ethanporcaro/eric-fulltext-meta huggingface dataset:
The Insufficiency of High School Completion Rates to Redress Educational Inequities among Indigenous Students
Author: Louie, Dustin William
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Disadvantaged,Graduation Rate,Canada Natives,American Indian Students,Accountability,Academic Achievement,Educational Policy,Foreign Countries,Employment,College Attendance,Equal Education,Educational Opportunities,Comparative Analysis

A continued gap exists in student achievement between Indigenous and non- Indigenous students in the British Columbia school system. This article analyzes the balance of success and failure of the Accountability Framework, a provincial program designed to increase graduation rates in the province. In order to understand the successes and failures of this initiative, we draw upon the principles of John Rawls to consider the implications of rising graduation rates of those occupying the lowest standard of living in society. One of the primary findings is the necessity of policy makers and educational leaders to refrain from considering data regarding Indigenous student success in isolation and instead consider the shifts in disparity compared to non-Indigenous learners. Shifting the level of analysis from the school system to the overall wellbeing of a population unearths serious concerns regarding indicators of success within school systems. We contend that the initiative to solely draw upon high school completion rates as an indicator of success is misleading and further exacerbates existing problems of marginalization of Indigenous people in education.
Media, Making &amp; Movement: Bridging Media Literacy and Racial Justice through Critical Media Project
Author: Trope, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Social Justice,Critical Theory,Student Projects,Intervention,Identification (Psychology),Hypermedia,Youth

This article offers a theoretically-grounded case study considering the role of Critical Media Project (CMP) as an educational initiative and intervention that sits at the juncture of media literacy and social justice. CMP fills key gaps in media literacy education by using a critical media literacy frame to foster critical consumption, critical creation, and cultural competencies around seven key social identities (race and ethnicity, gender, LGBTQ+, socio-economic class, religion, ability and age). In turn, through a media-rich website, curriculum and other programs, CMP helps youth imagine a better future with the requisite tools, resources and power to challenge dominant systems and structures of power.
On the Street Where I Live: Mapping a Spectrum of Antiracist Messages and Meanings
Author: Chamberlin, Carla
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Media Literacy,Discourse Analysis,Citizen Participation,Student Participation,Undergraduate Students,Inquiry,Teaching Methods

This paper describes a critical media analysis of antiracist messages from both teaching and research perspectives. Antiracist discourse of public media (yard signs and websites) was collected in two communities in the Northeastern United States in 2020 and are discussed here, first as a site of social construction of antiracism, and second as a model for pedagogy. As a critical media analysis, this study reveals antiracist messages on continuums from passive to active, low-risk to high risk, self-oriented to other-oriented, and detached &quot;not racist&quot; postures to actively antiracist stances. These continuums encourage interrogation of what it means to be antiracist as an individual and as a community. As a model for pedagogy, this study provides a flexible yet structured activity that asks students to observe messages where they live, interrogate the complexities of antiracism within their communities, and reflect on their own participation in antiracist work.
The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes
Author: Labak, Irena
Date: 2021-00-00
Type: Journal Articles
Subjects: Block Scheduling,Science Achievement,Science Instruction,Instructional Effectiveness,Biology,Plants (Botany),Elementary School Students,Early Adolescents,Grade 5,Grade 6,Grade 7,Grade 8,Low Achievement,Performance Factors,Age Differences,Prior Learning,Foreign Countries

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.
How Teacher Characteristics Relate to How Teachers Use Dashboards: Results from Two Case Studies in K-12
Author: van Leeuwen, Anouschka
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Online Systems,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Decision Making,Teaching Experience,Self Efficacy,Age Differences,Gender Differences,Case Studies,Elementary Secondary Education

Teacher dashboards are a specific form of analytics in which visual displays provide teachers with information about their students; for example, concerning student progress and performance on tasks during lessons or lectures. In the present paper, we focus on the role of teacher dashboards in the context of teacher decision-making in K-12 education. There is large variation in teacher dashboard use in the classroom, which could be explained by teacher characteristics. Therefore, we investigate the role of teacher characteristics -- such as experience, age, gender, and self-efficacy -- in how teachers use dashboards. More specifically, we present two case studies to understand how diversity in teacher dashboard use is related to teacher characteristics. Surprisingly, in both case studies, teacher characteristics were not associated with dashboard use. Based on our findings, we propose an initial framework to understand what contributes to diversity of dashboard use. This framework might support future research to attribute diversity in dashboard use. This paper should be seen as a first step in examining the role of teacher characteristics in dashboard use in K-12 education.
Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research
Author: Pargman, Teresa Cerratto
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Learning Analytics,Higher Education,Educational Research,Research Methodology,Data Collection,Intervention,Educational Practices

Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014-2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps. [Note: The page range (105-122) shown at the top of page 1 of the PDF is incorrect. The correct page range for this article is p123-139.]
Teaching beyond Verifying Sources and &quot;Fake News&quot;: Critical Media Education to Challenge Media Injustices
Author: Stoddard, Jeremy
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media Effects,News Reporting,Credibility,Information Sources,Social Justice,Critical Theory,Power Structure,Racial Bias,Social Problems

Current popular media literacy programs overemphasize the verifiability, reliability, and expertise of sources over the analysis of how marginalized groups are represented. This analysis privileges traditional news sources -- and a hierarchy of &quot;objective&quot; news. These same institutions have been historically responsible for producing and reinforcing stereotypes and media injustices toward marginalized groups. These media literacy programs lack emphasis on how issues of race, oppression, and politics are represented in factually accurate sources. We demonstrate how an alternative model of critical media education can attempt to address issues of representation and media injustice within the contemporary global media ecosystem. We use two pedagogical examples to illustrate how critical media education, emphasizing both critical consumption and media production, may be used to help young people go beyond verifying news sources for accuracy to also critically analyze the perspectives and representations in these sources, and produce media to challenge these media injustices.
The Trauma-Informed Equity-Minded Asset-Based Model (TEAM): The Six R&apos;s for Social Justice-Oriented Educators
Author: Ramasubramanian, Srividya
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Equal Education,Social Justice,Critical Literacy,Inclusion,Racial Bias,Neoliberalism,Social Systems,Ideology,Media Literacy,Educational Practices

This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on traumainformed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following &quot;Six R's&quot; as strategies: (1) &quot;Realizing&quot; that dominant ideologies are embedded in educational systems, (2) &quot;Recognizing&quot; the long-term effects of systemic trauma on learners from aggrieved communities, (3) &quot;Responding&quot; to trauma by emphasizing safety, trust, collaboration, peer network, agency, and voice within learning environments, (4) &quot;Resisting&quot; retraumatization within learning environments, (5) Replacing egalitarianism with equity-mindedness and (6) &quot;Reframing&quot; deficit ideology with an asset-based lens to learners.
Writing for Social Justice: Journalistic Strategies for Catalyzing Agentic Engagement among Latinx Middle School Students through Media Education
Author: Guldin, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Journalism Education,Social Studies,Social Justice,Social Problems,Critical Theory,Media Literacy,Writing for Publication,Electronic Publishing,Middle School Students,Hispanic American Students,Grade 6,Urban Schools,Early Adolescents,Transformative Learning,Experiential Learning,Consciousness Raising,Student Empowerment,Program Effectiveness

This study examines the experiences of 15 Latinx sixth-grade students in Los Angeles who participated in a yearlong journalism-based media literacy program embedded in their social studies classes. Students researched, interviewed, wrote, and published articles on the Internet about social justice themes, like immigration, racism, and LGBTQ rights. The intervention uses critical pedagogy and social justice pedagogy. This study seeks to understand how key aspects of these philosophies emerge in students' reflections of their journalistic learning experiences. Deductive qualitative analysis of focus group data indicates that students experienced transformational, agentic experiential learning that allowed them to explore and question the world. The limited comments about funds of knowledge, local communities, and critical co-investigation suggest that these areas need additional attention during intervention implementation. The journalistic approach illustrates new ways educators can engage in critical and social justice pedagogy in middle school media education.
Transformational School Leadership from a Neo-Daoist Lens
Author: Yenming, Zhang
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Educational Philosophy,Leaders,Educational Change,Social Values,Teacher Administrator Relationship

In this article, we aim to extend the existing literature on the theory of transformational school leadership through a neo-Daoist lens. Focussing on the writings of the third-century Chinese philosopher Wang Bi, we make three arguments. First, his ideas promote a transformational leader who effects change through ziran (spontaneity or natural actions). Second, such leaders inspire all of their staff to work towards a communitarian vision by exercising situational judgement and wuming (namelessness). Third, Wang's philosophy has the potential to address a major criticism concerning the abuse of power in transformational leadership. A neo-Daoist leader does not seek to push for changes in an autocratic, divisive, and hurried manner. Instead, such a leader draws strength from contemplative practice and contextual sensitivity to foster harmonious relationships.
&quot;Ain&apos;t I Got a Right to the Tree of Life?&quot;: Examining Special Education through the Application of Afro-Humanity
Author: Banks, Joy
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Afrocentrism,Students with Disabilities,Educational Philosophy,African American Culture,Intellectual Disability,African American Family,Family Environment,Parent Attitudes

In this manuscript we chart the intersection of dis/ability and Afro-humanity. We propose that Afro-humanity is a contextual paradigm within African-centred ideology that can be applied to explore the ways in which disability may be perceived differently when applying a specific, cultural philosophical lens. We also explore the process of decolonization, whereby African American parents, with a child identified with an intellectual disability, reorient themselves to a way of thinking that is more emancipatory. The parents act in a way that challenge concepts about human cognitive variance and notions of dis/ability in school settings. Drawing on such a model as Afro-humanity, we argue for a more equitable approach to community and educational engagement for Black students labelled with dis/abilities.
Leveraging Informal Learning Practices for Broadening Participation in University Education: A Kenyan Case Study
Author: Hawi, Roxanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Access to Education,Access to Computers,Disadvantaged,Rural Population,Telecommunications,Handheld Devices,College Students,Electronic Learning,Blended Learning,Socioeconomic Influences,Barriers,Technology Integration,Public Colleges,Student Attitudes,Developing Nations,Foreign Countries

Kenyan public universities primarily provide classroom-based courses. However, socioeconomic realities prevent many rural learners from attending classes regularly. Interestingly, because of the willingness of Kenyans to further their education, informal education is picking up fast. Individuals are forming informal learning circles and have proactively found ways to use smartphones to access online educational resources. This paper explores ways to leverage the strengths of these informal learning practices to enhance participation in formal higher education for Kenyans. One way this can be achieved is through blended learning. With blended learning, students experience the convenience of online learning without losing the on-campus social interactions they are accustomed to. Currently, the use of blended learning in Kenyan public universities is not at the desired level. Economic constraints mean that a lack of conventional computing resources, such as laptops and desktop personal computers, (PCs) is a contributing factor. Given their widespread adoption, we suggest smartphones could be a viable platform for blended learning in Kenya. To explore this idea, a survey was conducted with 114 students in Tom Mboya University College (TMUC), a rurally based public university in Kenya. The survey examined students' attitudes to using smartphones in education. Results indicate smartphones are already an integral part of students' informal education and they have a strong desire to integrate smartphones in their formal education. We envisage that our research will contribute knowledge towards the adoption of blended learning in resource-constrained university environments.
Embodied Argumentation in Young Children in Kindergarten
Author: Convertini, Josephine
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Persuasive Discourse,Manipulative Materials,Problem Solving,Verbal Communication,Nonverbal Communication,Preschool Children,Preschool Education,Foreign Countries

In kindergarten, children are usually engaged with both verbal activities and non-verbal activities, often requiring the manipulation of physical objects. During technical tasks (e.g., problem solving), children can use argumentation as one of the languages of science that mediates how they interact with the surrounding world. In this paper, we focused on technical tasks in kindergarten in order to understand to what extent activities requiring the manipulation of physical objects also leave space for argumentation. The study involved 25 children engaged in three problem-solving activities requiring the manipulation of Lego® and some recycled materials. To analyze the non-verbal (embodied) side of the argumentative activities, we firstly identified the argumentative structure of each exchange involving the participants. Then, we focused on segments of &quot;incomplete&quot; argumentative dialogues (i.e., presenting only some elements typical of children's argumentation) by appealing to multimodal representations (speech, gestures, and physical objects). The findings of the study showed that even apparently incomplete exchanges can have an argumentative function generated by non-verbal elements of the interactions. Investigating the role of embodied argumentation during technical tasks in kindergarten can allow teachers to recognize and further develop children's argumentative resources.
Providing Students with Flexible and Adaptive Learning Opportunities Using Lecture Recordings
Author: Nkomo, Larian M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Learner Engagement,Undergraduate Students,Graduate Students,Access to Education,Lecture Method,Attendance,Foreign Countries,Learning Experience,Student Attitudes,Technology Uses in Education

Lecture recordings can provide adaptable, highly flexible, and convenient access to learning materials. Higher education institutions employ lecture recordings to engage and enrich students' learning experience. However, educators have increasingly raised concerns that the availability of lecture recordings is likely to contribute to a decline in students attending lectures, and to poor learning outcomes. This study explored how students engage with lecture recordings and the extent to which access to these resources contributes to their learning. We administered self-reported measures (questionnaire) to undergraduate and postgraduate students (n=660) who had access to lecture recordings. The questionnaire items included both closed-ended and open-ended questions. The quantitative data was summarised using descriptive statistics. We then applied a sentiment analysis technique to triangulate and contest the results derived from the quantitative analysis. Overall, the results indicate that lecture recordings can provide students with flexibility and convenient access to learning materials, and ultimately enhance students' learning experience. Most respondents regarded lecture recordings as supplementary learning resources, not a replacement for lectures. They stated that the availability of lecture recordings did not influence their decisions to attend lectures. Further, some respondents reported that they used lecture recordings to prepare for exams, to revise, and to compare with the notes they took in class. This study adds to the growing need to examine institutional digital technologies that support flexible access to learning.
Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment
Author: Cárdenas, Jorge
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Students with Disabilities,Visual Impairments,College Students,Special Education,Educational Innovation,Technology Integration,Teaching Methods,Inclusion,Foreign Countries

This document evidences an innovative methodological vision in the teaching-learning process of the English language focused on the inclusion of all its students in a heterogeneous learning environment. Learning a foreign language as a second language is a challenge that all students must overcome, but this challenge is more significant in visually impaired students. Therefore, the present research is based on a historical, descriptive process that reviews high-impact scientific articles supported by recognized databases. Later on, it warns about breaking down the stages of the process, supporting the analytical method, and then joining each stage, starting from the simple to the complex using the synthetic method, thus consummating a complete analytical-synthetic process. In this way, the present work shows a description of the methodological experience from a set of good practices for visually impaired students in the classroom environment. The proposed work systematizes the methodology applied in the educational process and categorizes the stages of the methodological process developed according to the skills and abilities required for learning by using typhlo-technical tools. On the other hand, the research determines a route map that allows and facilitates the management of the method implemented in learning the English language for students with visual impairment. Consequently, this constitutes a valid alternative for educational inclusion within an innovative environment that welcomes the use of information and communication technologies to achieve the natural inclusion and autonomous participation of students with visual impairment.