ethanporcaro/eric-fulltext-meta huggingface dataset:
Neoliberal Values and Disability: Critical Approach to Inclusive Education
Author: Romstein, Ksenija
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Neoliberalism,Disabilities,Inclusion,Mainstreaming,Special Education

Neoliberalism is a global phenomenon which has various forms. It is an ideology, as well as a package of political actions. Although it is an economic concept, nowadays it is present in all areas of social life, including education. Explicitly, neoliberalism facilitates cooperation between diverse social factors. However, its implicit purposes are capital accumulation and economic growth, and thus in collision with civil rights such as free access to social resources. From the aspect of education, neoliberalism is a pillar of social practices based on one's own activity, i.e. participation. This means that an individual is responsible for own well-being, regardless of conditions he/she lives in. Since children with disabilities are socially marginalized, neoliberal principles of participation within mainstream settings and taking over responsibility for own action in current social conditions are questionable. Therefore, in this paper, the presence of neoliberal orientation in inclusive education will be scrutinized. In this way, a critical approach to contemporary interpretations of inclusive education is addressed. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Education of Students with Special Educational Needs and Their Inclusion in the Community
Author: Stankovska, Gordana
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Special Needs Students,Inclusion,Mainstreaming,Case Studies,Position Papers,Content Analysis,Educational Practices,Educational Policy,Social Change,Accessibility (for Disabled),Educational Development,Educational Change,Foreign Countries

In education, inclusion is a process of mutual respect for differences of every student and his/her needs, in which the focus is placed on the student. The education system, on the other hand, should deal with the challenges that all students face, including the special educational needs students. The main purpose of this paper is to investigate the role of educational inclusion of students with special educational needs in mainstream school system and to offer strategies or more precisely guidelines for teachers working with them. Research and practice in special education and inclusion of students with disabilities in the mainstream school system and social life are one of the most important priorities of Policy of the Department of Education and Science in every country in the world. So in this paper we have presented attitudes and experiences about special education reforms strategies in educational system. Research methods are based on documents studies and cases studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary school. Conclusions are that students with disabilities and special needs should enjoy the same access as their non-disabled peers. There is growing evidence that students with disabilities learn better when they are allowed to go to a public school within their neighborhood. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion
Author: Anczweski, Julian
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Anxiety Disorders,Unemployment,Barriers,Social Integration,Inclusion,Social Isolation,Well Being,Mental Disorders,Disproportionate Representation,Vocational Rehabilitation,Supported Employment,Foreign Countries

Individuals living with anxiety disorders often face significant obstacles in their day to day lives. While trying to manage the physical and emotional symptoms associated with these disorders can be a challenge, sufferers also encounter barriers by way of social exclusion from key life domains: family life, relationships, education, employment and community and civic engagement. One of these life domains--employment has the ability to promote social inclusion and social connectedness and can improve health and wellbeing. It is observed that individuals living with mental health disorders are overrepresented in the unemployment population. This paper addresses the challenges anxiety disorder sufferers encounter, the way unemployment acts as a barrier to social inclusion and strategies to promote social inclusion through employment for individuals living with anxiety disorders. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico
Author: Rodríguez, Emma Leticia Canales
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Public Colleges,Tutors,Tutorial Programs,Foreign Countries,Mentors,Tutoring,Higher Education,Likert Scales,Questionnaires,Statistical Analysis

This work reports on the results of research on modalities of mentoring in the area of social sciences at two Mexican universities and their relationship with the academic trajectories of their students. The analysis focuses on the need to identify influences of different mentoring forms on students' academic performance. The theoretical guidelines are linked to studies on tutoring and academic performance. The method was quantitative, with representative samples collected from students of 8 programs, of the Institute of Social Sciences and Humanities of the Autonomous University of Hidalgo State (UAEH) and 3 programs of the Faculty of Pedagogy and Educational Innovation in the Autonomous University of Baja California (UABC). The results provide significant data that show a positive correlation between tutoring and academic paths. It reflects the strengths and weaknesses in the emotional and academic aspects of tutorship and their impacts on student training in each program. We considered for the analysis, the type of tutoring in each program, teachers who developed it and the interaction that occurs in the process. It is concluded that the result of the study provides an important tool for the planning and development of educational strategies suited for the students of different programs of social sciences and humanities in improving their key skills for professional development. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Students' and Teachers' Perceptions of a &quot;Successful&quot; Lifelong Learning Training Intervention--An EMILIA Project Research Report
Author: Ogunleye, James
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Lifelong Learning,Inclusion,Mental Health,Health Services,Training,Intervention,Interviews,Trainers,Focus Groups,Experience,Models,Adults,Chronic Illness,Student Attitudes,Foreign Countries,Public Policy,Teacher Attitudes,Program Effectiveness

This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a &quot;successful&quot; lifelong learning training intervention. The work reported in this paper was part of a larger study which examines EMILIA lifelong learning training in one EMILIA demonstration site. The study interviewed a number of mental health service user-trainees and service user-trainers using focused group in order to get a deeper understanding of the experience and results--&quot;success&quot; or otherwise--of EMILIA training model as applied to adults with long-term mental illness. Analysis was based on an interpretative technique--specifically recursive abstraction--of the interviews. The results show that students (trainees) perceived the training intervention as successful because of students were involved in setting the &quot;ground rules,&quot; prefer and enjoy varied teaching methods, had the opportunity to network socially and, more importantly, realised that by participating they could achieve and succeed on the course. The review part of the study suggests that, although the European Union, as indeed most member states, predicates lifelong learning policy on mainly economic factors--i.e. economic growth and jobs--tackling exclusion or promoting social inclusion remains a central plank of strategies for lifelong learning at both national and European levels. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context
Author: Dimitrijevic, Bojana M.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Cultural Differences,Ethnocentrism,Foreign Countries,Grounded Theory,Minority Group Students,Semi Structured Interviews,Content Analysis

In Serbian context many of the teachers are faced with a challenge of diversifying classrooms regarding the cultural background of the students. According to intercultural theory the way that people perceive cultural differences and their competence to effectively act in situations that involve different cultures is influenced by the intercultural sensitivity of a person. The main aim of this research is to answer the following questions: a) what kind of meanings participants assign to the notion of cultural difference; b) how do they perceive their professional and personal experience with cultural differences; c) how do they approach the teaching process in relation to perceived differences; and d) whether and in what way do they support minority students. The methodology for the presented research is structured according to the concept of Grounded Theory. For the purpose of this research, eight semi-structured interviews were carried out. All the data was analyzed by content analysis. The analysis of two different cases--ethnocentric and ethnorelative worldview translations to the school context are presented in details and discussed. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Interaction between Higher Education and Labour Market in Changing Economic Environment
Author: Gravite, Aija
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Labor Market,Economic Climate,Employment Level,Employer Attitudes,Interviews,Outcomes of Education,Employment Qualifications,Foreign Countries,Education Work Relationship

This paper explores challenges higher education institutions face while ensuring one of the quality assurance criteria--meeting the demands of labour market. The relationship between labour market and higher education institutions becomes even more complicated during the periods of rapid changes in labour market caused by economic collisions. In this article statistical data on employment and higher education is analysed and compared with employers' position expressed in interviews. As a result it is considered that students/potential employees remain the main driving force that brings the demands of labour market into higher education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Assessment of the Implementation of the Erasmus Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's
Author: Burçer, Sibel
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Surveys,Foreign Students,Language Proficiency,English (Second Language),Higher Education,Educational Administration,Barriers,College Students,Student Exchange Programs,Qualitative Research,Student Surveys,College Faculty

The aim of this paper is to study the implementation of the ERASMUS programme in Turkey from the perspective of the foreign exchange students. The author conducted a survey which included 112 respondents from 8 Turkish universities. In the survey, the respondents assessed the level of language competence, the existence or the lack of sufficient international atmosphere, the efficacy of the administration, and the possibility of experiencing some type of cultural bias at the Turkish universities. The largest problem faced by the respondents was the lack of preparedness on the behalf of the Turkish teaching staff and the administration to communicate in English language. A lack of the international atmosphere within the Turkish higher education institutions as well as administration problems were among the major problems faced by ERASMUS students in Turkey. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Aging Memory Is &quot;Not&quot; a Limiting Factor for Lifelong Learning
Author: Lalovic, Dejan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Aging (Individuals),Lifelong Learning,Memory,Recall (Psychology),Older Adults,Cognitive Processes,Semantics

Efficient memory is one of the necessary cognitive potentials required for virtually every form of lifelong learning. In this contribution we first briefly review and summarize state of the art of knowledge on memory and related cognitive functions in normal aging. Then we critically discuss a relatively short inventory of clinical, psychometric, and everyday memory instruments usually employed in healthy older population memory assessment. In final section, some of new approaches and promising methods in this area will be outlined and proposed as alternative methods for elderly memory and cognition screening. We conclude that normal memory aging is by no means a limiting factor for successful lifelong learning and that we are currently in need of new approaches to memory assessment, valid yet not laborious for older adults enrolling in lifelong learning programs. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Challenges and Hurdles: Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups
Author: Gag, Maren
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Foreign Countries,Transitional Programs,At Risk Persons,Educational Discrimination,Readiness,Adolescents,Young Adults,Financial Support,Access to Education,Surveys,Partnerships in Education

Educational and vocational research shows that there are considerable numbers of adolescents and young adults in the European member states who are failing to make the transition from school to vocational education and training (VET). In many European countries the formal educational systems, have made considerable progress in meeting the demand for integrative education and training concepts, but there is a lack of concepts and systems targeting vulnerable groups and in particular migrants, refugees, asylum seekers and other minorities subject to discrimination. The goal of a Leonardo da Vinci Partnership &quot;Integration of vulnerable groups, focused on the transition from school to vocation or world of work&quot; has been to identify problems in transition to the world of vocational education and training or to the world of work, and to develop a tool for targeted local and regional planning of education and training. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
2016 California Children's Report Card: A Survey of Kids' Well-Being &amp; a Roadmap for the Future
Author: Bonetti, Sara
Date: 2016-00-00
Type: Reports - Research
Subjects: Well Being,Child Care,Child Welfare,Quality Assurance,Transitional Programs,Educational Finance,Funding Formulas,STEM Education,Academic Achievement,Teacher Education,Teacher Evaluation,After School Programs,Summer Programs,Blended Learning,Educational Environment,Discipline,Attendance,Developmental Psychology,Screening Tests,Intervention,Home Visits,Child Health,Health Insurance,Access to Health Care,Prevention,Nutrition,Child Abuse,Child Neglect,Foster Care,Youth Opportunities,Juvenile Justice,State Surveys

California is home to more than 9 million children. With 12 percent of the nation's children, the well-being of California kids has a big impact on the well-being of children nationally. Unfortunately, California recently ranked 38th out of 50 states in children's well-being. Research has shown a strong connection between children's socioeconomic status and overall well-being. California ranks 49th on measures of kids' economic well-being, surpassing only Mississippi. While it is a prosperous state, around 1 in 4 California children lives in poverty. California is also one of the most diverse states in the US. The state's children are racially, ethnically, linguistically and culturally diverse. Today, 1 in every 2 children are Latino, and 22 percent of students are English learners (EL) from at least 60 different language groups. Nearly half the state's children (4.4 million) live in immigrant families, and the majority of those (91%) are U.S. citizens. Yet research consistently finds large disparities in kids' well-being based on racial, ethnic and language background. In a state as diverse as California, the future civic and economic well-being hinges on closing those gaps, and ensuring every child is healthy, well-educated and safe. This year's Report Card presents statistics that bear out what is known about inequality and the widening opportunity gap kids face. Presented are disparities in school suspensions and expulsions for African American students, who are three times more likely to experience those disciplinary measures than white students. Readers will find strong evidence that inequities can be addressed with smart policies, like investing in quality child care and preschool and reforms like the Local Control Funding Formula, which helps ensure that English language learners, kids in foster care and the more than three million low-income students in the state will have more resources directed to them. The report card is organized into the following sections: (1) Education; (2) Health; and (3) Child Welfare. [This report was written with the support of Justin Hui, Karen Huynh, Alanna Peebles, and Koji Takahashi.]
Social Responsibility and Envy: Multicultural Reflections
Author: Canen, Alberto G.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Social Responsibility,Psychological Patterns,Organizational Climate,Educational Environment,Colleges,Cultural Pluralism,Administrator Role,Interviews,Oral History,Qualitative Research,Business,Foreign Countries

Multicultural organizations can be central to mitigate organizational situations in which envy could potentially flourish, therefore contributing to fostering organizational conduct that leads to institutional social responsibility. The paper focuses on the inner workings of organizations related to their leaders' understanding of what the expression &quot;social responsibility&quot; means. The article highlights how envy among its members could be tackled in order to boost social responsibility, and promote social justice. The paper analyses institutional leaders' discourses from an enterprise and from a higher education institution (HEI), gleaning their meaning of social responsibility and their perceptions of their role in challenging envy as part of that social responsibility agenda. In order to challenge envy and promote fair conducts and social responsibility, the role of positive multicultural leaders and the strengthening of an organizational collective identity should be emphasized. The findings suggest that organizations need to be better equipped in order to face organizational turbulences detrimental to the social responsibility success, by focusing on cultural diversity and retention of good workforce as part of their social responsibility and social justice remit. The paper discusses social responsibility in a way that goes beyond the hitherto prevalent focus on environmental concerns and corporate accountability. Also, it is relevant comparatively in that it shows aspects to be addressed for the success of social responsibility in international contexts. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Connecting Ed &amp; Tech: Partnering to Drive Student Outcomes
Author: Arnett, Thomas
Date: 2016-07-00
Type: Reports - Research
Subjects: Technology Uses in Education,Alignment (Education),Case Studies,Charter Schools,Partnerships in Education,High Schools,Nonprofit Organizations,Individualized Instruction,Models,Outcomes of Education,Teacher Developed Materials,Adoption (Ideas),Instructional Design,Educational Practices,Teamwork,Scaling,Technology Integration,Transformative Learning,Teaching Methods

All too often, the connection between teachers and technology falls flat. Pioneering schools and educators search for technology to support new instructional models, only to find that existing options do not align with their evolving classroom practices. This case study describes how Leadership Public Schools (LPS), a charter school management organization that operates high schools in the San Francisco Bay Area, and Gooru, a nonprofit edtech company, co-developed a technology to support LPS's personalized learning model and improve student outcomes. Prior to the partnership, both organizations were trying to find better ways to expand the impact of their personalized learning efforts. LPS had developed a successful personalized learning model, but had found it difficult to scale the teacher-developed technology that supported the model beyond its original pilot classrooms. Meanwhile, Gooru had experienced slower-than-expected adoption of its platform because it was not adequately addressing teachers' use cases. Over the course of a year, the two organizations worked together to redesign Gooru's technology to align with LPS's instructional model. Four critical elements enabled their successful partnership: (1) Teaching practices guided the technology; (2) Teams fostered intensive collaboration and a shared language; (3) LPS tested design assumptions in its classrooms; and (4) Both organizations had business models that prioritized the partnership. The following are appended: (1) Technology Comparisons; and (2) Updates to Gooru.
Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities
Author: Leal, Marco Aurelio Navarro
Date: 2015-06-00
Type: Reports - Research
Subjects: Engineering Education,College Graduates,Foreign Countries,Employment Level,Wages,Geographic Location,Intellectual Disciplines,Outcomes of Education,Questionnaires,Legal Education (Professions)

Engineering programs are commonly supported by higher education policy and planning initiatives on the grounds of a supposed saturation of the labor market by other types of educational programs. However, labor market saturation is dependent on the economic characteristics and the sociocultural capital of specific locations. The aims of this study were twofold: (1) to examine the differences in the labor situation and wages earned by graduates in law-administration, and engineering in three Mexican localities (Reynosa, Victoria and the Tampico-Madero-Altamira metropolitan area); and (2) to identify the factors related to those differences. The research questions addressed were: What working positions do graduates acquire by disciplinary group and locality? What wages do graduates earn by disciplinary group and locality? What factors influence graduates' positions and wages? Results indicate that engineers were not always better located and paid than the other group. [For the complete Volume 13, Number 1 proceedings, see ED568595.]