ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring International School Teachers and Professional School Staffs&apos; Social Cognitive Career Perspective on Lifelong Career Development: A Hong Kong Study
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: International Schools,Foreign Countries,Culture Conflict,Cultural Differences,Second Language Learning,Teaching Methods,Expectation,Living Standards,Teacher Persistence,Faculty Mobility,Teacher Attitudes,Faculty Development,Teacher Recruitment,School Personnel,Futures (of Society),Foreign Nationals,School Safety,Foreign Students,Career Choice,Decision Making,School Administration,Teacher Morale,Social Cognition

Teaching in international schools is challenging for teachers and professional school staff due to language barriers, cultural shocks, teaching and learning expectations, support and even living standards. As a result, international schools often organise recruitment fairs to recruit professionals and prevent them from frequent departures. Such departures always cost resources and reduces the performance and morale of the schools. To understand this issue and provide a solution, the researcher collected data from 28 qualified international school teachers and professional school staff who have provided education services for more than 20 years in Hong Kong. The participants used terms such as &quot;bridging the future leaders&quot;, &quot;connecting both local students and international expatriates in a safe environment&quot;, &quot;transferring foreign, home and essential knowledge to local and international students&quot; to describe their current positions for lifelong career decisions and career development. The results of this study outlined areas on how to improve the managerial styles and teachers' professional development plans in order to retain staff population and increase the morale of incoming and junior-level teachers.
Are School Counselors Sufficiently Prepared to Serve Students with Disabilities?
Author: Alvarez, Jenna M.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Students with Disabilities,Graduate Study,Elementary Secondary Education,Course Descriptions,Prior Learning,Experience,Knowledge Level

The purpose of this qualitative exploratory single-case study was to examine how school counselors from a master's level counselor education program are trained to work with PreK-12 students with disabilities. Transcripts from semi-structured interviews with nine school counselors-in-training and course syllabi were analyzed using embedded analysis and pattern matching analysis techniques. A key finding was that school counselor trainees drew on prior knowledge and experiences rather than education to work with PreK-12 students with disabilities. Recommendations for school counselor training focused on better serving PreK-12 students with disabilities are provided.
Scholar&apos;s Online Organizational Engagement and Its Consequences for Higher Education Sustainability
Author: Sá, Maria Jose
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Internet,Organizational Climate,Teacher Attitudes,Foreign Countries,Faculty College Relationship,Psychological Patterns,Higher Education,Organizational Objectives

Currently, there is an increase in online organizational engagement in the academic profession. This paper fits in this context and aims to analyze the scholar's online organizational engagement in higher education sustainability. For that purpose, the authors carried out a collection and documentary analysis of publications on this topic. The results of this conceptual analysis allow concluding that some academics may perceive the requirements for online engagement as excessive. These academics question the confidence they have in their institution and, consequently, the psychological contract itself and the distinction between professional life and personal and family life, which they may perceive as a new form of control and monitoring. However, it is worth highlighting the difference in expectations between academics themselves, caused, among other factors, by the type of contractual experience and by their digital literacy, as well as by their ideological representations about the academic profession and, consequently, in the relative importance of their professional autonomy. In this scenario, the pre- and initial organizational socialization processes are critical in the (re)definition of the psychological contract of scholar's online organizational engagement in the context of higher education sustainability.
Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the Citylab Experience
Author: Coppens, Tom
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Urban Renewal,Urban Areas,Problem Based Learning,Social Problems,Higher Education,Student Centered Learning,Foreign Countries,Institutional Cooperation,School Community Relationship,Learning Modules,Architecture,Interdisciplinary Approach,Educational Technology,Technology Uses in Education

This article discusses the challenges and opportunities identified in the implementation of the Citylab project in Latin America during the period of 2015-2018. The project was funded by the Erasmus+ Key action 2 programme of the European Union. The project aims to innovate teaching for sustainability in higher education institutions through Problem Based Learning (PBL). Opposed to traditional teaching methods, the pedagogical approach of PBL is a learner-centred approach that takes a complex problem as point of departure instead of existing established knowledge. Since application of such learning methods is limited in Latin America, the Citylab project attempts to introduce PBL in the existing curricula of 12 Latin American universities through the implementation and development of interdisciplinary Citylab modules focusing on sustainable urban development. Citylab project will be presented. Third, we highlight some critical issues and success factors experienced during the project. The findings of this paper are based on (1) self-reported questionnaires from the partners at the end of 2017; (2) onsite visits by the authors and expert visits; (3) focus groups, interviews and conversations with project leaders of the participating institutions during the project. Depending on the institution, the project results were varying in terms of innovation and upscaling potential. Critical factors were related to the role of the project leader in the organization, the flexibility of the implementation and cultural differences. Internal regulations created both incentives and disincentives for participation. Competitive elements in the project and available resources for equipment can act as stimulators in some cases. The challenge lies moreover in detecting windows of opportunities for change in order to accomplish curriculum reform and by doing so, pursue continuation of the PBL approach after the project's horizon.
The Discussion of Communicative Language Teaching Approach in Language Classrooms
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Educational Strategies,Foreign Students,Classroom Communication,College Students

Teaching language with effective theories, directions and ways of instructing is a vital topic in the current fields of teaching and learning. Locating the most appropriate and effective teaching and learning methodologies and strategies for a given situation is important for language learning classrooms. Over the years, many theories have been created to meet the needs of the learners of that time period. However, due to the rapid development of social and cultural environments, a large number of contemporary theories have been developed and employed in a variety of different approaches and applications. This paper is a literature review paper which discusses the Communicative Language Teaching (CLT) approach, together with relevant teaching and learning methodologies and strategies. The purpose of this paper is to outline advantages, disadvantages and applications of CLT. The researcher reviewed some historical and some current papers relating to how a CLT approach can be beneficial in the current classroom environment. The result of this paper was provision of an effective overview which applies to language teachers to assist in locating and establishing appropriate teaching and learning strategies for their students with different social and cultural backgrounds.
The CrowdMapping Mirafiori Sud Experience (Torino, Italy): An Educational Methodology through a Collaborative and Inclusive Process
Author: Coscia, Cristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,School Community Relationship,Student Projects,Graduate Students,Space Utilization,Barriers,Urban Areas,Computer Uses in Education,Open Source Technology,Service Learning

The CrowdMapping Mirafiori Sud (CMMS) pilot project, carried out by the Polytechnic of Turin (Italy), involved the academic world (students and professors), the Mirafiori Onlus Foundation, the local administration and the community in a participatory and inclusive process. The district is a large area of Turin characterized by a high average age of its inhabitants and a high percentage of foreigners. The aim of the project is to identify and report, through the use of ICT, the obstacles that prevent residents - the most vulnerable categories - from using public space. In the start-up phase, it was not born as a PBL approach, but during the application the PBL was considered a development perspective in the educational experience starting from the students' proposals and the exchange of their skills, in the specific declination of the PBL approach known as community engaged learning. For students, this version of PBL has proven to be strategic in the implementation phases of the project, in particular in the mapping of interested parties and the data set and connections between networks of actors.
Negotiated Strategic Awareness-Raising at Postgraduate Level: Contributions to Reading Comprehension and Content Retention
Author: Seifoori, Zohreh
Date: 2020-07-00
Type: Journal Articles
Subjects: Reading Comprehension,Retention (Psychology),Foreign Countries,English (Second Language),Second Language Learning,Reading Strategies,Graduate Students,Consciousness Raising,Metacognition

A formidable challenge facing many Iranian postgraduate English students is critically negotiating their course content which entails a well-developed strategic competence. This quasi-experimental study examined the effect of negotiated strategic awareness-raising (NSA-raising) on English Language Teaching (ELT) and English Literature (EL) postgraduate students' general reading comprehension (GRC) and content retention (CR). To serve the purpose, a sample of 39 ELT and 32 EL students was selected through convenience sampling from a pool of 130 postgraduates at Islamic Azad University of Tabriz based on their pre-test scores. The sample was then randomly assigned to two control groups, with no strategic orientation, and two experimental groups receiving content-integrated NSA-raising during a ten-session treatment and based on identical teaching materials for each pair of ELT and EL groups. ANOVA and Kruskal-Wallis analyses of the research data obtained from a standardized reading test tapping the participants' GRC and syllabus-based achievement tests, along with quarterly administered progress tests, measuring their CR showed significantly higher levels of achievement in both experimental groups. The findings underscore the effectiveness of content-integrated NSA-raising for postgraduate English students.
Integrating Conversational Analysis and Dialogic Reflection within Reflective Practice
Author: Gill, Andrew
Date: 2020-07-00
Type: Journal Articles
Subjects: Discourse Analysis,Audio Equipment,Language Teachers,College Faculty,Teacher Collaboration,Friendship,Reflective Teaching,Collegiality,Teacher Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Intervention,Dialogs (Language),Teacher Behavior,Teaching Methods,English (Second Language),Teacher Researchers

This article describes a collaborative and data-based reflective practice study carried out by two language teachers in a Japanese tertiary education context. This research utilized conversational analysis (CA) of audio-recorded classroom data which was subsequently discussed as part of a critical friendship. Both the inclusion of CA data and collegial discussion were in response to recent calls for increasingly data-led and dialogic reflective practice methods. In this study, the two teacher-researchers identified salient issues that they saw as incongruent with their stated teaching beliefs. They then collaboratively determined interventions to deal with the inconsistencies between their beliefs and their actual behavior and repeated the CA data collection and dialogic analysis phases. The two teachers found that the CA data and the opportunity to collaboratively interpret it provided valuable insights into their classroom practice while also offsetting the tendency for excessive self-criticism. This study provides a concrete example of a reflective practice approach that is both theoretically grounded and tied to bottom-up issues that are of interest to teachers.
World Café as a Participatory Approach to Facilitate the Implementation Process of Problem-Based Learning
Author: Camacho, Heillyn Nunez
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Educational Innovation,Change Strategies,Curriculum Implementation,Group Discussion,Universities,Interdisciplinary Approach,Urban Problems,Foreign Countries,Organizational Culture,Organizational Change,Teacher Attitudes,Critical Thinking,Reflection,Barriers,International Cooperation,Institutional Cooperation

Shifting from a traditional lecture-based teaching approach to a student-centred approach, such as Problem-Based Learning (PBL), demands significant changes in Higher Educational Institutions (HEIs). It requires changes for teachers, students, institutional management, and even the physical learning environment. Once a university is not designed from the beginning to insert this type of pedagogy, it is difficult to promote a change of this nature if the institution is committed to a more traditional pedagogical approach. Therefore, introducing PBL as an important innovation faces problems of conservatism, institutional inertia, path dependency, lack of knowhow and knowledge among teachers, poor institutional support, and poor connection with societal and economic actors. This article presents the World Café technique as a participatory method to identify and overcome some of the challenges when implementing a PBL approach. We confront the results of the Citylab World Café with the challenges identified in the literature. The authors identify three aspects of the implementation process of PBL in HEIs that can be facilitated through the World Café technique: (1) understanding the principles of PBL through engaging in a constructive dialogue, (2) fostering critical reflections about teaching and learning practises, and (3) changing the organisational culture by promoting collective sense-making and the construction of meaning.
Bridging the Unbridged: A Case Study of a U.S. University&apos;s Study Abroad Program in Beijing
Author: Wang, Yong
Date: 2020-06-00
Type: Journal Articles
Subjects: Case Studies,Study Abroad,Universities,Decision Making,Foreign Countries,International Cooperation,Educational Cooperation,Educational Policy,Peer Relationship,Program Descriptions,International Educational Exchange,Comparative Analysis,Trend Analysis,College Students,Enrollment Trends,Educational Trends

Purpose: Studying abroad is an important way for universities to cultivate talent with international vision and global competitiveness. Based on its analysis of a U.S. university's study in China program, this study provides policy recommendations to promote the overseas study and exchange of U.S. students in China. Design/Approach/Methods: This study examines the Beijing Overseas Learning Program of L University to examine the actual operations of a study abroad program in China. More specifically, this study examines the cooperative institution where the U.S. study program is located in China to analyze the operation mechanism and underlying logical framework of the program. Findings: This study provides a comprehensive analysis of the logical factors as well as internal and external reasons behind U.S. students' decisions to study in China. This study demonstrates that the &quot;peer factor&quot; has a decisive influence on students' decisions to study in China. Originality/Value: Study abroad programs constitute an integral part of China's initiatives to enhance people-to-people exchanges with other countries. This study improves our understanding of the practical dynamics of study abroad programs in China, thereby enhancing abilities to attract U.S. students to study in China.
Learning to Design Research: Students&apos; Agency and Experiences in a Master of Education Program in Hong Kong
Author: Yang, Weipeng
Date: 2020-06-00
Type: Journal Articles
Subjects: Research Design,Personal Autonomy,Student Experience,Graduate Students,Foreign Countries,Language Proficiency,English (Second Language),Second Language Learning,Feedback (Response),Courses,Research Methodology,Teacher Education,Student Attitudes

Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students' agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors' feedback would stimulate students' agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students' achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.
China&apos;s New Laws and Policies on Nongovernmental Education: Background, Characteristics, and Impact Analysis
Author: Dong, Shengzu
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Private Education,Educational Legislation,Educational Policy,Educational Change,Proprietary Schools,Private Schools,Leadership,Educational Quality,Standards,Educational Trends,Futures (of Society)

Purpose: China has a long history of private school education. Since the founding of the People's Republic of China, nongovernmental education (private school education) once disappeared from Chinese society until its revival following the 3rd Plenary Session of the 11th Central Committee of the Communist Party of China. With its development of more than four decades, nongovernmental education has become an important part of China's educational system and is vigorously promoting the modernization progress of Chinese education. Design/Approach/Methods: Being different from the overseas private school education, which is mostly funded by donations, China's nongovernmental education sector has operated on the basis of private capital investments and contributions, with the organizers (contributors) typically expecting economic returns. Marked by the introduction of regulations and policies for nongovernmental education around the year of 2016, China's nongovernmental education sector officially entered a new era of registration, support, and regulation by category. Findings: The macroscopic policies of China's nongovernmental education in new era present the following new characters: (I) Emphasizing education provision as a public interest and comprehensively strengthening private school leadership; (II) managing negative lists and broadening the means by which social forces participate in operating schools; (III) implementing preferential policies for private schools through categories based on the principle of being fair but different; (IV) supporting the development of private schools with the goal of improving education quality; (V) standardizing private schools' operating practices in order to promote healthy and orderly development. Originality/Value: The implementing of the new policies on nongovernmental education shall have significant impact on the development and reform of China's nongovernmental education in the future: (1) The rapid development of nonprofit private schools due to government support; (2) for-profit private schools may face polarization in a fiercely competitive market environment; (3) heavy burden of categorizing and transferring existing stock of schools due to various historical and realistic constraints.
Undergraduates Interested in STEM Research Are Better Students than Their Peers
Author: Bickford, Nate
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Student Research,Academic Achievement,Biology,Majors (Students),Research Training,Science Interests,Student Interests,Science Careers,Introductory Courses,Freshman Composition,Grade Point Average,Performance Factors,Science Process Skills,Thinking Skills

In Science, Technology, Engineering, and Mathematics (STEM), undergraduate research experiences provide students with invaluable opportunities to improve scientific skills. However, less is known about its impact on higher-order thinking skills. Therefore, we sought to determine if engagement in undergraduate research would improve academic performance in students engaged in research compared to those that were not. To accomplish this, biology majors were enrolled in courses that taught research methodology and techniques. Results indicated that students who were selected for the research program outperformed their peers in their other classes during the research program, based on t-test statistics. However, these students had also outperformed their peers during the previous fall semester, prior to receiving additional instruction. Furthermore, students who merely applied for inclusion in the program had significantly higher grades than students who did not apply. In addition, writing samples from research and non-research students were significantly different. Taken together, these data suggest that while undergraduate research may indeed enhance a student's academic performance and interest in science, a student's personal interest and drive for research may themselves indicate superior academic performance. Further, science departments aiming to offer research early in their curricula may benefit from such a self-selection strategy, especially in cases where there are limited resources available for undergraduate research.