ethanporcaro/eric-fulltext-meta huggingface dataset:
Socio-Economic Profile of Women Learners of the ODL System with Special Reference to KKHSOU in Assam
Author: Saikia, Nirupoma Barik
Date: 2020-00-00
Type: Journal Articles
Subjects: Socioeconomic Background,Females,Womens Education,Open Universities,Distance Education,Higher Education,Graduate Students,Student Characteristics,Student Educational Objectives,Educational Mobility,Educational Opportunities,Foreign Countries

One of the main objectives of the Open and Distance Learning (ODL) System is to increase the participation of people in higher education and to accelerate the growth and development of a country. Today, the importance of education for women is realized worldwide because higher education for women is vital for the social, economic, political and educational advancement of a country. The ODL system has been providing opportunities of higher education to thousands of women who are deprived of education for reasons more than one. Already, several women, coming from diverse backgrounds, have enrolled in this system and completed their education successfully. They differ in their age, residential area, religion, employment status, family background, social status, previous educational level and so on. In spite of these differences, they have been taking the advantage of the ODL system to fulfill their educational needs and goals. This paper examines the attainments of the post-graduate women learners who took up general and professional courses at the Master's degree level through the ODL mode at Krishna Kanta Handiqui State Open University, Assam, the only state Open University of North East India, to explore how higher education had brought changes into their personal as well as social lives. Besides, why these women learners had opted for the ODL mode in place of the regular conventional mode is also explored through this paper. Based on the analysis of the data collected through a questionnaire a few suggestions to enhance the educational opportunities for women through the ODL mode are also placed.
Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning
Author: Koseoglu, Suzan
Date: 2020-00-00
Type: Journal Articles
Subjects: Feminism,Access to Education,Well Being,Open Education,Distance Education,Teaching Methods,Females,Student Attitudes,College Students,Gender Issues,Ethics,Gender Differences,Inclusion,Educationally Disadvantaged,Student Participation,Sex Fairness,Equal Education,Foreign Countries

While the mainstream discourse around Open and Distance Learning (ODL) centers on standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students' experiences through the notion of &quot;access as pedagogy,&quot; which challenges disembodied views of online learners and learning, and a view of access to resources as an opportunity for equity. My primary focus in this discussion is gender issues; however, I view feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one's wellbeing, agency and sense of power. I highlight the need for an intersectional gender analysis in ODL, as well as openness and transparency in pedagogical processes in order to tackle human and non-human bias, misrecognition, misrepresentation and unequal participation. Education with an explicit goal for transformation leads to the use of technology for reflective, imaginative, and critical ends.
It Got Me Back to Science and Now I Want to Be a Plant Scientist: Arts-Integrated Science Engagement for Middle School Girls
Author: Mark, Sheron L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Science Education,Art Education,Learner Engagement,Middle School Students,Females,Student Interests,Vocational Interests,Grade 6,Hands on Science,Climate,Language Arts,Learning Activities,Student Attitudes

While middle school is a critical phase for science career development for all students (Maltese &amp; Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and attainment (Todd &amp; Zvoch, 2017). This study aimed to stimulate and sustain middle school female students' interest in science study and careers by transforming opportunities for their participation in classroom science in ways that better appealed to and supported female science students. Research has shown that collaborative and active engagement with peers, hands-on and tangible modes of engagement, significant real-world connections, and choice have been effective in supporting middle school female students in science. Arts-integration has been explored as a cohesive framework that could potentially incorporate each of these characteristics into a science learning environment for five middle school female students. Pre- and post-interviews served as data to investigate the impact of a four-week arts-integrated science unit on the students' interests in science and science careers. The students explicitly discussed the positive effects of collaborative and active engagement with peers, hands-on and tangible modes of engagement, and significant real-world connections on their interest in science and science career planning. While they did not explicitly acknowledge choice, all of the girls indicated thorough enjoyment from learning and engaging in science in the ways presented in the study. All of the students advanced in their career planning as a result of experiences in the unit, either in terms of science careers or the arts. Findings are discussed in light of related research and future lines of inquiry.
Implementation of Emergency Remote Teaching (ERT) among Philippine Teachers in Xi&apos;an, China
Author: Talidong, Karen Joy B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Teachers,Second Language Learning,English (Second Language),Educational Change,Distance Education,COVID-19,Pandemics,Teaching Experience,Curriculum Design,Elementary School Students,Foreign Countries,Teacher Surveys,Teacher Attitudes,Teacher Characteristics,Foreign Nationals

Considering the event of change in the context of education, institutions worldwide implemented Emergency Remote Teaching (ERT) to mitigate the educational learning issues due to the COVID-19 pandemic. This study was designed to explore the instructional strategies of Philippine teachers in implementing the remote English language instruction among primary learners in Xi'an, China. The online survey method was used to get a gist of the Philippine teachers' experiences in remote teaching. Descriptive statistics were used to analyze the responses of the teachers. The results highlight the instructional strategy as they are aware of the strategies to do considering the level of the students in implementing ERT. The major findings of this study emphasize the positive outlook, concern for students, and instructional strategies of the Philippine teachers in implementing remote teaching, notwithstanding the abrupt changes in the face of education. Implications of this study gyrate around the concept of contextualizing instructional model in remote instruction which calls for the attention of teachers and curriculum designers.
Teaching Statistics for Social Justice -- An Autoethnographic Research Report
Author: Dacia, Sheffield L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Social Justice,Teaching Methods,Autobiographies,Ethnography,Graduate Students,Undergraduate Students,Teacher Education Programs,Equal Education

The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors' personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.
Professional Development for Working with Students with Autism Spectrum Disorders and Teacher Self-Efficacy
Author: Johnson, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Autism,Pervasive Developmental Disorders,Students with Disabilities,Self Efficacy,Inclusion,Inservice Teacher Education,Program Effectiveness,Teacher Attitudes,Interpersonal Competence,Skill Development,Visual Aids,Interpersonal Communication,Communication Skills,Interaction,Teacher Competencies,Elementary School Teachers,Educational Legislation,Federal Legislation,Equal Education

The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived self-efficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). Results showed that the training had a large positive effect on teacher self-efficacy ratings regarding working with students with autism in the inclusion classroom. Findings tentatively show the need and importance for the provision of more professional development training to general education teachers for working with students with autism to improve teacher self-efficacy and to provide the most effective and inclusive educational experience possible.
Adult Educators Adopting Technology in Their Classrooms through Innovation, Collaboration, and Inquiry
Author: Kobrin, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Educators,Technology Integration,Educational Innovation,Active Learning,Inquiry,Faculty Development,Cooperative Learning,Cognitive Mapping,Critical Thinking,Telecommunications,Handheld Devices,English (Second Language),Second Language Learning

Technology is a critical resource in adult education, yet opportunities for ongoing training and support for practitioners are few. This article explores an inquiry-based, collaborative professional development initiative focused on technology adoption, sharing the firsthand accounts of three adult education teachers who participated. Perceived benefits included ways for learners to build English language and reading comprehension skills, and adjustments in teaching practices to encourage increased peer-centered learning. Strategies for technology adoption are also provided through the teachers' examples, which may be useful for practitioners new to technology integration.
Achieving Better Educational Practices through Research Evidence: A Critical Analysis and Case Illustration of Benefits and Challenges
Author: Ross, Steven M.
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Research,School Districts,Program Evaluation,Evidence Based Practice,Educational Change,Technology Integration,Public Schools,Research Utilization

Purpose: We examine considerations regarding the positive contributions of evidence accountability and challenges that frustrate educators in gaining access to the needed product information. Design/Approach/Methods: We review the research literature on the multiple characteristics of evidence relative to consumer (practitioner) interests. We then examine, through a &quot;case illustration&quot; of an initiative in a large school district, a second challenge for evidence usage-conducting viable studies and interpreting outcomes from comprehensive interventions in complex educational systems. Findings: Despite attention being given to rigorous evidence, consumers report preferring peer recommendations and local pilot studies as sources. In our case illustration, we found that the availability of evidence from comprehensive formative evaluation studies was viewed by stakeholders as positively contributing to program implementation quality and sustainability over time. Originality/Value: We use a real-world &quot;case illustration&quot; of a complex initiative in a large, diverse school district to illustrate how current policies and expectations regarding evidence support for educational programs is filtered through multiple agendas and personal needs of key stakeholders. Consequently, evaluators acquire nontraditional roles that go beyond routine execution of rigorous studies. Given these factors, we offer recommendations for fostering more meaningful and objective interpretations and usage of evidence by local stakeholders.
Evidence-Based Policies in Education: Initiatives and Challenges in Europe
Author: Pellegrini, Marta
Date: 2021-03-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Policy,Policy Formation,Decision Making,Educational Practices,Barriers,Foreign Countries,Comparative Education,Educational Cooperation,Organizations (Groups),Clearinghouses,Philanthropic Foundations,Program Descriptions,Research Utilization,Research Universities

Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This article analyzes official documents by the European Commission (EC) and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe's education sector. Findings: The EC has recently prioritized evidence-informed policy and practice in education, increasingly encouraging member states to utilize evidence in the policy decision-making process. According to official documents, this process began in 2006 and has since enjoyed remarkable progress through several initiatives intended to spread a culture of evidence in education. However, several challenges and issues remain regarding the promotion of evidence-informed policymaking. Originality/Value: Having prioritized evidence-informed policy and practice, the EC strongly encourages the adoption of evidence in the policymaking process. This article provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.
After the Fires: School Counselors Respond
Author: Buckley, Maureen
Date: 2021-00-00
Type: Journal Articles
Subjects: Fire Protection,Natural Disasters,Intervention,Psychological Needs,School Counselors,Counselor Attitudes,Decision Making,Elementary Secondary Education,School Counseling,School Community Relationship,Communications,Barriers,Student Needs,Family Needs,English (Second Language),Second Language Learning,Surveys

This article explores school counselors' experiences of the 2017 Sonoma Complex wildfires. Thirty-eight school counselors completed a 20-item survey exploring impact and responses to the devastating wildfires. Results detail school counselors' insights regarding post-fire responses and the impact of the fires on students, families, and school staff. Findings include the importance of open and collaborative communication, counseling support, and contextual interventions that address both instrumental and psychological needs. Implications for practice and future research are presented.
Improving the Comprehension and Vocabulary Skills of English Language Learners with Content Integrated Language Instruction for Adults
Author: Durgunoglu, Aydin Yücesan
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Skills,English Language Learners,English (Second Language),Second Language Learning,Content and Language Integrated Learning,Adult Students,Reading Comprehension,History Instruction,United States History,Civics,Instructional Effectiveness,Pretests Posttests

We have developed a program called Content Integrated Language Instruction for Adults, incorporating research-based practices in vocabulary and language instruction to facilitate a deep and broad understanding of complex content. A subset of words critical to comprehension of the subject matter is covered in each lesson, using group discussion and extensive writing as well as utilizing contextual clues and doing morphological analysis. We have implemented this curriculum with two cohorts of English Language learners studying U.S. history and civics. There was significant growth in both vocabulary (for intentionally studied words, incidentally encountered words, morphologically complex words) and comprehension of the content.
Working out What Works: The Case of the Education Endowment Foundation in England
Author: Edovald, Triin
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Philanthropic Foundations,Educational Research,Evidence Based Practice,Randomized Controlled Trials,Educational Change,History

Purpose: This article gives an overview of the successes and lessons learned to date of the Education Endowment Foundation (EEF), one of the leading organizations of the What Works movement. Design/Approach/Methods: Starting with its history, this article covers salient components of the EEF's unique journey including lessons learned and challenges in evidence generation. Findings: The EEF has demonstrated that it is feasible to rapidly expand the use of school-based randomized controlled trials (RCTs) in a country context, set high standards for research independence, transparency, and design, and generate new evidence on what works. Challenges include the need to consider alternative designs to RCTs to answer a range of practice-relevant questions, how to best test interventions at scale, and how study findings are reported and interpreted. Originality/Value: This article addresses some of the key components required for the success of What Works organizations globally.
Eight-Year Medical Education Program: Retrospect and Prospect of the High-Level Medical Talent Training in China
Author: Wu, Hongbin
Date: 2021-03-00
Type: Journal Articles
Subjects: Talent,Medical Education,Foreign Countries,Educational Policy,Policy Analysis,Universities,Program Descriptions,Educational History,Barriers,Futures (of Society),Enrollment

Purpose: The 8-year medical education program (EYMEP) is China's path to training high-level medical talents. In retrospect, this study systematically reviewed the developmental process of China's EYMEP. The status quo and characteristics, and threats and challenges, were analyzed, along with the program's prospects. Design/Approach/Methods: This study analyzed relevant textual materials and policy documents dating back to the time of hosting of China's EYMEP, as well as conducted various specific interviews and field trips. Findings: The exploration of China's high-level medical talent training has been conducted over a century. EYMEP can be divided into five periods: the Only Host Period, the Duplication Pilot Host Period, the Expansion Period, the Joint Exploration Period, and the In-Depth Promotion Period. Currently, there are 14 universities and institutes hosting the EYMEP approved by the Ministry of Education of the People's Republic of China. However, they differ greatly in training ideas and goals, enrollment processes, and training phases. China's EYMEP is faced with some external threats and internal challenges. In the future, China's EYMEP should consider five aspects. Originality/Value: In the new era of the reform and development of China's medical education, a systematic review of the development of EYMEP in China is of great significance to the promotion of high-level medical talent training in China. Meanwhile, the exploration course of China's high-level medical talent training represented by the EYMEP may be an enlightenment for other countries, especially developing countries like China, in their training of high-level medical talents.
How Could Evidence-Based Reform Advance Education?
Author: Slavin, Robert E.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Evidence Based Practice,Educational Change,Educational Benefits,Educational Research,Educational Policy,Definitions,Data Collection,Educational Legislation,Elementary Secondary Education,Federal Legislation

Purpose: This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. Design/Approach/Methods: The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform. Findings: The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the &quot;ECNU Review of Education&quot; at East China Normal University. Originality/Value: This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.