ethanporcaro/eric-fulltext-meta huggingface dataset:
A Triadic Worldview? The Misconception and Bias of Universality in Knowles&apos; Andragogy
Author: Dantus, Sabine Jean
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Misconceptions,Adult Learning,Learning Theories,Criticism,Teaching Methods,World Views,Social Differences,Cultural Differences,Cultural Pluralism

There is an ongoing debate about the omission of specific learners in modern learning theories. Most learning theories are derived from theoretical works by the dominant culture. This paper argues that despite the criticisms and shortcomings of Knowles' andragogical theory, the instructor can alter the framework as needed to meet the varying needs of adult learners who have different socio-cultural backgrounds. The paper will define andragogy, discuss assumptions, provide a brief multi-faceted review of a triadic culture worldview, a brief literature review, and examine praises and criticism for andragogy. The paper concludes and recommends that further inquiries be administered to learners of various sociocultural backgrounds to decolonize andragogy. Andragogy is a permanent model for understanding specific aspects of adult learning. Andragogy is not the only way to teach adults from all backgrounds. It is a perspective, one piece of a rich mosaic with many pieces, all with unique qualities and benefits. The instructor needs to adjust it for the &quot;other&quot; learners excluded from the original framework. [For the full proceedings, see ED625421.]
Embodied Cognition and Foreign Language Learning in Our Classes
Author: Yagcioglu, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Second Language Learning,Second Language Instruction,Class Activities,Teaching Methods,Learning Processes,Definitions,English (Second Language),Role Playing,Undergraduate Students,Museums,Majors (Students),Foreign Countries,Educational Games,Computer Software

Learning and teaching second language skills requires many different techniques and approaches. In the modern world, students have many opportunities to learn many different languages with the help of technology and with the help of many different modern and traditional approaches. Embodied cognition approach plays a great role in second language acquisition. When foreign language teachers or professors develop embodied cognition in their classes students can learn many different languages easily. This study deals with embodied cognition in foreign language learning classes. The definitions of embodied cognition and the embodied approach in foreign language education will be given. General characteristics of embodied cognition will be told. Different views of embodied cognition will be shared. Sample classroom activities will also be shared.
COVID-19, &quot;New Normal&quot; and Adult Learning: Challenges and Opportunities in an Agrarian Community
Author: Aderogba, Kofo A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Education,COVID-19,Pandemics,Barriers,Educational Change,Opportunities,Adult Educators,Adult Students,Emergency Programs,Social Bias,School Closing,Access to Computers,Adjustment (to Environment)

Before 2019, neither SARS-CoV-2 nor its genetic sequences had ever been identified. Retrospective investigations identified human cases with onset of symptoms in December 2019. While some of the earliest known cases had a link to a wholesale food market in Wuhan, China, some did not. But eventually, it spread to all nations of the world, and shutdown economies, social lives, education, and other sectors. This research studied the effects of COVID-19 on adult education in Ibarapa Central Local Government Area of Oyo State, Nigeria. It made recommendations for sustainable adult education in the circumstances of COVID-19 and similar pandemics in the community. It is descriptive and drew data and information from primary and secondary sources. Through a self-structured questionnaire titled &quot;Coronavirus, New Normal and Impacts on Adult Learning in Ibarapa Central Local Government Area of Oyo State, Nigeria,&quot; the community provided insight into its impact generally and on education particularly. They also made suggestions as panacea for sustainable adult learning in the circumstances of COVID-19 and similar pandemics. Records of some international and local agencies and organizations were perused. There were no records of COVID-19 cases in the study area. But the halo-effect was a great threat that devastated adult educators and learners. The community believed in and adhered to science and complemented it with traditional formulations. The community requires massive infrastructures to strengthen course delivery and administration of adult learning at all levels and in the circumstances of COVID-19 and similar pandemics. [For the full proceedings, see ED625421.]
International Organizations and Teachers&apos; Professional Development in Post COVID-19 Nigeria
Author: Alimigbe, Frances A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: International Organizations,COVID-19,Pandemics,Faculty Development,Evidence Based Practice,Barriers,Foreign Countries,Economic Development,Partnerships in Education,Educational Innovation,Transformative Learning,Teaching Methods,Intervention,Teacher Education,Access to Education,Access to Computers,Technological Literacy,Internet,Distance Education

The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in Nigeria were not able to benefit from this intervention due to some barriers. Primary barriers included poor knowledge of technology, infrastructural deficiencies, epileptic power supply, and funding amongst others. Teachers Registration Council of Nigeria (TRCN) is the Teachers Regulatory Agency and Centre for policy issue regarding teachers. TRCN, reached out to its critical stakeholders including the World Bank, United States Agency for International Development (USAID), United Nations Educational, Scientific and Cultural Organisation (UNESCO), Foreign Cooperation Development Organisation (FCDO), and the British Council. The focus was how to respond to the disruption caused by COVID-19 to education, through collaboration to help adopt evidence-based strategies and measures. This paper focuses on partnership between international agencies and the TRCN in Nigeria through the &quot;Technology Enabled Learning Futures&quot; framework. It explores focus-creating innovations to reposition teachers for effective, efficient, and transformative teaching. The paper uses secondary data to discuss the various interventions from International Development partners. It further discusses the impact of all the interventions on teaching and learning in Nigeria and its implications for international partnerships in teacher education. [For the full proceedings, see ED625421.]
Imagining New Worlds Together: Leveraging Technology to Decolonize Transcultural Learning
Author: Kirshner, Jean
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Faculty Development,Teachers,Technology Uses in Education,Cross Cultural Training,Intercultural Communication,Interpersonal Communication,Electronic Learning,Cooperation,Action Research,Participatory Research,Partnerships in Education

This paper describes the work of teachers from United States and Belize, who took the opportunity that COVID's challenges presented to collaborate in building professional development for teachers in both locations. Leveraging both technology and relationships, educators representing a variety of skill sets, schools, and positions in Belize and in the United States, co-created seminars that were live, interactive and responsive to teacher needs in real time. We sought feedback during this professional development in real time as we have continued to follow up with participants regarding the strengths and barriers of this work. We believe the meeting of our minds and screens during these times of COVID is testimony to the power of collective struggle and triumph through our shared vision, our desire to continuously improve our teaching practice, and our commitment to collaborate as we build an increasingly knowledgeable and united teaching coalition that will continue to shape our shared future. [For the full proceedings, see ED625421.]
Culturally Proficient Professional Learning: Lessons Learned from Africa
Author: Brion, Corinne
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Transfer of Training,Professional Development,Administrators,Foreign Countries,Cultural Differences,Training

Culture is a predominant force in people's lives that impacts learning and thus culture influences learning transfer. Because working across nations has become the norm and every year billions of dollars are spent on professional learning around the world, it is crucial for organizations to understand the role culture plays on the learning transfer process. Using a multidimensional model of learning transfer as a conceptual framework, this qualitative study used a case study approach to examine the impact of culture on learning transfer in Burkina Faso and Ghana, West Africa. Interviews were conducted with 20 principals who attended leadership professional learning in Ghana and Burkina Faso. Data collection also included observations. Findings indicated that several cultural factors influenced learning transfer in these two nations in the area of pretraining. Specifically, cultural differences pertained to the notion of time, the preference to avoid uncertainties, the importance of formalities and power dynamics. Based on these findings, the author offers recommendations. [For the full proceedings, see ED625421.]
Experiential Learning in International Contexts: Effective Teaching and Learning Strategies for Public Health and Nursing Students
Author: Bano, Sara
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,College Students,Experiential Learning,Public Health,Nursing Education,Study Abroad,Foreign Students,Foreign Countries,Student Attitudes,Community Involvement,English Language Learners

In this paper we will share successful teaching techniques for creating effective learning experiences for adult learners in an international context. We studied the experiences of two groups of Chinese undergraduate students from public health and nursing in short-term study abroad programs in the United States. We used the experiential learning theory described by Kolb (1984) to understand which teaching and learning strategies were considered meaningful by Chinese undergraduate students. We found that they preferred activities which involved opportunities for building relationships with American colleagues such as community engagement, shadowing, and learning English language. They considered lectures about public health topics informative but less meaningful as compared to more interactive and hands-on learning activities. [For the full proceedings, see ED625421.]
Learning about Culture. Overarching Evaluators&apos; Report
Author: Anders, Jake
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Art Education,Intervention,Cultural Awareness,Foreign Countries,Program Evaluation,Elementary School Students,Outcomes of Education,Reading Achievement,Communication Skills,Interpersonal Competence,Creativity,Writing Achievement,Self Efficacy,Program Implementation

This report sets out findings and lessons learned from an ambitious and innovative programme of work funded by the Education Endowment Foundation (EEF), the Royal Society of Arts (RSA), Arts Council England (ACE) and the Paul Hamlyn Foundation (PHF). At the core of the ?'Learning About Culture' programme are five school-based randomised controlled trials of arts-based education interventions delivered over four years, involving around 8,500 children in 400 state schools across England. These trials represent the biggest study of its kind ever undertaken in the UK and provide much-needed insight into both what works and how it works. The projects are The Power of Pictures -- Centre for Literacy in Primary Education (CLPE), The Craft of Writing -- Arvon, University of Exeter, the Open University, Speech Bubbles -- London Bubble, The Young Journalist Academy - Paradigm Arts and First Thing Music -- Tees Valley Music Service. They have been independently evaluated by a collaboration between the UCL Institute of Education and the Behavioural Insights Team, who worked with the developer teams, the EEF and the RSA, to design trials that would maximise what we can learn from the individual studies and reveal overarching findings from the trials relevant to evaluators, funders, arts-based education organisations and schools. [This report was co-produced by the Behavioural Insights Team of the University College London (UCL).]
Micro-Credentialing in Adult Learning: International Considerations
Author: McNamara, Billie
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Credentials,Adult Education,Open Educational Resources,Informal Education,Nonformal Education,Electronic Learning,Global Approach,Skill Development,MOOCs,Recognition (Achievement)

Micro-credentialing is unique because it spans epistemological paradigms, theoretical frameworks, and research methodologies in every academic discipline. Micro-credentialing and related technologies promote formal, non-formal, and informal learning among global adult learners through public-domain Open Educational Resources (OER) and other online courses that provide standalone enrichment or ancillary post-secondary knowledge and skills. Interests are rising in micro-credentialing as a verification tool. Yet, challenges to international standards, compatibility, language, validation, and efficacy require exploration to address technological issues, limitations, and implications for global adult learning. This paper introduces the foregoing concepts and relates them to concerns of the international adult education community. Educational researchers, instructional designers, administrators, and practitioners in academia, industry, and governments should understand historical details and current statuses to effectively prepare for sustainable creation, deployment, and storage of micro-credentials in the future. Likewise, consideration must be given to measuring and adapting to global adult learners' perceived value of micro-credentialing as an acceptable representation of knowledge and skills procurement through formal or informal, guided or self-directed, task-specific or generalized learning. [For the full proceedings, see ED625421.]
Probing More Deeply a Major Historical Epistemological Foundation of Adult Education Internationally and in the United States of America
Author: Henschke, John A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Global Approach,Religion,Religious Factors,Educational History,Churches,Christianity,Judaism,Epistemology

The historical and philosophical foundation of adult education finds its origins and motivations stemming from various sources nationally and internationally. However, one not to be ignored pertinent epistemology source is the overall umbrella concept of piety and devotion including the three elements of religion, spirituality, and a personal relationship with the living God. Many activities of adult education are deeply rooted in the overall umbrella concept of piety and devotion foundations and the God who some of us declare openly that we serve with willing, humble, contrite, and grateful hearts as well as serving many constituencies with whom we are involved. Presently, it may be beneficial to remind ourselves and others that God (whom atheists and anti-theists say does not exist) has influenced some of the operationalization of adult education. From ancient times, the international Hebrew and Christian Scriptures identify Moses, Joshua, Paul, and Jesus (even at the age of 12) being involved in adult education. Long (1991) identifies ten early innovative adult educators (from 1591 to 1920) strongly lacing the religious dimension in their adult education writings. Knowles (1962, 1977) and Grattan (1955, 1959) substantiate that the Church was at the forefront in adult education in the USA during the first two centuries of our existence from 1600 on. Reischmann (2006) from Germany, states that the religious foundation is one source of adult education. Henschke also references may things in adult education he has accomplished are a result of the &quot;Call of God&quot; on his life which he has joyfully enacted. [For the full proceedings, see ED625421.]
&quot;Performing Math, Dancing to History&quot;: A Case Study on School Culture in an Arts-Integrated, Urban Middle School
Author: Mazzer, Katherine
Date: 2022-07-00
Type: Reports - Research
Subjects: Middle Schools,Middle School Teachers,School Culture,Art Education,Integrated Curriculum,Sense of Community,Classroom Design,Values,Institutional Mission,Objectives,Goal Orientation,Educational Environment,Physical Environment,Leadership

The purpose of this case study was to analyze the school culture of an arts-integrated, urban middle school in Richmond, Virginia. Four teacher interview questions and classroom and school observations were conducted based on two contributing factors in shaping school culture (visions and values and physical environment). The findings of this study showed a strong, positive school culture with emergent themes of: a supportive administration, a shared vision, a feeling of community. The drawbacks from the positive school culture emerged in the themes of the physical environment and issues in education [ie: standardized testing]. This research begs further inquiry into what the threshold of a positive school culture is when running in conflict with a lack of funding and resources.
Review: EEF Implementation and Process Evaluation (IPE) Quality Pilot
Author: Maxwell, Bronwen
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Disadvantaged Youth,Elementary School Students,Secondary School Students,Educational Attainment,Program Implementation,Program Evaluation,Pilot Projects,Test Construction,Outcome Measures,Data Collection,Data Analysis,Test Validity,Sampling

The Education Endowment Foundation (EEF)'s mission is to break the link between family income and educational achievement. This is achieved through summarising the best available evidence in plain language, generating new evidence of 'what works' to improve teaching and learning, and supporting teachers and school leaders to use research evidence to maximise the benefit for young people. Evidence of what works to raise attainment is primarily generated through randomised controlled trials commissioned by the EEF. These trials include a quantitative impact evaluation to estimate the effect on pupils' attainment (and, in some cases, other outcomes) and an implementation and process evaluation (IPE). This report presents an IPE quality measure and pilots it using data coded in the Review of EEF Projects (Demack et al., 2021) from the 79 EEF trial reports that incorporated IPEs and had been published up to January 2019. [For &quot;Review of EEF Projects. Evaluation Report,&quot; see ED625480. For &quot;Review: Scale-Up of EEF Efficacy Trials to Effectiveness Trials,&quot; see ED625479.]
Review: Scale-Up of EEF Efficacy Trials to Effectiveness Trials
Author: Maxwell, Bronwen
Date: 2021-08-00
Type: Reports - Research
Subjects: Foreign Countries,Disadvantaged Youth,Elementary School Students,Secondary School Students,Educational Attainment,Program Effectiveness,Grants,Intervention,Effect Size,Program Implementation

The aim of this review was to support the Education Endowment Foundation (EEF), other funders, and developers and deliverers scaling-up interventions by undertaking, for the seven effectiveness trials that had been completed by 2019: (1) a quantitative comparison of effect sizes at the efficiency and effectiveness stages; and (2) a qualitative analysis of interviews with developers and deliverers who have been engaged in scale-up from an EEF efficacy trial to an effectiveness trial, to identify any models, supporting structures, and programme features that either support or hinder intervention scale-up to large numbers of schools. The findings indicate that the there is scope for a more systematic and evidence-based approach to supporting developers to scale-up their interventions that includes greater clarity around what is necessary to reduce or change to implement at scale, builds on evidence on effective approaches to training trainers and CPD for direct implementers, and highlights the need for robust quality assurance of training and implementation. Funders may also wish to consider in more depth how an 'effectiveness trial' should be defined, including whether it is appropriate to change the target group. [For &quot;Review of EEF Projects. Evaluation Report,&quot; see ED625480. For &quot;Review: EEF Implementation and Process Evaluation (IPE) Quality Pilot,&quot; see ED625478.]
Review of EEF Projects. Evaluation Report
Author: Demack, Sean
Date: 2021-08-00
Type: Reports - Research
Subjects: Foreign Countries,Disadvantaged Youth,Meta Analysis,Effect Size,Program Evaluation,Randomized Controlled Trials,Evaluation Methods,Elementary School Students,Secondary School Students,Cost Effectiveness,Student Attrition,Grants,Intervention,Educational Theories,Evidence Based Practice,Program Implementation,Fidelity,Educational Attainment

This report presents findings from exploratory, descriptive meta-analyses of effect sizes reported by the first 82 EEF evaluations that used a randomised controlled trial (RCT) or clustered RCT impact evaluation design published up to January 2019. The review used a theoretical framework derived from literature with five overarching themes to group explanatory variables: (1) Intervention; (2) Implementation &amp; fidelity; (3) Theory &amp; evidence; (4) Context; and (5) Evaluation design. Meta-analyses of effect sizes reported for intention-to-treat (ITT) analyses of primary attainment outcomes, ITT analyses of secondary attainment outcomes and free school meals (FSM) subsample analyses of primary or secondary attainment outcomes are reported. Effect sizes reported for psychological outcomes were also examined but not included in the meta-analyses because of the distinct and diverse nature of these outcomes. Also presented are findings from trial/evaluation-level descriptive analyses of cost effectiveness of interventions and overall pupil-level attrition. [For &quot;Review of EEF Projects. Summary of Key Findings,&quot; see ED625481. For &quot;Review of EEF Projects. Technical Annex,&quot; see ED625484. For &quot;Review: Scale-Up of EEF Efficacy Trials to Effectiveness Trials,&quot; see ED625479. For &quot;Review: EEF Implementation and Process Evaluation (IPE) Quality Pilot,&quot; see ED625478.]