ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;A Question of Self-Interest&quot;: A Brief History of 50 Years of International Student Policy in Canada
Author: McCartney, Dale M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Foreign Students,School Policy,Foreign Countries,Educational Policy,Student Recruitment,Fees,Educational Change

This article offers a periodization of the history of international student policy in Canada since 1970. It draws on archival sources at seven public post-secondary institutions in British Columbia and Ontario, as well as governmental discussion in both provinces and at the Federal level, and scholarly writing about international students within the &quot;Canadian Journal of Higher Education&quot; to construct this history. Four key periods are identified: the emergence of differential fee policies in the 1970s; an era of institutional recruitment efforts in the 1980s and 1990s; a period of active government recruitment in the 2000s; and an era of bifurcating priorities as governments expanded their recruitment efforts but scholars began to question the international student project in Canada. The article shows changes in international student policy over the past half-century, but also reveals continuities, most notably a sustained emphasis on serving Canada's perceived national interests.
Teacher Instructional Practices and Student Mathematics Achievement
Author: Osborne, Michael C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Achievement,Foreign Countries,International Assessment,Secondary School Students,Achievement Tests,Social Differences,Socioeconomic Status,Gender Differences,Public Schools,Private Schools,Student Centered Learning

Using the nationally representative sample from the United States in the 2012 Programme for International Student Assessment (N = 7,429 students from 240 schools), I examined the relationship between teacher instructional practices and student mathematics achievement. To account for the multilevel structure of the data with students nested within schools, I used a two-level hierarchical linear model in the data analysis. Teacher instructional practices showed statistically significant effects on student mathematics achievement, even after controlling for socioeconomic status (SES) and sex at the student level and school mean SES and whether the school is public or private at the school level. Furthermore, I found that the relationship between teacher instructional practices and student mathematics achievement varied statistically significantly across schools.
Mirroring Society? Tracing the Logic of Diversity in the &quot;Canadian Journal of Higher Education&quot;
Author: Tamtik, Merli
Date: 2021-00-00
Type: Journal Articles
Subjects: Journal Articles,Higher Education,Periodicals,Diversity,Equal Education,Disproportionate Representation,Foreign Countries,Gender Bias,Gender Discrimination,Inclusion,Labor Needs,Educational Research,Educational Trends,Educational History

Diversity and equity have become central themes of institutional planning in Canadian post-secondary institutions. The complexity and variance of such activities, and their disconnect from individual experiences, are inherently related to the social norms established by the dominant cultural group. This article argues that published research articles play an important role in reflecting how organizational norms are understood and institutionalized. To trace the normative shifts in how diversity has been addressed in research articles, a systematic analysis of over 186 peer-reviewed articles published in the &quot;Canadian Journal of Higher Education&quot; between 1971 and 2020 was performed. The findings demonstrate that the concept of diversity has evolved from being examined in narrow binary categories of socio-economic, language, and gender diversity to a more recent focus on intersectionality. The shift from diversity being an issue of individual concern to diversity being a core institutional responsibility closely related to student learning is apparent. The article ends with recommendations for future areas of research with specific calls made to increased uptake of critical approaches to diversity for more nuanced perspectives of our accepted social norms in Canadian higher education. [Note: Publication year printed on PDF is incorrect. This article was published in 2021.]
Institutionally Embedded Professionals&apos; Perspectives on Knowledge Mobilization: Findings from a Developmental Evaluation
Author: MacGregor, Stephen
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Transfer,Colleges,Capacity Building,Research Utilization,Professional Personnel,Higher Education,Foreign Countries

Intentional efforts to advance the societal impacts of research are known as knowledge mobilization (KMb). Despite increasing pressure on researchers and higher education institutions (HEIs) to engage in KMb activities, capacity building in this area is constrained by a limited understanding of the role of HEIs from the perspective of embedded KMb professionals. This study presents findings from a developmental evaluation of Research Impact Canada's efforts to build institutional capacity for KMb. Through semi-structured interviews (n = 20) with KMb professionals from 15 Canadian HEIs, we share (a) approaches for how KMb professionals can thrive in institutional environments, and (b) essential questions about KMb for the higher education sector. From that basis, we discuss how there is a need for skilled KMb professionals within HEIs and a need for (inter) national research and practice collaborations. [Note: Publication year printed on PDF is incorrect. This article was published in 2021.]
Examining 50 Years of Research on Administration in the &quot;Canadian Journal of Higher Education&quot;
Author: Lavigne, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational History,Higher Education,College Administration,Periodicals,Journal Articles,Leadership

As the &quot;Canadian Journal of Higher Education&quot; celebrates its fiftieth anniversary, this article takes the measure of the research published so far on higher education administration and reflects on future work. The study examined the 38 articles on higher education administration published by the &quot;Journal&quot; between 1971 and 2020 to characterize how administration has been investigated and theorized since the &quot;Journal&quot;'s inception. The article discusses the topics that have captured the attention of scholars and the frameworks and methods they selected for their investigations. Overall, the body of work published by the &quot;Journal&quot; in its first 50 years of existence paints a nuanced portrait of higher education administration where administrators appear simultaneously powerless and powerful. The article suggests promising areas of inquiry based on its findings and discusses implications for editors, reviewers, and authors. [Note: Publication year printed on PDF is incorrect. This article was published in 2021.]
Continued Growth, Increasing Complexity: Examining the Evolving Role of the Canadian Educational Developer
Author: Laskar, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Role,Higher Education,College Faculty,Faculty College Relationship,Faculty Development,Job Skills,Employment Level,Accreditation (Institutions),Scholarship

The improvement of teaching and learning in the Canadian post-secondary sector has grown in importance over the past fifty years as seen by the rise of the field of educational development. Educational Developers (EDs) can now be found at almost every publicly-funded college and university in the country and are increasingly integral to institutions of higher learning. However, as EDs engage in such a variety of multi-level support, it is difficult to precisely define their role. This paper will examine the role of the Canadian ED and how it has grown in complexity through an overview of the field of Canadian educational development, environmental influences on EDs, how their work is enacted, current challenges, as well as present and future directions of the role. A greater understanding of EDs will enable institutions to make effective use of these individuals, and to offer them the tailored support they require to excel.
Identifying Competencies for Leisure and Hospitality Curriculum in a Rural Region
Author: Dixon, Raymond A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Hospitality Occupations,Competence,Job Analysis,Rural Areas,Curriculum Development,Employees,Job Skills

This case study describes how competencies that are common across entities that operate in the leisure and hospitality industry in North Central Idaho were identified. The leisure and hospitality industry is crucial to the economy of many rural regions with scenic surroundings. Tourists' satisfaction, however, depends on their experiences with frontline staff in the industry and service encounters are among the significant factors for customer satisfaction. Developing curriculum that leads to the proper training of frontline customer service representatives is important. A groupware process using workers in the leisure and hospitality sector was used to identify duties, tasks, general knowledge, skills, and attitudes for a guest relations agent. Issues and future trends were also identified. Results show half of the duties referenced essential interaction with customers, such as communicating to support customers and team, providing customer service, providing product/service/organization information, and providing customer assistance for local and regional activities. Trends and issues also point to the need to be prepared for factors such as outbreak of disease that may affect the operations in the sector.
Methodological Approach to Substantiating the Volume of Academic Hours for the Educational Process in Higher Military Educational Institutions Using the Weibull-Gnedenko Nonlinear Mathematical Model
Author: Semenenko, Liliia
Date: 2022-00-00
Type: Journal Articles
Subjects: Military Training,Mathematical Models,Higher Education,Study,Equations (Mathematics),Computation

High requirements for professional training of Defence Specialists were and remain the main guarantee of successful functioning of any military structure. Continuous improvement of the educational process in higher military educational institutions is the basis for its transformation to the conditions of the current situation in the world. In the paper, the authors offer an option to determine the number of classroom hours. This project describes approaches to creating a new, modern system of classroom hours, which ensures the continuity of improving the level of professional competence of higher military educational institutions using the nonlinear mathematical model of Weibull-Gnedenko. Organisational and methodological problems were analysed. Because of the analysis of methodological literature, the points of view of teachers and methodologists are compared on the modern methodological work, and a mathematical model was used that established the relationship between the training level of students and the number of academic hours. The proposed model divides the educational process into initial and main periods. The learning process strengthens in the main period. There is a slowdown at the beginning and end.
Dynamic Engagement in Second Language Computer-Mediated Collaborative Writing Tasks: Does Communication Mode Matter?
Author: Aubrey, Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Mediated Communication,Learner Engagement,Collaborative Writing,English (Second Language),Computer Software,Video Technology,Attention,Student Attitudes,Synchronous Communication,College Students,Foreign Countries

This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either &quot;moderately steady,&quot; &quot;increasing,&quot; &quot;decreasing,&quot; or &quot;rollercoaster&quot; pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).
Jagdish Gundara: Broadening the Field of Intercultural Studies at the Institute of Education (London)
Author: Sharma, Namrata
Date: 2022-00-00
Type: Journal Articles
Subjects: Multicultural Education,Recognition (Achievement),Diversity,Foreign Countries,College Faculty,International Organizations,Program Administration,Organizational Culture,Personality Traits,Immigrants,Biographies,Educational Experience

This article discusses three (among many) contributions made by Jagdish S. Gundara (1938-2016) to the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). First, in his capacity as a professor and UNESCO Chair, and as the director of the International Centre for Intercultural Education since its inception in 1979, Gundara was instrumental in making the IOE a national and global space for discussions related to topics such as multiculturalism and diversity in education. Second, Gundara's own research and scholarly work made the IOE an attractive place for colleagues and students interested in broadening the field of intercultural studies. Finally, the article considers Gundara's third contribution to the IOE: those who knew him closely would agree that his friendly disposition has enhanced the culture of the institution as a vibrant community of local-global scholars. This article reflects on such aspects of Gundara's work and legacy. In doing so it attempts to provide a glimpse into his personal and professional journeys, and the three phases of his intercultural experiences -- his childhood in Nairobi, Kenya, as the son of immigrants from India; his studies at universities across North America and the UK; and, finally, his career as an educator at the IOE in London.
Exploring the Predictive Role of Teacher Immediacy and Stroke Behaviors in English as a Foreign Language University Students&apos; Academic Burnout
Author: Derakhshan, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Burnout,English (Second Language),Second Language Instruction,Undergraduate Students,Predictor Variables,College Faculty,Interpersonal Communication,Interaction,Teacher Student Relationship,Foreign Countries,Correlation,Nonverbal Communication,Verbal Communication

To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students' experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the &quot;Immediacy Behavior Scale,&quot; the &quot;Student Stroke Scale,&quot; and the &quot;Maslach Burnout Inventory-Student Survey.&quot; The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.
Karl Mannheim and Jean Floud: A False Start for the Sociology of Education in Britain?
Author: Hammersley, Martyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Sociology,Role of Education,Educational Theories,Comparative Analysis,Ideology

Arriving in the UK after exile from Nazi Germany, Karl Mannheim taught sociology at the London School of Economics and then also at the London Institute of Education, where he was awarded a chair just a year before his untimely death in 1947. In his later writings and teaching, Mannheim argued that the sociology of education could make a crucial contribution to the new type of society he regarded as essential if the problems of liberal democracy were to be overcome, and the slide towards totalitarianism avoided. And the period immediately after his death was a key phase in the development and establishment of the sociology of education in Britain. Jean Floud, who took over teaching the subject at the Institute of Education after Mannheim's death, played a central role in this, but, while she had studied with him and served as his research assistant, she adopted a very different approach. This focused, in particular, on whether the existing structure and operation of educational institutions restricted social mobility. As a result of this change in focus, Mannheim's work had a very marginal role in the subsequent history of British sociology of education. In this article, I compare Mannheim's and Floud's competing conceptions of the character and role of the subdiscipline, and how these fared in later developments within the field.
Knowledge and Sociality: On the Institute of Education (London) as a Second Home
Author: Apple, Michael W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Attitudes,Social Change,Interpersonal Relationship,International Organizations,Organizational Culture,College Faculty,Reflection

I have had a close and long-standing relationship with the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). In order to understand why and how for many years the IOE became my 'second home', I infuse this article with a combination of critical academic and political points and a detailed sense of personal history. In the process, I trace out the development of a number of my arguments about the relationship between knowledge, power and education. I connect this to the role of the IOE in this development, both as an institution and with regard to people with whom I had close contacts over the years. Among the people I particularly focus on is Geoff Whitty, who was a key figure in all of this.
Education, Decolonisation and International Development at the Institute of Education (London): A Historical Analysis
Author: Unterhalter, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Organizations,Foreign Policy,Educational History,Reflection,Social Justice,Educational Change,Racial Bias,Educational Trends,Power Structure

In this article, we review the process of building relationships around education and international development at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). The analysis looks at how hierarchies linked to colonialism were inscribed in initial structures, and unevenly and disparately contested by students, staff and a range of interlocutors around the world over one hundred years. The article considers how this history shapes practice in the present and perspectives on the future. In describing and reflecting on processes for change, the article considers some of the questioning, discussion and new forms of relationship that are emerging as part of trying to develop an orientation away from a colonial past. Efforts to decolonise education have raised questions and actions associated with reimagining practice. We reflect on what we have learned and unlearned from our efforts to promote decolonial, socially just alternatives.
Investigating Academic Achievement of English Medium Instruction Courses in Turkey
Author: Altay, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,English (Second Language),Language of Instruction,College Students,Public Colleges,Turkish,Language Proficiency,Predictor Variables,Intellectual Disciplines,Grade Point Average

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.
Quantitative Transfer Research in Canada: Past Achievements, Current Challenges, and Future Directions
Author: Pizarro Milian, Roger
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Transfer Students,Student Mobility,Educational Research,Statistical Analysis

The study of transfer in Canadian post-secondary education is a fractured terrain, with vast inter-provincial differences and deep schisms between participating communities. At the time of writing, there exists no comprehensive review that maps the predictors and associated outcomes of transfer in Canada, thus complicating the advancement of this sub-field. Drawing on a review of over 100 academic articles, policy reports, and institutional research documents produced from 1968 to 2020, we discuss the major findings of, methodological approaches to, and gaps within the existing quantitative transfer literature. Further, we outline challenges that Canadian researchers face as they attempt to emulate &quot;best practices&quot; used by international counterparts. In particular, we emphasize the need for the use of more robust administrative data linkages and enhanced methodological sophistication in Canadian quantitative transfer research.