ethanporcaro/eric-fulltext-meta huggingface dataset:
Libro + Biblioteca = Libertad
Author: Rodriguez, Rodrigo Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Elementary Schools,Bilingual Education,Library Materials,Library Services

On the margins of El Paso, Texas, a teacher-librarian communicates daily to her students the following bilingual mantra: &quot;'Esta biblioteca les pertenece a ustedes.' This is your very own library.&quot; Lisa M. López-Williamson is the teacher-librarian and literacy activist and advocate at William &quot;Guillermo&quot; C. Herrera Elementary School in the El Paso Independent School District. She is a celebrated teacher-librarian who cares about family literacy. Proudly bilingual, she works to advance the intellect, creativity, and imagination of children through digital and print literacies that foster social responsibility. She identifies herself as a young Latina of Mexican descent and borderlands citizen who can directly influence young people's bilingualism, biculturalism, and biliteracies. The library serves a school population of nearly 500 students, 96 percent of Hispanic origin. Lisa explained that her school building houses three libraries in one to increase bilingual readership among students--during all hours and every day of the year. In addition to the main school library that is open during the academic year and part of the summer, there is one Little Free Library outside, and another indoors. A Little Free Library is part of a larger non-profit network of free book exchanges with the motto &quot;Take a Book, Return a Book.&quot; The libraries vary by shape and size, although the most common version is a small wooden box with glass doors that open to house books for readers. Anyone takes a book or brings a book to share. The outdoor Little Free Library is open year-round for readers and families. Although situated along the largest border and enforcement zones of North America, these three school libraries are free of borders and limitations. This article features an interview with Ms. Lopez-Williams, and digs deeper into the interactions among borrowers and the librarian. The questions were open-ended with the purpose of seeking the librarian's own agency and identification, which involves decision-making about selecting books, honoring students' ethnic cultures and home languages, and maintaining mindfulness about civic responsibilities.
Border Crossing in the Classroom through Performed Ethnography
Author: Goldstein, Tara
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethnography,Classroom Techniques,Undergraduate Students,Activism,Equal Education,Sexual Orientation,Learning Activities,Art Activities,Didacticism,Identification (Psychology),Reflection,Social Psychology,Foreign Countries

In this essay I share the ways I have used performed ethnography to explore the notion of border crossing in an undergraduate course called &quot;Equity and Activism in Education.&quot; Performed ethnography involves turning the findings of ethnographic research into a play script. My students read two performed ethnographies, &quot;Harriet's House&quot; and &quot;Ana's Shadow,&quot; based on ethnographic research I had conducted about the lives of transnational adoptive LGBTQ families. They then reflected upon the ways they themselves had crossed borders in their families and schools, and how their own border crossing experiences might influence their future activist work in education.
Where Are All the Black Male Special Education Teachers?
Author: Scott, LaRon A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Males,African American Teachers,African American Students,Teacher Shortage,Special Education,Teacher Education Programs,Funding Formulas,Teacher Salaries,Alternative Teacher Certification,Educational Change,Teacher Recruitment,Cultural Differences

The under-representation of Black male teachers in special education has significant consequences. Historically, Black males account for the disproportionately high number of children served in K-12 special education programs (Talbert-Johnson, 2001). Often, the children are evaluated using racially-biased assessments (Cartledge &amp; Duke, 2008). Further, the children are often assessed and serviced by educators who reflect neither the diversity of the student environment and classroom (Tyler, Yzquierdo, Lopez-Reyna, &amp; Flippen, 2002), nor are the educators prepared to meet the cultural needs of students from diverse backgrounds (Cramer, 2015; Ford, 2012). In urban public school areas, larger concentrations of minorities often exist (Ford, 2012), and Black males with special education needs will spend a majority of their public education in a classroom with a nonminority female teacher (Bryan &amp; Ford, 2014). Researchers have suggested that for minority children, particularly in urban schools, the notion of being taught by White American females with limited exposure to the experiences and culture of minority children is distressing (Cramer, 2015; Talbert-Johnson, 2001). For example, Talbert-Johnson (2001) found that many White American female special education teachers felt poorly prepared to work with Black children. Black male children who matriculate through K-12 public schools without engaging with a Black male teacher means the students are denied perspectives, guidance, and an understanding that may only come from a Black male teacher.
Combatting Marginalized Spaces in Education through Language Architecture
Author: Flores, Nelson
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Minorities,Student Centered Curriculum,Language Acquisition,Second Language Learning,Educational Practices,Educational Strategies,Disadvantaged,Critical Theory,Teaching Methods

In this commentary, Flores states that language policing traps language-minoritized students in the position of having to reject their home language practices as inferior to the language practices of schooling. Language-minoritized students who are unable or unwilling to conform to these expectations, says Flores, are placed in the solitary confinement of remediation programs, thereby continuing the cycle of the miseducation of communities of color. In contrast, language exploration supports language-minoritized students in becoming language architects who are able to apply the knowledge that they gained through their critical inquiry to design language in their own terms and for their own purposes. Supporting language-minoritized students in becoming language architects would be an important first step in combatting marginalizing spaces that continue to persist in US classrooms. [Additional Resources are provided. ]
Dimensions of Open Research: Critical Reflections on Openness in the ROER4D Project
Author: King, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Strategic Planning,Access to Information,Electronic Publishing,Ideology,Foreign Countries,Research Projects

Open Research has the potential to advance the scientific process by improving the transparency, rigour, scope and reach of research, but choosing to experiment with Open Research carries with it a set of ideological, legal, technical and operational considerations. Researchers, especially those in resource-constrained situations, may not be aware of the complex interrelations between these different domains of open practice, the additional resources required, or how Open Research can support traditional research practices. Using the Research on Open Educational Resources for Development (ROER4D) project as an example, this paper attempts to demonstrate the interrelation between ideological, legal, technical and operational openness; the resources that conducting Open Research requires; and the benefits of an iterative, strategic approach to one's own Open Research practice. In this paper we discuss the value of a critical approach towards Open Research to ensure better coherence between &quot;open&quot; ideology (embodied in strategic intention) and &quot;open&quot; practice (the everyday operationalisation of open principles). [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
A Framework for the Ethics of Open Education
Author: Farrow, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Open Education,Foreign Countries,Governance,Educational Research,Educational Resources,Guidelines,Guides,Teaching Methods,Online Courses,Mass Instruction,Standards,Comparative Analysis

What difference does openness make to the ethics of teaching and research? This paper approaches this question both from the perspective of research into the use of open educational resources (OER) in teaching and learning. An outline of the nature and importance of ethics in education research is provided before the basic principles of research ethics are examined through a discussion of traditional guidance provided by three UK research governance bodies: the Economics and Social Research Council; the British Education Research Association; and the British Psychological Society. The importance and foundation of institutional approval for research activities is analysed with several examples of the differences made by openness. It is argued that openness by its nature provokes particular issues for education researchers. A framework for understanding openness in education is then proposed based on basic meta-ethical positions (deontological; consequentialist; virtue). Used as a tool, the framework attempts to retain relevance in a variety of scenarios without requiring a dogmatic vision of openness (e.g. an insistence on open licensing). This framework is then evaluated in the context of the OER Research Hub project, which developed guidance for others in the form of an 'ethics manual' and online learning provided through the OER Research Hub's &quot;Open Research&quot; course hosted on P2PU's School of Open. Use of the framework is intended to contribute to a better understanding of professional ethics for open practitioners. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
The Best of Two Open Worlds at the National Open University of Nigeria
Author: Agbu, Jane-frances Obiageli
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Universities,Foreign Countries,Educational Resources,Mass Instruction,Online Courses,Educational Strategies,Workshops,Instructional Design,Instructional Materials

It will be wise for educational institutions, from primary to tertiary level, globally, to reflect on their position and profile with respect to the new concepts of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Responses will be diverse of course but the potential is so manifest that many institutions probably will consider the benefits to outweigh the barriers. The National Open University of Nigeria (NOUN) has decided to combine its &quot;classical&quot; openness with the new digital openness by fully embracing the OER approach and converting its complete course base into OER. Step-by-step, NOUN is currently implementing its strategy towards becoming an OER-based Open University with a special niche for MOOCs. During a launch event in December 2015, the first 40 OER-based courses were presented as well as the first 3 OER-based MOOCs. This paper therefore presents NOUN's OER strategy with insight on lessons learned. To the authors' knowledge NOUN is the first Open University in the world with such a full-fledged OER (&amp; MOOCs) implementation route. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
Creating Open Textbooks: A Unique Partnership between Oregon State University Libraries and Press and Open Oregon State
Author: Chadwell, Faye A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbooks,State Universities,Shared Resources and Services,Course Content,Textbook Preparation,Academic Libraries,Electronic Publishing,Partnerships in Education

This article presents Oregon State University's experience launching an innovative Open Textbook initiative in spring 2014. The partners, Open Oregon State and the Oregon State University Libraries and Press, aimed to reduce the cost of course materials for students while ensuring the content created was peer-reviewed and employed multimedia capabilities. This initiative sought to showcase existing and emerging disciplinary strengths of the University thus creating unique course content that could be shared globally. This article briefly describes the U.S. landscape for open textbook creation and adoption. It demonstrates how this unique partnership has developed, covering barriers and benefits, and what the future could hold for new projects. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
Atolls, Islands, and Archipelagos: The California OER Council and the New Landscape for Open Education in California
Author: Hanley, Lawrence Francis
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Electronic Libraries,Resource Units,Computer Uses in Education,Shared Resources and Services,Textbooks,Costs,Educational Cooperation,Universities,State Universities,Community Colleges,Consortia,Sustainability,College Faculty,Teacher Surveys,Adoption (Ideas),State Programs,Familiarity,Access to Information,Electronic Publishing,Focus Groups,Printed Materials,Preferences

California's three public higher education systems (University of California, California State University, the California Community College System) enroll nearly 3 million undergraduate students and employ almost 100 thousand faculty. In 2012, the California State Legislature directed the three systems to create an online library of open educational resources to encourage the use of free or affordable textbooks and other materials throughout California's public higher education system. Composed of faculty representatives from each of the three systems, the California Open Educational Resources Council (CAOERC) was formed and charged in January, 2014, with collecting, peer-reviewing, helping to curate, publicizing, and cultivating the adoption of these open educational resources. As we end the first phase of this massive effort, our paper will: 1) outline what we've learned about scale and collaboration among California's three distinct higher education systems; 2) present the results of CAOERC's ongoing research (via surveys and focus groups) about open textbook use and adoption; 3) briefly discuss issues of OER sustainability in the context of cooperation among state, university, and non-profit sectors. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
Ten Years of Open Practice: A Reflection on the Impact of OpenLearn
Author: Law, Patrina
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Practices,Open Universities,Learning Modules,Educational Resources,Informal Education,Delivery Systems,Nonformal Education,Student Characteristics,Demography,Courseware,Access to Education,Open Source Technology,Foreign Countries

The Open University (OU) makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the public, but increasingly its students are using it to inform module choice, to augment their studies and to boost confidence. In a year that celebrates 10 years of OpenLearn, this paper reports on the growth and impact of the platform as a vast open, learning resource and how a new study underlines how this is also serving the OU's own students in terms of supporting motivation for learning and impact on achievements. The paper also discusses how the OU is mainstreaming open practice via module production in releasing content on OpenLearn from its paid-for modules in order to improve student module choice and preparedness and in doing so, is providing a richer learning experience for informal learners. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers
Author: Oates, Lauryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Usability,Foreign Countries,Multilingualism,Electronic Libraries,Pedagogical Content Knowledge,Teaching Methods,Outcomes of Education,Instructional Innovation,Open Source Technology,Access to Information,Library Materials

The Darakht-e Danesh (&quot;knowledge tree&quot;) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan's education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library's collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
Women's Empowerment through Openness: OER, OEP and the Sustainable Development Goals
Author: Perryman, Leigh-Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Empowerment,Developing Nations,Resource Units,Shared Resources and Services,Open Education,Access to Education,Access to Information,Educational Practices,Barriers,Information Technology,Inclusion,Access to Computers,Disadvantaged,Gender Differences,Surveys,Communities of Practice,Translation,Native Language

This paper explores the potential of open educational resources (OER) and open educational practices (OEP) in helping achieve women's empowerment in the developing world. Our evidence comprises the Open Education Research Hub open dataset, featuring survey responses from 7,700 educators, formal and informal learners from 175 countries concerning the use of OER, the barriers faced in respect of OER adoption and OEP engagement, and the perceived impact of OER on teaching practices. Our findings indicate that OER and OEP can give women a voice, access to information and education, and the opportunity to connect with peers and train others. However, they also highlight extreme inequalities in digital empowerment and extensive technological barriers to digital participation. We argue that while such technological barriers certainly need removing, the potential of openness can only fully be realised when &quot;offline&quot; societal and economic barriers to women's empowerment are also minimised. [This paper was presented at the &quot;Open Education Consortium Global Conference,&quot; Krakow, Poland, April 12-14, 2016.]
An Investigation on the Effectiveness of Chess Training on Creativity and Theory of Mind Development at Early Childhood
Author: Sigirtmac, Ayperi Dikici
Date: 2016-06-10
Type: Journal Articles
Subjects: Games,Creativity,Theory of Mind,Creative Development,Cognitive Development,Preschool Education,Preschool Children,Cognitive Tests,Creative Thinking,Creativity Tests,Scores,Differences,Correlation,Nonparametric Statistics,Statistical Analysis,Foreign Countries

In recent years, chess training is offered as a compulsory elective course in some pre-schools, whereas it is not offered in some other pre-schools. There are children who attend chess clubs outside of schools. Chess is considered to be a game of intelligence, and its effects on individuals have been the subject of many researches. This study was conducted to investigate whether chess training has any impacts on creativity and theory of mind skills of children. For this purpose, the study was conducted on a total of 87 children including 41 children who received chess training (67.9 months old) and 46 children who didn't receive any chess training (68.46 months old). As a result, the scores of children who had chess training were found to be higher than scores of other children both in creative thinking and theory of mind tests, and the difference between scores of these children were also found to be statistically significant.
Techniques Use by Science, Technology and Mathematics (STM) Teachers for Controlling Undesirable Classroom Behaviours in Anambra State Secondary Schools
Author: Chinelo, Okigbo Ebele
Date: 2016-06-10
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,STEM Education,Student Behavior,Secondary School Students,Classroom Techniques,Teacher Surveys,Questionnaires,Experienced Teachers,Beginning Teachers,Differences,Gender Differences

This study investigated the techniques used by secondary school Science Technology and Mathematics (STM) teachers in controlling undesirable behaviours in their classrooms. It adopted descriptive survey design in which 178 Anambra State teachers teaching STM subjects in senior secondary were involved in the research. Two sections of questionnaire used for data collection were validated and coefficients of internal consistency found to be 0.82 and 0.79. Data collected were analyzed using mean, percentage and t-test. Findings revealed that: Teachers always use traditional techniques science classroom; there is a significant difference in the mean rating of experienced and beginning teachers on their use of various techniques for controlling students' behaviours in favour of experienced teachers and male and female teachers do not differ significantly in their use of various techniques. It was recommended that beginning teachers should face orientation on use of the techniques.