ethanporcaro/eric-fulltext-meta huggingface dataset:
Foucault and the Origins of the Disciplined Subject: Post-Subjectivity as a Condition for Transformation in Education
Author: Mabille, Martina L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational History,Racial Segregation,Educational Environment,Power Structure,Higher Education,Social Bias,Social Justice,Educational Philosophy,Sexuality,Punishment

Background: The need for transforming South African education can ultimately be traced to a form of Western subjectivity which dominated Europe since the classical age (1600-1750). The notions of 'discipline' and 'subjectivity' suggest distinct associations with repressive regimes like apartheid, and the present article will argue that the assumptions behind apartheid education cannot be understood without understanding the still more foundational assumptions -- taken as axiom -- underlying Western subjectivity. This conception of subjectivity underlies the 'disciplined society' and its concomitant ethos of expansion, ranging from its colonial projects to the rise of the human sciences. As a result, it is of considerable value for the South African educational environment to consider Michel Foucault's unmasking of the interplay between subjectivity, truth and power, and to explore the possibilities offered by Foucault's own ethic of transgression. Aim: Drawing on Michel Foucault's genealogy of the modern subject and archaeologies of modern knowledge, it will be demonstrated that the process of transformation of higher education in South Africa not only provides the opportunity to tend to a grave historical injustice, but also to develop a critique of modernist educational practices of the West and thus to cultivate its own educational ethos as a more just and authentic South African alternative. Setting: South African Higher Education in the 21st century. Methods: Foucauldian-Nietzschean genealogy, in the spirit of Foucault's own use of Nietzsche: 'The only valid tribute to thought such as Nietzsche's is precisely to use it, to deform it, to make it groan and protest'. Result: A re-considered and reconfigured notion of educational identity beyond the confines of modernist Western subjectivity. Conclusion: While full justice can never be done to the full horrors of the past, the process of transformation in education may provide an opportunity to not only address injustices in the past, but also to create a new African educational ethic which may contribute something truly new to the world's educational heritage.
Research in Curriculum Studies: Reflections on Nomadic Thought for Advancing the Field
Author: Simmonds, Shan
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Research,Scholarship,Educational Researchers,Foreign Countries,Educational Trends,Periodicals,Nationalism,Higher Education,Interdisciplinary Approach,Educational Sociology

Background: Key to sustainability and expansion of any field is the intellectual works of its scholars who engage in their field as in-becoming and who continually strive towards its advancement. For researchers of curriculum studies this involves being knowledgeable and conversant of the underlying discourses framing and challenging the field. Aim: In South Africa, field of curriculum studies has been critiqued for being a quick-fix solution to social problems by merely approaching the curriculum as a 'dumping ground' and for its over-emphasis on curriculum as a schooling matter. The intent of this article was to exemplify other, more current, challenges and accomplishments of the research constituting the field. Setting: The publications of South African National Research Foundation-rated researchers specialising in curriculum, because their scholarship is deemed central to building societal knowledge through quality and high-impact research. Methods: A meta-study was conducted to determine trends in a particular cluster of publications to identify the ways that researchers are advancing in the field of curriculum studies in South Africa. Results: Four pertinent findings were evidenced. Firstly, strong localism/nationalism of the field. Secondly, the higher education context as highly researched. Thirdly, the multidisciplinary nature of South African curriculum studies research. Fourthly, strong impetus from sociological work in the field. Conclusion: We reflect on nomadic thought as a starting point central to the pursuits of researchers in advancing the field of curriculum studies as an intellectual activity and practice of complicated conversation.
Barriers to Accommodations for Students with Disabilities in Higher Education: A Literature Review
Author: Toutain, Christopher
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Accessibility (for Disabled),Academic Accommodations (Disabilities),College Students,Knowledge Level,Educational Resources,Disability Identification,Peer Influence,Teacher Influence,College Faculty,Negative Attitudes,Self Disclosure (Individuals),Higher Education,Student Needs

In higher education, students with disabilities play an active role in securing and utilizing academic accommodations. Numerous studies have explored different aspects of the accommodations provision process and have addressed various barriers found to prevent the full implementation of these accommodations for students with disabilities. The present review explored these studies, in an attempt to discern common themes within this area of the literature. The review identified several themes that emerged across 23 empirical research studies. Barriers to accommodations were found in the lack of student knowledge or awareness of campus resources, the inability to provide appropriate documentation of a disability or receive accommodations students found useful, and the negative reactions of peers and faculty members that students experienced upon their disclosure of a disability or their request to implement accommodations. The review concludes by addressing the limitations of the study, offering recommendations for future research, and identifying ways in which disability resource offices may work to remove or reduce the impact of the barriers identified. Upon consideration of the breadth and depth of barriers to accommodations found in the literature, a shift towards &quot;Universal Design for Learning&quot; is presented as one potential way to mitigate these barriers.
Disability Accommodation Requests: Prevalence and Preference of Review Processes at Postsecondary Institutions in the United States
Author: Miller, Sydney
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Academic Accommodations (Disabilities),Accessibility (for Disabled),Academic Support Services,Student Personnel Services,Incidence,Student Needs,Burnout,School Personnel,Agency Cooperation,College Students

As the number of students with disabilities attending college in the United States continues to rise, the workload of Disability Support Services (DSS) offices has also increased. No study to date has examined the primary method (e.g., individual office member, accommodations committee) for reviewing disability accommodation requests. The purpose of the current investigation was to determine the prevalence and preference of review processes for accommodation requests at postsecondary institutions in the U.S. A total of 98 DSS professionals from U.S. institutions participated in an online survey. The findings indicate the majority of accommodation requests are reviewed by a single individual within the DSS office. This study indicated that 59% of requests were reviewed by the DSS director/coordinator and 21% were reviewed by a single DSS staff member. DSS offices that served fewer than 250 students were more likely to use directors/coordinators as reviewers, while offices that assisted more than 250 students were more likely to use department/office staff members. The majority of respondents were satisfied with their current review process and noted efficiency as the primary advantage of having a single individual review accommodation requests. Respondents who indicated they were dissatisfied noted the single reviewer process may contribute to employee burnout.
Evidence of Inclusion on College Websites: Academic Accommodations and Human Support
Author: Costello-Harris, Vanessa A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Sites,Inclusion,Students with Disabilities,Academic Accommodations (Disabilities),Student Personnel Services,Public Colleges,Private Colleges,Information Dissemination,Academic Support Services,Student Needs

The number of students with disabilities continues to rise within college and university populations. Therefore, institutions have aimed to present a welcoming campus of inclusion with adequate resources. For many prospective students with disabilities (learning, psychological, and physical), the campus website will be the first resource used to assess the campus climate regarding disabilities. The present study analyzed the websites of 26 Midwestern colleges and universities and evaluated their evidence of providing an inclusive environment for students with disabilities. Three researchers were trained to individually search and code each campus website based on their evidence of inclusion (i.e., EoI = number of resources out of 25 resources). Two major resource categories were analyzed (1) academic accommodations (n = 14 resources) and (2) human support (n = 11 resources). Schools were rated on a five-point scale ranging from 1 = inadequate evidence to 5 = exceptional evidence, based on the percentage of resources found (out of 25) on each website. For the total number of resources, only 46% of the schools scored at adequate or above (= 70% of 25 resources). Across campuses, the strongest evidence was for human support. In general, public institutions showed greater evidence than private institutions. While it is likely that the actual on-campus accommodations and types of support are plentiful, they are unlikely to be evident to prospective students based on the information provided online. Therefore, efforts should be made to increase the visibility of resources on campus websites. Recommendations are provided for website improvements.
Impact of Disability Services on Academic Achievement among College Students with Disabilities
Author: Chiu, Yung-Chen Jen
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Support Services,Student Personnel Services,Academic Achievement,Program Effectiveness,College Students,Students with Disabilities,Gender Differences,Racial Differences,Ethnicity,Majors (Students),Symptoms (Individual Disorders),Predictor Variables,Grade Point Average,Time

Disability service offices within postsecondary educational institutions exist to provide students with disabilities (SWD) reasonable accommodations needed to facilitate educational equity and promote inclusion and access to postsecondary education. Little is known, however, regarding how services provided by these offices contribute to academic success that predicts college persistence and graduation. Using the &quot;International Classification of Function, Disability, and Health&quot; (ICF) as a framework to examine the impact of student disability services and other contextual factors on academic achievement, results from this study found that sex, race/ethnicity, college major, type of disability, and time when students register for disability services predict semester grade point average (GPA). Recommendations for practitioners and researchers are discussed.
Putting Theory into Practice: Virginia Gordon at Ohio State
Author: Steele, George E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,College Faculty,Counselor Educators,Teacher Attitudes,Progressive Education,Leadership Styles,College Students,Transformative Learning,Career Counseling,Recognition (Achievement),Curriculum Development,Introductory Courses,Career Planning,Educational Planning,Orientation

Most individuals in the field of academic advising know Virginia Gordon through the dedicated and transformative work she did for NACADA. Less well known is the equally creative and transformative work she engaged in for most of her professional life at Ohio State University. This article addresses how her ideas and convictions about academic advising became the blueprint for how she created advising programs at Ohio State's University College from the mid-1970s to her retirement in the mid-1990s. The work she did during that time anticipated many of the ideas and practices adopted later by the academic advising field.
In the Canopy with Tardigrades, Herbivory and Wheelchairs: Engaging Mobility-Limited Students in Field Biology
Author: Miller, W. R.
Date: 2014-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Instruction,Physical Disabilities,Access to Education,Biology,Outdoor Education,Ecology,Biodiversity,Students with Disabilities,Natural Resources,Science Experiments

We conducted research to quantify tardigrade (water bear) density, diversity, and distribution in temperate forest canopies, and to promote opportunity for undergraduates with mobility limitations as field researchers. This ecology project was funded by the National Science Foundation (NSF) Research Experiences for Undergraduates (REU) program to explore canopy biodiversity and herbivory in a temperate deciduous forest, with a special focus on tardigrade fauna. The program confirmation that a wheelchair is not a limitation to field biology since canopy research involves vertical not horizontaltransects. Mobility-limited students with equal mental and visual capabilities ascended into the canopy, collected samples, used microscopes, identified new species, and wrote professional papers.
The GOALS[superscript 2] Program: Expanded Supports for Students with Disabilities in Postsecondary Education (Practice Brief)
Author: Boney, Janette D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Accessibility (for Disabled),Occupational Therapy,Student Needs,Program Effectiveness,Goal Orientation,Graduate Students,Allied Health Occupations Education,College Students,Student Attitudes,Academic Accommodations (Disabilities)

The occupational therapy department of a medium-sized eastern Pennsylvania university developed and piloted the &quot;Greater Opportunity for Academic Learning and Living Successes&quot; (GOALS[superscript 2]) program in collaboration with the Office of Student Accessibility. The program intended to expand the traditional accommodations offered to students with disabilities on college campuses through the provision of occupational therapy services to address student-selected academic learning and living goals. During the pilot semester, 13 of the approximately 110 students with disabilities on campus elected to participate in the GOALS[superscript 2] program. These students met over 80% of their self-identified learning goals and reported that the program had significant value. Researchers interviewed seven of the students who expressed that they found the GOALS[superscript 2] program to be valuable in reaching their self-identified goals. The GOALS[superscript 2] program utilizes graduate level occupational therapy students and appears to be an inexpensive approach to augmenting the services offered to students with disabilities to promote their academic success.
&quot;It&apos;s a Constant Fight:&quot; Experiences of College Students with Disabilities
Author: Francis, Grace L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Experience,Student Attitudes,College Students,Students with Disabilities,Academic Achievement,Family Role,Educational Practices,Barriers,Self Esteem,Social Isolation,Psychological Patterns,Academic Accommodations (Disabilities),Academic Support Services,Self Concept,Resilience (Psychology),Advocacy

Despite the increase in students with disabilities attending college, the graduation rates of these students consistently lag behind their peers without disabilities. Although services provided by college disability service offices are designed to prevent discrimination and support student success, a limited body of research documents the effectiveness of services delivered to students with disabilities in college. Further, little is known about the perspectives of students with disabilities in the U.S., including in-depth qualitative research among diverse students. The purpose of this qualitative study was to explore the perceptions and experiences of eight college students with disabilities. Participants described disempowering experiences, empowering experiences, reported information about the impact of their families, and provided recommendations for stakeholders to better support individuals with disabilities. Implications for practice and future research are reported.
Peer Interactions and Positive Student-Lecturer Relationship as a Tool for Improving the Teaching and Learning of College Algebra. A Case Study at USIU
Author: Okello, Nadezhda Pavlovna
Date: 2014-06-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Mathematics,Algebra,Mathematics Instruction,Instructional Improvement,Student Improvement,Student Participation,Feedback (Response),Performance Factors,College Students,Private Colleges,Foreign Countries,Classroom Communication,Student Attitudes,Positive Reinforcement,Remedial Mathematics,Peer Relationship

This paper sets out to interrogate the role played by peer interactions in the teaching and learning of College Algebra in a classroom setting. It also explores the impact of positive student-lecturer relationship on teaching and learning of College Algebra at the university level and the general improvement of student performance. The instrument of data collection herein comes from observations made from the classroom teaching, interviews with students and from questionnaires administered to students who willfully and voluntarily filled them in. The finding indicates that indeed students' classroom participation during College Algebra lessons is influenced by the kind of feedback they get from their colleagues. This peer interaction is very crucial in their learning as they are more active when they get positive feedback and are withdrawn when their colleagues' response is negative. It was also established that the lecturer-student relationship during College Algebra classroom lessons can create either a positive or negative impact on the students learning process and hence his/her overall performance in College Algebra examinations. Further research in this direction can play a major role in resolving some of the challenges facing the teaching and learning of mathematics in general and College Algebra in particular.
A Sociological Exploration of the Need for Safe Spaces for Lesbian and Gay Students on a South African University Campus
Author: Tshilongo, Tshanduko
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,LGBTQ People,Educational Environment,School Safety,Needs Assessment,Student Attitudes,Campuses,Homosexuality,Social Bias,Preferences,School Policy,Self Disclosure (Individuals),Student Organizations,Student Rights,Social Networks,Social Support Groups

Background: The role of safe spaces on university campuses for gay and lesbian students remains a contested issue. This is attributed to the fact that the visibility of these students on university campuses presents a duality: On the one hand, the creation of such spaces provides a sense of communal belonging, safety and visibility for these students which could contribute to de-mystifying stereotypes. On the other hand, such increased visibility may further exacerbate a backlash to those who disclose their sexual identity, which manifests in verbal and/or physical homophobia. Aim: The article reports on an explorative sociological study on the need for such safe spaces for lesbian and gay students on North-West University's Potchefstroom campus. Setting: The focus of the research was to explore the need for safe spaces on the North-West University's Potchefstroom campus. The aim was to investigate the perceptions of selfidentified gay and lesbian students on the importance of providing such spaces. Methods: A qualitative research design, informed by the meta-theoretical principles of social constructionism, interpretivism and queer theory, was applied. Probability and snowball sampling methods were used along with 20 semi-structured interviews with 10 self-identified gay and 10 self-identified lesbian students. Thematic analysis was used to code the data. Results: Participants expressed dualistic narratives regarding their experiences on campus. Some indicated that they did not experience any discrimination whereas others recalled particular incidences of homophobia. These differences notwithstanding, participants provided particular definitions of such spaces, identified its preferred formations and reasons for being in favour of and against its implementation. Conclusion: Findings suggest that the introduction of formal policies is essential in deciding on whether safe spaces are necessary and to inform the decisions of students require this to disclose their identities.
Young Children Are Natural Inquirers: Posing and Solving Mathematical Problems
Author: Cheeseman, Jill
Date: 2019-00-00
Type: Journal Articles
Subjects: Young Children,Inquiry,Problem Solving,Mathematics Education,Foreign Countries

Carefully observing young children at play in a mathematically rich environment has led me to reflect on the way children naturally pose and solve interesting mathematical challenges. Here, three examples of the playful learning of six-year-old children illustrate the problem solving and persistence children can display. Teachers are encouraged to foster children's problem posing by providing opportunities for children to engage with playful mathematics, planning time for children to pose and to solve their own problems, and watching and listening but intervening only to inspire children's mathematical investigations.
A Mobile Workshop Model for Equitable Making with High School Aged Youth
Author: Martin, Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Workshops,Educational Innovation,High School Students,Shared Resources and Services,Student Projects,Teaching Methods,Educational Technology,Technology Uses in Education,Motor Vehicles,Summer Programs

There is growing interest in the engineering education community in &quot;making&quot; and the Maker Movement as a context for young people to learn and develop interest around design and early engineering competencies. Although some researchers argue that making has the potential to serve a liberating and anti-oppressive function in education, there are deep and abiding concerns that making as it exists today is not serving the goals of equity, but is in fact reproducing patterns of inequality in access and participation. In this paper, we consider an educational innovation we designed to create a more equitable maker learning experience for high school aged youth. We designed our innovation around a core pedagogical commitment to meeting youth &quot;where they are.&quot; We mean this in three senses: First, we mean this literally/geographically, as youth need physical access to resources to learn. We addressed this goal by creating a mobile makerspace. Second, we mean this cognitively, as new knowledge must be built on existing knowledge. We addressed this goal by creating flexible project structures with &quot;just-in-time&quot; teaching. Third, we mean this affectively, so that we meet students as &quot;who&quot; they are. We addressed this goal primarily by giving youth the freedom to make choices about their project work, in what they worked on, in how they wanted it to look, and in who their audience or client for the work would be. The paper describes the design of the mobile workshop and the pedagogical approach and offers two cases of educational programs implementing these models, one from an out-of-school context and one from an in-school context.