ethanporcaro/eric-fulltext-meta huggingface dataset:
Primitive Mentality, Modern Civilization and the Fate of Anthropology: A Conversation with Professor Christopher Hallpike
Author: Clarfield, Geoffrey
Date: 2021-00-00
Type: Journal Articles
Subjects: Anthropology,Differences,Indigenous Knowledge,Development,Social Change,Misconceptions

This article begins with Geoffrey Clarfield describing how by becoming an anthropologist, going to graduate school, shipping out to Kenya in the mid-1980s, and doing field work among a Cushitic speaking group of camel nomads in the desert lands of northern Kenya, he was able to achieve his goal of both experiencing and understanding the difference between preindustrial and industrial societies, socially, cultural, and psychologically. He goes on to explain that because he was studying an East African Cushitic speaking people he had read articles by a British anthropologist, Christopher Hallpike, who had done field work among the Konso, a Cushitic people who live north of the Rendille in southern Ethiopia. Hallpike later wrote a book called &quot;The Foundations of Primitive Thought&quot; (1979) which Clarfield describes as an enlightening and glorious read for those who have swum in the anthropological literature for decades. It is a work that has not only been ignored by mainstream anthropology but vilified because of its political incorrectness. Hallpike is now retired and living in England (where he was born, raised, and educated). He has managed to take on the neo-Darwinians in an extended essay/book called &quot;Darwinism, Dogma and Cultural Evolution&quot; and published a series of essays on modern anthropological myths called &quot;Ship of Fools: An Anthology of Learned Nonsense about Primitive Society.&quot; The remainder of the article provides a transcribed interview between Clarfield and Hallpike. Some of the topics discussed include: social and cultural anthropology during the last twenty to thirty years; the work of Richard Dawkins, Jared Diamond and other cultural materialists; Hallpike's developmental writings; &quot;Foundations of Primitive Thought&quot;; and Hallpike's advice for young aspiring anthropologists.
Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations
Author: Lindstrom, Denise
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Effectiveness,Student Attitudes,Vignettes,Teacher Student Relationship,Teaching Methods,Teaching Skills,Teacher Education,Racial Bias

Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
The Professional Profile of Teachers Working with Roma Students Based on Their Perceptions of Cultural Diversity. A Study in Compulsory Education
Author: López-López, María Carmen
Date: 2021-12-00
Type: Journal Articles
Subjects: Profiles,Minority Group Students,Migrants,Teacher Attitudes,Cultural Differences,Compulsory Education,Foreign Countries,Elementary School Teachers

Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.
The Role of the Teacher as Assessor: Developing Student Teachers&apos; Assessment Identity
Author: Doyle, Audrey
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Role,Student Teachers,Student Teacher Evaluation,Tutors,Foreign Countries,Educational Assessment,Literacy,Professional Identity,Self Evaluation (Individuals),Pedagogical Content Knowledge,Grading,Feedback (Response),Student Participation,Creativity,Innovation,Holistic Approach

The closure of schools across the globe due to the COVID-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new &quot;site&quot; of professional practice for &quot;school placement&quot; called &quot;Teacher Online Programme&quot; (TOP) using Xu and Brown's (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
Using Context Clues to Teach Homographs to d/Deaf and Hard of Hearing Students in Saudi Arabia
Author: Alqraini, Faisl M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Deafness,Hearing Impairments,Grade 6,Metacognition,Context Effect,Reading Comprehension,Students with Disabilities,Vocabulary Development,Etymology,Spelling,Written Language,Semantics

Teaching a homograph by using context clues is more effective than just teaching vocabulary separately. The goal of the study reported on here was to teach 12 homographs to d/Deaf and Hard of Hearing (d/Dhh) students in the sixth grade by applying metacognitive skills to understand the meanings and contexts in sentences. A single case design (multiple probe design across subjects) was employed to achieve the goal of this study with 2 profoundly deaf students in the sixth grade. From baseline to follow-up, the study was completed in 4 weeks. The results show that d/Dhh students encountered challenges in their understanding of the meanings through context.
An Investigation into Policy Implementation by Primary School Principals in the Free State Province
Author: Thajane, S. B.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,School Policy,Public Agencies,Administrator Attitudes,Poverty Areas,Policy Analysis,Admission (School),School Safety,Pregnancy,Language of Instruction,Attendance,Acquired Immunodeficiency Syndrome (AIDS),Instructional Materials,Elementary School Students

Despite numerous attempts by the Free State Department of Education to train primary school principals on how to design and implement school policies, numerous schools do not implement school policies satisfactorily. In this article we examine the implementation of school policies in township primary schools in the Free State province, South Africa. The sample of the study consisted of 60 township primary school principals who were randomly selected from 160 township primary schools across the province. The participants completed a questionnaire based on policy implementation in township primary schools. Prior to completion, the questionnaire was tested for reliability using the Cronbach alpha coefficient. The questionnaire was found to have a reliability score of 0.909, which indicates a high level of internal consistency. The questionnaire was electronically analysed using the SPSS. The results of the analysis reveal that some school policies were reasonably well implemented at schools, while other policies were poorly implemented. This article concludes with recommendations on addressing the problem.
Teachers&apos; Perceived Self-Efficacy in Responding to the Needs of Learners with Visual Impairment in Lesotho
Author: Tseeke, Mahlape
Date: 2021-12-00
Type: Journal Articles
Subjects: Self Efficacy,Students with Disabilities,Visual Impairments,Foreign Countries,Secondary School Teachers,Inclusion,Teacher Attitudes,Knowledge Level,Teaching Experience,Faculty Development

In the study reported on here I explored teachers' perceived self-efficacy in responding to the needs of learners with visual impairment in mainstream secondary schools. A descriptive qualitative case study was used as a strategy of inquiry to source data from 6 teachers who taught in inclusive classrooms in mainstream schools. Data were collected through face-to-face interviews and classroom observations. The findings reveal that while extensive experience teaching learners with visual impairment in inclusive settings influenced feelings of high self-efficacy on the participating teachers, low levels of self-efficacy, which were credited to a lack of knowledge, resources, training and support were also greatly experienced. Improving teacher self-efficacy is, therefore, essential and it requires greater investment if successful inclusive education for learners with visual impairment is to be achieved.
The School Organisational Climates of Well-Performing Historically Disadvantaged Secondary Schools
Author: Xaba, Mgadla Isaac
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Environment,Organizational Climate,High Achievement,Disadvantaged Schools,Secondary Schools,Foreign Countries,Principals,Administrator Behavior,Teacher Behavior

In the study reported on here we investigated the nature of the organisational climates of well-performing, historically disadvantaged secondary schools. These schools were designated for Black learners during the apartheid era in townships and rural areas. Despite their &quot;disadvantagedness&quot;, many of these schools have consistently performed well in the National Senior Certificate (NSC) for 3 consecutive years or more. The Organisational Climate Descriptive Questionnaire-Rutgers Elementary (OCDQ-RE) was administered to 1,050 teachers from these schools in the Gauteng Department's Sedibeng and Johannesburg South districts. Results reveal that although these schools are regarded as well-performing, their teachers perceived their organisational climates as closed with principal and teacher behaviours being closed. Teachers experienced very low engagement and above-average frustrated behaviour. An important consideration is that principals seemed to exhibit directive support, which seems to have led to teachers exhibiting features of engaged behaviour. The implication is for principals' capacity-building, which should include features of holistic school organisational behaviour and development. Furthermore, the Organizational Climate Descriptive Questionnaire for Secondary Schools (OCDQ-RS) should be validated for the South African school context.
Transformational Leadership and the Learner-Centred Teaching Approach
Author: Magaña-Medina, Deneb Elí
Date: 2021-12-00
Type: Journal Articles
Subjects: Transformational Leadership,Student Centered Learning,Principals,Educational Environment,Teacher Motivation,Teacher Student Relationship,Rural Education,Secondary Schools,Secondary School Teachers,Foreign Countries

Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals' transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers' commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.
Reviving American Higher Education: An Analysis and Blueprint for Action
Author: Moreno-Riaño, Gerson
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Anti Intellectualism,Resistance (Psychology),Western Civilization,Moral Values,Misconceptions,Educational Change,Role of Education,Accountability

Colleges and universities are some of the most important social institutions in America. These institutions have the privilege of educating large segments of future generations of Americans who will advance or undermine the American way of life that has been bequeathed to them. These same institutions also have the greatest longevity of any other institution Americans have created. America's colleges and universities are thus foundational sources of cultural influence based on their vast reach, extensive resources, educational purpose, and historical transcendence. But there is trouble in American higher education. This essay focuses on the concerns related to the moral corruption of America's college students caused by a viral anti-intellectualism spreading throughout American higher education. This anti-intellectualism is manifested through an unexamined rejection of Western civilization's moral tradition and its embodiment in America's founding vision and principles, in conjunction with an unexamined embrace of the moral traditions of other civilizations as new foundational pillars for American society. This anti-intellectualism or lack of serious intellectual inquiry can lead to the advance of falsehoods masquerading as truth and knowledge. The last section of this paper introduces a high-level blueprint that can serve as an impetus for the reform and revival of American higher education.
Fair or Foul in Interracial Discourse
Author: Subotnik, Dan
Date: 2021-00-00
Type: Journal Articles
Subjects: Law Schools,Aggression,Racial Bias,Diversity,Training,Racial Relations,Intercultural Communication

Invited by the Diversity and Inclusion Committee, a black woman in her mid-forties recently came online to the author's law school to talk about microaggressions. The presenter, an experienced speaker on this topic, is also an attorney. Since more and more such speakers (including Asian Americans and Hispanic Americans) are being invited to America's schools every day, it seems important for academics to get some sense of the methods, goals, and effects of these anti-racism programs as they actually play out on the American campus. This article discusses microaggressions, diversity training, and interracial discourse on campus.
The Politicization of Education Research and the AERA
Author: Phelps, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Professional Associations,Politics of Education,Social Justice,Educational Researchers,Activism

To the casual observer, the name of the century-old American Educational Research Association (AERA)--a professional organization largely comprising education school professors--might sound like any academic society, such as the American Historical Association or the Association for Psychological Science. In this article, the author argues that AERA is not a comprehensive resource for objective expertise. He claims that conclusions formed by social justice imperatives come first in the AERA, and the rest of the research process shapes to fit.
Overcoming Obstacles to Differentiate Instruction When Implementing Prepared Curricular Resources in a Diverse Classroom
Author: Grecu, Yuliya Vladimirovna
Date: 2022-04-00
Type: Journal Articles
Subjects: Barriers,Student Diversity,Individualized Instruction,Language Arts,Planning,Teacher Student Relationship,Student Needs,Educational Resources,Grade 6,Grade 7,Grade 8,Middle School Teachers,Curriculum Development,Relevance (Education)

Teachers face obstacles when executing prepared curricular resources in diverse classrooms, trying to provide quality fair learning opportunities to all students. Examining ten teachers' insights and experiences with the EngageNY language arts modules differentiation allowed presenting the phenomenon's comprehensive overview. Teachers from schools across the United States shared information during semistructured interviews and focus groups. The six-step thematic analysis of qualitative data revealed that quality standards-aligned resources, which consider diverse learners, require teachers to understand the resources' structure and apply specific methods--unpacking the modules, backward planning, and script use--to thoroughly plan for differentiation to ensure equal learning opportunities for all students. Maintaining a constant dialogue with their learners helps educators successfully differentiate resources by selecting strategies and text excerpts, adding the basics, compacting information, and offering variety of relevant material in response to students' needs. The article provides suggestions for administrative support, teacher practices, and further investigations.
Religious and Educational Values in Rural Communities Due to COVID-19 in Bulusan, Yogyakarta, Indonesia
Author: Junanah
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Rural Areas,Religion,Education,Values,Parent Attitudes,Coping,Parent Role,School Closing,Parents as Teachers,Islam

For the past three years, all parts of the world have been hit by the COVID-19 pandemic. The existence of the COVID-19 pandemic has an impact on various things, including a decline in mental health for some people. This study aims to describe the values of religiosity and educational values of parents in the midst of the COVID-19 pandemic in Bulusan Hamlet. This research was conducted in Bulusan Hamlet from February to March 2021. This qualitative research used a qualitative descriptive approach. The informants are members of the community and head of Bulusan. Data collection techniques using interviews to the heads of the hamlets and members of the people and using documentation. The data analysis technique was carried out using an interactive model from Miles and Huberman which consisted of data reduction, display data, conclusion/verification. The results showed that the values of religiosity that developed in the midst of the COVID-19 pandemic in Bulusan include: (1) Religious values, including: akidah, moral, worship, da'wah, and muamalah; and (2) Parents' educational values, including: leadership, facilitator, controlling, teaching, and modeling. The implications of this research are values and their implementation can be used as role models for other villagers, especially in the Sleman district.
Remote Learning: Challenges and Opportunities for Educators and Students in the New Normal
Author: Torres, Rose Ann O.
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Educational Technology,Technology Uses in Education,Program Effectiveness,Barriers,Foreign Countries,Elementary Secondary Education,Private Schools,Student Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Teacher Attitudes

The occurrence of the global health crisis brought about by the COVID-19 pandemic has forced the education system around the world to consider remote learning. This mode of learning involves the use of advanced technology that entails an interactive learning experience in an online educational setup. This study aimed to determine the benefits gained and the challenges encountered by the teachers and students in remote learning. Findings showed that the respondents perceived several advantages ranging from personal benefits to improving overall performance while enjoying personal freedom to explore other things aside from academics. Although they had several challenges encountered, the opportunities it has brought to both students and teachers outweigh them all, which provide a prospect for a better student outcome having remote learning set up in the new normal.
Teachers&apos; Perceptions in Applying Mathematics Critical Thinking Skills for Middle School Students: A Case of Phenomenology
Author: Ridwan, M. Rais
Date: 2022-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Critical Thinking,Thinking Skills,Middle School Students,Foreign Countries,Mathematics Instruction,Middle School Teachers,Teaching Methods

Critical thinking skills are thinking processes with rational decision-making based on the principle of truth. This study aims to determine the teacher's perception in applying the necessary thinking skills of junior and senior high school students in learning mathematics. This research is qualitative research with a phenomenological type of research with an emphasis on individual subjects. Data were collected by conducting interviews with twenty-one mathematics teachers in the South Sulawesi Region. The data analysis technique uses an interactive analysis model based on Miles and Huberman, namely data collection, reduction, presentation, and verification. The study results indicate that teachers' perceptions of applying critical thinking skills in learning Mathematics need support from using models, strategies, or learning approaches, focusing on the subject matter, and knowledge about essential skills of thinking indicators. The teacher's obstacle in applying students' critical thinking skills is the lack of basic understanding of mathematics, interest, and motivation to learn mathematics. In addition, teachers lack planning and time allocation in preparation for learning. Then, efforts by the school to overcome teacher obstacles are to provide motivational support and facilities as well as permission to participate in training related to learning Mathematics.
Vocabulary Enhancement through Multimedia Learning among Grade 7th EFL Students
Author: Katemba, Caroline Victorine
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Multimedia Instruction,Grade 7,Secondary School Students,English (Second Language),Second Language Learning,Foreign Countries

Educational online games and educational videos are classroom methods that incorporate multimedia into language teaching. Previous studies have suggested that the use of online games and educational videos in language learning enhances student performance. However, no studies have been done using three different groups to examine whether online games or educational videos are more beneficial for language learning than conventional teaching, if at all. This study intended to fill the existing gap in research about vocabulary acquisition, using an experimental research design with a pre-test at the beginning of the program and a post-test at the end of the program. These tests were administered to 93 seventh grade EFL students. The participants were divided into three groups and taught using educational videos, online educational games, and conventional teaching respectively. Statistical analysis showed that there was a significant difference among these three groups. The use of educational online games resulted in higher achievement than the educational videos and conventional teaching. These results suggest that multimedia learning has a significant effect on vocabulary enhancement.