ethanporcaro/eric-fulltext-meta huggingface dataset:
Faith-Based Institutions, Institutional Mission, and the Public Good
Author: Daniels, Jessica Rose
Date: 2016-06-00
Type: Journal Articles
Subjects: Church Related Colleges,Institutional Mission,Role of Education,Social Problems,Social Justice,School Responsibility,Religious Factors

Rooted in historical foundations and demonstrated by continued government financial support, one purpose of higher education is to contribute to the &quot;public good,&quot; or support and further social causes and human flourishing. This notion has received renewed attention in both the literature as well as in professional practice. Given the variety of institutional structures (e.g., public, private, religiously affiliated, nonprofit, and proprietary), the influence of institutional mission varies. Yet, aside from institutional leadership, an institution's mission is potentially most significant in influencing public good. Faith-based higher education institutions often have missions that are inextricably interconnected with service and community engagement. With these missions, faith-based colleges and universities are distinctively positioned to address social issues, engage in service to the local and global community, and to involve students, faculty, and administrators in this shared purpose. These institutions are uniquely accountable and have the greatest potential in this outcome precisely because of their faith commitment that both informs and motivates their policy and practice. In this essay, the role of faith-based institutions of higher education in promoting public good is explored. In addition, an analysis of both opportunities to enhance public good, as well as obstacles and challenges faced are provided.
Extending the Progressive Tradition to Poor Countries: The Role of Universities and Colleges
Author: Gathuo, Shiko
Date: 2016-06-00
Type: Journal Articles
Subjects: Higher Education,Universities,Colleges,Role of Education,Social Systems,Ideology,Social Justice,Activism,School Role,Low Income,Developing Nations,Global Approach,Change Agents,School Responsibility,Public Policy,Citizenship,Stereotypes,Economically Disadvantaged

American universities and colleges have always been a bastion of liberalism and progressive thought. Historically, the academic community has supported social justice issues, given a voice to the poor, minorities and the disadvantaged, and brought to light subjects that are considered taboo elsewhere. Indeed, many social movements have either started in American universities or been energized by the actions of university students and faculty, and often with the support of university administrations. Yet, when it comes to dealing with global issues that affect poor nations, universities have not always acted as change agents. In some cases, universities have to been passive onlookers or been complacent in participating in maintaining the status quo. This essay discusses the external environmental challenges and the internal constraints that universities and colleges must grapple with in their efforts to play in the global sphere. Further, it espouses ways in which universities might contribute to the global common good through their actions externally, particularly with regard to public policy, and internally within their campuses. A particular emphasis is given to Africa.
Overviews in Education Research: A Systematic Review and Analysis
Author: Polanin, Joshua R.
Date: 2017-02-00
Type: Journal Articles
Subjects: Educational Research,Literature Reviews,Meta Analysis,Synthesis,Electronic Publishing,Electronic Libraries,Research Methodology,Citation Analysis,Trend Analysis,Longitudinal Studies,Research Design,Evaluation Criteria

Overviews, or syntheses of research syntheses, have become a popular approach to synthesizing the rapidly expanding body of research and systematic reviews. Despite their popularity, few guidelines exist and the state of the field in education is unclear. The purpose of this study is to describe the prevalence and current state of overviews of education research and to provide further guidance for conducting overviews and advance the evolution of overview methods. A comprehensive search across multiple online databases and gray literature repositories yielded 25 total education-related overviews. Our analysis revealed that many commonly reported aspects of systematic reviews, such as the search, screen, and coding procedures, were regularly unreported. Only a handful of overview authors discussed the synthesis technique and few authors acknowledged the overlap of included systematic reviews. Suggestions and preliminary guidelines for improving the rigor and utility of overviews are provided.
Cultural Perspectives on Social Responsibility in Higher Education
Author: Yob, Iris M.
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Responsibility,Higher Education,Social Problems,School Community Relationship,Faculty Recruitment,Publications,International Organizations,Partnerships in Education,Cultural Context,Semi Structured Interviews,Cross Cultural Studies,Teacher Attitudes,Teacher Motivation,Religious Factors,Social Justice,Humanism,Global Approach,Cultural Influences,Foreign Countries

The writers of the UNESCO document, &quot;Rethinking education: Towards a global common good?&quot; challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice.
The Global Common Good and the Future of Academic Professionals
Author: Shaker, Genevieve G.
Date: 2016-06-00
Type: Journal Articles
Subjects: Higher Education,Role of Education,Sustainability,Access to Education,Costs,Educational Quality,Governance,Competition,Human Capital,Social Problems,Climate,World Problems,Natural Disasters,Terrorism,Hunger,Epidemiology,College Faculty,Teacher Role,Educational Change,Teacher Responsibility,Social Responsibility

Can the higher education faculty sustain itself as a profession? And why does this question matter as much as more frequently asked questions regarding access, costs, quality, governance, and competitiveness? This special issue of &quot;Higher Learning Research Communications&quot; seeks to address these questions by posing as a unifying concept the academic profession's duty to the common good. Higher education is essential for creating the advanced knowledge and human capital necessary to address the world's most challenging issues, ranging from the environment to health to security to societal stability with such immediate crises as drought and climate change, terrorism, migration, famine, and health epidemics. This special issue of &quot;Higher Learning Research Communications&quot; has responded to UNESCO's (2015) call for educational institutions and educators to rethink education in the contemporary era and focuses on how academic endeavors can, do, and should act in service to a global common good.
Measuring Quality beyond Test Scores: The Impact of Regional Context on Curriculum Implementation (in Northern Uganda)
Author: Spreen, Carol Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Implementation,Context Effect,Educational Quality,Scores,Mixed Methods Research,Teaching Experience,Performance Factors,Teacher Attitudes,Elementary School Teachers,Educational Change,Educational Policy,Teacher Competencies,Teacher Improvement,Content Analysis,Focus Groups,Interviews,Teacher Surveys,Knowledge Base for Teaching,Daily Living Skills,Native Language,Rural Schools,School Support,Observation

Although global initiatives have brought attention to the lack of quality in education systems worldwide; the question remains, how do we implement quality education? Teachers, a vital component of the education process, are not usually included in these global conversations; this results in government initiatives missing key obstacles faced by teachers daily. In this article, we used a rights-based approach to examine the Quality Educators Initiative, specifically its curricular component, as it tries to assist teachers in northern Uganda, an area whose schools and communities are vastly under-resourced and dealing with post-conflict effects. Using a mixed-methods approach, we highlight teachers' experiences with the National Thematic Curriculum and reveal through our findings that regional contextual factors, and teachers' voices and changing roles due to these factors, must be taken into consideration when rolling out new education policies.
Teacher Voice in Global Conversations around Education Access, Equity, and Quality
Author: Gozali, Charlina
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Teacher Attitudes,Access to Education,Equal Education,Educational Quality,Social Justice,Semi Structured Interviews,Teacher Exchange Programs,International Educational Exchange,Teacher Participation,Teacher Empowerment,Teacher Leadership,Participative Decision Making,Educational Policy,Fellowships,Qualitative Research

Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making.
International Higher Education for Whom? Expatriate Students, Choice-Making and International (Im)mobility in the Northern United Arab Emirates
Author: Rensimer, Lee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Higher Education,Foreign Students,Study Abroad,Multicampus Colleges,Student Mobility,Place of Residence,Decision Making,Migrants,College Choice,Access to Education,Paying for College,Mixed Methods Research,Interviews,Questionnaires,Family Influence,Barriers,Sense of Community,Student Adjustment,Costs

This article identifies a research gap on expatriate students attending international branch campuses in their country of residence, and presents evidence that they are insufficiently distinguished from international students in research on student mobility and choice-making. It finds that the priorities and enrollment choices of expatriates are often understood using the same analytical language as for students who migrate for the purpose of education, particularly through the use of rationalist &quot;push-pull&quot; models and agent-centric frameworks that approach choice and mobility as inherent to all international students. The study suggests that the enrollment choices of expatriates studying at fee-charging international institutions are better understood through research discourses typically applied to non-mobile, domestic students, such as access, affordability and opportunity. Using a mixed-methods research design combining questionnaires and interviews, the author examines the pathways and obstacles experienced by expatriate residents studying at international institutions in the Northern Emirate of Ras Al Khaimah in the United Arab Emirates. It finds that expatriate student choices are often constrained by structural factors that limit their mobility, including costs and family commitments, and are informed by senses of belonging and familiarity in their adoptive country of residence. Findings are contextualized through a discussion of an international education market which capitalizes on immobility and commercializes access to expressions of global citizenship. It concludes with implications for mobility research and calls for greater nuance in discussions on students attending international institutions of higher education.
Comparative and International Education in Teacher Training Programs: The Case of North Park University in Chicago
Author: Balodimas-Bartolomei, Angelyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Comparative Education,International Education,Teacher Education Curriculum,Graduate Study,Urban Universities,Education Courses

For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers.
Empowered but Not Equal: Challenging the Traditional Gender Roles as Seen by University Students in Saudi Arabia
Author: Al-bakr, Fawziah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Role,Sex Stereotypes,College Students,Civil Rights,Females,Questionnaires,Gender Differences,Equal Education,Equal Opportunities (Jobs),Student Attitudes,Womens Education

This study examines perspectives of Saudi university students regarding changing gender roles as affected by women's rights, education, employment, and activity in the public sphere. Results from a questionnaire distributed among 4,455 male and female students indicate students are confident and optimistic about improving gender equity, however resistance from those holding traditional views still exist. Female respondents are more optimistic than male respondents, seeing changes in gender roles as advantageous to their personal and professional lives. Representing a group of allies, a majority of male students regard changing gender roles positively. Men and women reported personal courage to address these challenges, which is an asset moving forward. While approval will never reach consensus, changes may be forthcoming. By surveying the Saudi university population, this study seeks to inform strategy and policy. Gender equity is only possible through increased societal acceptance of women's freedom in their everyday lives.
Reflections on Building &quot;Glocal&quot; Competence among Pre-Service and In-Service Teachers
Author: Gichiru, Wangari
Date: 2016-00-00
Type: Journal Articles
Subjects: Education Courses,International Education,Comparative Education,Preservice Teacher Education,Inservice Teacher Education,Teacher Educators,Self Evaluation (Individuals),Reflective Teaching,Qualitative Research,Teaching Experience

The purpose of this paper is to critically reflect on two graduate international comparative education courses I taught at a mid-sized public university. Using a variety of readings and multimedia focusing on voices of international educators telling their own stories of struggle for a democratic education, these courses represent my effort to raise a &quot;glocal&quot; consciousness among pre-service and in-service educators. In this paper, I describe how my educational and life experiences, which include living in parts of the &quot;global south&quot; and &quot;global north,&quot; influenced the global issues selected for discussion in these classes. Although there is clear evidence that the experiences I describe in these courses helped to develop a more &quot;glocal&quot; and critical consciousness among students, I conclude that there are always more questions to ask, stories to tell, and complexities to explore when comparing different educational approaches.
English Language Educational Policy in Saudi Arabia Post-21st Century: Enacted Curriculum, Identity, and Modernisation: A Critical Discourse Analysis Approach
Author: Elyas, Tariq
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Educational Policy,Second Language Learning,English Curriculum,Textbooks,Educational Change,Cultural Influences,Identification,Discourse Analysis

There has been limited research focusing on the place of culture and resulting teaching and learning identities in EFL and how these issues impact on EFL policy, curriculum and enacted curriculum, especially textbooks. Even less research has focussed on these issues in the Gulf context. Some international research has explored the role of culture and geopolitical factors affecting EFL policies in the world. Some other studies (several in the Gulf context) have explored global historical and political developments and how they have affected cultures and hence EFL curricula within those cultures. A few studies have explored the enacted curriculum (specifically in relation to textbooks) in Gulf countries and its relationship to the local culture(s) and discourses. This paper is the first in the KSA context to examine the full range of documents including policy, curriculum and textbooks (as representative of enacted curriculum) and to explore how these documents arise out of cultural identities and in turn may have a range of effects on teacher and learner identities.
Perceptions of Disadvantaged Youth on Social and Economic Asymmetry: A Case Study in Hong Kong's New Territories
Author: Spires, Robert W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged Youth,Attitudes,Case Studies,Barriers,Phenomenology,Qualitative Research,Interviews,Observation,Content Analysis,Social Mobility,Focus Groups

Many social issues exist for marginalized youth in the New Territories of Hong Kong, despite Hong Kong's high standard of living. Increasingly, attention is being paid to social mobility of Hong Kong's younger generations. Youth in the New Territories face academic, economic, social and cultural barriers, in part due to tracking into low-ranked Band 3 schools. In order to better understand these barriers, this study took a phenomenological approach to understanding selected youth's perceptions and perspectives on these barriers. This qualitative case study, being both exploratory and descriptive, developed thematic findings across interviews, field observations and document analysis in order to understand disadvantaged youth's personal perceptions and attitudes of youth social mobility. Youth and teacher interview participants also took part, to varying degrees, in the programs provided by Hong Kong-based NGO, Project Share. The study attempts to further our understanding of the lived experiences and perceived social mobility barriers unique to these marginalized youth. Findings illustrate issues that NGOs, practitioners, school officials and policy makers may want to consider when approaching work with disadvantaged youth and attempting to understanding youth issues in Hong Kong from the youth perspective.
Provision of Education to the &quot;Hard to Reach&quot; amidst Discontinuity in Nomadic Communities in Kenya
Author: Ayiro, Laban P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migrants,Elementary Education,Access to Education,Educationally Disadvantaged,Dropout Rate,Enrollment Rate,Attendance,Academic Achievement,Qualitative Research,Interviews

This study explores why nomadic children in the counties of Turkana and West Pokot are left behind in the primary education process despite free primary education (FPE), and considers the variables that contribute to high dropout rates, low enrollment, poor attendance, and unsatisfactory academic achievement with a view of bringing out possible strategies to mitigate against these factors of discontinuity. Based on a study conducted in two counties in Kenya, results suggest that formal education in Kenya has not effectively served the nomadic communities. Education indicators in these counties revealed that nomadic groups are at the bottom in national statistics pertaining to enrollment rates, school participation, classroom performance, gender balance, student achievement, progression to the next level of education and by extension training.
Ten-Year Change in the Scientific Literacy of Primary Science Teachers in China: Reflections on Training Programs and Personnel Policies
Author: Zhang, Hongshia
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Elementary School Teachers,Elementary School Science,Longitudinal Studies,Teacher Surveys,Knowledge Base for Teaching,Knowledge Level,Achievement Gains,Teacher Improvement,Teacher Behavior,Questionnaires,Faculty Development,Demography,Foreign Countries,Statistical Analysis

Using two rounds in 2003 and 2013 of large sample longitudinal surveys of science teachers in primary schools from 21 provinces and autonomous regions of China, results suggest that Chinese teachers' basic scientific literacy was still low with only a slight increase in the procedural knowledge of science. The evidence also suggests little increase in epistemological knowledge of science among teachers, especially concerning with the classic nature of science. Chinese teachers' non-scientific teaching behavior remained unchanged. This phenomenon associated with the relative ineffectiveness of in-service training teachers' received and with the discriminative personnel policy of recruitment and promotion for primary science teachers. The implicit cultural impact of these findings is also discussed.