ethanporcaro/eric-fulltext-meta huggingface dataset:
Ann Oakley: New Learning and Global Influence from Working across Conventional Boundaries
Author: Oliver, Sandy
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Research,Interdisciplinary Approach,Social Science Research,Evidence Based Practice,Social Problems,Educational Policy,Policy Formation,Cooperative Learning,Listening,Females

Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries--between qualitative and quantitative methodologies, between disciplines, and between academia and wider society--to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.
&apos;Employers at the Heart of the System&apos;: Whose System Is It Anyway?
Author: Huddleston, Prue
Date: 2022-00-00
Type: Journal Articles
Subjects: Education Work Relationship,Partnerships in Education,Employers,Stakeholders,Economic Factors,Job Skills,Adult Education,College Role

Education and skills policy since the 1970s have exhorted employers to put themselves at the 'heart of the system', to engage voluntarily with colleges and other providers, in a range of roles and activities, some of which may be beyond their competence and experience. However, employers do have an important role to play, but that role should be clearly defined and directed towards those areas where their expertise and experience can be optimally deployed. To function effectively, a system requires partnership between a range of actors--learners, providers, local communities, businesses and voluntary organisations. Contributions and expectations, all of which are important, require coordination and management. It is argued that colleges are well placed to act as 'anchor institutions' for bringing together local partners. This article provides a practical example of how one large general further education college fulfils this role.
Pressing Times, Losing Voice: Critique and Transformative Spaces in Higher Education
Author: Benswait, Ahmad Jaber
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Doctoral Programs,Refugees,Supervisor Supervisee Relationship,Teacher Student Relationship,Doctoral Students,Social Justice,Foreign Countries,Ethics,Sociolinguistics,Linguistic Theory,Meetings,Political Attitudes,Research,Language Research,Educational Change,Dialogs (Language),Foreign Students,Public Policy,Discourse Analysis,Student Attitudes,College Faculty,Teacher Attitudes,Journal Articles,Government School Relationship,Universities,Social Systems,Social Change,Fuels

In this article, we examine our own doctoral supervisory dialogue as it has been institutionally interrupted due to Ahmad's application for asylum in the UK. As we find ourselves lacking the conditions of recognisability required for our actions to be institutionally understood (or made intelligible) as part of a doctoral supervisory relationship, we are left with a sense of futility of how scholarly work preoccupied with social justice may confront, let alone transform, the larger sociopolitical realities with which we aim to engage. In the light of calls to turn precarity into a productive pedagogical space for ethical action--often regarded as a 'pedagogy for precarity', we draw from Blommaert's (2005) sociolinguistic theory of voice to account for how we attempted to become recognisable to each other throughout the course of our supervisory meetings. In so doing, we reflect on the implications of our analysis for politically engaged academic research, while linking with wider language scholarship on the possibility for, and imaginability of, social transformation in higher education spaces.
Recontextualising History in Primary School: Discourses in the Classroom
Author: Khawaja, Amna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,History Instruction,Discussion (Teaching Technique),Teacher Attitudes,Teaching Methods,Knowledge Level,Concept Formation,Grade 6

Employing Bernstein's (1990, 2000) concepts of recontextualisation and pedagogic discourse, this case study aims to identify types of discourse and forms of knowledge in primary history lessons, and to explain the observations through teachers' thinking. Two Finnish primary teachers were observed for nine or ten consecutive history lessons and interviewed twice following the observation period. The analysis is based on field notes, classroom materials and interview data. The discourses in the classrooms are discussed through the instructional aim of historical literacy. The results show that although the two teachers had different discursive profiles, substantive knowledge took precedence over procedural knowledge and second-order concepts. Students' experiences and historical culture, when present, were not deconstructed through concepts and strategies specific to history. Thus, the discursive space in both classrooms was incompatible with that required for promoting historical literacy. In the interviews, both teachers expressed their unwillingness to skip topics in the textbook, which may have contributed to the predominant role of substantive knowledge. One teacher's planning and implementation process indicated that active and intentional recontextualisation had taken place. These results suggest that teacher education should equip primary teachers with more procedural knowledge and the means to deconstruct historical culture and students' everyday experiences.
Learning to Think, Perform and Act with Integrity: Does Teacher Education Have a Signature Pedagogy, and Why Does This Matter?
Author: Brooks, Clare
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Instruction,Educational Policy,Educational Change,Integrity,Professional Identity,Professionalism,Educational Objectives,Teaching (Occupation),Teacher Education Curriculum,Schools of Education

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman's concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as 'knowledge-first' or 'people-first', to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.
Decolonising the School Curriculum in an Era of Political Polarisation
Author: Akhter, Shahnaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,Political Attitudes,Foreign Policy,Voting,Public Policy,Political Power,Teaching Methods,Government School Relationship,Social Values,Nationalism,Elementary Secondary Education,Foreign Countries,Educational History

Recent consciously curated conditions of political polarisation have prevented English schools from taking even the first tentative steps towards decolonising the curriculum. Since returning to power in 2010, successive Conservative Secretaries of State for Education have resolved to restore traditional learning methods to English classrooms, championing the need for children to passively accept content chosen for them by government appointees who are answerable to political rather than to pedagogical priorities. This had already created an unsupportive political environment for transforming what children might learn, before such difficulties were magnified following the Brexit referendum of 2016. Decolonisation has increasingly been identified by Conservative Party strategists as one of their beloved wedge issues, something that can be used to stoke electorally expedient anger against 'the Remainer elite' among Leave-voting communities. Hopes for a serious debate about the principles of decolonisation were frustrated by the Johnson government hijacking the very mention of the word to use as evidence that the 'woke' brigade was running hopelessly out of control. The case for decolonising the English school curriculum has been subjected to a full-frontal populist culture-war attack on an educational establishment accused of refusing to allow children to see the good in their country.
The Effectiveness of History Teacher Education Concerning the Development of Lesson Planning Knowledge: An Example from Germany
Author: Wolf, Jörgen
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Lesson Plans,History Instruction,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Teaching Skills,Foreign Countries,Teacher Competencies

Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.
Private School Choice among Muslim Parents: The Public-Private School Decision in Delhi, India
Author: Mousumi, Manjuma Akhtar
Date: 2022-00-00
Type: Journal Articles
Subjects: Private Schools,School Choice,Muslims,Decision Making,Foreign Countries,Proximity,Discipline,Religious Education,Safety,Caring,Elementary School Students,Parent Attitudes

This article examines Muslim parents' private school choice, their understanding of public-private schooling and how they navigate the choice between fee-free public schools and fee-charging private schools. This article draws on qualitative data from open-ended, semi-structured interviews with 38 parents from Muslim-majority areas in Delhi, India. The findings show that parents choose private schools for several reasons, such as their proximity, discipline, emphasis on Islamic teachings and values, safety and caring teachers. The analysis suggests that structural and social factors influence and construct parents' choice of a particular school. The neighbourhood where they reside, their minority status, their socio-economic and demographic profile, and the type of schools that are available to them influence their decision making.
A Meta-Analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement
Author: Xie, Yuntian
Date: 2022-00-00
Type: Journal Articles
Subjects: Parenting Styles,Academic Achievement,Parent Child Relationship,Parent Role,Age Differences,Affective Behavior,Foreign Countries,Elementary School Students,Secondary School Students,Rejection (Psychology),Parents

This article aimed to examine the relationships between Chinese parenting styles and child academic achievement through a meta-analytical review. After literature screening, 54 studies and 793 independent effect sizes that met the inclusion criteria were incorporated into the analysis (n = 24630). According to the results of the study, positive parenting styles like &quot;emotional warmth and understanding&quot; had prominent beneficial effects on child academic achievement, whilst negative ones such as &quot;punishment and harshness&quot;, &quot;overinvolvement and overprotection&quot;, &quot;preference for the subject&quot;, &quot;rejection and denial&quot;) were significantly unfavorable for child academic performance. In addition, the relation between parental overinvolvement and overprotection and child academic achievement was moderated by parental roles. Children's ages could moderate the relationships between parenting styles (except for overinvolvement and overprotection) and child academic results. The connection between parental preference for the subject and child academic achievement was moderated by disciplines. The effects of parents' emotional warmth and understanding as well as overinvolvement and overprotection were moderated by times.
Creating Value from Co-Designing CoMOOCs with Teachers in Challenging Environments
Author: Kennedy, Eileen
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Instructional Design,Cooperation,Arabic,English,Teacher Participation,Faculty Development,Foreign Countries,Elementary School Teachers,Secondary School Teachers,College Faculty,Teacher Attitudes,Value Judgment,Educational Environment

Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators' perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants.
Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China
Author: Zhu, Ying
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Teacher Influence,Bullying,Victims,Predictor Variables,Sense of Community,Foreign Countries,Teacher Behavior,Secondary School Students,Classroom Techniques,Discipline,Secondary School Teachers,Teacher Student Relationship

Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents' overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers' emotional, instrumental, and informational support other than appraisal support were negatively associated with students' experiences of being bullied and victimized. The research also indicated that students' sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.
Examination of Secondary School Students&apos; Attitudes towards Communication and Collaboration Skills in Terms of Some Variables
Author: Kocaman, Berrak
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Communication Skills,Cooperation,Foreign Countries,Individual Differences,Gender Differences,Parent Background,Educational Attainment,Tablet Computers

This study aims to examine the communication and collaboration attitudes of secondary school students according to some variables and to determine if there is a relationship between students' communication and collaboration attitudes. The survey model was used in the study, and the sample consists of 405 secondary school students studying in Salihli, Manisa. &quot;Secondary school students' communication attitude scale (SSSCAS)&quot; and &quot;Scale for Self-Evaluation of Collaboration Skills (SSCS)&quot; were used to collect data. According to analysis results of the data obtained, it was found out that the communication and collaboration attitudes of the secondary school students were at a high level and did not show statistically significant differences in terms of gender and educational status of the parents. On the other hand, there was a significant difference according to owning tablet/PC variable. Besides, there is a positive relationship between secondary school students' communication skills attitude and collaboration attitudes.
Creation of Learning Strategies for Development of English Reading Skill by the Extensive Reading in EFL Classroom
Author: Wutthisingchai, Sajeerat
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Majors (Students),College Freshmen,Formative Evaluation,Summative Evaluation,Class Activities,Language Tests,Reading Processes,Reading Comprehension,Textbooks,Teaching Methods,Student Attitudes,Reading Instruction,Student Evaluation

The research aimed to develop the reading process and comprehension through extensive reading of 30 English major freshmen students conducted at Lampang Rajabhat University, Thailand, in the academic year of 2018. Data was collected by using pre-and post-test. Several follow-up activities and guidelines, including formative and summative assessments, were also conducted. Moreover, the study also surveyed the coursework book at the end of the semester, which promotes learning strategies through comprehension questions of pre-and post-activities in class throughout the whole semester. All comprehension tests were valued in descriptive statistics, and the paired sample t-test was analyzed by SPSS Statistics in the study. Based on the statistical data, the overall results revealed that pre-and post-test had significant differences in scores at the level 0.01, which means that the post-test scores were significantly higher than the pre-test scores. Further results were evaluated through qualitative measures including further discussion and conclusion.
Investigation of Anaerobic Power, Static Balance, and Speed Performances in 10-12 Years Old Children Doing or Not Doing Sports
Author: Taskin, Ali Kemal
Date: 2022-00-00
Type: Journal Articles
Subjects: Children,Athletics,Team Sports,Student Participation,Control Groups,Performance,Physical Fitness,Exercise Physiology,Energy,Motion,Psychomotor Skills

In this study, it was aimed to investigate the anaerobic power, static balance, and speed performances of 10-12 years old children doing or not doing sports. In our study, 20 girls between the ages of 10 and 12 doing sports, and 20 girls between the ages of 10 and 12 not doing sports who both live in the city center of Batman voluntarily participated. The analysis of whether the data showed normal distribution was tested with the Shapiro-Wilk test, and the t-test was used to make comparisons between independent groups. At the end of the study, when the posttest results of the control and experimental groups were compared, a statistically significant difference was found in the vertical jump, standing long jump, static balance, and 100-meter sprint test values (p&lt;0.05). There was no significant difference between the experimental and control groups in the 30 meter speed test values (p&gt;0.05).
Sink or Float: Experiencing Distance Learning Education through the Lens of College Students
Author: Kitongan, Vivian Grace L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,College Students,Student Experience,COVID-19,Pandemics,Online Courses,Correspondence Study,Barriers,Affordances,Foreign Countries

At the onset of pandemic, schools offer online classes for those who have access to internet and correspondence-based learning (CBL) for those who have difficulties accessing internet signal. Hence, this study delved into the learning experiences of college students who subscribed to the CBL modality. Using phenomenology design, findings showed the difficulties and good experiences encountered in the CBL platform. Difficulties referred as sinkers are learning environment difficulty, scaffolding shortage and mental struggles. Good experiences referred as floaters are family bond support, mentor support, and dependent support. After two years of having this distance learning format, students still experience difficulties that pull them from achieving quality education. However, there are still good things out of these experiences which push them achieve their educational goals. This study hopes to contribute in advancing curriculum design, planning, and implementation of distance learning education, particularly those using solely modules in the Philippine education setting.