ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Community-Based Learning and Teaching Happen: Findings from an Institutional Study
Author: Shah, Rehan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Education,Higher Education,Stakeholders,College Faculty,Resource Staff,Expectation,Skill Development,Job Skills,Community Involvement,School Community Relationship

Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which 'looks within', in terms of shared understanding and supporting this type of experiential learning 'at scale'. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a 'students-as-partners' approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.
Defying Grand Narratives of &apos;Being an International Student&apos;: Finding &apos;Home&apos; in the Other
Author: Sadoudi, Yasmine
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Foreign Students,Study Abroad,Cultural Influences,Self Concept,Acculturation,Student Adjustment,Multilingualism,Second Language Learning,English (Second Language),Foreign Countries,Educational Experience,Personal Autonomy,Student Attitudes,Neoliberalism,Biculturalism

The PhD students in this study create a sense of being at home as part of their own way of being themselves. Their programme requires and allows considerable autonomy in how they choose to be with the people around them. Different to common expectations of the 'international student', their nationality and its 'culture' being apart from the 'culture' they find is not the major factor. Instead they draw resources from their personal cultural trajectories within which their lives in Britain form another stage in a lifelong journey of identity construction. They do not 'assimilate' in the expected sense. Their friends are not mainly 'British'. Their brought multilingualism is characteristic of a natural hybridity that prepares them to be different selves in diverse social locations and with people of diverse origin on and off campus through an ongoing negotiation process of small culture formation on the go.
Reclaiming the Promise: Union Advocacy for Paraprofessional-to-Teacher Pathways
Author: Juravich, Nick
Date: 2023-00-00
Type: Journal Articles
Subjects: Unions,Advocacy,Paraprofessional School Personnel,African American Teachers,Hispanic Americans,Teacher Certification,Teacher Education,Career Development,Collective Bargaining,Educational History

Across the country, paraprofessionals in cities are primarily Black and Latina women, and they are far more likely than teachers to live in the district and even the school zone where they work. However the percentages of Black teachers in major city school districts across the nation have declined, while the percentages of census-designated Hispanic teachers have broadly held constant. At the same time, many of these districts have served a majority of Black and Latinx students since the 1960s, when educators, policymakers, and teachers unions first began building and fighting for para-to-teacher pathways. Nick Juravich argues that this is a strategy with a long history and tremendous potential for developing a more diverse teacher corps and connecting teachers and their unions with the communities they serve. Paraprofessionals have long sought opportunities to become teachers. Teaching jobs have offered paths to economic stability to working people for over a century, but beyond the economics, paraprofessionals are already educators. They have intimate, firsthand knowledge of what makes a classroom successful and every reason to believe they could succeed as teachers.
Lift Every Voice: Valuing Black Language and Culture in Classrooms
Author: Hudley, Anne H. Charity
Date: 2023-00-00
Type: Journal Articles
Subjects: African American Culture,Black Dialects,Language Usage,Teacher Student Relationship,Teacher Role,African American Students,Language Attitudes,Beliefs,African American Community,Mathematics Instruction,Educational Practices,Inclusion,Cultural Pluralism

Multicultural and culturally sustaining approaches to education help educators act on two essential concepts: that each student is unique and that uniqueness is central to the academic and social development of every student. Language is a key aspect of this uniqueness, and because language is integral to culture and identity, understanding language variation and diversity is critical to education equity. All educators need knowledge and tools to honor and value students' (and their families' and communities') language differences and variations, to understand and address any language-related challenges students may face, and to support students' academic, social, and emotional development. Efforts to help all students achieve their highest potential are incomplete without an understanding that linguistic discrimination, inseparable from racial discrimination, has historically limited African Americans' access to opportunities afforded other citizens. This article focuses on linguistic variations specific to African American English and ways educators can actively and creatively support Black students.
The Precarity of Extracurricular Education in Ontario Schools during Labour Strife
Author: Sefton, Terry
Date: 2022-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Foreign Countries,Labor Demands,Educational Legislation,Teacher Strikes,Unions,Collective Bargaining

Labour strife in the education sector in Ontario has repeatedly highlighted the precariousness of certain types of teaching and learning that are delivered under the catch-all designation extracurricular. This paper reviews education legislation in Ontario over the past 40 years that has impacted teachers' right to strike; examines how teacher unions and the provincial government targeted extracurricular activities during collective bargaining; and considers how extracurricular activities have come to be an expected part of public education.
Policy Implementation in Higher Education: The Dynamics of a Fall Break
Author: Pilato, Kelly A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Vacations,Educational Policy,Program Implementation,Student Experience,College Students,Time on Task,Time Factors (Learning),Mental Health,Teaching Experience,Student Attitudes

A case study using mixed methods that critically appraises the implementation of a mental health policy in higher education in the absence of evidence to inform the policy using an exemplar case from one mid-sized post-secondary institution was the motivation for this research. Explanation building was used to iteratively analyse data on rival explanations of the implementation of the fall break policy. Analyses from the surveys revealed that overall, only 36.9 per cent of students perceived an increase in workload before the break and only 29.6 per cent of students perceived an increase in workload after the break. However, the focus groups and professor interviews revealed that the timing of the fall break had an impact on how students and professors experienced the break and their perceptions on its impact on student mental health. If baseline data regarding the implementation of the fall break would have been collected prior to its implementation, we could have possibly avoided the implementation issues that arose. While this research provides an exemplar case of a fall break policy at one post-secondary institution, the policy learning is universal.
Institutional Approaches to Evaluate Teaching Effectiveness: The Role of Summative Peer Review of Teaching for Promotion and Tenure
Author: Godbout-Kinney, Keif
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Summative Evaluation,Peer Evaluation,Faculty Promotion,Tenure,Student Evaluation of Teacher Performance,Foreign Countries,College Faculty

A growing body of literature has identified student evaluations of teaching (SETs) as introducing bias against minority faculty members and not serving as a reliable or valid measure of teaching effectiveness. This lack of reliability and validity presents issues for university tenure and promotion committees, as these institutional processes necessarily require accurate, objective, and holistically informed modes of evaluation to recognize teaching achievements. Summative peer review of teaching (SPRT) is an alternative mode of assessment that aims to provide evidence of teaching effectiveness to inform promotion and tenure. SPRT, as an institutional practice, has been adopted at a small cohort of institutions of higher education, marking a potential shift in practice. This article examines SETs to articulate the problematic elements introduced by SETs, specifically to examine if SPRT can serve as a viable alternative. By describing the SPRT processes that four institutions have taken, the authors aim to articulate these emerging approaches to collecting evidence of teaching effectiveness. In this descriptive work, it is our secondary contention that SPRT, through intentional design and facilitation, can offer a process that does not introduce bias in the same way as SETs and thus, can also be used to satisfy the growing need for practices that help achieve, in part, institutional goals related to equity, diversity, and inclusion (EDI).
(In)Stability of Test Scores
Author: Merchant, Stefan
Date: 2022-00-00
Type: Journal Articles
Subjects: Standardized Tests,Foreign Countries,Generalizability Theory,Scores,Test Reliability,Academic Achievement,Statistical Analysis,Grade 3,Grade 6,School Size,Writing Tests,Mathematics Tests,Reading Tests

Both school and district administrators use the results of standardized, large-scale tests to inform decisions about the need for, or success of, educational programs and interventions. However, test results at the school level are subject to random fluctuations due to changes in cohort, test items, and other factors outside of the school's control. This study examined year to year changes in school level results on standardized tests delivered in Ontario, Canada. G-theory analyses found that test scores are not stable enough for meaningful conclusions to be made based on year to year changes in school level results. For small and medium sized schools, years of data need to be collected before defensible decisions can be made about trends in test scores. The authors introduce a 'bounce' statistic that provides a simple, easy to interpret measure of test score stability.
Canadian K-12 Schooling during the COVID-19 Pandemic: Lessons and Reflections
Author: Rizk, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Kindergarten,Elementary Secondary Education,Emergency Programs,School Closing,Distance Education,Electronic Learning,Educational Change,Well Being,Child Safety,Child Health,Mental Health,Equal Education,Educational Technology,Decision Making,Educational Practices

The COVID-19 pandemic created an unprecedented disruption to education and schooling at the end of the 2019-20 school year. Operating in a context of great uncertainty, education leaders were tasked with making key decisions with potentially far-reaching impacts on the educational and mental and physical health of students and families. Drawing on 9 cross-sectoral focus groups with school board administrators, representatives from education industry partners, and K-12 educational policy research organizations, this paper provides a historical record of the evolution of decision-making and points to promising lines of inquiry and lessons that can be learned from this moment in education.
Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021
Author: Stoesz, Brenda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Bias,Gender Bias,Minority Group Teachers,Educational Research,Cultural Background,Ethnic Groups,Social Discrimination,Personnel Selection,Promotion (Occupational),Faculty Development,Decision Making,Teacher Characteristics,Foreign Countries,College Faculty,College Students

Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.
Accommodation Dispensing or Course Design Consulting?: Views and Experiences of Accessibility Consultants Contributing to Inclusive Course Redesigns in Postsecondary Education
Author: Burge, Philip
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Instructional Design,Inclusion,Accessibility (for Disabled),College Faculty,School Personnel,Community Colleges,Foreign Countries,Role

There are growing demands to proactively support students with disabilities in postsecondary education. This article examines a mixed-methods study with accessibility consultants and other faculty in a community college pilot program focussed on redesigning courses to increase inclusiveness. Findings highlight the successful and well-received role of the accessibility consultants collaborating in redesign triads. Challenges experienced by accessibility consultants are also discussed, for example, around time allocation for this type of work along with their daily support of students. Recommendations for accessibility consultants involvement in expanding inclusive course redesigns are made, such as, including them more in the process of curriculum design and ensuring appropriate time for their participation.
What Is [or Should Be] the Pedagogy of Gifted Education Programs
Author: Renzulli, Joseph S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Gifted Education,Instruction,Educational Practices,Knowledge Level,Thinking Skills,World Views,Educational Objectives,Learning Theories,Curriculum,Curriculum Enrichment,Teaching Models,Enrichment Activities,Talent Development

Joseph S. Renzulli believes the purpose of gifted education is to increase the reservoir of creative and productive young people who will make innovative contributions to the arts, sciences, and all other areas of human knowledge and productivity and that these contributions will be guided toward making the world a better place for all people. He makes a distinction between what he calls lesson-learning giftedness and creative productive giftedness. While lesson-learning giftedness is all about learning the prescribed material, be able to demonstrate your learning by taking a test or through oral, written, artistic, dramatic, or some other form of expression; creative-productive giftedness is defined as those aspects of human activity and involvement where a premium is placed on the development of original ideas, material, and products that are purposefully designed to have an impact on one or more target audiences. The pedagogy discussed in the article is based on the role that knowledge plays in developing an investigative mindset, high levels of creative productivity, and how the integrated use of three levels of knowledge contribute to the major goal of gifted education.
The Development of Curricular and Training Programs in Vietnam
Author: Hoang, Nam Hai
Date: 2023-00-00
Type: Journal Articles
Subjects: Training,Foreign Countries,Curriculum Development,Program Development,Program Effectiveness

The training program is the focus of all pedagogical activities in particular and educational activities in general, so the development of training programs and activities related to the development of training programs have become an important issue and are of interest to many educational scientists. The literature review method is used in this study to collect and extract the data from the national database system to show an overview of training program research and training program development that have been conducted in Vietnam. The findings indicate that the training programs have been changed from content training to training to form learners' competence. Furthermore, the programs are developed using a variety of modern perspectives and theories, such as output standards, educational innovation needs, liberal educational philosophy, competency-based performance, and so on. However, many more studies should be carried out to not only point out the limitations of the system of studies on training programs but also provide scientific evidence for new directions of training program development that should be developed and applied by the education system.
A Conventional and Digital Mathematical Board Game Design and Development for Use by Students in Learning Arithmetic
Author: Fathurrohman, Maman
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Video Games,Curriculum Development,Arithmetic,Mathematics Education,Secondary School Students,Instructional Effectiveness,Foreign Countries

This paper reported the design and development of a conventional and digital mathematical board game for use by students in learning arithmetic. At the time of research, there is no significant indication that a mathematical board game is available in scientific and published patent documentation. The availability of mathematical board games for students' drills and practice in arithmetic, especially in mathematical statement construction, would benefit them, as this competency is an essential life skill. This research was conducted through the design and development research method with the procedure of users' need analysis, researcher as developer capability analysis, product design, product development, field testing in its natural setting environment, and the prototype. The board game prototype was developed in both conventional printed and digital versions. The field testing for the conventional printed version was conducted at secondary school classes with 34 and 36 students, respectively, while for the digital by selected participants. The field testing shows that the developed mathematical board game can work as expected in its natural setting environment.
Local Instructional Theory of Probability Topics Based on Realistic Mathematics Education for Eighth-Grade Students
Author: Armiati
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Mathematics Instruction,Mathematics Education,Teaching Methods,Mathematical Concepts,Probability,Junior High School Students,Grade 8,Models,Instructional Effectiveness,Mathematics Skills,Communication Skills,Foreign Countries

This study examines the development of learning designs based on Realistic Mathematics Education (RME) on the probability topic at the eighth-grade junior high school level. Probability abounds in everyday life, and the RME approach is believed to develop students' mathematical communication skills. This learning design development used the Plomp model combined with Gravemeijer and Cobb model. The research phase includes preliminary research, prototyping phase, and assessment phase. The products of this research are a valid, practice, and effective Local Instructional Theory (LIT) and teacher and student books. The results showed that the students who participated in learning using RME-based designs could determine the concept of probability and effectively improve students' mathematical communication skills.
Promising Research Studies between Mathematics Literacy and Financial Literacy through Project-Based Learning
Author: Sagita, Laela
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Financial Literacy,Active Learning,Student Projects,Bibliometrics,Mathematics Curriculum,Elementary School Mathematics,Secondary School Mathematics,Foreign Countries,Junior High School Teachers,Curriculum Implementation

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.