. The Commissioner, Dr. Sharon Ann McCollum, and selected leaders representing VIDE, both districts, and several schools met for three days each month beginning in January 2016 to formulate a strategic direction. The VIDE strategic direction--including a vision statement, mission, values, goals, strategies, and milestones--is the foundation for the agency's bold move into performance management as a way to improve the quality and responsiveness of education for all children and youth throughout the territory. This report presents an overview of the VIDE's performance management system and VIDE's role in the future of education in the U.S. Virgin Island's.
A Comparative Study of Academic Staff Teaching Activities between Japan and China: Based on National Surveys in 2011-2012. RIHE International Seminar Reports. No. 23
Author: Huang, Futao
Date: 2015-00-00
Type: Reports - Research
Subjects: Cross Cultural Studies,Time Management,College Faculty,Curriculum Development,Teaching Methods,Course Content,Teacher Surveys,Statistical Analysis,Enrollment Trends,Higher Education,Case Studies,Foreign Countries,Teacher Attitudes,Access to Education,Mass Instruction,Organizational Effectiveness

A review of recent literature suggests that, although academics in several countries (such as Japan, Korea and Germany) now allocate more of their time to research, service activities and administration than they had in the early 1990s (Teichler, Arimoto, and Cummings, 2013), the majority of university professors still spend the largest proportion of their time on teaching in a typical week during semester. Much less research has been undertaken on academic staff involvement with university curriculum development, in particular the role academic staff play in the process, from an empirically based comparative perspective. The patterns, content, methods of instruction, and curriculum development in university education not only change constantly over time, but also vary greatly from system to system and country to country. The APA (Changing Academic Profession in Asia) surveys provide a recent indication of what academic staff in Asia do and what they think about what they do. For the analysis presented here, UNESCO statistics (UNESCO, 2012) indicate that, at the time of the APA survey in 2012, the gross enrollment ratio in tertiary education in China was 26.7 percent of the relevant age group, while in Japan it was 61.4 percent of the 18 year old population. China therefore represents a mass higher education system that has achieved enrollment rates over 15 percent but below 50 percent, whilst Japan represents a higher education system which has moved into the phase of universal higher education with enrollment rates exceeding 50 percent. Based on case studies of China and Japan, this study attempts to undertake comparative research on major aspects of the teaching activities of academic staff and their role in curriculum development, as well as their perceptions of these activities, between a mass higher education system and a universal higher education system.
Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations
Author: Herman, Harold D.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Affirmative Action,Blacks,Empowerment,Public Policy,Comparative Analysis,Economic Status,History,Middle Class,Working Class,Economically Disadvantaged,Educational Trends

This paper explains the concepts of Affirmative Action (AA) and Black Economic Empowerment (BEE) and the policies developed in post-Apartheid South Africa. It compares it to similar policies adopted in different contexts in Malaysia, India and the U.S.A. It explains and critiques the South African policies on AA and BEE, its history since 1994 and how class has replaced race as the determinant of who succeeds in education and the workplace. It analyses why these policies were essential to address the massive racial divide in education and the workplace at the arrival of democracy in 1994, but also why it has been controversial and racially divisive. The strengths and limitations of these policies are juxtaposed, the way it has benefitted the black and white elites, bolstered the black middle-class but has had little success in addressing the education and job futures of poor, working class black citizens in South Africa. The views of a number of key social analysts in the field are stated to explain the moral, racial, divisive aspects of AA in relation to the international experience and how South Africa is grappling with limited success to bridge the divide between the rich and poor. [For the complete Volume 15 proceedings, see ED574185.]
Terrorism as a Social and Legal Phenomenon
Author: Serebrennikova, Anna
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Terrorism,International Law,Criminal Law,International Cooperation,Law Enforcement,Violence,Social Problems,Foreign Countries

This article examines the concept of terrorism as a social and legal phenomenon, its international legal and criminal-legal characteristics. Highlighted are the main aspects of cooperation of the states and the international community to counter terrorist activities. Terrorism as a social phenomenon is determined by paragraph 1 of article 3 of the Federal law of 06.03.2006 No. 35-FZ &quot;On combating terrorism&quot; according to which terrorism is understood under the ideology of violence and practice of influence on decision-making by public authorities, local self-government bodies or international organizations connected with frightening the population and (or) other forms of unlawful violent actions. Thus, terrorism is a social phenomenon that has many criminal legal forms of manifestation--specific elements of terrorist crimes. [For the complete Volume 15 proceedings, see ED574185.]
Burke's Dramatism Framework: A Lens to Analyse Bullying
Author: Jacobs, Lynette
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Bullying,Victims,Electronic Mail,Incidence,Mothers,Case Studies,Role Playing,Intervention,Elementary School Students,Parent School Relationship,Child Abuse,Teacher Student Relationship,Elementary School Teachers,Drama,Peer Groups,Foreign Countries

Bullying is rife in schools across the world, which has emotional, educational as well as financial implications. Research suggests that the way in which bystanders, and in particular adults, react to such incidents is pivotal in curbing this problem. While a dearth of research focuses on the victims as well as the perpetrators of bullying, one should not ignore how different interactions between role-players influence the situation. The purpose of the paper is to explore the extent to which Burke's Dramatism framework can be used as a lens to gain insight into how role-players respond to bullying incidences, and how this contributes to the drama. I use a series of email discussions with the mother of a bullied child as a case study. [For the complete Volume 15 proceedings, see ED574185.]
On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines
Author: Dyshaeva, Lyudmila
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Economics Education,Educational Theories,Educational Principles,Educational Practices,Supply and Demand

The article discusses the scientific and practical validity of the neoclassical theory, which forms the basis of training courses in economic theory and institutional economics in accordance with the current Educational Standards of the Russian Federation. Critical analysis of the &quot;supply economy&quot; theory that emerged in line with neoclassicism as well as of the new institutional theory that absorbed practically all of neoclassical methodological principles is given. Neo-institutional interpretations of the basic economic categories are considered. [For the complete Volume 15 proceedings, see ED574185.]
Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany
Author: Robelo, Octaviano García
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Analysis,Resilience (Psychology),Multicultural Education,Secondary School Students,Student Diversity,Mixed Methods Research,Grade 1,Student Attitudes,Teacher Attitudes,Teacher Student Relationship,Academic Failure,Dropout Prevention,Outcomes of Education,Questionnaires,Likert Scales

This paper presents one product of a research report about the promotion of resilience in the school setting in two public secondary schools, located in Mexico and Germany, and its relation with the pupils' multiculturalism. The paper focuses on the need of the results' analysis to identify the school actors' perceptions of the promotion of resilience at the secondary school, in contexts where pupils' cultural characteristics are highly diverse. The theoretical guidelines are linked to resilience research, especially research focusing on resilience in schools, as well as to studies on intercultural education. A mixed method was used; it is a dual comparison in two geographical, economic, political and cultural different national contexts, where the analysis unit was &quot;the school&quot;. Research was conducted with secondary schools' principals, including the teaching staff, from both schools and with a first graders group on Telesecundaria 42, in Hidalgo, Mexico, and one group of the same grade from a Realschule in NRW, Germany. The results provide significant data that show a strong nexus between students' and teachers' perceptions of resilience development at the school. This article focuses on resilience promoting factors. It was concluded that positive emotional relationships between students and teachers build resilience and decrease risks of failure and dropout. [For the complete Volume 15 proceedings, see ED574185.]
Spontaneous Responses to Neoliberalism, and Their Significance for Education
Author: van der Walt, Johannes L.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Neoliberalism,Educational Practices,Global Approach,Educational Theories,Postmodernism,Educational Philosophy

This paper is a sequel to the keynote address at the 2017 BCES Conference. The keynote address concluded with the thought that some educationists respond intuitively and spontaneously to neoliberalism and its impact on education whereas others reject neoliberalist precepts and their pedagogical implications on definite principled grounds. This paper deals with the former response; it offers pedagogical insights gleaned from an overview of intuitive, spontaneous reactions to neoliberalism. [For the complete Volume 15 proceedings, see ED574185.]
Comparative Analysis of English Language Student's School Paths at a Mexico University
Author: Robelo, Octaviano García
Date: 2017-00-00
Type: Reports - Research
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Study Habits,Stress Management,Educational Attainment,Bachelors Degrees,Financial Problems,Mexicans,Mentors,Instructional Improvement,Mental Disorders,Prevention,Intervention,Undergraduate Students,Teacher Student Relationship,Foreign Countries,Grade Point Average,Statistical Analysis,Questionnaires

Seven factors related to academic paths of students of the Bachelor of English Language of a public university in Mexico are investigated. With a non-experimental descriptive design, a Likert scale was applied to evaluate the college students' perception of these factors. A comparative analysis between three types of school paths was performed. It was found that students with irregular school paths show higher academic difficulties by internal and external problems, such as difficulties in their study habits, problems with their teachers, personal problems and economic problems. Most students reported having difficulties with management of stress, among other important results. This research provides useful information to improve teaching practices, curriculum and mentoring. Psychological and external problems were identified as factors that can be integrated into programs of prevention or intervention, to help improve the education of students and increase terminal efficiency in this university. [For the complete Volume 15 proceedings, see ED574185.]
Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level
Author: Chigisheva, Oksana
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Degrees,Guidelines,Employment Qualifications,Foreign Countries,Labor Market,Global Approach,Cross Cultural Studies,Educational Quality,Researchers,Occupational Mobility

The paper provides analytical insights into highly acute issues concerning preparation and adoption of Qualifications Frameworks being an adequate response to the growing interactions at the global labor market and flourishing of knowledge economy. Special attention is paid to the analyses of transnational Meta Qualifications Frameworks (A Framework for Qualifications of the European Higher Education Area, The European Qualifications Framework for Lifelong Learning and Towards a European Framework for Research Careers) and the UK National Qualifications Framework, separately for each of its constituent parts, as well as Russia. Doctoral Degree level is chosen as a core for the analytical overview as the authors believe that this qualification level deserves much attention and continuous improvement to provide highly qualified personnel for the sphere of science and education in the nearest future. Critical remarks on the real impacts of such Qualifications Frameworks policy from the international perspective are represented. [For the complete Volume 15 proceedings, see ED574185.]