ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Equity-Minded Migrant Education Policies in Shanghai from Migrant Parents&apos; Perspectives
Author: Li, Dongmei
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Suburban Schools,Access to Education,Equal Education,Educational Policy,Parent Attitudes,Migrant Education,Migrant Children

Purpose: This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education. Design/Approach/Methods: This qualitative study focuses on public schools in the suburb of Shanghai, one of the top migrant-receiving metropolitan cities in China. Using personal network, referral, snowballing, and &quot;guerrilla interviewing,&quot; the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015. Data sources include 10 face-to-face interviews, 3 telephone interviews, 6 follow-up interviews, and supplementary policy documents. Findings: It finds that local public schools have fully implemented free compulsory education, but have not supported equal access, revealing an inconsistent and arbitrary policy enactment pattern. Although all the interviewees have worked and lived in Shanghai for an average of 10 years, only those that afford a real property, receive exceptions, or have personal connections can have children enrolled in public schools. Further, parents' perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality. Originality/Value: This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern. It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.
Spanish Adaptation of Motivational Climate in Education Scale with University Students
Author: Granero-Gallegos, Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Reliability,Test Validity,Student Motivation,Gender Differences,Mastery Learning,Teaching Styles,Performance Factors,Predictor Variables,Achievement Need,Translation,College Students,Psychometrics,Educational Environment

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher's autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.
&quot;Suzhi&quot; Education and General Education in China
Author: Pang, Haishao
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Philosophy,Place Based Education,Institutional Characteristics,Educational Change,Higher Education,General Education,Culturally Relevant Education,Curriculum Implementation,Extracurricular Activities,Informal Education

Purpose: Since the 1980s, &quot;suzhi&quot; has become a core word in contemporary China. &quot;Suzhi&quot; education as an education philosophy full of Chinese characteristics has been well known in China for generations. Particularly since 1995, culture-oriented quality education as an anchor and starting point of &quot;suzhi&quot; education implementation in universities, which integrates with general education and liberal education from Western concepts, triggered great changes in Chinese universities. This article aims to review the concepts of &quot;suzhi&quot; education, general education, and their practice in China. Design/Approach/Methods: This study is based on historical developments of &quot;suzhi&quot; education and general education, research literature, and some typical practice cases. Findings: The analysis finds that &quot;suzhi&quot; education and general education have consistent goals. Their connotations in China can be understood in three aspects: philosophy, education content, and cultivation mode. They caused three great practices in universities, including general education courses, extracurricular &quot;suzhi&quot; education activities, and reforms on talent cultivation modes. Originality/Value: This article clarifies the localized understanding of &quot;suzhi&quot; education and general education in three aspects and outlines the overall reforms around &quot;suzhi&quot; education and general education in Chinese higher education.
Teachers&apos; Integration of Multimodality into 21st Century EFL Classrooms in Thailand: Practice and Perception
Author: Sakulprasertsri, Kriengkrai
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Undergraduate Students,Language Skills,Language Teachers,Learning Modalities,Teacher Attitudes,Student Attitudes,College Faculty,Teaching Methods,Skill Development

In Thailand, there is a growing need for Thai undergraduate students to be well-equipped with necessary English skills that can be used in real life situations. One way to prepare them is by introducing multimodality to English pedagogical practice. Multimodality is associated with the use of visuals, sounds, texts, gestures, and technology that students can engage with as parts of their daily lives (Choi &amp; Yi, 2016; Jones, 2012; Kress, 2010; Van Leeuwan, 2015). To date, there is no research on whether multimodality in Thailand helps Thai undergraduate students improve their English. This study, therefore, aimed at exploring university English teachers' integration of multimodality into their English classroom practices as well as investigating both Thai university English teachers' and undergraduate students' perceptions towards the integration of multimodality into English classroom practices. 10 English teachers at the university level from different regions across Thailand were observed to explore the actual classroom practices and 317 students enrolled in English courses with them were asked to complete a questionnaire. The findings revealed that English teachers at the university level in Thailand integrate multiple semiotic modes in their classroom practices which contribute to enhancing students' English skills and enabling them to apply their knowledge and skills to real life situations. Consequently, the application of the multimodal approach is encouraged for the 21st century English language classroom.
The Impacts of L1 Integration towards General English Classroom of Thai Public University Undergraduate Students: An Account of Learning Motivation Perspective
Author: Nilubol, Kittichai
Date: 2020-07-00
Type: Journal Articles
Subjects: Thai,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Language Teachers,Native Language,College Faculty,Teaching Methods,Teacher Attitudes,Learning Motivation,Language Usage,Language of Instruction,Educational Objectives,Language Role,Foreign Countries,Student Role

This mixed method research aimed to: (a) investigate the practical ways that mothe rtongue language (L1) can be used to facilitate teaching and learning in an English speaking classroom context and in high level education for public university undergraduates; (b) explore how public university undergraduates use their L1 to help them study in different learning situations in terms of learning motivation. This study focused on high level education and the use of L1 in an English speaking classroom context towards learning motivation. Two hundred and seventy undergraduates were randomly selected using systematic random sampling while twenty-four lecturers were purposively chosen so the insights from the multiple angles could be discovered; thus, five research instruments were used to collect the data in this study. Three significant findings suggest: first, participants advise that L1 should be used in a conclusion stage, for clear and comprehensible subject matter should be done before the end of the instruction. Second, it is convincing that nonnative English speaker lecturers feel guiltier when they use students' mother tongue in the instruction; in the meantime, native English speaker lecturers are willing to employ students' L1 in achieving classroom objectives. With this regard, it can be inferred that non-native English speaker lecturers need supportive insights about effective roles of students' L1 in the target language (L2) classroom. Third, students' mother language motivates more confidence in productive skills, while receptive skills allowed the careful application of L1 to assist students' learning.
China-Africa Education Cooperation: From FOCAC to Belt and Road
Author: King, Kenneth
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,Educational Cooperation,Human Resources,Labor Force Development,Exchange Programs,Educational Planning

Purpose: The article discusses the relationship between the human resource traditions of the Forum on China-Africa Cooperation (FOCAC) and those supported by the Belt and Road Initiative (BRI), and in particular by the &quot;Education Action Plan for the Belt and Road Initiative,&quot; issued by the Chinese Ministry of Education (MOE) in 2016. Design/Approach/Methods: The article draws upon discourse analysis of both the FOCAC VI and VII documents and the key MOE 2016 &quot;Action Plan.&quot; Findings: Given the trans-continental coverage of the BRI, it is suggested that its ambitious pledges in respect of education and human resource development (HRD) actually complement or even exceed the commitments made by FOCAC VI and VII. Originality/Value: This is the first article explicitly to compare the HRD pledges of FOCAC with those associated with BRI's &quot;Education Action Plan.&quot;
Review and Critique on the New Higher Education Policy Promoting &quot;The First-Class Major Programs&quot; in China
Author: Lu, Xiaodong
Date: 2020-06-00
Type: Journal Articles
Subjects: Criticism,Higher Education,Educational Policy,Undergraduate Students,Educational History,Policy Analysis,Content Analysis,Comparative Analysis,Models,Talent Development,Foreign Countries,Majors (Students)

Purpose: After the concepts of first-class universities, first-class research disciplines, and first-class undergraduate education, China's Ministry of Education (MOE) proposed a new concept of first-class undergraduate major programs and also proposed policy initiatives for relevant selection and funding. This article provides an in-depth analysis of the motives, historical background, policy texts, core concepts, and unintended consequences of the policy and proposes six criticisms. Design/Approach/Methods: This education policy analysis article uses two research methods. The first is a content analysis that focuses on policy text. The second is comparative and historical research that focuses on the history of the undergraduate education organization model in China and the background of the four first-class concepts. Findings: This article argues that the first-class major programs in undergraduate education include provincial-level points of these programs, which stealthily narrowed the scope for comparison from potentially the whole world to that of provinces. The policy also essentially strengthened the traditional concept of &quot;zhuanye&quot; as a physical unit and caused unintended consequences in its attempts to cultivate innovative talents and to adjust the &quot;zhuanye&quot; structure. Originality/Value: This article addresses a new education policy in China and its unintended consequences.
Voices from Thai EFL Teachers: Perceptions and Beliefs towards the English Test in the National Examination in Thailand
Author: Imsa-ard, Pariwat
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Secondary School Teachers,Teacher Attitudes,Language Tests,Educational Objectives,Foreign Countries,Testing Problems,High Stakes Tests,Test Wiseness,Scores,Language Skills,Rote Learning,Memorization,Secondary School Students,Achievement Tests,Multiple Choice Tests

The Ordinary National Educational Test (O-NET), the national examination in Thailand, plays as a high-stakes test at an upper secondary school level as it can be used as a tool for several purposes in education such as gatekeepers for the university entry and measures for the teaching quality evaluation. English, out of the five core subjects in the O-NET, is believed to result in a high degree of washback effects for both teachers and students. Teachers and students are eagerly seeking how to reach high scores by mainly concentrating on the test-wiseness strategies, although the goal of English language teaching in Thailand is aimed at developing the English ability concerning both linguistics and communication. With respect to the English O-NET, this study aims to explore what Thai EFL teachers at an upper secondary school level think about the English test in the O-NET. The mixed-methods approach was employed to attain the research objective. A hundred teachers completed the questionnaires and 10 of them took part in the follow-up interviews. The main findings revealed that the majority of teachers were not satisfied with the English O-NET although they tended to focus on the test paper and taught to the test due to some pressures from other stakeholders in educational settings. The findings suggested that the test should include other aspects of language skills, such as listening and speaking, to avoid dependence on rote-learning and memorisation Some implications are also discussed in this study.
Towards Lean Teaching: Non-Value-Added Issues in Education
Author: Martínez Sanahuja, Silvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Value Added Models,Efficiency,Art Education,STEM Education,Educational Trends,Philosophy,Learning Processes,Instructional Effectiveness,Universities,Educational Practices,Educational Principles

Lean Thinking is a methodology based on improving the efficiency of productive processes by removing non-value-added issues. This methodology was firstly applied in the manufacturing industry, but it has also been applied to many service companies, bringing very good results. In the last decade, some works have tried to research the adaptation of Lean principles and practices to teaching, especially in technology and other STEAM subjects. In this sense, the aim of this work is to deepen this new trend by establishing what issues are non-value-added (waste) ones in education and classifying these kinds of waste in order to be able to analyze how to eliminate them. For this purpose, we adapt the classification made in other kinds of processes and extend other authors' findings regarding this topic.
&quot;Keep Walls Down Instead of Up&quot;: Interrogating Writing/Making as a Vehicle for Black Girls&apos; Literacies
Author: Brownell, Cassie J.
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Females,Literacy,Grade 3,Elementary School Students,Identification (Psychology),History,Cooperation,Cognitive Processes,Immigration,Teaching Methods,Humanities,Writing (Composition),Writing Assignments,Cultural Influences,Social Justice,Collaborative Writing,Political Issues,Role Playing

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls' literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls' making exemplified the six components of the Black Girls' Literacies Framework--an asset-oriented framing that highlights how Black girls' literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad &amp; Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls' literacies to be made visible through making.
Development and Validation of Cultural and Academic Experience Questionnaire: A Study of East Asian Research Students at Australian Universities
Author: Latif, Yasir
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,Educational Experience,Asians,Learning Strategies,Student School Relationship,Questionnaires,Graduate Students,Indians,Factor Analysis,Correlation,Academic Achievement,Foreign Countries,Universities

This article documents the development of a questionnaire designed to measure the cultural and academic experiences (CAEQ) of East Asian research students enrolled at Australian universities. The CAEQ comprises three subscales: sense of belonging, learning strategies and perception of progress. The scale was designed based on literature studies and ideas from previous scales. The target groups were doctoral students from Bangladesh, China, India, and Pakistan enrolled at Australian universities. Initially, 295 students responded to an online survey and 211 research students completed it. A factor analysis was conducted to explore the components of each scale. Confirmatory factor analysis confirmed that there are 2-4 significantly correlated components of each subscale. The developed scales in this study can be used by universities to monitor the academic progress and research progress of their international students from the East Asian region, along with ensuring that these students have improved cultural and academic experiences in the Australian higher education sector.
Children&apos;s Augmented Storying in, with and for Nature
Author: Kumpulainen, Kristiina
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Computer Simulation,Story Telling,Children,Discovery Learning,Imagination,Critical Literacy,Ecology,Outdoor Education,Interaction,Foreign Countries,Grade 2,Environmental Education,Multiple Literacies,Critical Thinking,Play

Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children's augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7-9), allowing them to explore, interact, and imagine in nature and to create/share their stories. The data corpus consists of their narrations of their augmented stories in nature, their augmented story artefacts, and video/observational data from their construction of such stories in nature. Narrative analysis reveals how the children's augmented storying in nature was performed through playful, affective, and sensuous, identity, cultural, and critical literacies, which were imaginatively constructed into being at the nexus of their sensed reality and fantasy. These literacies make visible human-material-spatial-temporal assemblages during which the children played with/through the augmented character Julle, felt and sensed with/through Julle, and re-storied their experiences, cultural knowledge, and identities with/through Julle. They also engaged in critical thinking with/through Julle. The study contributes to knowledge on the meaning of materiality in children's storying in, with, and for nature and the educational possibilities of augmented storying for children's (eco)literacies.
Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context
Author: Skåland, Gro
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Libraries,Shared Resources and Services,Learning Activities,Group Dynamics,Discovery Learning,Foreign Countries,Field Trips,Elementary School Students,Middle School Students,Cooperative Learning,Story Telling

In this article, we examine how creative making is framed in a public library setting. We pursue this topic by focusing on the trajectory of a group participating in &quot;The Inventor Course&quot; during a school trip to a library. Video recordings of the maker activity comprise the primary data for analysis, supplemented by ethnographic notes. Analysis of the group's interactions shows how different frames for inventing are acted out and intersect during the activity. We describe these frames as inventing as invention, inventing as exploration and inventing as narrative. Findings indicate that a narrative frame is a fruitful approach to making in a library setting and that narratives performed in dialogue with children help them to make sense of their explorations.