ethanporcaro/eric-fulltext-meta huggingface dataset:
Peculiarities and Paradoxes of Neoliberal Higher Education in Kazakhstan
Author: Robertson, Douglas L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Neoliberalism,Higher Education,Foreign Countries,Politics of Education,Nationalism,Global Approach,Collectivism,Individualism,Educational Policy,Public Policy,Policy Analysis,Economic Factors,Privatization,Tuition,Study Abroad,Authoritarianism

This article discusses the expression of neoliberalism in Kazakhstan's emerging higher education system. The central tenets of neoliberalism are briefly articulated. Noted is the phenomenon that the general political-economic paradigm of neoliberalism differs in its specific implementation depending on the particular countries and cultures in which it is manifesting. In Kazakhstan, neoliberalism's expression in the former Soviet Republic's emerging higher education system presents five paradoxes: (a) nationalistic globalism, (b) regulated non-regulation, (c) giving as a means to getting, (d) communal individualism, and (e) developmental demise. This article explores each of these five paradoxes.
Turtle Island (North America) Indigenous Higher Education Institutions and Environmental Sustainability Education
Author: Leonard, Kelsey
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,American Indian Education,Tribally Controlled Education,Minority Serving Institutions,Cross Cultural Studies,Comparative Education,Discourse Analysis,Program Descriptions,Program Design,Indigenous Knowledge,Foreign Countries

This article explores the environmental and sustainability programs of Indigenous Higher Education Institutions (IHEIs) in North America. There are 38 Tribal Colleges and Universities in the United States and 26 Indigenous post-secondary institutions in Canada. Deploying a critical discourse analysis, the study examines IHEI websites to document Indigenous environmental sustainability education (ESE) program offerings. The comparative analysis of IHEI programming in each national context finds that 41 out of 62 IHEIs in Canada and the United States have Indigenous ESE programs. Findings also indicate that ESE programs are more prevalent among IHEIs in the United States than in Canada. Moreover, IHEIs in the United States also offered greater diversity of program types, from certificates to graduate studies. The findings highlight the importance of IHEI environmental and sustainability education program design for centering Indigenous Knowledge in higher education through Indigenous-controlled institutions.
(Un)Subjugating Indigenous Knowledge for Sustainable Development: Considerations for Community-Based Research in African Higher Education
Author: Johnson, Ane Turner
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,African Culture,College Faculty,Environmental Education,Higher Education,Social Problems,Teacher Attitudes,School Community Relationship,Foreign Countries,Sustainable Development,Social Justice,State Universities,Epistemology,Research,Information Dissemination

The most recent incarnation of development goals, the Sustainable Development Goals (SDG), call for a more intentional integration of higher education in development. Research can provide an avenue by which this done, developing relevant solutions to social problems. But who benefits from research, and whose knowledge counts in this process? Formal engagement with Indigenous knowledge, honoring the voices, artifacts, histories, traditions, and &quot;knowledges&quot; of those Indigenous communities that buttress the university can potentially contribute to both the social and environmental justice at the heart of sustainable development. Our research was focused on how African academics at two public universities and community members in The Gambia and Zambia constructed the role of Indigenous knowledge within their community-based research activities. We highlight the specific epistemic strategies academic researchers used to engage Indigenous communities and knowledge, the dilemmas faced in the field, and the connections made through research relationships to sustainable development.
Teachers&apos; Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia
Author: Rasmitadila
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Human Resources,Inclusion,Elementary School Students,Foreign Countries,Mentors,Program Development,College Role,Faculty Development,Resource Centers,Instructional Effectiveness,Special Needs Students,Students with Disabilities,Teacher Characteristics,Elementary School Teachers

The key problem with implementing inclusive education in inclusive elementary schools in Indonesia is that the role of all stakeholders in creating mentoring programs must be continuous and sustainable. The purpose of this study is to explore the opinions of general teachers (GTs) regarding the role of universities in mentoring programs for inclusive elementary schools. Data was collected using semi-structured interviews with 32 GTs in inclusive elementary schools. Data were analyzed using a thematic analysis of qualitative data. The results show two main themes, namely university involvement, and inclusive education resource centers. The roles of universities in mentoring programs for inclusive elementary schools are the development of effective instruction systems and the provision of human resources who are competent at implementing inclusive education in inclusive elementary schools. This research is expected to be the basis for policymakers, especially in universities, to design appropriate and relevant mentoring programs for the problems faced by inclusive elementary schools.
COVID-19 Enforced Shift to Distance Education: Readiness and Challenges
Author: Alshaboul, Yousef
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Electronic Learning,Readiness,Barriers,College Faculty,Undergraduate Students,Student Attitudes,Teacher Attitudes,Predictor Variables,Age Differences,Gender Differences,Prior Learning,Arabs,Foreign Countries

The COVID-19 pandemic has forced a worldwide revolution in our understanding of how to conduct education. International lockdowns were the catalyst for a global shift from traditional face-to-face learning to distance learning. This comparative study utilized a mixed method approach to investigate the readiness of Higher Education instructors and students and the challenges arising from the shift to distance education in two different Arab countries, Qatar and Jordan. Generally, the findings gleaned from the questionnaires (230 instructors and 551 students) revealed certain inconsistencies with the findings that emerged from the interviews (18 instructors and 38 students) in terms of both the level of readiness and the challenges faced. The results showed a substantial variation in instructors and students' readiness at both participating universities. While factors like country, age, gender, specialization, years of experience/year in the program, and the number of online training courses prior to the COVID-19 epidemic proved to cause statistically insignificant differences in instructors and students' readiness, variables including age, gender and prior experience in online courses were relatively influential for students in terms of the challenges they faced.
Implementation of Emergency Remote Teaching in Chilean Schools Due to COVID-19
Author: Abarca, Gonzalo Cortes
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Foreign Countries,COVID-19,Pandemics,Web Based Instruction,Teaching Conditions,Teacher Attitudes,Educational Change,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Age Differences,Teacher Characteristics

This research emerged from the need to understand educators' working and teaching conditions during the initial period of distance teaching implementation brought about by the need to continue education in the face of the public health emergency and the suspension of on-site classes in Chilean schools. Thus, the aim of this investigation is to explore Chilean teachers' perceptions in relation to Emergency Remote Teaching (ERT) within the COVID-19 context. The methodology includes a dynamic online questionnaire to allow a large number of educators to be included in the study. Some of the findings include the substantial curricular adaptation made by teachers, the use of teachers' own resources to contact students, the overall low level of satisfaction with remote teaching, as well as the increased working hours, and the different connectivity conditions and levels of student participation depending on the socio-economic profile of the school. The conclusions of this research are discussed from the perspective of the hypotheses presented in this study.
Is Internet Reciprocal Teaching the Remedy for Saudi EFL Learners&apos; Reading Difficulties during the COVID-19 Pandemic?
Author: Alasmari, Nasser
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Reciprocal Teaching,Foreign Countries,English (Second Language),Second Language Learning,Reading Difficulties,COVID-19,Pandemics,Electronic Learning,College Students,Low Achievement,Reading Comprehension

The aim of this study was to investigate the applicability of Internet Reciprocal Teaching (IRT) for remedial English reading instruction in the EFL context, specifically for the purpose of overcoming the reading difficulties encountered by low-achieving Saudi students majoring in English at the University of Jeddah. The treatment phase lasted three months and, due to the COVID-19 pandemic and the resulting shift to online teaching, the instruments used were an online pre- and post-test of reading comprehension, an IRT dialogue rubric downloaded on the Blackboard platform that is used for online teaching, as well as a phone interview conducted with randomly selected students from the sample. The findings indicated significant improvements in the reading comprehension of the Saudi learners participating this study, as reflected in the students' effective use of the different IRT strategies and the significant results of the post-test. However, despite the proved effectiveness of IRT in strengthening reading comprehension, some challenges were voiced by the participants. These include computer competency, familiarity with online courses and, most notably, their linguistic difficulties with English, which justified their resorting to their native language (Arabic) as one way of demonstrating their comprehension. Finally, the paper draws pedagogical implications from the research results.
Coming into Life with Education: Definitions, Difficulty and Meaningfulness in Conceptual Aesthetics
Author: Gibbs, Alexis
Date: 2021-00-00
Type: Journal Articles
Subjects: Education,Definitions,Aesthetics,Language Usage,Philosophy

What do we mean by the word &quot;education&quot;? How do others know what we mean when the term is under constant revision? Do we even need definitive answers in order to speak meaningfully of it? This paper attempts to explore the potential for education's meaningfulness via attention to its ordinary usages. In order to justify the need to be attentive to the specific instance of use, I will explore the closing down of conceptual meaning represented by acts of definition. In taking a closer look at what definitions of education try to do when they are articulated, I will follow a line of argument from Cora Diamond that the definition and explanation of a term can constitute a deflection from the difficult &quot;reality&quot; of educational discourse, a reality that poses its own problems in turn, but also should not be ignored. Attending to &quot;education&quot; as a word that appears with particular meanings in particular instances reveals the richness of the various forms it can assume. I describe this as a conceptual aesthetics of education.
Living the Paradox of Risk: An Approach for Teachers in Democratically Challenging Situations in Education
Author: Rosén, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk,Democratic Values,Controversial Issues (Course Content),Educational Philosophy,Bias

This essay elaborates on the notion of risk in relation to democratically challenging situations in education. This refers to situations in which liberal democratic values are potentially challenged, such as in teaching about controversial issues and in moments of expressions of hurtful speech, which can create in teachers an ambivalence for how to act. The essay takes an understanding of risk as holding a plurality, viewing risk as both undesirable and desirable, to be both reduced and embraced. By considering perspectives that implicitly relate to risk in various ways, this essay explores what can be made possible by embracing risk or its reduction in democratically challenging situations. These perspectives envisage tension between different approaches to risk and visualize how risk may be viewed both as possible moments of change and as possible moments of violence. The essay advances the argument that a one-sided approach to risk may thus pose a challenge to the struggle for democracy, arguing instead for a complex approach to risk. Making use of Jonna Bornemark's work on the &quot;paradox of action,&quot; the essay proposes the viewing of risk as a paradox, spanning our world of action. The paradox formulates a mutual dependence, in which more is required of one side in one moment and more of the other in the next; neither can be neglected. The essay proposes an approach for teachers: &quot;living the paradox of risk,&quot; which is to act in the space between reducing risk and embracing risk in democratically challenging situations.
Pre-Design for Primary School Active Learning Module: A Triadic Reciprocal Needs Analysis Framework
Author: Hui, Leow Min
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Active Learning,Needs Assessment,Elementary School Students,Metacognition,Constructivism (Learning),Foreign Countries,Holistic Approach,Student Motivation,Intervention

This paper presents a framework to analyse students' learning needs in Malaysia primary school active learning based on the conceptualisation of theorists' ideas. The needs analysis framework is a good reference for module designing and active learning implementation by clarifying learners' needs through a triadic reciprocal approach, using theories that draw on the perspective of personal development (constructivism), self-regulation, and environment (ecology). These three perspectives build up a holistic needs analysis framework to discover the needs, potential, and constraint of the active learning route (learning process) in Malaysian primary schools. The needs analysis &quot;route&quot; in the framework contains the criterion available (external feature -- ecology/the condition of active learning situation), the existing feature within the pupils' mind (internal feature -- personal development/knowledge, skills, and strategies), and the pupils' motivation for engaging (bridging of external and internal features -- self-regulation). It explains how needs analysis can highlight the potential of full-scale active learning investigation of learners' needs from the interrelation of internal and external features. The discussion can be generalised to invite future research by providing a firm active learning theoretical foundation, a conceptual lens for active learning needs analysis, and prospects of active learning instructional and pedagogical interventions.
The Predictive Ability of Social Anxiety within Internet Addiction among University Students
Author: ALHarbi, Bassam Hilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Social Behavior,Internet,Addictive Behavior,College Students,Foreign Countries,Predictor Variables

The study aimed to identify the predictive ability of social anxiety in Internet addiction among university students, by relying on the relational descriptive approach. The study sample consisted of (462) male and female students from the Faculty of Educational Sciences at the Hashemite University who were selected through the available random method and were assessed by the social anxiety scale and the Internet addiction scale prepared by Young (1997) which was modified by Widyanto and McMurran (2004) after confirming the appropriateness of its psychometric properties. The study results found that social anxiety level and Internet addiction level were high among the study sample and indicated a statically significant correlation at level (0.01) between the social anxiety level and the level of Internet addiction, which indicates that the higher the social anxiety level, the higher the internet addiction level and that social anxiety works as a predictor of the internet addiction. Results also indicated a nonexistence of statistically significant differences in the social anxiety level as well as the level of Internet addiction due to gender. The current study recommended the activation of students' counseling services for students within the university and society as a whole to train them on controlling and self-control, which reduce the social anxiety and increase the university's interest about Internet addiction phenomenon in addition to holding awareness programs to help solve problems of this phenomenon.
Massive Open Online Professional Individualized Learning: Building Teachers&apos; Instructional Capacity for English Learners
Author: Lynch, Julia
Date: 2021-08-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Teacher Competencies,English (Second Language),Second Language Instruction,Language Teachers,English Language Learners,Program Effectiveness,Educational Technology,Electronic Learning,Inservice Teacher Education,Second Language Learning,Leadership,Feedback (Response),Classroom Environment,Culturally Relevant Education,Family Involvement,Elementary Secondary Education

With the recent changes in student demographics in the United States and the development of technology, virtual professional development (VPD) for teachers of English learning students(ELs) has become a valuable means to support teachers and their students. We developed a federally funded, five-year VPD program, Project Massive Open Online Professional Individualized Learning (MOOPIL), and provided in-depth descriptions in this paper. We also examined its effectiveness in a sample of 359 teachers of ELs. The research instrument utilized is a battery of questions developed about the research-based content delivered in the MOOPILs. Our results supported the effectiveness of Project MOOPIL, as indicated by statistically significant differences and effect sizes across units. In this study, we provided encouraging evidence that VPD through Project MOOPIL impacted the teachers' pedagogical background, knowledge, and skills, which are critical to enhancing quality instruction for English learners. The implication of this study is that professional development for teachers of English learners can be effectively employed virtually.
The Frequency and Importance of Accurate Heritage Name Pronunciation for Post-Secondary International Students in Canada
Author: Zhang, Ying Shan Doris
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Language Minorities,Cultural Influences,Naming,Pronunciation,Student Adjustment,Educational Environment,College Students,Student Attitudes,Values

International students' names are often mispronounced, and this experience can have psychological and relational implications for some students' cross-cultural adjustment. Little research, however, has examined why students are or are not bothered by mispronunciations. This study examined the impact of heritage name mispronunciation on 173 language-minority international students in Canada. The results indicated that although heritage name mispronunciations occurred frequently, only about half of the sample perceived correct pronunciation as important. Those who felt accurate pronunciation was important stressed that their name had a strong connection to their heritage and that mispronunciations were disrespectful of that significance. Those who felt accurate pronunciation was not important cited little personal connection to the name and accepted mispronunciations for reasons of efficiency. The findings suggest that accurate heritage name pronunciation can facilitate the adjustment of international students by fostering positive affect, communicative comfort, and relational closeness during cross-cultural interactions in the host countries.
A Hermeneutic Phenomenological Inquiry at a Canadian University: Protective and Risk Factors for Chinese International Students in COVID Times with Gender Comparison
Author: Ge, Lin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Student Experience,COVID-19,Pandemics,Gender Differences,Resilience (Psychology),Self Concept,Coping,Self Efficacy,Competence,Family Relationship,Parent Influence,Peer Influence,Student School Relationship,Community Influence,Barriers,Health,Racial Bias,School Closing,Disease Control,Social Isolation,Travel,Cultural Differences

This hermeneutic phenomenological inquiry explores the lived experiences of Chinese international students at a Canadian university in COVID times with gender comparison. Ten participants between 20 and 30 years of age are interviewed via Zoom meetings and WeChat videos to reveal specific insights they have gained from their experiences. Based on resilience theory as a theoretical framework, the findings display the students' protective factors, including internal assets and external resources, i.e., perceived competence, coping skills, self-efficacy, family connectedness, parental support, peer support, school connectedness, and community support, and the risk factors the students face during these challenging times, i.e., academic barriers, mental issues, health threats, and racial prejudges. The interactions of protective factors and risk factors are examined, in reducing or avoiding the negative effects of adversity exposure. Special resilience-based interventions are discussed.
Metacognitive Strategy Use for EFL Readers: Differences in Gender and Reading Ability
Author: Wallace, Matthew P.
Date: 2021-08-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Comprehension,English (Second Language),Second Language Learning,Gender Differences,Problem Solving,Undergraduate Students,Incidence,Correlation,Foreign Countries

Using metacognitive strategies to enhance EFL reading comprehension is well-established, but it remains unclear how strategy use may differ according to individual reader characteristics like gender and reading ability. To address this limitation in the literature, 137 Chinese EFL university students completed a reading comprehension task and the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The MARSI measured the use of global strategies (for global analysis of a text), problem-solving strategies (to cope with challenging texts), and support strategies (to support comprehension). Results from a within-group analysis of variance showed that the participants used problem-solving strategies with high frequency and used them significantly more than global and support strategies, which were used moderately. Global strategies were used significantly more than support strategies. Results from t-tests showed no differences in strategy use between genders and results from a between-groups analysis of variance showed that high ability readers used significantly fewer support strategies than low ability readers, but the effect size was small. No differences were found among the other strategy types across the ability levels. These findings suggest that gender differences did not affect strategy use and that when reading ability increased, the participants were less reliant on support strategies.