ethanporcaro/eric-fulltext-meta huggingface dataset:
Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs
Author: Kaya, Sibel
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Science,Science Instruction,Elementary School Students,Elementary School Teachers,Observation,Semi Structured Interviews,Teacher Attendance,Teaching Methods,Discourse Analysis,Validity,Reliability,Statistical Analysis,Mixed Methods Research

The current study examines if the occurrence of dynamic  variables namely, authentic questions, uptake, high-level evaluation  and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers' instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in terms of the frequency of dynamic variables. Implications for education and research were discussed.
Profiling and Racial Profiling: An Interactive Exercise
Author: Semple, Philip
Date: 2013-00-00
Type: Journal Articles
Subjects: Stereotypes,Racial Factors,Racial Attitudes,Law Enforcement,Police,Consciousness Raising,Racial Bias,Professional Training,Civil Rights,Social Attitudes,Role Playing,Foreign Countries

Racial Profiling has been recognized as a serious problem that affects many segments of our society and is especially notable in law enforcement. Governments and police services have pronounced that racial profiling is not acceptable and will not be tolerated. They have gone to great lengths in trying to eradicate racial profiling through prosecutions on the punitive side and training on the pro-active side. However, education in this area is problematic both in content and in the willingness of participants to take part in this type of training. Often people who are ordered to take these courses feel that they do not need to be told how to be sensitive to the issues. In an  attempt to give a Police Foundations class an opportunity to understand the problems and issues surrounding the concept of racial profiling, I developed a series of interactive exercises. These exercises, the process of their implementation, and their results are described in this article.
Canadian Youth Volunteering Abroad: Rethinking Issues of Power and Privilege
Author: Ngo, Mai
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Volunteers,Ethics,Youth Programs,International Programs,Social Justice,Developing Nations,Citizen Participation,Global Approach,Semi Structured Interviews,World Problems,Power Structure,Disadvantaged,Program Effectiveness

This paper discusses the role of institutions in the ethical engagement of Canadian youth volunteers abroad. In recent years, researchers and practitioners in the international field have questioned the ethics of volunteering as part of development, with scrutiny on who actually benefits from volunteering initiatives. Since the 1960s, over 65,000 young Canadians have participated in volunteer abroad programs (Tiessen, 2008), and criticism has increased towards youth volunteers going overseas to fulfill their aspirations to &quot;change the world&quot;. This study considered how complex social relations and institutional structures in international development have shaped the issues of power and privilege of the young person's experience in volunteering. The research used Institutional Ethnography (IE) as a method of inquiry, and mapped out the social relations between the experiences of seven former youth volunteers and field staff, and their organizations. Westheimer and Kahne's Active Citizenship and Dei's Anti-Racism theories were proposed as frameworks to examine the presence of equity in youth volunteer programs.
The Effect over Time of a Video-Based Reflection System on Preservice Teachers' Oral Presentations
Author: Cavanagh, Michael
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Web Sites,Student Improvement,Communication Skills,Public Speaking,Speech Communication,Preservice Teachers,Technology Uses in Education,Student Evaluation,Predictor Variables,Video Technology

We report the development of preservice teachers' oral presentation performance based on a technology-mediated video reflection system. Participants video-recorded oral  presentations and uploaded them to an online blog to view and reflect on their performance and that of their peers. Four presentations by forty-one participants were analysed using a range of criteria based on what we call the Modes of  Communication (voice, body-language, words and alignment between them) and the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). Results indicate a significant improvement across all criteria with a decreased rate of improvement for later iterations.
Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom
Author: Sullivan, Anna M.
Date: 2014-06-00
Type: Reports - Research
Subjects: Foreign Countries,Student Behavior,Questionnaires,Teacher Attitudes,Aggression,Antisocial Behavior,Classroom Techniques,Educational Environment,Learner Engagement,Teacher Surveys,Secondary School Teachers,Discipline

This paper reports on a study that investigated the extent to which student behaviour is a concern for school teachers. A questionnaire was used to investigate teachers' views about student behaviour in their classes. The results suggest that low-level disruptive and disengaged student behaviours occur frequently and teachers find them difficult to manage. Aggressive and anti-social behaviours occur infrequently. Teachers employ strategies to manage unproductive behaviours that locate the problem with the student. This paper argues that teachers could benefit from understanding how the classroom ecology influences engagement and therefore student behaviour, rather than focusing on &quot;fixing&quot; unproductive behaviour.
Generating Cultural Capital? Impacts of Artists-in-Residence on Teacher Professional Learning
Author: Hunter, Mary Ann
Date: 2014-06-00
Type: Journal Articles
Subjects: Cultural Capital,Foreign Countries,Artists,Cooperation,Educational Quality,Art Education,Program Descriptions,Faculty Development,Child Care Centers,Partnerships in Education,National Curriculum,Educational Change,Creativity,Educational Objectives,Mentors,Teaching Skills,Surveys,Teacher Attitudes,Elementary Secondary Education,Universities

In 2008, the Australian Government established the Artist-in-Residence (AiR) program as a four-year $5.2m initiative to improve young people's access to quality arts education. Managed by State and Territory Government Education and Arts Departments, the program funded professional artists-in-residence in schools, early childhood centres and universities for a minimum of one month. One of the core principles of the program, which made it distinct from other programs for arts in schools in Australia, was that artists and educators were to work in collaborative partnership in the AiR projects to support teacher professional learning. Context-based and collaborative professional learning strategies have been identified as offering the possibility for &quot;immersive&quot; experiences and exemplars that can be applied later in teachers' own classrooms (Burridge &amp; Carpenter, 2013). It was anticipated that partnering with artists would benefit teachers of all levels of experience and proficiency  in teaching about the arts and through the arts, including those teachers with no arts experience at all. The AiR program was implemented at a time of significant reform in Australian education, including the development of the country's first national curriculum, and the renewal of a creativity agenda for Australian schools. The study presented here links the AiR program to this creativity agenda through an investigation of teachers' perceptions of the impact of the program on their own professional  learning. In particular, the authors were interested in discovering how teachers used discourses of creativity and inferences about creative learning to articulate the value of the program. Using  a working definition of creative learning as both teaching creatively and teaching for creativity (Sefton-Green, Thomson, Jones, &amp; Bresler, 2011, pp. 1-2), their initial aim was to gain insight into how partnership programs such as AiR enabled teachers to generate &quot;creative capital&quot; (Fisher, 2004, p. 14) through engagement with both arts content and pedagogy. This raised questions, however, about the capacity, nature and distribution of that capital to effect sustainable change in teacher practice. In this article, the authors therefore consider the study's findings in the light of alternatively theorised perspectives on contemporary teacher professional learning in creative education (Hatcher, 2011) beyond the acquisition of arts-based skills and knowledge.
&quot;The Sacred Spark of Wonder&quot;: Local Museums, Australian Curriculum History, and Pre-Service Primary Teacher Education: A Tasmanian Case Study
Author: Brett, Peter
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Museums,National Curriculum,History Instruction,Elementary School Curriculum,Preservice Teacher Education,History,Student Teachers,School Community Relationship,Universities,Elementary School Students,Student Surveys,Likert Scales,Student Attitudes

This article explores the intersections between museum learning in a distinctive Tasmanian setting, the possibilities of a new national History curriculum, and the evolving views and professional practices of pre-service primary teachers at one Australian university. Following a brief overview of the framework for local and Australian history that is embedded in the Australian Curriculum in history (ACH), the relevant literature around museum education, and the specific museum context, the article draws upon a survey of second year pre-service primary teachers' views towards history, museums, and a pedagogical planning task and analyses features of students' work. It concludes with some wider reflections on the value of teacher education engaging in community partnerships with cultural institutions such as museums.
Neoliberalism in Two Hong Kong School Categories
Author: Woo, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Governance,International Schools,Educational Finance,Expectation,Privatization,Social Mobility,Correlation,Competition,School Choice,Socioeconomic Influences

This article examines the link between the governance of Hong Kong's international school and Direct Subsidy Scheme school categories and changes in the broader Hong Kong society through a neoliberal framework. As Hong Kong's economy has grown since the 1997 handover to the People's Republic of China, an increasing number of people have come to Hong Kong. These people bring increased income, they have fewer children and they bring new expectations and  practices for education. The government has responded to differentiated demand by developing  the international school and Direct Subsidy Scheme school categories. Each has distinctive privatization features to increase inter- and intra-category competition and choice. Greater privatization has raised fears that social mobility for the poor is being stifled and school inequality and malfeasance will grow. It also places new burdens on parents and signals the continued changing relationship between school and society.
Breaking Tradition: Taking Stock of Research on Global School Choice
Author: Wright, Beth
Date: 2013-00-00
Type: Journal Articles
Subjects: School Choice,Neoliberalism,Educational Change,Educational Policy,Commercialization,Educational Research,Global Approach,Comparative Education,International Education,Economic Factors,Equal Education,Governance

School choice policies, as neoliberal reforms, have often been analyzed using the very discourse embedded in neoliberal mentalities. By reviewing the way scholars have conceptualized school choice as a transnational phenomenon, this paper evaluates the extent to which scholarship has attempted to, or succeeded in, overcoming traditional, neoliberal analyses of school choice. First,  the paper attempts to define and problematize neoliberalism and market-based reforms. Then, it describes the various ways in which scholars have conceptualized school choice policies as global.  Finally, the paper uses Robertson and Dale&apos;s (2008) key assumptions to evaluate the extent to which research on global school choice has broken free from traditional modes of research. By interrogating traditional modes of scholarly inquiry, it becomes possible for scholars in Comparative and International Education to approach better understandings of the way complex global policies play out.
Theorizing Privatization in Education: Comparing Conceptual Frameworks and the Value of the Capability Approach
Author: Menashy, Francine
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Education,Privatization,International Education,Educational Policy,Advocacy,Criticism,Educational Trends,Trend Analysis,Government Role,Educational Finance,Access to Education,Educational Quality,Policy Analysis

The past decade has witnessed a notable shift in the international education policy environment, characterized by a rapid growth in private educational provision. In the context of a divisive debate on the role of the non-state sector in primary and secondary education, this paper grapples with the theoretical underpinnings of both advocacy and critique of educational privatization, paying particular attention to a rise in low-fee private schools and public-private partnerships. It is argued that three of the most commonly adopted conceptual frameworks--the neoclassical, social primary goods and rights-based approaches--each have notable shortcomings when applied to an analysis of privatization. In light of this, the overarching aim of this paper is to offer the human capability approach and to argue that it is the strongest and most appropriate framework for understanding and analyzing the complex and multi-faceted issue of private sector engagement in education.
Early Childhood Funding at the Community Level: A Case Study from Illinois
Author: Lloyd, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Case Studies,Community Support,Interviews,Funding Formulas,Block Grants,Trend Analysis,Federal Aid,Financial Support,Educational Finance,Retrenchment,Budgeting

The Early Childhood Block Grant (ECBG) distributes state funding for preschool and birth-to-three programs in Illinois. The authors conducted a case study in Evanston, a city in north Cook County, Illinois, interviewing community representatives and analyzing ECBG program data to discern how ECBG funds are used to provide early childhood services. Evanston's community infrastructure for early care and education encompasses its elementary school district, community service providers, various collaborative initiatives, and an active community foundation. These organizations use multiple funding streams from the ECBG and a variety of other sources. This practice, although it can enhance their ability to serve young children and their families, can also contribute financial instability for community-based providers, as well as discontinuity in services. The authors found that the state's fiscal crisis and related budget cuts have resulted in fewer children served in Evanston, in part because of long delays in ECBG payments. Suggestions are offered for future research and for building a community-focused knowledge base that would support community-level and statewide advocacy for public investment in early care and education.
The International Efficiency of American Education: The Bad and the Not-So-Bad News
Author: Heyneman, Stephen P.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Effectiveness,Academic Achievement,Achievement Tests,Educational Quality,Comparative Education,Foreign Countries,Efficiency,Educational Policy,Policy Formation,Cross Cultural Studies,Expenditure per Student,Mathematics Achievement,Science Achievement,Secondary School Students

There is ample evidence to suggest that American schools perform worse than schools in many other countries. The U.S. ranks toward the bottom of the industrialized nations on international tests of academic achievement in science and mathematics. Not only may American schools perform worse but they may do so at the same time as they use more resources than other school systems. In essence, American schools may not only be poor in quality but less efficient. This paper will explore some of the evidence on education efficiency. It will suggest that in many ways the assumption is correct, American schools are less efficient. It will suggest that the reason for the inefficiency of American schools is the difference in the &quot;demand to learn&quot; between American and other school children. But the paper will also explore evidence that suggests that American schools are not less efficient and in one new way of looking at the problem, this paper will argue that American schools are more efficient than the schools in the Republic of Korea, one of the world's leading school systems. The paper will conclude with some advice on the proper role  which international comparisons may play in the design of domestic education policy.
Particularizing Universal Education in Postcolonial Sierra Leone
Author: Pai, Grace
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Case Studies,Rural Areas,African Culture,Educational Philosophy,Civil Rights,Human Capital,Enrollment Trends,Educational Trends,Trend Analysis,Program Development,Educational Finance,Financial Support,International Organizations,Educational Change,Parent Attitudes,Educational History,Educational Development,Community Education,Rural Development,Outcomes of Education

This paper presents a vertical case study of the history of universalizing education in postcolonial  Sierra Leone from the early 1950s to 1990 to highlight how there has never been a universal  conception of universal education. In order to unite a nation behind a universal ideal of schooling, education needed to be adapted to different subpopulations, as the Bunumbu Project did for rural  Sierra Leoneans in the 1970s to 1980s. While the idea of &quot;localizing&quot; education was sound, early program success was undermined by a lack of clarity behind terms like &quot;rural&quot; or &quot;community.&quot; This was exacerbated by a change in the scope of the project beyond its original objectives. Only by well defining the specific constituents of a target group and fulfilling their precise needs can myriad small-scale programs ultimately aggregate to meet the diverse demands and desires of society writ large.
&quot;I Am Not a Person with a Creative Mind&quot;: Facilitating Creativity in the Undergraduate Curriculum through a Design-Based Research Approach
Author: Wood, Denise
Date: 2014-00-00
Type: Journal Articles
Subjects: Creativity,Undergraduate Study,Design,Skill Development,Teaching Methods,Education Work Relationship,Problem Solving,Learning Activities,Guidelines,Foreign Countries,Technology Integration,Information Technology,Systems Approach,Language Usage,Information Literacy,Course Descriptions,Communications,Mixed Methods Research

Today's graduates need the skills to enable them to &quot;persevere in the face of complexity and unresolvability&quot; (McWilliam and Haukka 2008: 660), and to respond creatively in work environments that are increasingly dependent on digital technologies (Cunningham 2006). However, although many higher education institutions (HEIs) acknowledge the importance of creativity within the curriculum (McWilliam 2007a), it is argued that universities are failing to equip graduates with the creative skills they require to be effective in the workplace. Design-based learning (also referred to as learning by design) is ideally suited to facilitating the development of creative problem solving (CPS) skills by engaging students in complex learning activities involving the active construction of knowledge through a series of iterative cycles of experimentation and refinement of concepts (Naidu 2004). Similarly, design-based research (DBR) involves a series of iterative steps to design and develop learning environments and theories the design, while also informing the development of practical guidelines (Reeves, Herrington and Oliver, 2005). This paper reports on findings from a project funded by the Australian Government Office for Learning and Teaching, which aimed to develop a CPS framework and supporting online system to scaffold teachers and students through a creative problem solving approach founded on the principles of DBR. The study employed a mixed-methods DBR approach involving multiple iterations to design, develop, trial and implement the framework and tool, as well as the development of principles and practical guidelines for application in the classroom. The findings reported in this paper focus on the DBR process and the experience trialling the CPS tool in a first-year undergraduate course offered in the School of Communication, International Studies and Languages at the University of South Australia. The paper reports on the implications of the findings from the project and the benefits of DBR as a methodology informing the design, development and implementation of a technology enhanced learning approach to fostering CPS in the undergraduate curriculum.
Proposed Model of Information Behaviour in Crisis: The Case of Hurricane Sandy
Author: Lopatovska, Irene
Date: 2013-03-00
Type: Journal Articles
Subjects: Models,Behavior,Information Needs,Information Sources,Natural Disasters,Classification,Information Science,Diaries,Ethnography,Content Analysis,Participant Observation,Information Seeking

Introduction: The paper proposes a model of information behaviour in crisis. No previous model has attempted to integrate information resources, information behaviour and needs of the storm-affected communities within the temporal stages of a natural disaster. Method: The study was designed as autoethnography. The data were collected through a diary of author-participant personal experiences and observations conducted prior, during and after Hurricane Sandy in the New York City area in October 2012. Analysis: Using content analysis technique, the data were analysed for the presence of themes related to information needs and behaviour of a storm-affected community as well as available information sources. Results: Based on the analysis of scholarly literature in the emerging field of crisis informatics and data collected during the hurricane, the paper proposes a framework for classifying information needs, information sources, and information behaviour during a crisis.  Conclusions: The proposed model enables critical examination of extraordinary situations, revealing strengths and weaknesses of current information infrastructure, and increasing our understanding of information needs and behaviour in emergency situations.