ethanporcaro/eric-fulltext-meta huggingface dataset:
Discursive Contestations and Pluriversal Futures: A Decolonial Analysis of Educational Policies in the United Arab Emirates
Author: Aydarova, Elena
Date: 2017-11-06
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Change,Politics of Education,Global Approach,Discourse Analysis,Mass Media,Resistance to Change,Policy Analysis,Critical Theory,Islam,Language of Instruction,English (Second Language),Semitic Languages,Teaching Methods,Ideology,Power Structure,Foreign Policy,Foreign Workers

Most research on global transformations in education has focused on the actions of political and economic elites. As a result, attempts to contest and subvert globally circulated policies at subnational levels have received less attention. To address this gap, this study focuses on discursive contestations around educational reforms in the United Arab Emirates. Drawing on the theoretical framework of decoloniality (Mignolo, 2011), I explore how Western interventions into educational policies are justified by dominant discourses and challenged by their opponents through public media in the United Arab Emirates. Even though alternative discourses provide constructions of education useful for charting the trajectories of pluriversal futures, the struggle between different voices resolves in favor of global &quot;best&quot; practices. This happens not because they are more rational or universal, but because the voices of dissent are disconnected and fragmented. The significance of this paper lies in employing decolonial lens in the analysis of globally circulated policies and in attending to the voices that become marginalized in the implementation of global reforms.
Neglecting Democracy in Education Policy: A-F School Report Card Accountability Systems
Author: Murray, Kevin
Date: 2017-10-23
Type: Journal Articles
Subjects: Democracy,Educational Policy,Accountability,Achievement Rating,School Effectiveness,Validity,Educational Quality,Measurement,Public Schools,Educational Assessment,Scores,Academic Achievement,Outcomes of Education,Grading,Politics of Education,Neoliberalism

Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt such systems. This paper examines A-F accountability systems with respect to three kinds of validity. First, it examines whether or not these accountability systems are &quot;valid as a measure,&quot; that is, do these systems validly measure school quality? Second, it examines whether or not they are valid as a policy instrument. or, how far do A-F accountability systems fulfill the stated aims of their proponents--empowering parents, providing &quot;simple&quot; and &quot;common sense&quot; measures of educational quality, and so on? Finally, it examines whether or not A-F systems are &quot;valid as a democratic framework&quot;:, how well do these systems align with the broader goals of educating students for democratic citizenship and of incorporating parents and community members in democratic deliberation about policies for their public schools? The paper concludes that A-F accountability systems are invalid along each of these lines, and provides recommendations for democratically developing and implementing criteria for school assessment.
A Comparison of Pre-Service, In-Service and Formation Program for Teachers&apos; Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)
Author: Turgut, Yildiz
Date: 2017-11-23
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Pedagogical Content Knowledge,Technological Literacy,Language Teachers,Foreign Countries,Teaching Methods,Teacher Education,Scores,Student Attitudes,Self Efficacy,Mixed Methods Research

In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although teacher-certificate programs are employed in many countries, none of the existing studies have examined teacher-candidates' TPACK, especially in English language teaching (ELT). To fill the gap, this study aims to compare TPACK among teachercandidates, pre-service and in-service English as a foreign language (EFL) teachers in Turkey. Quantitative and qualitative data analysis indicated significant differences among them. Based on these findings, suggestions for teacher education and future research were made.
Reforming the Japanese Preschool System: An Ethnographic Case Study of Policy Implementation
Author: Hayashi, Akiko
Date: 2017-09-18
Type: Journal Articles
Subjects: Preschool Education,Educational Change,Foreign Countries,Kindergarten,Educational Policy,Early Childhood Education,Ethnography,Teaching Methods,Administrator Attitudes,Administrative Organization,Educational Administration,Case Studies

This is an ethnographic study of how two Japanese kindergartens are implementing the &quot;yohoichigenka&quot; policy aimed at reforming the Japanese early childhood education system. The cases of these two kindergartens demonstrate what happens when a top-down mandate reaches the level of individual programs. The programs creatively find ways of responding to the reform mandate and to social change while maintaining what their administrators view as their pedagogical traditions. This paper also argues for the value of ethnographic methods to show how local programs are creative, resistant, and pragmatic in how they deal with top down pressures and directives.
Making Sense While Steering through the Fog: Principals&apos; Metaphors within a National Reform Implementation
Author: Ganon-Shilon, Sherry
Date: 2017-10-09
Type: Journal Articles
Subjects: Principals,High Schools,Transformational Leadership,Figurative Language,Educational Change,Program Implementation,Change Agents,Comprehension,Qualitative Research,Data Analysis,Administrator Role,Professional Autonomy,School Culture,Foreign Countries,Educational Policy,Ambiguity (Context),Content Analysis,Role Perception,Semi Structured Interviews

Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) reframing the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation.
Accounting for Institutional Variation in Expected Returns to Higher Education
Author: Dorius, Shawn F.
Date: 2017-10-30
Type: Journal Articles
Subjects: Higher Education,Outcomes of Education,Institutional Characteristics,Human Capital,Correlation,Investment,Educational Policy,Academic Ability,Family Characteristics,Nontraditional Students,Race,Gender Differences,Majors (Students),Predictor Variables,Models,Undergraduate Students,Educational Quality,Student Diversity,Graduation Rate,Public Colleges

This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges and universities.
Assessing Spanish-Speaking Immigrant Parents&apos; Perceptions of Climate at a New Language Immersion School: A Critical Analysis Using &quot;Thinking with Theory&quot;
Author: Aguayo, David
Date: 2017-11-06
Type: Journal Articles
Subjects: Spanish Speaking,Immigrants,Immersion Programs,Second Language Learning,Second Language Instruction,Parent Participation,Educational Environment,Parent School Relationship,Parent Surveys,Mother Attitudes,English (Second Language),Language Proficiency,Multilingualism,School Policy,Power Structure,Trust (Psychology),Elementary Schools,Barriers

Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools &quot;to&quot; families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents' abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault's concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in SIES's climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project--despite good intentions--were not bridging the gap between hegemonic English speaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools.
Policy Incentives in Canadian Large-Scale Assessment: How Policy Levers Influence Teacher Decisions about Instructional Change
Author: Copp, Derek T.
Date: 2017-11-20
Type: Journal Articles
Subjects: Foreign Countries,Incentives,Educational Policy,Mixed Methods Research,Educational Practices,Teacher Attitudes,Instructional Improvement,Educational Assessment,Models,Evaluation Utilization,High Stakes Tests,Elementary Secondary Education,Measurement,Group Testing,Educational Change,Data,Decision Making,Teacher Surveys,Semi Structured Interviews

Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction in classrooms. Yet despite agreement between ministries that instructional change based on LSA results is a positive development and employs data-based decision making at its heart, there remain significant differences in the kinds of incentives written into assessment policies in Canada. It is also true that implementation of the policies is less than uniform between schools and school divisions. Using mixed methods (survey data and follow-up interviews), this study examines which policy factors have the most significant impact on teacher decisions regarding the use of data. The findings indicate that highly incentivized policies correlate well to instructional change, including aspects of both teaching (to) the curriculum as well as teaching to the test. Since the latter will be examined as a neither an educationally defensible practice nor a stated policy goal, the statement that &quot;incentives work&quot; does not fully capture the nature of these impacts.
Education Policy Research in the Big Data Era: Methodological Frontiers, Misconceptions, and Challenges
Author: Wang, Yinying
Date: 2017-08-28
Type: Journal Articles
Subjects: Educational Policy,Educational Research,Misconceptions,Barriers,Information Utilization,Data,Research Methodology,Interdisciplinary Approach,Research Problems,Policy Analysis

Despite abundant data and increasing data availability brought by technological advances, there has been very limited education policy studies that have capitalized on big data--characterized by large volume, wide variety, and high velocity. Drawing on the recent progress of using big data in public policy and computational social science research, this commentary discusses how to approach big data and how big data can be used in education policy research. First, I introduce big data that is potentially relevant to education policy research. I then present methodological frontiers by examining the assumptions, key concepts, merits, and caveats of three commonly used analytical approaches to mining massive amounts of text data: topic models, network text analysis, and sentiment analysis. Next, to ensure the veracity of using big data in education policy research, I debunk three methodological misconceptions. This commentary concludes with a discussion on developing interdisciplinary research capacity and addressing the privacy concerns and ethical conundrums as we explore a research agenda of using big data in education policy.
Studios Abroad: A Challenge in Innovative Pedagogy
Author: Macedo, Joseli
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Instructional Innovation,Teaching Methods,Teaching Models,Design,Urban Planning,Studio Art,Interdisciplinary Approach,Learning Processes,Outcomes of Education,Program Effectiveness,College Programs,Foreign Countries,Qualitative Research,Grounded Theory,Longitudinal Studies,College Students

Study abroad programs offer a unique opportunity to evaluate pedagogic models. The role of studios in design and planning pedagogy has been examined. However, how the general framework of a studio supports other pedagogic models has not been widely discussed. This article assesses a series of urban planning and design studios conducted abroad to illustrate how studios can be enabling environments for urban planning and design students to develop fundamental skills. The article also discusses how interdisciplinary studios expose urban planning students to diverse thinking processes and approaches. The studio environment gives students the opportunity to consider creative alternatives outside of their general planning paradigm. An analysis of learning outcomes supports the conclusion that studios offer a fertile ground for students to experiment and develop ideas; they are essential to urban planning education and allow students to develop a deeper perspective on their profession.
Stereotype Threat in U.S. Students Abroad: Negotiating American Identity in the Age of Trump
Author: Goldstein, Susan B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Social Bias,Racial Bias,Ethnic Stereotypes,Online Surveys,Questionnaires,Risk,Elections,Presidents,Predictor Variables,Multiple Regression Analysis,Gender Differences,Cultural Influences,Hypothesis Testing,Undergraduate Students,Foreign Countries,Identification (Psychology),Measures (Individuals),Symptoms (Individual Disorders),Depression (Psychology),Regression (Statistics),Statistical Analysis

An underinvestigated and significant source of stress for U.S. student sojourners across racial/ethnic groups is exposure to stereotypes that target their American identity. This study built on the extensive research literature on stereotype threat to investigate U.S. students' vulnerability and reactions to being the target of stereotypes. Stereotype threat occurs when one expects to be judged negatively based on stereotypes of one's social group and when one feels at risk of confirming these stereotypes. An online questionnaire administered to 95 students studying abroad just prior to and following the 2016 U.S. presidential election assessed predictors of, and common responses to, stereotype threat. Multiple regression analysis identified participant gender, motivational cultural intelligence (which involves attention and energy directed toward cultural differences), and exposure to Trump-related stereotypes as significant predictors of stereotype threat. Exploratory analyses indicated possible responses to stereotype threat, including distancing one's self from a U.S. American identity and altering one's appearance and behavior to look less American. Implications for sojourner support and for future research are discussed.
Intercultural Competence in Short-Term Study Abroad
Author: Nguyen, Annie
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Intercultural Communication,Interpersonal Competence,Student Surveys,Intervention,Statistical Analysis,Pretests Posttests,Rating Scales,Program Effectiveness,Program Evaluation,Student Satisfaction,Course Content,College Programs

Assessment is growing for short-term study abroad as the majority of students (63.1%) continue to choose this option (Institute of International Education, 2016). This study uses the Intercultural Effectiveness Scale (IES) to examine the impact of short-term study abroad programs on students' overall intercultural competency and the connections between those measured areas and programmatic content. Using the IES survey distributed before, after, and three months following the study abroad experience, data was analyzed for fifty-five students across eight different short term programs at three distinct institutions within the state of Texas. Document analysis of program syllabi looked at connections to structured activities and assignments. The results demonstrate significant impacts on students' self-perceived intercultural competency in short-term study abroad programs ranging from two to five weeks that appear associated with intentional programmatic structures. These findings support recommended practices of using well-defined activities and assignments, incorporating meaningful local interaction, and providing planned reentry.
Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming
Author: Laliberté, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship,Global Approach,Global Education,Study Abroad,Politics of Education,Interviews,Emotional Response,Student Experience,Student Satisfaction,Student Development,Student Attitudes,Service Learning,College Programs,Foreign Countries

The terms &quot;solidarity&quot; and &quot;ethical travel&quot; were used to frame a one-week study abroad program to Guatemala. The students involved came from a Canadian university and were primed through pretrip meetings and program materials to expect their trip to produce good feelings of connection and support. However, many of the students experienced bad feelings that were variously described as frustration, disappointment, shame, and guilt. In this paper we take the &quot;bad feelings&quot; of this trip seriously to understand the relationship between this study abroad program and the (re)production of privilege. Based on interviews with student participants, we identify a trio of emotional responses--shame/guilt, frustration/anger, and critical empathy--that highlight the variability of student responses and their political implications. We argue that this critical analysis of emotional politics is an underutilized tool for examining how study abroad programs can simultaneously (re)produce and challenge privilege.
The Use of Orff-Based Music Activities for Educational and Therapeutic Purposes with Disadvantaged Group of Romani Children
Author: Eren, Bilgehan
Date: 2017-11-23
Type: Journal Articles
Subjects: Foreign Countries,Minority Group Children,Ethnic Groups,Music Activities,Music Therapy,Music Education,Disadvantaged Youth,At Risk Persons,Student Motivation,Elementary School Students,Teaching Methods,Music Teachers,Video Technology,Program Effectiveness,Qualitative Research,Participant Observation,Semi Structured Interviews

&quot;Romani people&quot; are a disadvantaged group of people due to their socio-cultural and socio-economic conditions. This situation makes them poor and thus cannot afford education. As Romani people have the tendency to love music, it is considered that music activities may encourage their children who generally have negative attitudes towards school to attend school systematically. Therefore, this work aims to directly and indirectly encourage the Romani children to attend school through music activities. For this purpose, a public primary school was used consisting entirely of Romani children. A first-year class was selected as a pilot group. Multicultural and multidisciplinary music activities based on Orff approach were carried out with the pilot group, for 2 h per week by the music teacher, who was also the participant observer. All activities were video-taped and transcribed for systematic analysis process. The results showed that Orff-based music activities carried out for educational and therapeutic purposes created a positive effect on the musical and non-musical development of Romani children. In addition, by using a variety of activities from different countries, the children's sociocultural awareness and understanding of multicultural differences were enhanced as well as their social interaction and communication skills.
Teaching Mathematics in Multilingual Classrooms: Developing Intercultural Competence via a Study Abroad Program
Author: Kasmer, Lisa Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Study Abroad,Secondary School Teachers,Preservice Teachers,Multilingualism,Cultural Awareness,Student Teacher Attitudes,Knowledge Level,Comprehension,Teaching Skills,Foreign Countries,Qualitative Research,Language of Instruction,English (Second Language),Native Language,Conferences (Gatherings),Group Discussion,Audio Equipment,Documentation,Participant Observation,Sociolinguistics,Code Switching (Language),Language Proficiency,Nonverbal Communication

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers (PSTs) from the United States. In particular we discuss their ability to facilitate the learning of students in multilingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs' attitudes, knowledge and comprehension, and skills in an effort to understand their ability to teach in multilingual classrooms.