ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 Disruption to Research and Research Training in Australia: Gender and Career-Stage Inequalities
Author: Moore, Alison M. Downham
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Research,Universities,Capacity Building,Novices,Females,College Faculty,Teacher Researchers,Financial Support

This article surveys available evidence of disruptions of the COVID-19 pandemic to Australian university-based research and to the research training pipeline, considering both the long-term implications of this disruption, as well as the disproportionate impacts on higher degree research candidates, early-career researchers and women academics with carer responsibilities. Drawing on existing global and local research studies, media reports, internal institutional documents, policy and advisory documents, data from the Department of Education, Skills and Employment, the Australian Bureau of Statistics and the Australian Research Council, the article argues that specific targeted management interventions and federal policy changes will be needed for the equitable and sustainable restoration of research capacity in the challenging funding environment beyond 2022.
How the Kingdom of Bhutan Played the Australian Government -- and Won
Author: Barker, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Relations,International Programs,Educational Policy,Scholarships,Program Evaluation,Program Costs,Federal Programs

The Australian Government's Endeavour international scholarship program had strategic interests in international education at its core, but uneven and strategically incompatible outcomes emerged over the 16 years of its existence. An unexpected outcome was the dominance of the small Himalayan nation of Bhutan as a substantial beneficiary of the program. This research draws on official Endeavour recipient data for the years 2007 to 2019; on qualitative interviews with scholarship program stakeholders in Australia, and on two unpublished reviews of the program obtained under Freedom of Information (FOI). Combined, they reveal the workings of an ambitious scholarship program into which significant public monies were invested, but which was hampered by its adherence to a poorly-defined concept of 'merit', inadequate consultation with stakeholders and a failure to connect with international education priorities in a way which might have resulted in more valuable outcomes for Australian international education providers.
Hybrid-Flexible (HyFlex) Subject Delivery and Implications for Teaching Workload: A &apos;Small Data&apos; Analysis of One Academic&apos;s First-Hand Experience in 2021 and 2022
Author: Dawkins, Roger
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,In Person Learning,Online Courses,Synchronous Communication,Asynchronous Communication,Undergraduate Study,College Faculty,Barriers,Faculty Workload,COVID-19,Pandemics,Program Development,Attendance,Program Effectiveness,Foreign Countries

The COVID-19 pandemic has had broad ranging impacts on the delivery of education at universities. In this context, hybrid-flexible teaching, or HyFlex (HF), has been offered at my university as a mode of delivery ostensibly suitable to what is ultimately a disrupted teaching environment. HF involves the delivery of a subject simultaneously in three modes: synchronous face-to-face, synchronous online and asynchronous. In this article I adopt a 'small data' research approach and examine my personal memos documenting my own implementation of a HF version of one undergraduate subject in two consecutive iterations. Existing research on HF is clear that students appreciate the convenience afforded, and while there is some general mention of the impact of HF on teacher workload, I set out to develop detailed insights by documenting and reflecting on my own experiences. Conclusions I reach are that attendance becomes complex and problematic in HF subjects, impacting curriculum design, teacher confidence and workload. Also, it is not practically possible to adapt existing synchronous subjects to HF without significant redesign, and this is to develop timely feedback interventions and create a sense of belonging for students. Hybrid-flexible learning is predicted to continue and expand in higher education, making the detailed account outlined here a valuable example.
Emotional Intelligence and Workplace Stress among Afterschool Supervisors in Low-Income Communities
Author: Toledo, Sonia M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Work Environment,Stress Variables,Low Income,After School Programs,Supervisors,Stress Management,Self Control

High levels of stress among supervisors can diminish afterschool program quality and negatively affect the learning and development of children and youth. One solution may be training in emotional intelligence. In other fields, high emotional intelligence among leaders was found to mitigate workplace stress and to increase job productivity, job satisfaction, and attainment of positive results. This study helps address the lack of scientific research on the role of emotional intelligence in afterschool supervisors' ability to manage stress at work. In this quantitative correlational study, the author investigated the relationship between the emotional intelligence of afterschool supervisors serving low-income communities in New York City and their perceived workplace stress. The study found a negative correlation--that is, supervisors with higher emotional intelligence tended to have lower workplace stress. The results can help afterschool supervisors and organization leaders understand the importance of emotional intelligence for effective program management.
Occupational Health and Safety (OHS) and Integrated Management: A Desktop-Based Review across Higher Education OHS, Business and General Management Courses in Australia
Author: Karanikas, Nektarios
Date: 2022-00-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Business Administration,Business Administration Education,Higher Education,Foreign Countries,Integrated Curriculum,Management Systems

Apart from the regulatory compliance required by the law, the literature suggests that genuine occupational health and safety (OHS) management that cares for workers can bring tangible benefits that extend to several business objectives. Also, studies demonstrate promising gains from adapting an integrated management concept to enable different management systems to share and exchange information and practices and mutually realise the overall organisational mission and vision. The desktop review of 34 OHS and 177 business and management courses in Australia revealed none-to-little reference to integrated management in these degrees and considerable under-representation of OHS in business and management courses. Although further research is warranted to investigate reasons for the findings of this study and extend it to other countries, its results can raise awareness of the opportunities to enrich curricula and arm future generations of OHS professionals and business managers with the knowledge and skills of an inclusive and balanced consideration of various organisational objectives.
Restructures, Redundancies and Workforce Downsizing: Implications for Australian Higher Education Sector Post COVID-19
Author: Owens, Alison
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Organizational Change,Retrenchment,Educational Finance,Educational Planning,Labor Force,School Personnel,Employee Attitudes

This paper reports on research conducted with staff employed in the Australian higher education sector during the COVID-19 pandemic. The sector has been significantly impacted, particularly those institutions heavily reliant on revenue from international student enrolments. Universities moved swiftly to introduce cost-savings measures such as, deferring capital works spending and reducing non-salary expenditure, scaling back casual and fixed term staff and cuts to executive staff salaries, followed by rounds of redundancies, early retirement offers and termination of staff, often framed as organisational restructuring. However, financial data for the 2021-22 period indicate that some institutions have actioned disproportionate staff cuts related to net income, often badging this downsizing as organisational restructure. This information is discussed in terms of the potential implications for the higher education sector in planning for, and meeting workforce needs, as it seeks to regenerate a sustainable business model post-pandemic.
Rethinking Universities&apos; Foreign Interference Obligations: Lessons from the High Court
Author: Simpson, Matt
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Legal Responsibility,Court Litigation,Compliance (Legal),International Relations,Federal Legislation,Government School Relationship

The Foreign Influence Transparency Scheme Act 2018 (FITS Act) requires persons or entities, including universities, who engage with the Australian political landscape on behalf of a foreign principal, to register under the scheme. The High Court of Australia's recent decision in LibertyWorks Inc v Commonwealth of Australia [2021] HCA 18 may cause universities to rethink their registration obligations. This article: (i) considers the elements of the legislation which trigger an obligation to register; (ii) examines the High Court's decision in LibertyWorks v Commonwealth, with particular emphasis on those parts of the judgment most likely to impact universities; and (iii) concludes by considering common activities undertaken by universities that might attract a requirement to register, and analyses the impact the FITS Act is likely to have on universities seeking to comply with the legislative regime.
Zoomed -- A Personal Reflection on the Long, Slow Destruction of Australia&apos;s University System
Author: Johnson, Louise
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Educational Practices,Educational Change,Retrenchment,Politics of Education,College Faculty,Teacher Dismissal,Commercialization,COVID-19,Pandemics,Neoliberalism,Corporations

After 40 years as a hardworking and productive academic, here I was on a Zoom call fronting two senior colleagues telling me I no longer appeared on the new 'organisational chart'. In short, I was being made redundant. It was no surprise really, as another 40,000 professional and academic staff were to suffer the same fate. And really by then I was over what university life had become: stressed, thankless, driven by meaningless metrics and bereft of social values. But how did we get to this and was COVID-19 but a ruse, a smokescreen for an acceleration of the processes of politicisation, corporatisation, marketisation and casualisation which had brought my beloved system to its knees. Here then is a personal/political reflection on what has occurred in Australian universities over the last few decades -- their long slow agonising destruction.
Enhancing Foreign Workers&apos; Online Learning Interaction Strategy: An Action Research in Indonesia Open University Taiwan
Author: Zendrato, Rotua
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Workers,Electronic Learning,Open Universities,Action Research,Foreign Countries,Synchronous Communication,Online Courses,Distance Education,Interaction,Assignments,Independent Study,Blended Learning,Tutoring,Teaching Methods,Social Networks,Network Analysis

Indonesian workers in Taiwan have been taking synchronous online courses to enhance their education for several years. Still, the most crucial part of a synchronous course, the interaction quality, in the past, in general, was highly disturbed by the workers' busy daily work and had room to improve. Therefore, improving online interaction quality is a critical issue in workers' online courses. This study assigns an asynchronous learning strategy to supplement synchronous learning to enhance student interaction. Ten Indonesian workers as part of the Translation V course students of Indonesia Open University in Taiwan were involved. Action research was conducted to explore the effects of the asynchronous enhanced synchronous learning strategy on the students' interactions and perceptions. All the interaction threads were analyzed and described by social networking analysis, content analysis, and students' perceptions from their reflections. The results reveal that the students' interaction increased in the synchronous learning with informal assignment instructions directed by the tutor in the action research cycle II as an action to increase interaction in cycle I, which tended to be independent learning instructions. The study suggests implementing blended learning in synchronous online tutoring programs and providing asynchronous learning strategies to enhance online students' interaction.
Artificial Intelligence Applications in Open and Distance Education: A Systematic Review of the Articles (2007-2021)
Author: Gocmez, Lutfiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Open Education,Distance Education,Literature Reviews,Technology Uses in Education,Electronic Learning,COVID-19,Pandemics,Intelligent Tutoring Systems

With the urgent shift to distance learning due to Covid-19 measures, educational institutions around the world have started to adopt e-learning massively. According to many experts, artificial intelligence (AI) may provide both system-wide and pedagogical solutions to the problems which the administrators, educators, and students encounter during e-learning. The purpose of this study was to systematically review articles on AI applications in open and distance education between the years 2007 and 2021 in order to visualize the potential of intelligent educational systems. Thus, 171 selected articles regarding explicit inclusion and exclusion criteria, were analysed in terms of the year/ place of the paper, affiliation of the first author, the method applied, and the journals they published in. Then the research areas of AI applications in distance education were coded iteratively. The results indicated that most of the articles were published after 2018 mainly by Chinese, Spanish, Turkish, American, and Indian authors in computer science and STEM disciplines. Moreover, there is a sharp increase in publishing on this topic, especially during Covid-19 pandemics. Consequently, the analysis resulted in six areas of AI applications in open and distance education: 1. ITSs, 2. Adaptive systems and personalisation, 3. assessment and evaluation, 4. learner analytics, 5. affect recognition, and 6. Virtual learning environments, with 28 subcategories. In summary, our review results that intelligent systems can be effectively used for both system-wide solutions and pedagogical solutions to the problems such as the low level of adaptivity, collaboration, academic achievement, or engagement, and the high level of dropout that we usually experience in distance learning via the use of adaptive expert systems, intelligent tutors or agents, chatbots, data analytics, and recommender systems.
Challenging the Status Quo and Exploring the New Boundaries in the Age of Algorithms: Reimagining the Role of Generative AI in Distance Education and Online Learning
Author: Bozkurt, Aras
Date: 2023-00-00
Type: Journal Articles
Subjects: Algorithms,Artificial Intelligence,Distance Education,Electronic Learning,Automation,Teacher Role,School Role,Technology Uses in Education

Generative AI is here to stay, and we need to explore the potential role of these technologies in distance education and online learning, considering both the benefits and challenges. With many potentials such as customized learning experiences, intelligent tutoring, automated grading, content creation, and personalized career advice, there are also a wide range of challenges such as bias in data and algorithms, lack of transparency, overreliance on AI, data privacy and security, access and equity, automation, and singularity. Based on these considerations, generative AI requires enhancing the scope of current educational roles or adopting new ones, such as facilitators of learning, curators of learning resources, designers of learning experiences, and assessors of learning. Though distance education and online learning are mostly attributed spatial and temporal distances, generative AI should also be considered in terms of transactional distance. While the use of generative AI has the potential to decrease the transactional distance, educators still can play a crucial role in bridging this gap by providing personalized support and guidance throughout the learning process not only in terms of pedagogical aspects, but also from the perspective of pedagogy of care and human-centered learning design.
A Seat at the Table: Lessons from Tennessee&apos;s Rapid Achievement and Equity Gains
Author: Matheny, Kaylee T.
Date: 2023-04-25
Type: Journal Articles
Subjects: Policy Formation,State Policy,Academic Achievement,Achievement Gains,School Districts,Educational Policy,Educational Change,Elementary Secondary Education,Disadvantaged

This study complements literature on state policymaking by exploring one state's achievement trends and policymaking during a period of remarkable achievement gains. I use mixed methods, drawing on hierarchical linear modeling and semi-structured interviews with policy actors, to explore the case of Tennessee in the post-recession period. Results indicate that Tennessee's school districts improved faster than districts in other states during this period without doing so at the expense of historically disadvantaged student groups. I argue that Tennessee's trends are a result of strong policies and a robust approach to the policymaking process.
Authority over Power in English Learner Accountability Policies: Maintaining a National Role within a Context of Local Control
Author: Flores, Nelson
Date: 2023-05-02
Type: Journal Articles
Subjects: English Language Learners,Accountability,Educational Policy,Attribution Theory,Academic Standards,Educational Change,School District Autonomy,Educational Legislation,Elementary Secondary Education,Federal Legislation,Language Proficiency,Common Core State Standards,English (Second Language),Language Tests

Pushback against the perceived federal overreach into educational reform has led to renewed calls for a return to local control of schools. In contrast to this general trend, there has continued to be a strong national role for English learner (EL) accountability policies related to EL identification, monitoring and reclassification processes. In this article, we seek to bring attention to the historical development and contemporary instantiation of these EL accountability policies. The general accountability system has typically focused on coercive strategies connected to rewards and sanctions. In contrast, the EL accountability system has typically focused on harnessing the expertise of research to provide increasingly specific guidelines for how to meet federal mandates related to supporting students officially classified as ELs. This approach may help explain how national actors have been able to maintain an active role in shaping these policies without being perceived as a threat to local control. We conclude with implications for national educational actors interested in using authority to shape other areas of educational policy as well as possible limitations of this approach.
&quot;Who Are These For? Is This for the Teacher?&quot;: Understandings of Expertise and Evaluation in the Era of ESSA
Author: Good, Madeline W.
Date: 2023-05-16
Type: Journal Articles
Subjects: Expertise,Federal Legislation,Educational Legislation,Elementary Secondary Education,Accountability,High Stakes Tests,Teacher Evaluation,Rural Schools,Elementary School Teachers,Teacher Attitudes,Lesson Plans

Understandings of teacher expertise in the US have transformed over the past 40 years, arguably being &quot;narrowed&quot; and &quot;numericized&quot; due to high-stakes accountability and neoliberal education reform movements. While this trend has been thoroughly studied under the No Child Left Behind Act (NCLB) and Race to the Top regimes, less consideration has been given since the Every Study Succeeds Act (ESSA) replaced NCLB in 2015, which notably pivoted away from some of the most stringent accountability practices of the previous era. This paper begins a new line of inquiry into teacher expertise in our current federal policy context, especially considering how understandings of expertise are constructed in school districts that never adopted the most high-stakes evaluation measures. By relying on Jessica Holloway's (2021) technologies of risk management, this paper explores how teachers in one school understand expertise, focusing specifically on how evaluation and assessment technologies engage with and influence these understandings. Ultimately, it was found that teachers in fact held a plurality of understandings, yet complex and sometimes conflicting influences of assessment and evaluation practices also emerged. This paper argues that although risk management technologies have become commonplace, scholars and practitioners alike should continue to scrutinize their use under ESSA, particularly considering how they are being used, who they primarily benefit, and what consequences come from our reliance upon them.
A Critical Examination of Policies and Practices Impacting the Education of Unaccompanied Immigrant Children in the United States
Author: López, Ruth M.
Date: 2023-03-28
Type: Journal Articles
Subjects: Educational Policy,Immigration,Immigrants,Children,Undocumented Immigrants,Educational Experience,Educational Practices,Educational Quality,Educational Environment,Emergency Shelters,Legal Aid,Access to Education,Public Schools

Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States.