ethanporcaro/eric-fulltext-meta huggingface dataset:
The Rise of Lifelong Learning and Fall of Adult Education in India
Author: Mandal, Sayantan
Date: 2019-00-00
Type: Journal Articles
Subjects: Neoliberalism,Lifelong Learning,Educational Change,Adult Education,Educational Policy,Social Systems,Correlation,Competition,Economic Factors,Foreign Countries,Literacy,Educational History,Educational Development

This article focuses on the dynamic relationships between the growing importance of lifelong learning (LLL) and consequent devaluation of adult education in national level educational policies, plans and programmes in India. It argues that by adapting the new paradigm of LLL, which is largely driven by marketcentric neoliberal principles, Indian adult education has lost its core and traditional learning ecology as there is a gradual submission to the pursuit of global economic competitiveness. It identifies three main reasons for the submission: (1) the metamorphosis from welfare to market principles in reforming education; (2) blind acceptance and misunderstanding of LLL as an educational and not a political discourse; (3) fragmented reforms in revamping adult education in India in the last decades.
Psychodynamic Incidents in Teaching: Researching Relational Aspects of Classroom Practice
Author: Hogan, Ambrose
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychology,Psychotherapy,Psychological Patterns,Educational Practices,Secondary School Teachers,Autobiographies,Ethnography

For those working in the relatively new field of psychosocial studies, the action of psychodynamic phenomena in day-to-day life is uncontroversial as these phenomena are at work both in clinical settings and in normal life outside the clinical frame. If this is indeed the case, then they must also be at play in everyday classrooms. But to what degree, and to what effect -- and how can we create data exploring these issues? This article is the result of a doctoral study that looks at these issues. It explores the methodological and ethical complexities around investigating intimate psychodynamic events experienced in the public context of the school; it presents some extracts from the data constructed, exploring the intersection between narrative methods, autoethnography and psychoanalytic inquiry. This article concludes with some suggestions as to ways that teachers and researchers might continue to explore such psychodynamic incidents.
The End of Powerful Knowledge?
Author: White, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Epistemology,Definitions,Concept Formation,Educational Philosophy,Educational Theories,Knowledge Level,Curriculum,Intellectual Disciplines

This is a response to two discussions of my article 'The Weakness of &quot;Powerful Knowledge&quot;' featuring in 2018 in the &quot;London Review of Education&quot; 16 (2), the first by Johan Muller and Michael Young and the second by Jim Hordern. It also makes brief comments on pieces on powerful knowledge in the &quot;London Review of Education&quot; Special Issue 16 (3). The question I focus on here, as in 2018, is 'What is powerful knowledge?' I raise doubts about Muller and Young's new answer to this question as well as about Hordern's defence of Young's position more generally. I suggest in conclusion that it would be helpful to abandon the term 'powerful knowledge' and use language more suitable to impartial scholarly investigations. [For The Weakness of 'Powerful Knowledge,' see EJ1185908.]
Participatory Action Research and Co-Researching as a Tool for Situating Youth Knowledge at the Centre of Research
Author: Martin, Staci B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Refugees,Foreign Countries,Nontraditional Education,Camps,At Risk Persons,Community Involvement,High School Students,Critical Theory,Urban Schools,Young Adults,Researchers,Positive Attitudes

Too often youth from vulnerable communities see themselves talked about in academic research, but are rarely involved as co-researchers or co-authors of research. The purpose of this article is to share our reflections on engaging youth, their experiences and their perspectives on the multi-levels of impact of participatory action research methodologies, such as community-based action research or youth participatory action research. This article discusses more broadly how our participatory methodologies have impacted our co-researchers and ourselves. In it, we provide additional details about our past research projects, as well as theorizing those details in terms of how critical theory serves as a tool within participatory methodologies. We reflect on the experiences engaging participatory methodologies in two different contexts and examine the collective impacts, comparing and contrasting the findings. We draw on our field research: one researcher worked with co-researchers from Kakuma Refugee Camp, Kenya, and the other worked alongside youth co-researchers from an alternative secondary school in the USA. Two of our co-authors are also co-researchers, and they offer a deeper insight into how these methodologies impacted their lives.
Mock Elections as a Way to Cultivate Democratic Development and a Democratic School Culture
Author: de Groot, Isolde
Date: 2019-00-00
Type: Journal Articles
Subjects: Elections,School Culture,Democracy,Citizenship Education,Educational Policy,High School Teachers,Teacher Attitudes,Learning Activities,Foreign Countries,Institutional Characteristics,Teacher Characteristics

Over the last decades, many European Union countries have invested in strengthening participatory learning in citizenship education policy and practice. This survey study provides insight into how high school teachers in the Netherlands advance critical democratic citizenship and a democratic school culture in the context of mock elections. A quarter of the schools that organized mock elections in 2017 participated in the study. Analysis reveals that attention for critical, value-related teacher aims and teacher aims directed at strengthening a democratic school culture is still limited in mock election-related education. It also shows that half of the participating schools offer less than one hour of mock election-related educational activities, and that one-third of the teachers would like to offer additional educational activities.
The Unspoken Power of Collage? Using an Innovative Arts-Based Research Method to Explore the Experience of Struggling as a Teacher
Author: Culshaw, Suzanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Experienced Teachers,Art Activities,Art Products,Thinking Skills,Verbal Communication,Nonverbal Communication,Figurative Language,Teaching Methods,Teaching Experience,Visual Stimuli,Teacher Leadership,Coping

This article reports on the methodological approach taken in a doctoral study that explores what it means to be struggling as a teacher. Participants were established and experienced teachers and leaders in the secondary school system in England. A particular form of collage -- where materials are placed rather than stuck -- was used within the context of a research interview. Arts-based methods such as collage are gaining in popularity as they stimulate visual rather than linguistic thinking and offer the opportunity to express experiences as holistic, non-linear metaphors. Collage also has revelatory potential as it helps uncover that which participants cannot necessarily express in words alone. The author presents the analytical challenges of intermingling the verbal and visual data in her study by discussing the collages created by two participants. An analysis of those collages shows that factors influencing struggling can be both internal and external. Struggling was found to be experienced as a temporary fractured state. Struggling was expressed by participants as heightened bodily tensions with a predominantly negative emotional tone; it can also involve a damaged self-view and a reduced sense of controllability, and may lead to impaired performance.
Education and Social Pedagogy: What Relationship?
Author: Moss, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Social Problems,Social Cognition,Sense of Community,Democratic Values,Well Being,Holistic Approach,Social Experience,Role of Education,Educational Theories,Foreign Countries

This article explores possible relationships between education and social pedagogy. It begins by examining in more detail the theory and practice of social pedagogy, and the profession of social pedagogue widely known in Continental Europe but much less so in the Anglophone world. It then explores some different meanings of education, before considering in more detail the concept of &quot;Bildung&quot; and its potential for interconnecting education and social pedagogy. It is argued that the relationship between social pedagogy and education depends on the meaning attached to education; and the article ends by considering some implications -- for schools, other settings for children and young people, and for their workforces -- of choosing a close relationship between education and social pedagogy
A Pilot Study of MBA Programmes in South Africa
Author: Muposhi, Asphat
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Program Evaluation,Global Approach,Specialization,Interdisciplinary Approach,Educational Change,Curriculum Design,Foreign Countries,Reputation,Institutional Characteristics,Teaching Methods,Business Schools,College Faculty,Institutional Mission,Position Papers

In recent years, Master of Business Administration (MBA) programmes and their curricula have been subjected to substantial scrutiny. However, the majority of studies have been confined to business schools in Western countries. By comparison, much less research is available on MBA programmes in developing countries, particularly those in Africa. In an effort to address this gap, this article examines MBA programmes in South Africa by first situating them within the global MBA curriculum debate. It then notes the need to move away from a generalist MBA programme to a specialized MBA in line with emerging global trends. Finally, it suggests a multidisciplinary approach to the redesign of the MBA curriculum.
Global-Local Imbrications in Education Policy: Methodological Reflections on Researching the Sociology of &quot;Teach for Bangladesh&quot;
Author: Adhikary, Rino Wiseman
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Foreign Countries,Developing Nations,Global Approach,Power Structure,Ethnography,Networks,Educational Sociology,Governance,Social Systems,Private Financial Support,Philanthropic Foundations,Cultural Influences,Educational Development,International Organizations,Nongovernmental Organizations

This article documents the methodological thinking that underpined a sociological study of &quot;Teach for Bangladesh&quot; (&quot;TFB&quot;), a globally mobile yet locally embedded education policy situated in a developing world context. In order to reassess education policy vis-à-vis spatialities-power, relationships-resources, culture-change and imaginations-flows of globalization, this methodological thinking has to be both flexible and innovative. Analysis (topological) has demanded a combination of global ethnography and network ethnography, the former allowing global forces to be understood as spatially and culturally imbricated within intersecting policy worlds ([g]local cases), and the latter mapping and analysing spaces (networks and relations) and places (cultural negotiations) that characterize power within such imbrications. Data were collected both online and on site, resulting in both empirical advantages and practical challenges. As a sociological attempt to study policy mobilities in education in a Southeast Asian context, this study offers an innovative methodology and a befitting set of analytical vocabulary.
Educational Aid, Symbolic Power and Policy Reform: The World Bank in Ethiopia
Author: Molla, Tebeje
Date: 2019-00-00
Type: Journal Articles
Subjects: Power Structure,Financial Support,Educational Change,International Organizations,Higher Education,Educational Policy,Foreign Countries,Policy Analysis,Educational Development

The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence in the Ethiopian higher education policy space. Specifically, it identifies knowledge-based policy regulatory instruments of the Bank, including sector reviews, advisory activities, analytical reports and learning events. The key argument is that in order to understand the full extent of donor power in national education policy fields in sub-Saharan Africa, it is imperative to problematize less visible discursive means of policy imposition.
WhatsApp Groups in Academic Context: Exploring the Academic Uses of WhatsApp Groups among the Students
Author: Baishya, Diganta
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Technology Uses in Education,Computer Mediated Communication,Teacher Student Relationship,Social Networks,College Students,College Faculty,Testing,Information Sources,Foreign Countries,Internet,Personality Traits,Content Analysis,Teacher Attitudes,Student Attitudes

The present study explores the uses of WhatsApp groups in the education context. It examines utilities and burdens associated with educational WhatsApp groups. The study also explores how the presence of teachers in the groups can influence the group functioning. In the first study chats of four WhatsApp groups of one year, where two groups were included teacher and two groups were without teachers, were analyzed. In the second study, interviews were conducted with two participants from each group, a total of eight participants. The results of the studies show that the major functions these groups serve are mostly education-related. However, apart from academic uses, students do use this platform for wishing/congratulations, for extra curriculum activities as well as for entertainment purposes. In addition, the results show that the presence of the teacher influences the group conversation significantly. Though students reported that sometimes these WhatsApp groups become burden and take a lot of time, but they also believe that is unavoidable, since these WhatsApp groups not only provide them important information related to class, exam, holidays, etc., but members are also able to connect with others and involve in non-academic activities.
Using WhatsApp in Teaching Chemistry and Biology to Tenth Graders
Author: Abualrob, Marwan
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Grade 10,High School Students,Teaching Methods,Asynchronous Communication,Teacher Student Relationship,Video Technology,Chemistry,Biology,Science Instruction,Foreign Countries,Socialization,Technology Uses in Education,Social Networks,Content Analysis,Audio Equipment

The aim of the study is to assess the extent to which WhatsApp Instant Messaging is used to teach chemistry and biology to the tenth-grade students. A mixed approach was used, whereby the authors drew on the content analysis model to analyze quantitative data. The sample consisted of 28 Palestinian tenth-grade students and their teachers, who used WhatsApp Instant Messaging for four months (the Spring semester of 2019). The collected data was divided into four categories: the nature of the message (instructional, organizational, or social); the form of the message (texts, pictures/graphs, voice recordings, videos, or link-sharing); the direction of communication flow (from a teacher to a student, from a student to a teacher, from a student to a student, or from a teacher to a teacher); and knowledge exchange. Our findings suggest that WhatsApp is used more for non-instructional purposes--particularly socialization--yet the portion of instruction-related messages was somehow enough to predict more effective future use of the application for teaching/learning purposes.
Teachers&apos; Perception and Factors Limiting the Use of High-Tech Assistive Technology in Special Education Schools in Northwest Nigeria
Author: Chukwuemeka, Emeka Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Assistive Technology,Special Education,Special Schools,Students with Disabilities,Foreign Countries,Teacher Attitudes,Validity,Reliability,Pilot Projects,Physical Disabilities,Teaching Methods,Educational Benefits,Capacity Building,Faculty Development,Special Education Teachers

The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.
Computer Games Influence on Everyday Social Practices of Students-Gamers
Author: Khanmurzina, Rimma R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Play,Skill Development,Interpersonal Relationship,Second Language Learning,English (Second Language),Communication Skills,Story Telling,History,Military Science,Mythology,Cultural Awareness,World Affairs,Students

The article considers one of the new social phenomena that have arisen in society, and is currently changing everyday social practices, which are one of the integral parts of the new media - computer games. The problem of the study is conditioned by the fact that computer games are gaining popularity, while increasingly influencing players, changing their established way of life, behaviors, forming new styles of communication and attitude to the surrounding reality. The activation of interest in the process of everyday social practices arose due to the shift of value orientations in the structure of students' lifestyle. The aim of the study is to analyze the impact of computer games on everyday social practices of students-gamers. The leading methods for the study of this problem is the interview method, which allows revealing more fully and multifaceted impact of computer games on everyday social practices of students-gamers. It was found that the main characteristics of the gamer are: the ability to appreciate the game; the ability to play a lot of fun, not to chase the game awards; to see in the games something of great importance; to know a lot about different games; to be able to play well and understand the game. It is shown that computer games do not generate subcultures, but only try to unite people and teach them to work together in a team. Gamers arrange events for any particular game they play. Such meetings are most often of a competitive nature. Students-gamers note the following skills that they acquire through the games: meeting new people; learning English; improving communication skills; interesting stories; historical moments; military Affairs (weapons, equipment, military battles, etc.); myths and legends of different world cultures. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, psychology of work, sociology, as well as for further theoretical development of this issue.
Evaluating Flipped versus Face-to-Face Classrooms in Middle School on Science Achievement and Student Perceptions
Author: Stratton, Erin
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Teaching Methods,Blended Learning,Science Achievement,Grade 7,Student Attitudes,Learning Experience,Gender Differences,Academic Ability,Learning Motivation,Instructional Effectiveness,Pretests Posttests,Comparative Analysis

The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.