ethanporcaro/eric-fulltext-meta huggingface dataset:
Should Standard Arabic Have &quot;The Lion&apos;s Share?&quot;: Teacher Ideologies in L2 Arabic through the Lens of Pedagogical Translanguaging
Author: Azaz, Mahmoud
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Ideology,Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,Classroom Techniques,Multilingualism,Code Switching (Language),Dialects,Intercultural Communication,Cultural Awareness,Foreign Countries

With the multilingual turn in applied linguistics, translanguaging has been envisioned as a pedagogical approach in multiple contexts (Creese &amp; Blackledge, 2010; Galante, 2020; Yilmaz, 2019). Recent discussions have turned to teachers' perspectives to understand how teachers' monolingual ideologies and beliefs could limit the potential of such approaches (Hillman et al., 2019; Holdway &amp; Hitchcock, 2018; Tian, 2020). With a focus on Arabic as a multidialectal and multiglossic language, this paper examines teachers' translanguaging ideologies and practices and their nexus to language learning and intercultural communication. It used a focused, semi-structured interview to determine to what degree teachers' practices were consistent or in conflict with their ideologies regarding translanguaging. They were challenged with positions from translanguaging pedagogy to initiate their conceptual development. A discrepancy was found between teachers' ideologies and practices. That is, whereas they initially hesitated to accept translanguaging as a legitimate pedagogy, they were indeed translanguaging. This discrepancy is argued to limit learning. A qualitative analysis of the interviews with some teachers showed the emergence of an internally persuasive discourse about the potential of translanguaging. In light of teacher reflections that specified legitimate challenges, we argue for the judicious adoption of translanguaging pedagogy in multilingual and multicultural settings and discuss pedagogical implications and future research directions.
Teaching as a Whole
Author: Hartup, Mollie
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Honors Curriculum,Altruism,Teaching Experience,Authentic Learning,Sense of Community,Teacher Student Relationship,COVID-19,Pandemics

Deeply ingrained in honors culture and curricula is the value of connecting with and supporting students as whole persons. This essay offers personal experiences from the perspective of a compassionate educator who invests in the whole student, exploring how authentic teaching leads to rapport and belonging in the honors community and beyond. The author suggests that honors can serve the academy as an example of how investing in the complete person is mutually beneficial.
Student Perception and Affinity: Establishment of an Institutional Framework for the Examination of Underrepresented Programs Such as Agriculture in Honors
Author: Kutzke, Kayla L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Agricultural Education,Honors Curriculum,Curriculum Evaluation,Disproportionate Representation,College Students,Student Recruitment,Learner Engagement

This (2019) study assesses student perceptions of an honors college relative to other colleges in an institutional framework. Disproportionately low enrollments in honors from specific majors (particularly those in the College of Agriculture, Food, and Environmental Sciences) prompt researchers to investigate the culture of honors, perceived curricular demands, and the relationship of honors to other colleges and the students they serve. Researchers survey honors and non-honors students (n = 259) across disciplines (n = 59) representing all academic colleges across campus. Data suggest that while a majority of students affirm their abilities to complete the honors curriculum and perceive honors study to be beneficial, fewer than half (0.4) of respondents report actively pursuing honors distinction. Researchers identify three major reasons: perceived lack of time, misunderstanding of requirements, and aversion to independent study. Respondents also indicate that their interests in honors might increase if connections between honors and their majors/colleges were more apparent. The authors conclude that student-centered ideas for creating value in honors are essential for future efforts in programming and recruitment.
Researching Literacy Policy: Conceptualizing Trends in the Field
Author: Innes, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Educational Policy,Intervention,Teaching Methods,Policy Analysis,Foreign Countries,Program Descriptions,Trend Analysis,Educational Trends,Curriculum Development,Educational History,Strategic Planning,Elementary Secondary Education

The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy.
Decolonising the Curriculum beyond the Surge: Conceptualisation, Positionality and Conduct
Author: Abu Moghli, Mai
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Curriculum,Curriculum Development,Power Structure,Social Justice,Course Descriptions,Racial Bias,Political Issues,Social Bias,Activism,Ideology,College Students,College Faculty,Diversity,Cultural Pluralism,Inclusion,Culturally Relevant Education,Indigenous Knowledge

In recent years, there has been increased interest in, and work towards, decolonising the curriculum in higher education institutions in the UK. There are various initiatives to review university syllabuses and identify alternative literature. However, there is an increasing risk of turning 'decolonisation' into a buzz term tied to a trend. We fear that decolonisation within academia is becoming an empty term, diluted and depoliticised, allowing for superficial representations that fail to address racial, political and socio-economic intersectionalities. In this article, we examine several initiatives to decolonise the curriculum with a focus on the field of education as a discipline and medium. Based on our analysis, we engage with three main themes: conceptualisation, positionality and conduct. The article concludes that decolonisation cannot happen in a vacuum, or as an aim disconnected from the rest of the structure of the university, which leads to diluting a wider movement and turns into a box-ticking exercise. We argue that there needs to be a deconstruction of asymmetrical power relationships within academic spaces to allow for meaningful decolonisation in practice. This requires a real political will, a change in the structure, and in the hearts and minds of those in decision-making positions, and a shift in the practices of knowledge production.
Curriculum Contexts, Recontextualisation and Attention for Higher-Order Thinking
Author: Krause, Uwe
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Geography Instruction,Teaching Methods,Textbooks,Content Analysis,Comparative Education,Skill Development,Epistemology,College Preparation,Alignment (Education),Foreign Countries,Curriculum,Secondary School Students

Tasks are crucial for gaining access to powerful knowledge in geography and for fostering higher-order thinking in lessons; therefore, they are key to subject-specific pedagogy. After analysing tasks in geography textbooks for upper secondary education, it was revealed that higher-order thinking barely occurs in textbooks in the Netherlands and is more frequent in North Rhine-Westphalia, Germany. Subsequently, both curriculum contexts were systematically compared to determine factors that influence the use of tasks. The results show that evaluative rules play a crucial role. The assessment in North Rhine-Westphalia focuses on higher-order thinking and how this becomes visible in students' work. Dutch assessment concentrates on students handling an outlined body of knowledge in defined settings. This raises questions of epistemic access, as students are less prepared for the skills expected at university level. Finally, we observed the importance of alignment between official institutions, the discipline of subject-specific pedagogy and support for teachers when it comes to fostering higher-order thinking in geography education.
Distance Educators Attitudes and Actions towards Inclusive Teaching Practices
Author: Cash, Catherine M.
Date: 2021-06-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,College Faculty,Teacher Attitudes,Students with Disabilities,Student Diversity,Access to Education,Academic Accommodations (Disabilities),Inclusion,Assistive Technology,Usability,Gender Differences,Age Differences,Academic Rank (Professional),Research Universities,Urban Universities

As distance education continues to increase, postsecondary institutions must focus on collectively sustaining inclusive instructional techniques that minimize learning barriers and maximize learning opportunities for diverse student populations. This study utilized the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to analyze faculty (n = 116) perspectives and behaviors surrounding online accommodations and inclusive teaching practices based on Universal Design for Learning (UDL) concepts. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.
Facilitating Faculty Getting Started in SoTL: Reflections by Two Carnegie Scholars
Author: Dewar, Jacqueline
Date: 2021-06-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Faculty Development,Mentors,College Faculty,Teacher Workshops,Inquiry,Active Learning,Interdisciplinary Approach

SoTL has been embraced as a viable approach to professional development for higher education faculty. Workshops and programs of various types and lengths have offered guidance and provided mentorship for SoTL novices. Many books, manuals, and websites describe how to undertake a SoTL investigation, but far fewer sources of advice exist for those assisting faculty beginning in SoTL. In this article, two Carnegie scholars reflect on their experiences and lessons learned helping others join the SoTL community. They discuss common characteristics of the new scholars they encountered and the types of assistance, both intellectual and institutional, that the scholars needed. They offer advice and suggest resources for working with new SoTL scholars and describe some of the benefits that accrue from this work.
Engaging Politically Disenfranchised Students in Governance
Author: Nir, Esther
Date: 2021-06-00
Type: Journal Articles
Subjects: Learner Engagement,Citizen Participation,Politics,Governance,College Students,School Community Relationship,First Generation College Students,Power Structure,Minority Serving Institutions,Courts

New Jersey City University is an urban, Minority- and Hispanic-Serving Institution with a First-Generation-to-College, commuter, and immigrant student population. How can we engage our students who feel powerless, distrustful, or even threatened by government actors in governance? Will perceptions of governance change with increased exposure to political elites (e.g. judges, mayors, community board members) in their communities? Using Community Engaged Learning methods, we asked students to attend civic meetings and courtrooms to observe the inner workings of governance and engage in dialogue with political elites. Journals and surveys reveal that students deconstructed pre-conceived notions of powerlessness, humanized government actors, and became hopeful about change in their communities.
Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students
Author: Kenney, Kevin L.
Date: 2021-06-00
Type: Journal Articles
Subjects: Tests,Test Items,Self Evaluation (Individuals),Metacognition,Recall (Psychology),Retention (Psychology),Review (Reexamination),Questioning Techniques,Performance Factors,Scores,Undergraduate Students

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work showing that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.
Teaching from the Heart
Author: Bhavsar, Suketu P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Altruism,Honors Curriculum,Teaching Methods

This essay is an invitation to consider a paradigm shift in the academy, one that allows and encourages us to bring our whole selves into our teaching and professional lives. I describe a set of values that permits and encourages the expression of a rigorously examined inner self in harmony with the traditional expression of our scholarly selves in our curricula and classrooms. Drawing from lessons that have defined my aspirations as a teacher, I challenge honors educators to lead the way in courageously examining our pedagogical approaches and to teach from our hearts.
Using Possible Selves and Intersectionality Theory to Understand Why Students of Color Opt Out of Honors
Author: Ticknor, Cindy S.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Minority Group Students,African American Students,Student Attitudes,Resistance (Psychology),Honors Curriculum,Self Concept,Barriers,High Achievement,Student Recruitment,Stress Variables,Student Diversity,Disproportionate Representation,Prior Learning,Professional Identity

Honors education values diversity, not simply to enrich our classrooms but for equity and social justice. At Columbus State University, students of color were underrepresented in honors education, and we sought to determine if institutional structures hindered them from being able to access educational programming that was commensurate with their ability. We used focus group interviews with students of color who were academically eligible to enroll in honors education yet never participated. We combined focus group interviews with an analysis of our recruiting practices. Using a theoretical framework based on intersectionality and possible selves theory, we found that our participants valued diverse learning environments, balance, and co-curricular engagement that supported their professional, hoped-for selves. However, they perceived honors students as stressed, studious, and lacking leisure time, and they perceived honors education as disconnected from their future professional selves. Since their perceptions, which were informed by participation in advanced programs in middle school and high school, as well as our recruiting practices, were in conflict with their educational aims, our participants were unwilling to invest in honors education. While not generalizable, the results provide unique insights that may implicate institutional practices as barriers to participation because they fail to address the concerns of high-achieving students of color.
Diversity or Decolonization? Searching for the Tools to Dismantle the &apos;Master&apos;s House&apos;
Author: Arshad, Muminah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Policy,Educational Change,Diversity,Political Science,Financial Support,Reading Lists,Females,Minority Groups,Authors,Critical Theory,Race,Feminism,LGBTQ People,Intellectual Disciplines,Research Methodology,Teacher Student Relationship,College Faculty,College Students,Curriculum Development,Course Content,Teaching Methods,Course Descriptions,Foreign Countries

Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While &quot;decolonization&quot; entails dismantling colonial forms of knowledge, including practices that racialize and categorize, &quot;diversity&quot; is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department's reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured disappointingly little theoretical diversity, with very little coverage of feminist, critical race or queer theory approaches, for example. We therefore used the standard methodologies and approaches of our discipline in order to point towards the silences and gaps that a decolonizing approach would seek to remedy. In this article, we explain our approach and findings. The project has been educational in the best sense and has disrupted hierarchical relationships between staff and students. It has helped us think more deeply about how data and research inform, and sometimes limit, change, as well as how the process of learning about how knowledge, including reading lists, is generated can support decolonization in itself.
Decolonize This Art History: Imagining a Decolonial Art History Programme at Kalamazoo College
Author: Butler, Anne Marie
Date: 2021-00-00
Type: Journal Articles
Subjects: Art History,History Instruction,Curriculum Development,Case Studies,Liberal Arts,Small Colleges,Western Civilization,Educational Change,Foreign Policy,Teaching Methods,Evaluation Methods,Program Descriptions

This article presents a case study of a decolonized curriculum development in the Art History programme at the small liberal arts institution Kalamazoo College (Michigan, USA). It discusses the curriculum plan, methods for learning, assessment and potential applications for this approach beyond the case study. Paying attention to questions about the origins of art history, and its long-established methods and canon within the Western academy, this article proposes that any approach to decolonizing an art history curriculum must take into account the frameworks and methods of the knowledge systems it employs, must continually assess, reflect and hold accountable those who participate in its implementation and maintenance, and, importantly, must recognize that decolonization work is a necessarily messy and ongoing process.
Teacher Education for Sustainable Development within National Frameworks: Squaring the Circle from a German Perspective
Author: Christoforatou, Ellen
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Pedagogical Content Knowledge,Educational Policy,Educational Practices,Teacher Educators,Decision Making,Teacher Education Programs,Foreign Countries,Networks,Transformative Learning,Change Strategies

This article deals with the question of how teacher education and teacher training in Germany -- of which many aspects have been fragmentized -- can nevertheless provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD). Based on current education policy goals and relevant empirical research, the article offers a theory intended to cause coherence between three phases of teacher education and training in Germany, thereby integrating academic theory and ESD practice more consistently. Particular attention is given to teacher educators, educational managers, researchers and decision makers, who often have not acquired solid expertise in the specific area of ESD themselves. Their active inclusion is the key success factor in the intrinsic processes regarding organizational development at teacher education institutions.
Rethinking Adult Learning and Education as Global Citizenship Education: A Conceptual Model with Implications for Policy, Practice and Further Research
Author: Milana, Marcella
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship Education,Social Justice,Adult Education,Epistemology,Values Education,Transformative Learning,Teaching Methods,Educational Policy,Sustainable Development,Global Approach,Adult Learning,Comparative Analysis

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original 'Four-dimensions approach to adult education and learning as global citizenship education' conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).