ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Longitudinal Student Mobility to Identify At-Risk Students
Author: Goldhaber, Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Student Mobility,Identification,At Risk Students,Outcomes of Education,Elementary Secondary Education,Academic Achievement,Predictor Variables,Racial Differences,Social Differences,Low Income Students

We use administrative data from three states to document the relationships between geographic mobility and student outcomes during K-12 schooling. We focus specifically on nonstructural mobility events--which we define as school changes that do not occur as the result of normal transitions between schools--and on longitudinal measures that capture these events cumulatively for students. We show that the number of nonstructural moves experienced by a student is a powerful indicator of low-test performance and graduation rates. Longitudinal information on student mobility is unlikely to be readily available to local practitioners--that is, individual districts, schools, or teachers. However, due to recent investments in longitudinal data systems in most states, this information can be made available at low cost by state education agencies.
Observing and Interpreting Quality in Social Science Teaching
Author: Christensen, Torben Spanget
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Sciences,Teaching Methods,Instructional Effectiveness,Educational Quality,Classroom Communication,Classroom Observation Techniques,Ethnography,Educational Objectives,Foreign Countries

Purpose: The purpose of the article is to contribute to a discussion about quality for social science teaching and in continuation hereof to develop a tool for social science classroom observation and interpretation, for both direct and video-based observation. Design/methodology/approach: Classroom teaching is communication. Therefore, it is crucial that an analysis of quality of social science teaching includes a focus on communicative quality. The theoretical basis of the article is therefore threefold: (1) A Bakhtin-inspired communicative approach, (2) sociocultural ethnographic classroom research, and (3) social science didactics/social science teaching discourse. Discourse is not only understood as language, but as language in context, which means that it is not only communication as spoken words, utterances, but also communication as actions (doings) that count as disciplinary work. Findings: It is concluded that communicative quality in social science teaching, and perhaps in teaching in general, can be observed as utterances in the classroom analysed for their coherence between form, content, and goal (intended function), which accordingly are the basic elements of an observation tool developed. When utterances are recurring and thus form patterns, they are called practices. The tool aims to keep focus on form, content, and goal (intended function) of the basic subject discourse, which functions as an underlying structuring of classroom communication. It is also concluded that the normative basis for social science teaching can be operationalized and thus serve as a guidance of interpretations of observations made in the classroom of the form and content of teaching. Research limitations/implications: The tool is designed to focus specifically on social science quality. It is not a suggestion to disregard generic conditions in the teaching, and therefore the use of the tool presupposes that this is done in connection with a generic observational focus. The tool has not been tested on a large scale, and therefore it must be expected that it will have to be further developed during use.
Teaching Globalization from a Local Perspective -- Past Concepts, Present Challenges, and Future Approaches
Author: Wollmann, Julian
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Barriers,Citizenship Education,Futures (of Society),Teaching Methods,Economics Education,Socioeconomic Influences,Interdisciplinary Approach,International Cooperation,Social Sciences

Purpose: The 'globalisation backlash' poses a challenge to society and civic education. This article develops future approaches to teaching globalisation by drawing on past concepts of economic education. Approach: An in-depth literature review on the contemporary challenges of globalisation is given and compared to the conventional approaches of teaching globalisation. Past concepts of economic education are introduced and examined for their applicability in this context. Findings: Since the 'globalisation backlash' is rooted in subjective experiences of the local environment, approaches such as lifeworld-orientation are useful to activated students' understandings. Socio-economic approaches can complement this with sociological, economic, and political theories that reveal the mechanisms behind personal experiences. Practical implications: Diagnostic teaching becomes necessary to link the students' realm of experience and globalised reality. [Note: The page numbers (93-95) shown following page 124 are incorrect. The correct page numbers are 125-127.]
Disparate Impacts of Performance Funding Research Incentives on Research Expenditures and State Appropriations
Author: Hu, Xiaodan
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Support,State Aid,Accountability,Educational Finance,Public Colleges,Research and Development,Expenditures,Incentives,Educational Policy,State Policy,Statistical Analysis

Performance-based funding (PBF) policies with research incentives have grown in popularity over the years despite little understanding regarding whether they actually work. This study leverages a novel national data set to examine the impact of PBF research incentives on the research expenditures and total state appropriations among public 4-year institutions, with a particular focus on minority-serving institutions. We find that PBF research incentives had no impact on the total amount or relative share of total research expenditures or the total amount of state appropriations allocated to treated institutions, regardless of minority-serving institution status. PBF policies that allowed institutions to self-select or opt into including research incentives as part of their PBF formula had a positive impact on the relative share of expenditures allocated to research and total state appropriations.
Expectations versus Realities: Insights into the Transition Experiences of International Students at Two Universities in Nigeria
Author: Agbaje, Olaide
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Adjustment,Student Experience,Expectation,Study Abroad,Student Attitudes,Barriers,Student Recruitment

Attracting, recruiting and retaining international students should be balanced with the need to provide support for the smooth transition of these students into their host countries and institutions. One way to achieve this transition is by bridging the gap between international students' expectations and actual realities. Hence, this article examines the impact that the expectations and the realities of studying abroad have on the overall transition experiences of international students in Nigeria. The study adopted a mixed method and employed Schlossberg's theory of transition to further understand the phenomenon of transition with regard to international students. Paper questionnaires were collected from 64 international students at two universities in Nigeria, while a subset of 20 (10 from each university) was further interviewed. The findings indicate that unmet expectations contributed largely to difficult transition experiences for the international students in Nigeria.
The Curriculum Question and School Economics: Three Educational Scenarios for the Future
Author: Brant, Jacek
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Objectives,Curriculum Development,Student Centered Learning,Holistic Approach,Economics,Definitions,Educational Philosophy,Role of Education,Fundamental Concepts,Epistemology,Student Empowerment

Education debate often appears polarised between those who advocate a specific curriculum that should be &quot;delivered&quot; by teachers and those that advocate student-centred approaches that develop skills and understanding. This paper goes to the heart of the tension via an exploration of the &quot;curriculum question.&quot; The purpose of this article is to challenge Future 1 and Future 2 curriculum approaches and offer a more holistic vision of school economics that empowers teachers and students.
What Kind of Economics Is Taught in Russian Schools? Principles of Teaching Economics and the Discourse of Social Education
Author: Linchenko, Andrei
Date: 2022-00-00
Type: Journal Articles
Subjects: Economics Education,Criticism,Social Systems,Foreign Countries,Textbooks,Teacher Attitudes,Discourse Analysis,Social Science Research,Computer Mediated Communication,Social Problems,Economic Climate,Rural Schools,Teaching Methods,Urban Schools,Critical Thinking,Thinking Skills,Secondary School Students

Purpose: The study investigated the change of the position of the official social science basic documents, textbooks and teacher's opinion in relation to the general understanding of the market economy in the context of the modern Russian economic life. Design/methodology/approach: The article was prepared on the basis of the critical discourse analysis of the official social science documents, as well as three basic lines of social science textbooks. Computer-assisted web interviewing method is used for interviewing teachers. Findings: Despite the turn of economic education at school towards a greater focus on real practices of economic activity, new social science textbooks demonstrate an increase in criticism of the market economy and the rehabilitation of the Soviet experience, as well as avoiding stating and analyzing the socio-economic problems of modern Russia. Teachers in the rural schools take a more conservative position regarding the new practices of teaching economics, while teachers in the city schools are more critical of the existing goals of Russian education. Implications: Economic education in the Russian school should be more focused on the study of modern economic problems of Russian society. Textbook authors should pay more attention to the de-ideologization of economic education and the development of critical economic thinking skills at school.
Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters
Author: Modig, Niclas
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Secondary Education,Incidence,Economics,Vocabulary,Language Usage,College Preparation,Vocational Education,Textbook Content,Social Studies,Semantics,Higher Education,Economic Climate,Economic Development,Supply and Demand,Credit (Finance)

Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators.
Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner&apos;s Lens
Author: Holtzhausen, Sophia Maria
Date: 2002-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Personnel Services,Student Personnel Workers,Higher Education,Student Development,Educational Research,Standards,Models,Research Design,Graduate Students,Graduate Study,Academic Advising,Leadership Training,Housing,Unions,Governance,Service Learning,Foreign Students

The research question we pursued was: What are the variations in the themes of research in the African higher education context that will enable researchers to promote student development? This contribution addresses three aspects of student affairs research in the African higher education context. First, it commences with tracing the African position with a document analysis of 121 student affairs research articles published in 34 peer-reviewed journals over the 2008-2019 interval. Second, it uses the thematic categorization of the Council for the Advancement of Standards in Higher Education (CAS, 2019) to determine international publication trends as derived from this document analysis. Third, it applies Bronfenbrenner's person-process-context-time (PPCT) model as an appropriate umbrella research design and guiding framework to review the mapping of African student affairs research. A comparison of the international CAS categorization and the African categorization led to the conclusion that the CAS mapping was largely confirmed by the African analysis, with nine main themes as the foci. Additionally, it found that four first-hand African themes are not represented in the CAS categorization, and that significantly limited research has been conducted into postgraduate programmes and services (hereafter referred to as PGP&amp;S), despite the demands for increased enrolments. The findings suggest that more accurate and continuous mapping of the field can assist policymakers, managers and student affairs practitioners in making more informed choices in their efforts to support growth and development in African higher education, with special emphasis on postgraduate students.
Developing an Innovation Attitude Survey for Middle School Students
Author: Christensen, Rhonda
Date: 2022-00-00
Type: Journal Articles
Subjects: Attitude Measures,Likert Scales,Test Construction,Test Validity,Innovation,Middle School Students,Student Attitudes,Leadership,STEM Careers,Vocational Interests,Construct Validity,Factor Analysis,Student Motivation,Test Reliability,Student Projects,Active Learning,STEM Education,Scaling,Scores

This article describes the development and validation of an Innovation Attitude Survey (IAS) composed of 16 Likert-type items selected to measure middle school students' attitudes toward innovation and leadership in the advancement of new ideas. The goal of developing the IAS was to identify desirable dispositions that may be related to future STEM careers. Data gathered from 764 middle school students from one state in the United States in 2021 were used to validate the instrument and establish the measurement properties of the instrument's scales. Factor analysis revealed three stable constructs representing a) propensity to be inventive, b) motivation or pride, and c) leadership, which were confirmed with multidimensional scaling techniques. Internal consistency reliability was found to be excellent for the total survey, very good for two of the separate scales, and acceptable for the third scale. Since the IAS was created to provide measures for a project-based STEM education program, educators may find this instrument useful for assessing pre-to-post intervention changes as well as for identifying differences in selected groups of students. Tangential findings from this instrument validation exercise indicate that the IAS can add valuable knowledge to STEM education in areas not previously assessed at the middle school level but potentially important for the pursuit of STEM careers.
Examining Students&apos; Perceptions of STEM Subjects and Career Interests: An Exploratory Study among Secondary Students in Hong Kong
Author: Zhang, Qiaoping
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,STEM Education,Vocational Interests,Secondary School Students,Foreign Countries,Gender Differences,Grade 9,Grade 10,Grade 11

To enhance understanding of factors that may improve students' STEM career participation, we explored Hong Kong secondary students' self-perceptions of STEM subjects and career interests using the STEM Semantic Survey and Career Interest Survey questionnaire. Results showed that most students thought technology was more appealing than science, mathematics, and engineering subjects. Science was the only subject in which male and female students showed similar attitudes. A gender gap was found in these students' career interests in STEM. Students held a neutral to mildly positive stance toward a career related to science, technology, and mathematics but had the least interest in a career related to engineering. Males showed more interest than females in careers related to all four subject areas. Results revealed a need to stimulate students' interest in STEM education and search for ways to make a connection between STEM subjects and future careers through STEM teaching in the classroom. More attention should be paid to encouraging girls to engage in STEM-related activities.
Problems in Student Teaching
Author: Soslau, Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Problems,Student Teachers,Educational Change,Teacher Education Programs,Summative Evaluation,Common Core State Standards,Scoring Rubrics,Feedback (Response),Practicums

Currently, schools of education across the United States are reforming teacher education programs in light of the newly developed common core standards, shifting accreditation principles, new measures of teacher performance, and the pressing concern that in-service teachers are woefully under-prepared for the realities of classrooms. During this time of wide spread programmatic reform, we present a list of considerations that are particularly germane to the clinical preparation of student teachers. Our list includes common practices that limit learning opportunities for student teachers and detract from the meaningfulness of assessing student teachers. We posit three approaches for education schools to consider as they engage in program revisions.
This Is Not a Pipe: Incorporating Art in the Science Curriculum
Author: Lima, Jailson
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Science Education,Integrated Curriculum,Spatial Ability,Chemistry,College Science,Interdisciplinary Approach,Foreign Countries

Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the field. Due to its highly abstract character, these science courses deal with complex representations that require an understanding of the role of mental models. Learners need to develop their visual-spatial skills as a means of gradually acquiring visual literacy while grappling with the symbols and conventions displayed in the figures, diagrams, and charts in textbooks. The Art &amp; Science Project started at Vanier College as part of the History of Science course in the liberal arts program and was later adapted for use in three core chemistry courses (General, Solution, and Organic Chemistry) in the science program. The project uses a cross-disciplinary integration between visual arts and the natural sciences to promote a deeper understanding of the role of models. The liberal arts students analyze the parallels between the evolution of modern scientific concepts and the art movements from the same historical periods. Science students create visual representations that portray core ideas and threshold concepts in the field. The goal is to portray these abstractions using visual arts as means of creating meaning through symbolic visual representations while developing new perceptions of visual forms.
Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach
Author: Shokirova, Takhmina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Orientation,Immigrants,Foreign Countries,Graduate Students,Land Settlement,Ethnography,Academic Achievement,Self Concept,Social Integration,Guidelines,Universities,College Role,Cultural Pluralism

This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of &quot;orientation.&quot; We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way &quot;integration&quot; into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement.
A Conceptualization of the Emotional Phase of Preservice Teachers&apos; Experiences as a Pedagogical Phenomenon
Author: Helleve, Mette
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Psychological Patterns,Preservice Teacher Education,Student Attitudes,Foreign Countries,Human Body,Teacher Student Relationship,Teaching Experience

Even though being a teacher, in a broad sense involve emotions, emotions as a pedagogical concern are, to a limited extent, reflected in Norwegian teacher education. This also seems to be a tendency regarding international teacher education where the notion of the preservice teachers' emotions is rarely addressed and has even been ignored. To contrast this tendency, the emotional phase of preservice teachers' experiences during Norwegian teacher education is explored. The purpose of the study is to gain a deeper understanding of what this emotional phase consists of. Using a phenomenographic approach, dialogical informed in-depth interviews with preservice teachers have been conducted. Through an abductive analysis of the material, a conceptualization of the emotional phase of preservice teachers' experiences as a matter of sentimentalization emerged. This conceptualization is considered the most significant theoretical contribution of this study. The result also reveals how the emotional phase involves the preservice teachers´ entire body, their thinking and reflection, closely related to the way they view themselves and the world around them. Based on the results implications for future teacher education will be discussed.