ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Developments in the British West Indies: A Historical Overview
Author: Coates, Chad O.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Development,Educational History,Slavery,Access to Education,Educational Practices,Educational Opportunities,Higher Education

Formal education within the English-speaking Caribbean Community (CARICOM) may be traced back to the establishment of Codrington grammar school in Barbados in 1743. After more than two centuries of British colonial rule the educational systems within CARICOM states continue to reflect the academic traditions of their former colonizer. Prior to emancipation in 1838, the notion of providing education for the African slaves met strong opposition from plantation owners, despite the efforts of many Christian missionaries seeking to provide religious education to convert enslaved-Africans to Christianity. During the post-emancipation period, the education of ex-slaves within the British West Indies became one the central issues of the day. Religious groups including the Anglicans, Baptists, Catholics, Methodists, Mico Charity, Presbyterians, and Wesleyans, together with financial support from the imperial government and the Negro Education Grant, drove and shaped the development of education at all levels of the British West Indian society. The purpose of this paper is to present a brief historical overview of some key developments in formal education within the English-speaking Caribbean during the period following emancipation. [For complete volume, see ED567040.]
Learning Styles and Disciplinary Fields: Is There a Relationship?
Author: Almeida, Patrícia Albergaria
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Style,Correlation,College Students,Intellectual Disciplines,Foreign Countries,Measures (Individuals),Experiential Learning,Scores

Having knowledge about students' learning styles allows the teachers to improve their expertise in order to supply suitable support and challenge in learning environments. This paper presents the initial results of a research project that aims at investigating the relationship between university students' learning styles and disciplinary fields. This study is being conducted at the University of Aveiro, in Portugal. The Learning Styles Inventory was administered to a sample of 186 students from different academic backgrounds. The overall results do not confirm the association, previously established by Kolb, between learning styles and disciplines. Actually, almost all students possess the accommodating style as dominant. Implications of these findings are discussed and topics for further research are proposed. [For complete volume, see ED567040.]
Comparing Management Models of Secondary Schools in Tamaulipas, Mexico: An Exploration with a Delphi Method
Author: Navarro-Leal, Marco Aurelio
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary Schools,Delphi Technique,Educational Administration,Governance,Principals,Leadership Responsibility,Interpersonal Relationship,Teacher Attitudes,Surveys,Questionnaires,School Personnel,Attitude Measures,Teacher Responsibility

For a preliminary exploration of management models between two secondary schools, a Delphi method was used in order to identify and focus relevant topics for a larger research. A first approximation with this method proved to be a heuristic tool to focus and define some categories and guidelines of enquiry. It was found that in both of the schools explored, teachers and non-teaching staff assign a similar set of priorities to dimensions of management: first priority is assigned to principal`s leadership, different internal relations come in second and external affaires come at last. When teachers' answers are separated from non-teachers', in the school with better academic results, the former assigned a first priority to teachers' updating. From these results, different narratives could be constructed. [For complete volume, see ED567040.]
Multiculturalism: Challenge or Reality
Author: Floric, Olivera Knezevic
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Multicultural Education,Student Diversity,Foreign Countries,Social Influences,Social Change,Educational Change,Ethics,Ethnic Diversity,Democracy

The paper analyses situations, conditions of social discourse and necessary actions for the implementation of multicultural education in the education system of the countries in transition (Republic of Serbia), from the perspective of interpretative paradigms. In the first part of the paper, the authors explain a theoretical understanding of the term multiculturalism as a public asset, and as the term which does not go in line of the traditional ethical principles. The second part of the paper focuses on the importance of creation of different conditions for the social discourse of the countries in transition in order to make the multiculturalism order not only the ethical option, but also the ethical need. In that sense, the basic thesis of this paper is that education, as a reference point, and the interactive relationship of individuals is the only possible way to understand the world in the continuous change. [For complete volume, see ED567040.]
Insecure Identities: Unaccompanied Minors as Refugees in Hamburg
Author: Schroeder, Joachim
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Refugees,Children,Surveys,Qualitative Research,Participant Observation,Interviews,Experience,Social Influences,Youth,Socioeconomic Status,Education

This paper analyses the financial circumstances and social income of nearly one hundred unaccompanied minors who have come to Hamburg as refugees from various regions of Africa. It is based on extensive qualitative surveys, analysing their objective conditions of life and in particular their legal situation. A wide range of interview material and participative observations were used to obtain information on biographic courses and school and vocational careers of the young refugees over a period which extended to ten years in some cases, giving very detailed insights into their &quot;hidden lives&quot;. [For complete volume, see ED567040.]
Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme
Author: Vásquez Martínez, Claudio Rafael
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Student Attitudes,Distance Education,Technology Uses in Education,Conventional Instruction,Comparative Analysis,Teaching Methods,Questionnaires,Focus Groups,Interviews

This paper is based on a study of the perceptions of the distance education mode compared with face-to-face teaching on the part of students on the university distance education programme at the University of Antioch over the period from 2001 to 2007. It is not possible to ignore the close links between educational processes and social, economic, administrative, cultural and political conditions, not only at the beginning of the course, but throughout its existence. The goal of higher education is to promote the development of a professional approach on the part of its students, irrespective of whether they study at a distance or physically attend a campus of the university. When comparing the two modes of delivery (distance and face-to-face) in higher education, while controlling for a number of other personal and demographic variables, it was possible to confirm that there were no significant differences that could be attributed to different modes of delivery. This is not an accident, and arises because of the pedagogic orientation of the primary and secondary schools, which direct their efforts to the delivery of information and the development of basic skills rather than the development of students who are skilled in observation, analysis, synthesis and have leadership qualities which would fit them to direct the process of social change. [For complete volume, see ED567040.]
Sixty-Five Years of University Education in Nigeria: Some Key Cross Cutting Issues
Author: Ejoigu, Aloy
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational History,Universities,Higher Education,Educational Practices,Educational Finance,Financial Support,Access to Education,Brain Drain,School Schedules,Strikes,Ownership,Outcomes of Education,Unemployment

This paper traces briefly the history and development of university education in Nigeria from one university in 1948 to a total of 118 universities as at the time of writing the paper. Besides the chronicle, the paper examines some cross-cutting issues that tend to scuttle the otherwise good intentions and robust programme initiatives of the universities to excel and match the best practices evident in world acclaimed universities. Such issues include: the ad-hoc manner in which most of the universities were/are being established; inadequate funding; crisis of access; brain-drain; instability of academic calendar due to strikes; liberalization of university ownership and graduate unemployment. The paper concludes by calling on both the government and all stakeholders to seriously tackle the issue of funding as it is a veritable catalyst for excellence in any university system.[For complete volume, see ED567040.]
Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies
Author: Šteh, Barbara
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Learning Experience,Quality Assurance,Guidelines,Student Role,Teaching Methods,Andragogy,Attribution Theory,Educational Quality,Higher Education,Questionnaires,College Students,Foreign Countries

In the process of assessing and ensuring quality university studies, students have an important role as partners in the learning community. In this empirical study we therefore analysed the learning experiences to which they themselves attributed a significant influence. We were interested in the type of those influences and the key characteristics of their learning experiences. The findings present challenges and guidelines for teachers when planning learning circumstances that may enhance the active involvement and joint responsibility of students. [For complete volume, see ED567040.]
The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia
Author: Spasenovic, Vera
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Role,Foreign Countries,Comparative Education,Teaching Methods,Educational Improvement,Teacher Education,Higher Education,Educational Change,Educational History,Relevance (Education)

This paper considers three issues arising from the study of the development and the current state of Comparative Pedagogy in Serbia and Slovenia. First, the development of Comparative Pedagogy as a distinctive discipline in Serbia and Slovenia is discussed. Second, the role and the content of Comparative Pedagogy courses in university programmes covering the training of pedagogues in Serbia and Slovenia are presented. Third, special attention is given to the discussion on the role of Comparative Pedagogy in the university education of pedagogues. Comparative Pedagogy has a more enduring development and stronger position in Slovenia than in Serbia. The favourable effects of Comparative Pedagogy on the professional engagement of pedagogues, especially in the process of the modernisation and improvement of education, are discussed as well. [For complete volume, see ED567040.]
Student-Centred Learning: A Dream or Reality
Author: Ozola, Sandra
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Student Centered Learning,Teaching Methods,Teacher Student Relationship,Educational Change,Learning Processes,Constructivism (Learning),Taxonomy,Goal Orientation,Mastery Learning,Student Motivation

Learning is an intangible production of a tangible product and like all production processes, it requires someone who knows how to manage the process in order to achieve the desired result. It really has been long enough--12 years in the new century and still one can see the 25-30 students in traditional classrooms with students sitting in rows at the desks listening (or pretending to listen) to teachers and doing monotonous activities. Classrooms have improved, they have better desks and chairs that are more comfortable, the introduction of technology like data projectors, audio and visual systems, interactive white boards, but essentially they are designed for the same traditional mode of teaching because they are: (1) teacher centered; (2) lacking flexibility; (3) having limited support for technology; (4) &quot;fixed&quot; in design so difficult to be adapted for any other purposes; and (5) individual focused rather than group focused. At the same time face-to-face and traditional distance approaches can no longer meet the needs of education and learners. Flexible learning challenges the necessity of open interactions among teachers and learners in terms of place, time and media--the goals being to increase learners' control over where, when, and how they learn. Learners nowadays are: (1) technology literate; (2) flexible; (3) multitaskers; (4) interactive and networked; (5) reflective; (6) creative and adaptive; and (7) anywhere, anytime learners. These changes are the signs that there should be a shift from what has been labelled as the &quot;instructional paradigm&quot; towards the &quot;learning paradigm,&quot; from a school being an institution that provides instruction to students to an institution that produces learning in students (Barr &amp; Tagg, 1995). [For complete volume, see ED567040.]
Theory in Teacher Education: Students' Views
Author: Higgs, Leonie G.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Theories,Student Attitudes,Foreign Countries,Teacher Education Programs,College Students,Educational Philosophy,Surveys,Questionnaires,Learning Modules,Student Characteristics

This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and Existentialism. The aim of this paper is to reveal the students' views about: the volume of their work in the module, themes covered in the curriculum for the module, the relevance of the content for a South African context, what aspects of the content they found most interesting and whether it was understandable. Students were also asked to rate their prescribed textbook for the module and indicate bibliographical detail such as home language and age. The responses of the students show that student teachers recognise the important role theory plays in Teacher Education. [For complete volume, see ED567040.]
A Framework for Understanding International Perspectives on Education
Author: Wiseman, Alexander W.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Global Approach,Accountability,Academic Achievement,Access to Education,International Education,Cultural Influences,Educational Attitudes,Comparative Education,Educational Trends,Trend Analysis,Cultural Awareness

International perspectives on education have existed since the first world travelers brought stories back from their travels abroad, but the ways these perspectives are presented and understood varies as much as the cultures and communities themselves. This introduction to international perspectives on education provides a framework, which relies on conceptual, comparative, problematized and cultural understandings of education, both within and across educational systems worldwide. Conceptually, international perspectives on education are framed by the dual elements of both globalization and contextualization. Within this broad framework, comparative perspectives of education worldwide are characterized by assumptions about educational access, accountability and achievement. Problematizing international perspectives on education requires recognition that many, if not most, perspectives fall along a sliding scale from acceptance of to resistance against the mass education model, which has become ubiquitous worldwide. Likewise, cultural understandings of education from international perspectives address both the culture embedded in local and native communities, but also a culture that has become endemic to the institution of education itself. This introduction to international perspectives on education concludes with a discussion of the possible futures for the international comparative study of education, and how topics and trends are both varied in their topics, but limited in their scope. [For complete volume, see ED567040.]
Changing Policies Changing Times: Initiatives in Teacher Education in England
Author: Hilton, Gillian L. S.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Policy,Educational Change,Teacher Education,Foreign Countries,Partnerships in Education,College School Cooperation,Teacher Attitudes

For many years now in England the ways to train for the profession of teaching have been varied, but most teachers have been prepared through partnerships between universities and schools. Now, proposals by the Secretary of State for Education are attempting to virtually remove teacher education from universities giving it into the control of schools, based on the belief that teaching is merely a &quot;craft&quot; not an academic discipline. The resistance to this idea from the majority of the profession is huge but will the practitioners be heard? [For complete volume, see ED567040.]
Privatization of Higher Education in Nigeria: Critical Issues
Author: Okunola, Philips Olayide
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Privatization,Higher Education,Educational Change,Educational Policy,Educational Improvement,Private Colleges,Quality Assurance

The broad intent of any educational reform is premised on the assumption that it is capable of improving educational process and practices, hence, the need for evaluation of the system's process in order to determine the efficiency and effectiveness of resource allocation. Education is capital intensive in terms of human, financial and material resources. Its provision and management determine the quality and functionality of the system. This paper sought to assess the extent to which privatization policy has actually addressed quality improvement and also verify if there is justification for private participation in the provision and management of tertiary institutions in Nigeria in an attempt to suggesting some quality improvement strategies. The rationale for deregulation and privatization of the sector was provided and the challenges in the policy were also highlighted. Based on this, it was concluded that though privatization policy enhances access, it is not a panacea to quality tertiary education. In addition, there must be a strict adherence to globally set criteria for improvement, enhancement of educational agencies, especially those in charge of management and supervision of tertiary institutions as well as regular reforms in the process and practice within the sector. [For complete volume, see ED567040.]
Empowering Women with Domestic Violence Experience
Author: Anczewska, Marta
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Family Violence,Empowerment,Females,Social Problems,Health,Screening Tests,Intervention,Lifelong Learning,Coping,Wellness

It is generally held that it has been only recently that domestic violence gained appropriate attention as a major social problem. However several approaches, drawn from different theories are applicable in explaining the origin of this negative phenomenon. It is well recognized that trauma of domestic violence has destructive impact on somatic and mental health as well as on quality of life. Different screening instruments are available to identify women who have been abused but no studies to date have evaluated the effectiveness of screening to reduce violence or to improve women's health. Public education and police and social worker home visits showed that neither intervention affected service-awareness or service-use scores of individuals who experienced abuse. The aim of this paper is to share with educators and mental health workers some ideas how lifelong learning combined with empowering approaches might help women with domestic violence experience increase their knowledge, coping strategies and self management as well as achieve wellness and social inclusion in their everyday lives. [For complete volume, see ED567040.]
Transition of Students from Economically Disadvantaged Backgrounds to Research Led Universities
Author: English, Hilary
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Economically Disadvantaged,College Students,Research Universities,Males,Blacks,Computer Software,Computer Science Education,Student Adjustment,Transitional Programs,At Risk Students,Dropouts,Student Attitudes,Qualitative Research,Educational Environment,Cultural Differences,Minority Group Students,Semi Structured Interviews

This paper presents the findings of a study on software development students from economically disadvantaged backgrounds that have dropped out of universities which have a strong research emphasis. In the UK, these universities are generally part of the Russell Group of Universities. The participants were all male, mainly black, working class and had studied software development for two years post-sixteen at an inner city further education college in London. This study is the result of interviews, discussions and feedback from students who have a very different experience of the higher education system than students from middle class backgrounds. As Macrae and Maguire (2002) have argued, a system of support is required for these under-represented groups, in order that they may successfully access and complete higher education studies. Economically disadvantaged students' transition to research led universities is especially difficult, as in these environments there is a habitus of middle class students for whom the social norms are very different as many have had very different life experiences. The dramatic increase in University fees from £3,000 to £9,000 per year has made many economically disadvantaged students worry about applying to university. It is also the case that students from the lower social classes are more debt averse than those from higher social classes (Callendar &amp; Jackson, 2005). While many universities have made considerable steps to assisting transition, the findings are that these working class students who came to university from a vocational course and have very limited experience of exams, believe that they would be helped by having an introductory course at the start of the academic year to give additional support. A mentor from the same social, economic and ethnic background to support them from the start of their course would also be of great benefit. It is noted that additional financial help in the form of more non repayable bursaries and available part time work at the university would also be beneficial. [For complete volume, see ED567040.]