ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing All Beings as Oneself: Internationalizing Higher Education for Universal Harmony
Author: Unkule, Kalyani
Date: 2018-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Intercultural Communication,Cultural Differences,Religion,Foreign Students,Western Civilization,Religious Factors,Global Approach,Universities,Study Abroad,Cultural Awareness,Role,Foreign Countries

The tenets of Hinduism share a complicated relationship with international higher education for an important reason: the purported taboo over crossing oceans. The ethos of Hinduism, however, is deeply embedded in a posited harmony of individuals and cultures. This makes it a faith that at once embraces the value of intercultural exchange while challenging contemporary understandings of how it is best achieved. Rabindranath Tagore espouses this philosophy summing it as he alone sees, who sees all beings as himself. Implications for internationalism in higher education will be teased out from the spiritual and religio-cultural underpinnings of Tagore's experiments in the field, namely, Vishwa Bharati and Shantiniketan help clarify the Hindu basis for internationalism. The paper will then argue that the deeply entrenched Western-centric bias in what is increasingly described as &quot;global&quot; higher education defeats the true motivations of internationalization of the University. It will further explore the ways in which reference to religion (Hinduism in particular), not just in structuring curriculum for foreign students, but in reimagining the basis for globalization of higher education could potentially counter these trends towards homogenization and reset internationalization efforts on a more meaningful trajectory.
Talking Religion: Religious Diversity in Study Abroad Advising
Author: Elliott, Timothy Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Religion,Cultural Pluralism,Study Abroad,Self Concept,Cultural Context,Religious Factors,Undergraduate Students,Cultural Differences,Religious Cultural Groups,Academic Advising,Cultural Awareness,Guides

Students studying at US institutions of higher education come from a broad range of religious and non-religious traditions. Yet religion is often a &quot;no go&quot; topic of discussion within the American cultural context and educators frequently lack the training to engage in productive conversations about this aspect of students' identities. However, study abroad practitioners should not be reluctant to talk about religion as an important lens for cultural learning within the context of study abroad. Through careful advising and recognition of the cultural importance of faith, students from a spectrum of religious leanings can enhance their study abroad experience. This essay looks at tactics which can be used in advising three categories of undergraduate students: religious students leaving a location where their faith is in the majority and going to a place where their religion is in the minority; religious students whose faith tradition is in the majority in the place they wish to study abroad; and non-religious students who find themselves in a strongly religious community. For each of these identity groups, study abroad advisors can support students during all stages of their study abroad experience (pre, on-site and post) so students view their interaction with religion as an important portal to cultural learning in-country. A bibliography is included.
Here, There, and (Almost) Everywhere: Civil Religion and Cultural Competency
Author: Nyitray, Vivian-Lee
Date: 2018-00-00
Type: Journal Articles
Subjects: Religion,Coping,Study Abroad,Cultural Awareness,Cross Cultural Studies,Foreign Countries,Religious Factors,Student Adjustment,College Faculty,Teacher Attitudes,Ceremonies,Misconceptions,Historic Sites,Speeches,Catholics,Protestants,Religious Cultural Groups,Cultural Traits,College Students

When preparing students for study abroad, understanding the religious dimension of the target country/culture is generally viewed as essential for cultural competency training. What is generally left unexamined is the civil religious culture that might be operative. This essay first provides an introduction to the concept as it was introduced by sociologist Robert Bellah and developed in the American context, followed by brief examples from Europe and Japan.
Negotiating Trade: Merchant Manuals and Cross-Cultural Exchange in the Medieval Mediterranean
Author: Stanley, Joseph F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Business Communication,International Trade,Intercultural Communication,Guides,Folk Culture,Acculturation,Islam,Judaism,Christianity,Barriers,Medieval History,Cultural Awareness,Religious Factors,Geographic Regions,Foreign Countries

This essay explores Italian mercantile perceptions of the non-western Mediterranean world during the late Middle Ages. In particular, it analyzes the corpus of merchant manuals known as &quot;pratiche della mercatura&quot; and argues that the intercultural and cross-confessional material included in these handbooks were vital components that helped facilitate trade across ethno-religious frontiers in the Arab-Turkic regions. This paper opens with an examination of the &quot;traditional&quot; manual genre, with particular emphasis on Francesco Pegolotti's &quot;Libro di divisamenti di paesi&quot; (c. 1310-40). Pegolotti and other &quot;pratiche&quot; compilers proffered practical counsel on linguistic exchange, local folklore and customs, and resourceful intermediaries (dragomans) that could accommodate cultural assimilation for the trader abroad. The remainder of the essay builds on the fruitful historiographical shifts of recent years and identifies two additional manuals: Leonardo Frescobaldi's &quot;Viaggio in Egitto&quot; (c. 1390) and Goro Dati's &quot;Sfera&quot; (c. 1435). These texts, cascaded to a wide merchant audience, include striking language on the common theological underpinnings of Islam, Judaism, and Christianity. These two authors, and specifically Dati, also highlight the complex character of the Italian merchant and reveal that economic self-interest helped construct common ground across major barriers of faith in the medieval Mediterranean.
Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization
Author: Elliott, Dawn Richards
Date: 2017-00-00
Type: Journal Articles
Subjects: International Education,Learner Engagement,International Cooperation,Evidence Based Practice,International Organizations,Undergraduate Students,Educational Opportunities,Models,College Faculty,Faculty Workload,Scholarship,Correlation,Innovation,Case Studies,Global Approach,Faculty Publishing,Foreign Countries

This article develops the claim that the Teacher-Scholar Model (TS), which is used by Institutions of Higher Learning (IHL) to evaluate faculty worktime, is ill-suited for the strategy of comprehensive internationalization (CI). CI aims to enhance global learning by offering academic and non-academic opportunities for greater student engagement with international people and organizations. Because of lower transactions and other costs related to non-research academic collaborations with international organizations and people, they have the potential to expose large numbers of undergraduate students to global learning opportunities. Nevertheless, because the TS Model frequently prioritizes research, this type of collaboration is likely to be discouraged. The basis of research prioritization is the contested association of scholarship with better teaching, and more recently evidence-based practice. This article considers some of the consequences of this prioritization for aspirational learning models such as CI. It proposes an update to the TS Model given the conclusion that even in cases where global learning is enhanced, and collaborators' goals are realized, the TS Model is likely to undervalue faculty work, which threatens to undermine the academic component of CI. The proposed update, the Teacher Scholar-Practitioner Model, (TSP) is consistent with evidence of complex knowledge flows between practice, scholarship, and teaching. This evidence confirms that like research, practice activities can lead to original knowledge and can inform scholarship and teaching. Innovative adaptations to the TS model are explored as guides for advocates of CI.
Dimensions and Levels of Mentoring: Empirical Findings of the First German Inventory and Implications for Future Practice
Author: Brandau, Johannes
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Measures (Individuals),Foreign Countries,Student Teachers,Cooperating Teachers,Questionnaires,Factor Analysis,Factor Structure,Correlation,Satisfaction,Multivariate Analysis,Behavior,Experience,Statistical Analysis

The lack of evidence-based quantitative studies prevents further progress in mentoring research. In particular, standardized diagnostic instruments facilitating the exploration, evaluation and production of structured feedback for mentors and mentees are urgently needed. The purpose of this study was to investigate the factors and levels that are crucial to the process of mentoring. The study has two objectives: First, to expand the present empirical knowledge of basic dimensions and mentoring styles by developing the first German-language inventory, and second, to examine how the dimensions of the inventory are related to other qualities in the mentoring process. The data were collected at three universities in Austria during and after the school practice periods (student teaching) of advanced student teachers who were under the guidance of mentor teachers. Over the course of the study, 405 mentees (future teachers) evaluated 205 mentors. In order to gather information on mentoring dimensions, a specially designed German-language questionnaire with 53 items was utilized to assess how often certain mentoring behaviors were experienced. Five factors, some of which were validated by independent variables, were identified through an exploratory factor analysis: &quot;Professional Support&quot;, &quot;Collegiality&quot;, &quot;Working Levels&quot;, &quot;Directiveness&quot; and &quot;Confidence&quot;. The resulting inventory promoted two objectives: a theory-focused goal to encourage further research on the complexity of mentoring processes; and a practical goal, the creation of a tool for collaborative reflection between mentor and mentee. The results indicated that mentoring must be conceptualized as a professional practice that should entail specific resources and guidelines.
Transitions between Art and Pedagogy: Mentoring Music Teacher Novices in Austria
Author: Malmberg, Isolde
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Beginning Teachers,Mentors,Grounded Theory,Teacher Education,Music Education,Theory Practice Relationship,Communities of Practice

Teacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachers' first experience in school indicate that the transition from university life to professional life is not smooth for teachers. In the arts, the adjustment seems to be even more complex (De Vugt, 2013). Artistically well-trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a shortage of music teachers in Austria are some of the consequences (Bailer, 2009). Recently I commenced the Grounded Theory Study, &quot;mentoring in music,&quot; investigating how mentors act in the induction phase, as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews, as well as group discussions with mentor teams, show that mentoring in music education has to find ways to support trainee teachers' transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001). In this article, I present and discuss two main results of the study: First I show the multilayered status passage (Glaser &amp; Strauss, 1971) that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Second, I suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors.
Antecedent Social Skills Interventions for Individuals with ASD: What Works, for Whom, and under What Conditions?
Author: Ledford, Jennifer R.
Date: 2018-03-00
Type: Journal Articles
Subjects: Interpersonal Competence,Intervention,Pervasive Developmental Disorders,Autism,Evidence Based Practice,Research Design,Intellectual Disability,Intelligence Quotient,Preschool Children,Elementary School Students,Middle School Students,High School Students

Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners.
From Prosumer to Prodesigner: Participatory News Consumption
Author: Hernández-Serrano, María-José
Date: 2017-00-00
Type: Journal Articles
Subjects: Journalism Education,Mass Media Use,News Media,News Reporting,Audience Analysis,Audience Participation,Web 2.0 Technologies,Telephone Surveys,Access to Information,Adults,Social Theories,Influence of Technology,Community Involvement,Gender Differences,Generational Differences

New democratic participation forms and collaborative productions of diverse audiences have emerged as a result of digital innovations in the online access to and consumption of news. The aim of this paper is to propose a conceptual framework based on the possibilities of Web 2.0. outlining the construction of a &quot;social logic,&quot; which combines computer and communicative logics, the conceptual framework is theoretically built to explore the evolution of news consumption from a pure circulation of designed products towards a global conversation of proactive news designers. Then, the framework was tested using an empirical database built by the PEW Research Centre, which investigates the future of the news industry, through a large-scale survey with adults. Results show significant differences (by age, gender and educational level) in the forms of participation, access and consumption of news. However, whilst immersed in the culture of Web 2.0 there is a low level of user participation in news production; far from being proactive news designers, findings suggest that citizens are still located in the lower participatory levels of our conceptual framework. Conclusions suggest there is a need for media education providers to carry out training initiatives according to the social logic possibilities through proposed guidelines.
The Emotional Impact of Traditional and New Media in Social Events
Author: Salcudean, Minodora
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,News Reporting,News Media,Social Media,Mass Media Role,Mass Media Effects,Influences,Current Events,Local History,Influence of Technology,Death,Foreign Countries

In past times, media were the sole vector to reflect in their entire complexity the events surrounding major world tragedies. Nowadays, social media are an essential component of the media process and classical press channels are connected to the social networking flow, where they can find information and, at the same time, tap into the emotional pulse of society. On 30 October 2015, a Bucharest nightclub was destroyed in a blaze tragedy in which 64 people were killed, most of them young. The present study focuses on how Romanian mainstream media and social media came together and made use of each other, generating post-tragedy side effects. Monitoring was conducted over a period of one month, starting from 30 October 2015, the date of the tragedy, until 30 November. Our investigation method combines content analysis and the interpretation of quantitative data, with reference to parameters such as context, themes, style, genre, and information/opinion rapport. The conclusions of this case study show that the interweaving between media and social media has generated a change of paradigm in mass communication, as a result of which professional journalists continue to play a role as responsible filters.
Teachers&apos; Use of ICTs in Public Language Education: Evidence from Second Language Secondary-School Classrooms
Author: Izquierdo, Jesús
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Second Language Instruction,Mixed Methods Research,Likert Scales,Questionnaires,Language Teachers,English (Second Language),Secondary School Teachers,Teacher Attitudes,Observation,Administrator Attitudes,Telecommunications,Handheld Devices,Public Education,Foreign Countries,Semi Structured Interviews,Case Studies

Worldwide, curricular changes and financial investments are currently underway to promote the integration of technology in public education and English language learning at a young age. This study examines the ICTs that have become part of the daily instructional practices and educational settings of teachers of English who work with young learners in public schools. To this end, this mixed-methods study draws on a quantitative descriptive-exploratory design and a qualitative multiple-case study. The quantitative data were collected through a Likert questionnaire administered to 28 secondary school teachers of English across 17 municipalities in five regions of Southeast Mexico and 2,944 learners. The qualitative data were gathered from a subsample of six teachers through longitudinal classroom observations, teacher and administrator interviews, and school visits. The non-parametric analyses of the quantitative data and the categorical aggregation analyses of the qualitative data reveal that the use of some multimedia and mobile-assisted communication resources is emerging in the L2 public classrooms. In line with findings from other international contexts, variables that seem particular to public education for young learners and their school setting, however, led teachers to prefer using their own technological devices that included laptops, multimedia material, and cellphones, rather than those in the schools.
Formative Research in Ubiquitous and Virtual Environments in Higher Education
Author: Velandia-Mesa, Cristian
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Formative Evaluation,College Seniors,Preservice Teacher Education,Early Childhood Education,Electronic Learning,Virtual Classrooms,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Intermode Differences,Teaching Methods,Handheld Devices,Foreign Countries,Intervention,Statistical Analysis

Academic training in research is fundamental in the quality of higher education and within this context, technological mediation becomes pivotal to reach student-centered learning objectives in any moment and at any time. The findings of a study, the purpose of which has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning and U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample consisted of 189 fourth-year students of the Early Childhood Education degree, at El Bosque University in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate formative research as an ongoing process for undertaking educational research through personalization, adaptation, and situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has revealed challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the incorporation of technology with the purpose of making it something natural, adaptable, and interoperable, that students are able to use it without even thinking about it.
Higher Education Distance Learning and e-Learning in Prisons in Portugal
Author: Moreira, José-António
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Distance Education,Electronic Learning,Correctional Institutions,Correctional Rehabilitation,Student Attitudes,Teacher Attitudes,Undergraduate Study,Educational Practices,Educational Opportunities,Educational Environment,Educational Attitudes,Program Attitudes,Qualitative Research,Semi Structured Interviews,Institutionalized Persons

Higher Education in Europe has undergone massive changes due to technological advancements and adjustments resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires flexible and inclusive training provision focused on the student. These are the primary aims of distance Learning at the open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners receiving this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future.