ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Achievement of HISD Kindergarten Students Enrolled Previously in Head Start and HISD Prekindergarten Programs, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-01-10
Type: Reports - Research
Subjects: Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Preschool Education,Early Childhood Education,Program Effectiveness,English (Second Language),Economically Disadvantaged,At Risk Students,Early Intervention,Kindergarten,Preschool Children,Racial Differences,Ethnicity,Gender Differences,Language Usage,Spanish,Special Education,Academic Achievement

The Houston Independent School District (HISD) has provided free prekindergarten classes for eligible Houston area four-year old students since the 1985-1986 school year. HISD offers full-day prekindergarten programs to all eligible students within its attendance boundaries. HISD collaborates with four federally-funded Head Start agencies that serve Harris County children located within the HISD boundaries: AVANCE Houston, Inc. (AVANCE); Gulf Coast Community Services Association (GCCSA); Harris County Department of Education (HCDE); and Baker Ripley (formerly Neighborhood Centers, Inc. (NCI)). The purpose of this study was to measure the effectiveness of PreK and Head Start Programs in HISD using comparative analyses of the performance of HISD kindergarten students who were enrolled in an HISD prekindergarten, Head Start or HISD-Head Start affiliated program during the 2015-2016 school year. Key findings include: (1) Students who were dually enrolled during the 2015-2016 school year in a prekindergarten program and were later enrolled in HISD kindergarten in 2016-2017 had higher mean standard scores than their Head Start Standalone peers on the 2016 Iowa Assessments English language arts (ELA) (123.6 vs 122.3) and math (121.8 vs. 120.8) as well as on the Logramos language arts (LA) (167.8 vs. 165.7) and math (163.5 vs 161.8) subtests; (2) The gap in performance between economically-disadvantaged and non-economically-disadvantaged students was either small or in favor of economically-disadvantaged ELA Head Start Standalone and dually enrolled and Head Start Standalone math students who took the Iowa Assessments subtests; (3) The gap in performance between economically-disadvantaged and non-economically-disadvantaged students was either small or in favor of economically-disadvantaged dually enrolled, HISD-PreK, and non-HS/HISD-PreK who took the Logramos LA and math subtests and Head Start Standalone students who took the Logramos LA subtest; (4) Dually-enrolled AVANCE (125.4), HCDE (122.1), and Baker Ripley (formerly NCI) (123.2) students had mean standard scores on the Iowa Assessments ELA subtest that were higher than those of their Head Start Standalone peers (121.4, 121.0, and 122.5, respectively); and (5) Economically-disadvantaged students who were enrolled in HCDE Head Start had a higher mean standard score compared to the non-economically disadvantaged peers on the 2016 Logramos LA and Math subtests.
Free Schools: The Way Forward or a Mistake in the Provision of School Places and Educational Innovation in England
Author: Hilton, Gillian L. S.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Free Schools,Educational Innovation,Educational Policy,National Curriculum,Parent Participation,Teacher Participation,Barriers,Success,Criticism,School Choice

This paper discusses the rise and possible fall of the Free Schools movement in England. The arguments here are taken from a collection of government reports, education charitable trust's papers, press reports and articles written by champions of the Free School movement. It does appear from examining the presented evidence, that the initial idea of the involvement of parents and teachers in establishing these schools has not been a success, due to the time and bureaucracy involved in founding such schools, to meet the required criteria. Often, rather than providing needed school places in areas of shortage, many such schools have been established in areas where there is a glut of school places. It appears that the underlying belief that this movement would empower and liberate teachers away from the restrictive national curriculum has not succeeded. However, despite ongoing problems with Free Schools, there are some who believe they are a real alternative to the structured and controlled state schools following the dictates of the national curriculum. At present it is impossible to say if the venture has been a success or not, but there are certainly serious concerns over some of the schools which have been established; those that have failed and those that do not really intend to serve the need for parental choice. In addition, the costs of this venture, when finances for schools have been severely curtailed in England in the last few years, raises the question as to whether this initiative is providing value for money. [For the complete Volume 17 proceedings, see ED596826.]
Experiences and Impact: The Voices of Teachers on Math Education Reform in Ontario, Canada
Author: Ashraf, Tanjin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Educational Change,Mathematics Teachers,Teacher Attitudes,Teacher Role,Public School Teachers,Mathematics Curriculum,Change Agents

In Ontario, students' declining math performance is currently cited as a major area of concern (Reid &amp; Reid, 2017). In response to this, Ontario is implementing math education policy changes. However, there is no mention of the role of teachers in this reform process. To address this issue, this paper explores and shares teachers' experiences with math reform. I took a qualitative approach and interviewed eight public school teachers who shared their experiences with math reform based on their teaching trajectories. Three themes emerged from the data: (1) math confidence impacts perception and response to math reform; (2) teachers have little to no active role in the math reform process; (3) there is bidirectional impact between math reform and teachers. These findings delineate significant implications for math reform; the need to revere firsthand accounts of teacher experiences and insights, treating teachers as change agents, and engaging teachers in math reform processes. [For the complete Volume 17 proceedings, see ED596826.]
The Effectiveness of Task-Based Language Teaching to ESP Bachelor Students at Two Universities in Bulgaria and Romania
Author: Simion, Mindora Otilia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Teaching Methods,English for Special Purposes,Second Language Learning,Second Language Instruction,Comparative Analysis,Universities,Cross Cultural Studies,Foreign Countries,Case Studies,Undergraduate Students,Communicative Competence (Languages),Instructional Effectiveness,Student Attitudes,Preferences

This paper aims at analyzing and comparing the approach of Task-based language teaching (TBLT) to bachelor students taking classes of English for Specific Purposes (ESP) at two universities in Bulgaria and Romania. The outcomes of the research show that both Bulgarian and Romanian students express their favorable preferences towards using this approach. This is a case study implemented on a local level in two neighboring countries in the region of Southeastern Europe. [For the complete Volume 17 proceedings, see ED596826.]
Generic Competencies for Globalization from the Perspective of Engineering Students
Author: Rodríguez, Reyna del Carmen Martínez
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Attitudes,Engineering Education,Global Approach,Competency Based Education,College Students,Vocational Schools,Universities,Problem Solving,Ethics,Responsibility,Education Work Relationship,Foreign Countries,Curriculum Development

Within the framework of globalization, current events are diverse and heterogeneous. The General Coordination of Technological and Polytechnic Universities in Mexico (CGUTyPM) adopted a competency-based educational model with the objective of preparing professionals not only with the necessary knowledge but also with adequate skills, attitudes, and values needed in the global economy. With the aim of complementing the necessary training of future engineers, academic programs of Mexico's polytechnic universities have integrated into curricula courses in human development that address generic competencies. Development of competencies for students is complicated by the fact that within a globalized society it is necessary to learn profession-specific competencies in addition to generic competencies. However, in higher education, profession-specific competencies are commonly assumed to be of greater importance, and generic competencies are not prioritized. This paper presents the authors' research findings detailing responses from 150 students in different engineering programs. For analysis, a cross-sectional descriptive methodology was employed, using a questionnaire completed by student participants. The results show a clear need for explicit integration of the generic competencies into general curricula in particular, those of basic professional knowledge, problem-solving, commitment to ethics (honesty) and responsibility. The authors conclude that the continued teaching of the generic competencies at the university level is essential to student learning and provides students with strategies for adapting to the ever-changing environment of a labor sector situated in a globalized world. [For the complete Volume 17 proceedings, see ED596826.]
Understanding Teacher-Targeted Bullying: Commenters&apos; Views
Author: de Wet, Corene
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Bullying,Teaching Conditions,Aggression,Social Media,Power Structure,Victims,Internet,Web Sites,Verbal Communication,Interpersonal Relationship,Teacher Student Relationship

This paper reports on findings from a qualitative content analysis of Internet commenters' postings on teacher-targeted bullying (TTB). Postings on the website &quot;The Educator's Room&quot; were used as data. The study found that the commenters perceive TTB to be a serious and escalating problem characterised by an imbalance of power and an intention to do harm, and consider it repetitive and enduring in nature. The study furthermore found that the commenters view TTB as the physical and verbal abuse of teachers by their learners. This study has shown that, despite ethical dilemmas, social media can be a rich data source when investigating TTB. It is concluded that individual teachers' postings about their public and private humiliation and pain are globalised and made accessible to researchers and laypersons alike through use of a medium that transcends borders. [For the complete Volume 17 proceedings, see ED596826.]
The Shadow Education System in Bangladesh: A Blessing or a Curse?
Author: Mustary, Mashraky
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Private Education,Tutoring,Supplementary Education,Educational Benefits,Coaching (Performance),Costs,Second Language Instruction,English (Second Language)

This paper defines shadow education as private supplementary tutoring that is fee-based and parallel to mainstream schooling. The study focuses specific attention on the underlying determinants of this private tutoring. This research covers the costs, patterns, intensity, and scale of private tutoring. It also provides detailed insight into the negative and positive implications of coaching, and on the impact that private education has on the educational and social lives of learners in Bangladesh. The paper also analyses the different private tutoring patterns in English, as well as the amount of tutoring offered and not offered in Bangladesh. These key points lead to determining whether the shadow education system in Bangladesh is a curse or a blessing. According to the research conducted in 5 regions in Bangladesh using qualitative method and research design questionnaire 70% support private supplementary education, 30% do not support its development and 100% of participants stated that the emergence of private tutoring was brought about by the low salary of teachers and desires of parents for the academic success of their children. [For the complete Volume 17 proceedings, see ED596826.]
Challenges of Combining Roles as an Educator and Entrepreneur: A Reflective Experience on Professional Development
Author: Nworgu, Queen Chioma
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Role,Entrepreneurship,Faculty Development,Females,Barriers,Small Businesses,Higher Education

The purpose of this paper is to analyse the experience and challenges faced by female in multi-tasking, combing full-time academic work with being an entrepreneur; the impact on professional practice and personal development. Becoming an entrepreneur can be a challenging and daunting task, but it can also come with good experience in managing own small businesses and putting theory into practice in teaching students. The work draws on experiences of how entrepreneurs were able to combine academic work with managing their own small businesses and challenges confronted in realities. Drawing from experience, moving back and forth between the academic and business spheres, this paper considers the impact of being an entrepreneur and lecturer, and what it meant for the students, institutions and own professional development. The work uses qualitative and quantitative research paradigms to seek the perceptions of some professionals who were able to combine academic work and being an entrepreneur, challenges faced in the combined roles on their students, institution and professional development. The analysis of findings from few concludes that there are many benefits, as well as challenges, confronting professionals in multi-tasking of being a business owner and academic Lecturer, of which, most of them became very successful through hard work and determination and some failed to cope due to combination of two ultimately complementary roles. This presents further areas for research to investigate why some professionals who try to combine job roles of academic and being a business owner fail and if this may be the case for the male teachers. [For the complete Volume 17 proceedings, see ED596826.]
Academic Freedom and Strong State Control: Two Samples to Illustrate the Consequences
Author: Rónay, Zoltán
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Freedom,Educational Legislation,Civil Rights,Higher Education,Elections,Political Influences,Universities,Gender Issues,Government School Relationship,Educational Change,College Administration,Institutional Autonomy,Program Descriptions,Foreign Countries,Program Termination

In the latest BCES Conference Book (&quot;Education in Modern Society,&quot; BCES Conference Books, 2018) a study was published which presented Hungarian legislation on the field of education. It is clear that the legal framework serves the interests of the government. The Fundamental Law of Hungary does not guarantee the fundamental right to education but makes possible its delimitation. It secures a large playground for the majority of government and securing direct influence. One year ago, the aforementioned study asked the following question: where are these trends leading to? At that point, it seemed likely that the Hungarian government would use his power to intervene in state higher education. In the 2018 general election, the ruling party obtained an extreme majority in the parliament. It is in such a stable position that it can restrict not only the autonomy of state universities but also influences academia in general. In the spring of 2017, the world's media reacted to what is termed &quot;Lex CEU&quot;. Although this law affected several foreign universities, it undoubtedly targeted the Central European University by creating legal requirements, which would make it impossible for this university to remain in Hungary. The other important academic issue targeted by the government, namely the abolition of Gender Studies programmes, affects one of the most respected Hungarian state universities (Eötvös Loránd University) in addition to CEU. This study presents these two cases, aims to understand the facts and legal background, and offers an analysis of the processes. [For the complete Volume 17 proceedings, see ED596826.]
The Rise and Fall of Autonomy. The Last Thirty Years of Hungarian Higher Education
Author: Rónay, Zoltán
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Institutional Autonomy,Universities,Educational History,Government School Relationship,Educational Legislation,School Responsibility

Although efforts were made to establish several higher education institutes in the Medieval era, Hungarian higher education began in 1635 when the first university, which is still in operation today, was founded. For the first one hundred and fifty years the university was under the influence of the church, then under Absolutism, it came under the rule of the Crown. The period between the last decades of the 19th century and World War I is considered the golden era of autonomy in Hungarian higher education, although the influence of the government was significant. After World War I the universities' autonomy decreased, and by the end of World War II, it had completely disappeared. The change came just before 1990 when the collapse of Soviet rule led to the fall of the Berlin Wall. In the early 1990s, the first independent and general Higher Education Act established the 'Humboldt model' in Hungary. However, this was only in place for three years. Over the past twenty years, we have seen the autonomy of Hungarian higher education and its institutions slowly decrease. This study discusses the past thirty years and aims to understand the reasons for the failure of the autonomy experiment. [For the complete Volume 17 proceedings, see ED596826.]
Supporting Culturally Diverse Early Childhood Centres in South African Townships
Author: Modise, Matshediso Rebecca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Early Childhood Education,Student Diversity,Minority Group Students,Leadership Responsibility,Empowerment,Teacher Competencies,Knowledge Level,Cultural Awareness,Culturally Relevant Education,Racial Bias,Migrants

This paper explores how early childhood (EC) leaders in South Africa support the EC centres in the townships of Gauteng Province. The term township refers to underdeveloped and racially segregated urban areas reserved for black communities, specifically Coloured, Africans and Indians. The townships are usually built outside the cities and towns. The term (township) also has a discrete legal implication in South Africa's system of land title, which carries no tribal connotations. Gauteng Province is one of the nine provinces of South Africa. It is the economic hub of the country and consists of people from diverse cultural backgrounds. The purpose of this paper is to understand the support practices by EC leaders through providing insight into the subjective experiences of practitioners. In this paper, support means empowering practitioners. This paper followed the qualitative approach in exploring how EC leaders support practitioners in a diverse cultural milieu. The paradigm used is interpretive because the author interpreted the support mechanisms offered. Data was collected through literature review. The paper contends that knowledge and understanding of diverse cultures is significance in giving support to culturally diverse EC centres. The expectation is that EC leaders should have the skill and ability to support practitioners in any given context. Findings reveal that good support can happen when there is collaboration between principals, practitioners and communities. [For the complete Volume 17 proceedings, see ED596826.]
Problematizing &quot;Glocal&quot; as a Catchword in Comparative and International Education
Author: Wolhuter, Charl
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,International Education,Global Approach,Educational History,International Cooperation,Value Judgment,Local Issues,Educational Objectives

&quot;Glocal&quot; has become a catchword in Comparative and International Education, as the compelling force of globalization has forced the Comparative and International Education scholarly community to reconsider their field. This paper traces the strong hold that the nation-state as level of analysis has had on scholars in the field, and how that notion and attendant conceptual tools have come under pressure. The variety of theoretical or paradigmatic responses to the global versus &quot;local&quot; in the field is surveyed. The paper concludes that the concept of &quot;glocal&quot; is a rather naïve escape from a complex situation, and such a response has the potential to incur great damage to the field. In conclusion a new theoretical framework, encompassing not only both the global and the &quot;local&quot;, but the entire hierarchy of contexts creating an evolving new global tapestry of education systems is suggested to render the field of Comparative and International Education streamlined to fulfill its mission in the twenty-first century. [For the complete Volume 17 proceedings, see ED596826.]
Changing Landscapes and Shifting Perspectives in a Glocalised Learning Environment
Author: Shotte, Gertrude
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Social Change,Global Approach,Sustainable Development,Educational Practices,Epistemology,Transformational Leadership,Educational Trends,Technological Advancement

People's enamoured preoccupation with &quot;change&quot; is as old as civilisation itself. Making changes for a multitude of various reasons has been an on-going process for centuries. This paper explores changing landscapes and shifting perspectives in a glocalised learning environment. It looks at how societal changes, brought about predominantly by the inescapable forces of globalisation and its yield, have inspired shifting didactic perspectives and related transformations across societal, and by extension, teaching and learning landscapes. A literature-based approached, which is a qualitative technique, is the methodology chosen for the paper. A demerit of this approach is its dependence on other published work. The reliance here is not total because personal experiences are used as supporting evidence for the discussion. An analysis of the literature reviewed reveals that changes in a globalised world are unavoidable. The paper therefore asserts that the changes made should focus on benefitting entire societies because of the implications there are for sustainable education, sustainability and national development. [For the complete Volume 17 proceedings, see ED596826.]