ethanporcaro/eric-fulltext-meta huggingface dataset:
Belonging as a Responsive Strategy in Times of Supercomplexity and Change
Author: Wilson, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Group Membership,Group Unity,Interpersonal Relationship,Sense of Community,Institutional Environment,Foreign Countries,Higher Education,Social Influences,Political Influences,Economic Factors,Epistemology,Learner Engagement,Student Experience,COVID-19,Pandemics,Change Strategies

Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges and Schools through a range of activities and interventions. However, in the supercomplex COVID-19 landscape, practices of belonging are being reconsidered and reimagined for online learning environments. This paper outlines some of the reasons why belonging should be prioritised during times of intense change and complexity. We outline a range of responsive initiatives that have assisted staff and students as they rapidly shifted to a learning and teaching environment. Indeed, given our grounding in the field of media and communication, we seek to demonstrate that embracing supercomplexity through a disciplinary focus can in fact be productive for staff and students alike. Through this discussion we demonstrate how a belonging strategy at the institutional level can be translated as embedded practice at the level of the discipline and within micro-level classroom interventions.
Belonging to the University or Being in the World: From Belonging to Relational Being
Author: Graham, Cameron W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Group Membership,Group Unity,Sense of Community,Interpersonal Relationship,Neoliberalism,Social Behavior,Expectation,Learner Engagement,Change,Congruence (Psychology),Personality Traits,Definitions,Institutional Environment,World Views,Values

In a world characterised by supercomplexity, in which higher education (HE) is in the grip of neoliberal market forces (Barnett, 2000), it is incumbent upon participants in this sector to ask; what does it mean to belong, and to what? 'Belonging' has become a buzzword used by institutions to seemingly demonstrate how they seek to include students and help them 'fit in' to specific cultures and contexts of learning. A sense of 'belonging' may be important for some students at an emotional level; however, in the context of the neoliberal university, we argue that focussing on this concept may have the effect of encouraging students to assimilate to the dominant culture. More subtly, it could be noted that this is part of an ongoing process of inculcating students to the beliefs, values and normative behaviours associated with neoliberalism, arguably reproducing and exacerbating many of the social challenges threatening education, democracy, ecosystems and ultimately our ability to survive on this planet. This theoretical paper challenges the notion of belonging, problematising it as a neoliberal construct of 21st century HE that insidiously invokes a particular notion of 'community' which functions to prioritise domestication and conformity to social and economic expectations of a higher education driven by an agenda of employability, entrepreneurialism, and acquisitive individualism. We propose a more meaningful conception of 'belonging'; based on engaging students in changing their world so as they may belong in the world authentically. We contend that belonging holds greater promise as a means of self-actualisation, liberation, and a way to develop authentic 'critical being' (Barnett, 1997) whereby students develop belonging and are not &quot;…subject to the world but able to act autonomously and purposively within it&quot; (ibid. p.4).
The Role of Current School Leadership Models in Promoting African Values: The Impact on Botswana, Nigeria and Zimbabwe School Leadership Systems
Author: Ugwu, Chikezie Ignatius
Date: 2022-09-00
Type: Journal Articles
Subjects: Leadership,Models,African Culture,Foreign Countries,Postcolonialism,Moral Values,Humanism,Collectivism,Cultural Influences,Sex Role,Leadership Training

The heterogeneous nature of African society has led to increased demand for transformational leaders rooted in African values and ideology necessary for Africans to thrive in the 21st Century. This study explored the role of post-colonial school leadership (SL) models in instilling African values among learners. The original African meaning and purpose of leadership and the extent to which African school leadership systems instil African leadership values in learners were re-considered. The study adopted a qualitative research approach underpinned by interpretivism. It compared the perspectives of fifteen (15) participants purposively selected from three former British colonies namely, Botswana, Nigeria and Zimbabwe. Interviews were used to collect data that were analysed thematically and presented using verbal utterances. Findings showed that leadership in the traditional African context was characterized by humanism, collectivism and moral virtues. Leaders guided their followers to achieve their goals for the effectiveness of the communities' excellence and integrity. It was established that, in addition to school leadership training which was rampant in pre-colonial Botswana, both Zimbabwe and Botswana gave the male and the female genders a shot at leadership while Nigeria paid lip service to gender balance issues. In the three countries, the current SL systems do not have properly designed and coordinated curricular models that develop African leadership values such as &quot;Ubuntu&quot; and &quot;Botho.&quot; This study underlines the need to strike a balance between Eurocentrism and Africanism in the current SL systems in Africa.
A Voice of Resistance and Activism: A Critique of Imbolo Mbue&apos;s &quot;How Beautiful We Were&quot;
Author: Biama, Teresia Muthoni
Date: 2022-09-00
Type: Journal Articles
Subjects: Resistance (Psychology),Activism,Fiction,Justice,Fuels,Corporations,Industry,Hazardous Materials,Conservation (Environment)

This article focused on the voice of resistance and activism in Imbolo Mbue's &quot;How Beautiful We Were&quot; (2021). The novel voices the environmental injustices and the disastrous consequences of oil corporations. The people of Kosawa know that something is wrong with the land they're living on. They receive acid rain, rivers have grown sickly green, and people are dizzy with the diseases. They also know that Pexton, the oil company is to blame for their loss of life and livelihood. The natives decide to rise up and fight back against an American Oil Company that has been polluting the land. This study investigated how this ecological destruction in Kosawa has triggered eco-activism and resistance from the natives. The study used the qualitative approach employing an analytical research design comprising research methods of content analysis and close textual reading. The research was further informed by Lawrence Buell's (2005) second wave of eco-criticism, which advocates for environmental justice for the victims of environmental degradation. It is also concerned about the destruction of plants and animals. This study depicts ecocriticism as a theory that displays the tools of activism and resistance. The findings of this research show that oil spillage has shattering effects on humans, animals, and aquatic life. The findings also show that the author uses various resistance approaches to fight against environmental degradation such as media, education, revolution, and age mates among others. Mbue's text calls on the African nations to vehemently resist environmental degradation.
Building Belonging in Online WIL Environments--Lessons (Re)Learnt in the Pandemic Age: A Collaborative Enquiry
Author: Mueller, Beate
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,COVID-19,Pandemics,Sense of Community,Communities of Practice,Educational Strategies,Electronic Learning,Cooperative Learning,Humanization,Mentors,Internship Programs,Practicums,Foreign Countries

The theme of belonging in e-pedagogy gained currency in the 2000s when educational providers hastened to join the online teaching and learning boom and studies of building and maintaining a sense of community (SOC) proved central to this endeavour. Motivated by the pandemic-era necessity to convene teaching and learning online as part of a response to super-complexity as a defining feature of tertiary education in the 21st century, work-integrated learning (WIL) practitioners returned to this scholarship to consider, under pressure, modes of building SOC and belonging in online spaces. Underpinned by a broadly constructivist worldview and informed by the Community of Inquiry (CoI) framework, our COVID-age study considers what pedagogical strategies are viewed as affording learners this sense of belonging - or not. Using a collaborative enquiry to pool our perceptions and experiences from three WIL contexts, we ask how work-integrated learning (WIL) practitioners build belonging in online spaces and identify strategies learners perceive as valuable. Drawing on the authors' small-scale studies of educator and learner experiences of online WIL (eWIL), our collaborative enquiry uses qualitative descriptive analysis to identify key themes in the voices of students. Advancing the scholarship, our study identifies three threads to the fabric of belonging: humanising online WIL; the importance of mentor presence; and fostering professional belonging. The study suggests that strategies impacting these three areas are at the heart of building belonging in online spaces, broadly envisaged as imagined professional communities of practice. Techniques viewed as successful are advanced as possibilities for enhancing pedagogy in online WIL communities.
A Study and Compare the Futuristic Thinking of Grade 9 Students in Schools of Different Sizes
Author: Phusee-orn, Songsak
Date: 2022-00-00
Type: Journal Articles
Subjects: School Size,Futures (of Society),Correlation,Likert Scales,Item Analysis,Foreign Countries,Grade 9,Secondary School Students,Validity,Student Attitudes,Comparative Analysis,Imagination,Logical Thinking

The research aimed at studying and comparing the futuristic thinking of Grade 9 students studying in schools of different sizes. The samples of the research were Grade 9 students of semester 2 in academic year 2020 in Sisaket Province, Thailand. The multi-stage random sampling technique was employed for the selection of 860 students from 12 schools: 216 students were from extra-large-sized, 160 from large-sized, 302 from medium-sized, and 182 from small-sized schools. The instrument used in the research was a 15 item-5-point Likert scale futuristic test. The validity (IOC) ranged from 0.32 to 0.75, Item Total Correlation from 0.57 to 0.75, and reliability value was 0.94. The data was analyzed using Mean, Standard Deviation (S.D.), One way ANOVA, and Scheffe' method. The results showed that (1) Grade 9 students' futuristic thinking was at high level in both overall and individual aspect; (2) Grade 9 students studying in schools of different sizes had different levels of futuristic thinking at the 0.05 level of statistical significance. Students from extra-large-sized schools had higher level of futuristic thinking than those from medium-sized ones. For those students who were in large schools had higher futuristic thinking levels than the ones in medium and small-sized schools, with a statistical significance of 0.05 level. The other pairs were not different.
Components and Indicators of Digital Teacher Competency in Schools under the Provincial Administration Organization
Author: Siripan, Pakdee
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,School Districts,Educational Change,Teacher Competencies,Evaluation Criteria,Elementary Secondary Education,Foreign Countries

In teaching management in modern times, teachers must have digital competence because nowadays digital platforms are being used in teaching and learning in a variety of ways. The objectives of this research aim to study the components and indicators of digital teacher competency in schools under the provincial administrative organization. The tools used to collect the data were the assessment form for the suitability of components and indicators, which was confirmed by seven experts. The results of the study showed that the components of digital teacher competency in schools under the provincial administrative organization are four components: (1) digital literacy; (2) use of digital tools and media; (3) problem-solving using digital tools; and (4) digital adaptation and transformation. Overall, each element is the most appropriate. The components and indicators of digital literacy are best suited. The digital tool and media use components and indicators are the most appropriate. The components and metrics for problem-solving with digital tools are optimal. The elements and indicators of digital adaptation and transformation are most appropriate.
Empathy in Action: Developing a Sense of Belonging with the Pedagogy of &apos;Real Talk&apos;
Author: Keyser, Wendy
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,College Faculty,Researchers,Teacher Collaboration,Interdisciplinary Approach,Teaching Methods,Sense of Community,Student Attitudes,Classroom Communication,Learning Experience,Teacher Student Relationship,Case Studies,Comparative Analysis,World Views,Self Concept,School Surveys,Educational Environment,Teacher Attitudes,Minority Group Students,Social Integration,Self Disclosure (Individuals)

A collaborative group of interdisciplinary faculty-researchers at a regional comprehensive university in the United States implemented two pedagogical practices, real talks and alternative lessons (together called the pedagogy of real talk), and investigated students' sense of belonging in classrooms using these practices. Real talks are planned interactions wherein faculty share human stories from their lives on a universal theme and invite students to share their own stories on that theme. Alternative lessons are faculty-designed learning experiences that build upon understandings of students' worldviews and experiences. Survey data from over 30 student classes across two semesters in 2021 were compared with university-wide climate survey data to posit that sense of belonging in these classes was higher than that in the university as a whole. Case study data selected from a repository of faculty descriptions written between 2020 and 2021 further fleshed out examples of specific real talks and alternative lessons. The authors found these practices are particularly significant in their impact on typically underrepresented students, who often contend with feelings of exclusion in their pursuit of higher education.
From Belonging to Being: Engaging with &apos;Contexts of Difference&apos;
Author: Graham, Cameron
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Sense of Community,Nontraditional Students,Graduate Students,Foreign Countries,Student Adjustment,Teacher Student Relationship,Student Diversity,Student Development,Peer Relationship

This paper seeks to unveil the situated struggle that students experience in comprehending the often tacit rules that govern academic practices in order to engage fully with their academic studies and develop a sense of belonging. I present a critique of the prevailing conception of student belonging, which I suggest does not effectively consider the diversity of contemporary university cohorts due to favouring social groups traditionally dominating the student body. Non-traditional students, especially those from contexts distant from Western higher education, can often struggle with developing confidence and conversance with critical thinking--a central practice of academia--which negatively impacts their experiences of belonging. My research with master's students in three Scottish universities shows that dialogic active pedagogy can be a means for establishing belonging while also supporting some students' development and demonstration of critical being across multiple domains and to transformatory levels. Such empowering participatory pedagogy, captured in the finding of 'contexts of difference', can potentially provide the means for students to adapt and establish belonging within the culture, context and subject of their learning while also enabling the development of criticality, to the highest levels, amongst some students.
I Probably Have a Closer Relationship with My Internet Provider: Experiences of Belonging (or Not) among Mature-Aged Regional and Remote University Students
Author: Crawford, Nicole L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Sense of Community,Adult Students,Distance Education,Foreign Countries,Undergraduate Students,Student Attitudes,Online Courses,College Environment,Geographic Location

While fostering a sense of belonging among university students is an objective of many universities, the landscape of belonging is complex and multifaceted. It is worthy of deeper interrogation, particularly for &quot;non-traditional&quot; students. This article draws on data from a national mixed-methods study that explored proactive ways of supporting the mental wellbeing of mature-aged students in regional and remote Australia. One of the overarching findings was students feeling invisible, misunderstood and undervalued. While this theme was relevant for many participants, it was also the case that other participants reported feeling visible, known and a sense of belonging. These inconsistencies prompted us to conduct further analyses of the quantitative and qualitative data, which were collected from a cross-sectional online survey of 1,879 mature-aged undergraduate students in regional and remote Australia and 51 interviews. We employed Yuval-Davis's analytical framework for the study of belonging. In the quantitative analyses, several variables were found to have a significant association with inclusion/connection/belonging. They included: study mode; socio-economic status; having a diagnosed mental health condition; and supports. In the qualitative analysis, we explored students' experiences in greater depth to gain insights into why some students experience belonging and others do not. Connections and relationships with university staff; familiarity with university systems and places; and feeling included and &quot;part of&quot; a subject/course/campus manifested in students feeling understood, known and a sense of belonging. Due to certain entrenched institutional approaches, in many cases, students' experiences fell short of the supportive and caring learning communities that pedagogical approaches advocate.
Issues of Belonging, Pedagogy and Learning in Doctoral Study at a Distance
Author: Mandalawi, Sazan M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Sense of Community,Doctoral Students,Distance Education,Teaching Methods,Learning Processes,Foreign Countries,Electronic Learning,Supervision,Social Media,Doctoral Dissertations,Teacher Student Relationship,Student Attitudes,Computer Mediated Communication,Student Experience

In this paper we present a case study of doctoral study at a distance, and we explore issues of belonging, pedagogy and learning as part of that process. As a team of one doctoral researcher and three supervisors, we critically reflect on the place of belonging in the context of doctoral study by distance. In this case study, the importance of belonging was heightened due to a high-risk and highly volatile context in which the doctoral researcher lived, the Kurdistan Region of Iraq. We further explore the elements that developed a sense of belonging, aided by a range of digital technologies. Our findings suggest that the place of belonging in learning needs further examination in higher education contexts, especially when universities are keen to increase distance enrolments.
Scientists to Teachers: Considering Careers as Science Teachers
Author: Short, Philip C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientists,Science Teachers,Undergraduate Students,STEM Education,Self Efficacy,Teacher Shortage,Teacher Effectiveness,Science Instruction,Pedagogical Content Knowledge,Majors (Students),Student Attitudes,Student Interests,Career Choice,Masters Degrees,Teaching Assistants,Program Descriptions,Comparative Analysis,Grants,Outcomes of Education

Shortages of STEM teachers have presented challenges to school employers for decades. Additionally, universities are tasked to produce science teachers of better quality, equipped in both content and pedagogical strategies. Undergraduate STEM majors with no prior inclination toward teaching were strategically selected to receive pedagogical training and structured opportunities to experience science teaching. Perceptions of teaching science, teaching self-efficacy, and interest in science teaching careers were measured before and after completion of the program using the STEBI-B instrument. Results were counterintuitive but informative. The teaching self-efficacy scores of participants decreased after instructional experiences with younger students.
Discovering a Silenced Impact: Connecting Students to Their Academic Heritage
Author: Gonzalez, Charles H.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Collaboration,Culturally Relevant Education,Introductory Courses,Preservice Teacher Education,Teacher Educators,Reflective Teaching,Modeling (Psychology),Class Activities,Teaching Methods,Educational History

While collaborating on separate sections of the same introductory teacher education course, university educators saw an opportunity to strengthen their class and support the students in becoming culturally relevant teachers. Modelling for pre-service teachers a deep dive into the history of one university, educators discovered the life of a remarkable Black woman and student who was made invisible. This critically reflective research turned a broad, disconnected lesson on the history of education into something meaningful and valuable to the field of teacher education and the wider community.
Partnering Educational Leadership and Teacher Preparation Programs via a Two-Way Model of Support for Reflective and Authentic Virtual Classroom Observations
Author: Rahimi, Regina
Date: 2022-00-00
Type: Journal Articles
Subjects: Supervision,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,COVID-19,Pandemics,Leadership Training,Partnerships in Education,Virtual Classrooms,Observation,Authentic Learning,Feedback (Response),Evidence Based Practice

Effective field supervision of preservice teachers has numerous challenges, including a recent shift in how supervision is being conducted due to COVID-19. To address these challenges, faculty members from an educational leadership and teacher preparation program, respectively, developed a model of supervision involving educational leadership and teacher candidates. Through this twoway model of support, and with expressed IRB approval, candidates from both programs partnered to implement virtual classroom observations and post-conferencing to encourage authentic and reflective instructional feedback. Albeit this initial sample is small, early results from this model suggest benefit to the preparation of educational leaders and teachers