ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Is Educationalization Ubiquitous but Marginal in Japan?: A Consideration on a Different Background of School Reforms
Author: Kuraishi, Ichiro
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Change,Social Problems,Social Change,Professionalism,Educational Policy,Neoliberalism,Political Attitudes,Comparative Analysis,Ideology,Foreign Countries,Underemployment,Educational History,Poverty,Academic Achievement,Citizenship Education,Educational Environment,Bullying,Moral Development,Elementary Secondary Education

The concept of educationalization refers to the government's tendency to impose heavy responsibilities to solve social problems on the school system. In this paper, after briefly reviewing the concept of educationalization, I will show that it is a ubiquitous phenomenon in contemporary Japan through three cases. This will prove that school reforms intended to fix social problems are poorly resourced and powerless to change schools in general. This stagnation is due to (1) immature professionalism in educators, (2) loss of motivation for &quot;conspicuous consumption&quot;, and (3) the absence of ideals, beliefs, and values to be expressed in school reform. Elsewhere, another series of school reforms are much favored, well-funded and powerful in Japan. After posing anti-ijime policies as the best example, I describe and analyze the background of this type by introducing the concept of &quot;officialization of school problems&quot;. Strongly supported by school consumers, it has successfully received a hegemonic position. However, under the hegemony the relation between school and environment is over-simplified by the logic of neo-liberalism and neo-conservatism. After comparing both types, we find a modest utility of educationalization: it could interrupt the perpetuation of hegemonic ideologies and make it possible to see the outer world in its complicated reality.
Youth Policy in the Hands of Whom?: A Comparative Study of Japanese Youth Policy in the Eyes of Europe
Author: Morozumi, Tatsuhei
Date: 2021-03-00
Type: Journal Articles
Subjects: Public Policy,Comparative Analysis,Cross Cultural Studies,Policy Analysis,Voting,Political Attitudes,Governance,Computer Mediated Communication,Decision Making,Foreign Countries,Youth Programs,Citizen Participation,Volunteers,Standards

This study attempts to clarify Japanese youth participation policies' characteristics by analyzing four national youth policy documents in the 2000s. Compared with European youth policy, the article will investigate the challenges Japanese youth policy faces. Though recent Japanese national youth policy sees young people as active agents for society, Japan's youth participation policies mostly employ educational and volunteering approaches. Today's youth policy has reconsidered the inclination to promote voting behavior; however, the documents seldom cover new forms of the youth-led political movement and structural changes in youth policy governance. The reflection of young people's voices has recurrently been considered important over the decades. Yet Japanese youth participation policies only listen to youth via the Internet and roundtables. On the other hand, the Council of Europe's co-management system enables young people to influence the European youth policy decision-making process. Failing to conduct structural changes may lead to youth policy without young people.
Connecting the UNESCO Sustainable Development Goals with Australian Early Childhood Education Policy to Transform Practice
Author: Sonter, Lisa J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Early Childhood Education,Educational Change,Educational Practices,Foreign Countries,Educational Policy,National Curriculum,National Standards

The Brundtland (1987) report challenged the perception that the environment was somehow separate from humans and the more recent Sustainable Development Goals (SDGs) (UNESCO, 2015) have emphasised the pressing need for sustainable development to meet the needs of current and future generations. As progress towards meeting the SDGs by 2030 was not advancing at the scale required globally (UNESCO, 2020), a 'Decade of Action' was declared in 2019 by the United Nations. Clearly, transformational approaches need to be integrated in all corners of education for the ripples to become the waves needed for global societal change. Strong curricula interventions mirroring a broader view of sustainability are evident in Norway, Sweden, New Zealand and emerging in Japan (Elliott, Ärlemalm-Hagsér &amp; Davis, 2020). Additionally, the Australian school curriculum (ACARA, 2014) has an embedded cross-curricular priority of sustainability, but national early childhood education policies and curricula, including the recently revised Australian National Quality Standard (NQS) (ACECQA, 2018), are less explicit. To address challenges for educators, such as a lack of understanding about the multi-dimensionality of sustainability; the predominance of anthropocentric viewpoints; and, a lack of pedagogical guidance, in this paper we raise awareness of potential connections between policy, pedagogy, and the SDGs. Moreover, we explore connections between the 17 SDGs and the Australian NQS and early childhood education for sustainability (ECEfS) practices.
Skills 4 Kids Cafes: Working to Support SDG 4 through Delivering Early Childhood Educator Professional Learning in Partnership with Community
Author: Beasy, Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Faculty Development,Intergenerational Programs,Educational Quality,Sustainable Development,Community Programs,Informal Education,Lifelong Learning,Capacity Building,Early Childhood Education,Young Children,Foreign Countries

Skills 4 Kids (S4K) Cafes is a program of intergenerational community skill-sharing events that offers a form of professional learning for early childhood educators to connect with SDG 4 Quality Education. The S4K model is an alternative 'side by side' approach to supporting educators to develop their pedagogical practice in the community, while working alongside children in their care. A mixed methods study was conducted with S4K Cafe participants employing questionnaires, guided conversations and field notes taken by researcher-participants. In this paper, we explore how the program bridged formal and in-formal learning for adults, prioritised community connections and capacity building, and promoted lifelong learning for all participants. We illustrate how participation in S4K Cafes addressed the aims of SDG 4, specifically Target 4.7 and Indicator 4.7.1 (ii) c which broadly relate to the provision of education for sustainable development and quality early childhood education. Findings of the study suggest that the communities-based approach of the S4K Cafes contributed toward SDG 4 aims through supporting lifelong learning for both community members and educators, forming an interactional space for contributing to a shared culture (Target 4.7), and contributing to educators' practice development (Indicator 4.7.1 (ii) c). The Cafes were found to challenge conceptions of how learning occurs by bringing community members of all ages and backgrounds (professional and non-professional) to participate and learn together. They also challenged epistemological assumptions regarding who can teach and what constitutes sustainability. Through reconstituting whose knowledge was valued, the Cafes formed their own culture, where all were recognised as contributors.
Student Authors, Children&apos;s Literature and Early Childhood Education for Sustainability: Findings from a Pedagogic Research Project
Author: Hirst, Nicky
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Authors,Childrens Literature,Early Childhood Education,Sustainability,Foreign Countries,Sustainable Development,Electronic Publishing,Books,Student Developed Materials,Workshops

The focus on early childhood education for sustainability within children's literature is part of a mindful shift towards a more critical praxis with young children, families, communities and students in higher education. This paper reports on qualitative pedagogic research undertaken as part of a first-year module in an undergraduate Early Childhood Studies degree programme at Liverpool John Moores University (LJMU), United Kingdom (UK). The research involved the creation of children's literature (e-books) by students using &quot;Book Creator,&quot; focussed on one or more of the Sustainable Development Goals (SDGs). The overarching aim of the project was to explore how the process of creating children's literature to facilitate early childhood education for sustainability supports students to engage in cultural production. In this paper, we present an analysis of the students' e-books and supporting rationales for their storybook creation. The study findings were that student-authors demonstrated different constructions of children, cognisance of the pedagogical purpose and different ways of knowing through the storybook creation. These findings contribute to existing debates concerned with early childhood literature and sustainability, and students as authors.
Looking Ahead: Restructuring Chemical Engineering Undergraduate Curriculum for Optimal Impact of Process Simulation: Student Benefits in Optimization and Sustainability
Author: Al-Sobhi, Saad
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemical Engineering,Undergraduate Study,Curriculum Development,Computer Software,Computer Simulation,Skill Development,Student Projects,Technological Literacy,Knowledge Level

Proper chemical process simulation knowledge is valuable for senior chemical engineering students to deliver optimal design outcomes and achieve many learning objectives. This study aims to highlight the benefits of continuous improvements and innovations in chemical engineering's undergraduate curriculum. In particular, curriculum restructuring benefits when the simulation course is offered earlier in the curriculum. Most importantly, it elaborates on how this change creates opportunities to help the program attain multiple learning objectives at higher levels. There is a direct modification to the upper-division undergraduate courses (for example, the senior design project course) to incorporate more important in-depth skills, such as optimization and sustainability. The students' summer training experience has also been enhanced to simulate and troubleshoot industrial case studies.
Persistence of Students Who Begin Engineering Programs in Precalculus
Author: Jones, Sharon A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Persistence,Engineering Education,Calculus,College Freshmen,Educational Counseling,School Holding Power,College Entrance Examinations,Program Effectiveness

We developed various retention programs to support first-year engineering students who start behind their cohort in terms of the Calculus sequence. We focused on increasing the persistence of these students via counseling along with opportunities for students to regain cohort status. Although the retention program evolved, we retained enough of the main elements to (a) develop a sustainable retention program, (b) draw generalizable conclusions, and (c) identify areas for more study. Overall, the assessment data supports our initial hypothesis that catching up academically with one's cohort is an important part of helping students to persist in an engineering major.
Differences between Tempos of Step Error and Postural Sway in the Stipulated Tempo Step Test for Children and Their Relationships
Author: Aoki, Hiroki
Date: 2021-00-00
Type: Journal Articles
Subjects: Human Posture,Human Body,Children,Motion,Error Patterns,Correlation,Psychomotor Skills,Foreign Countries

Recently, to evaluate dynamic balance ability, a stipulated tempo step test has been developed, and a step error between tempo and contact time of feet has been used as an evaluation variable. The step error, postural sway, and their relationships may differ between the slow tempo (40 bpm) and fast tempo (120 bpm). This study aimed to examine the aforementioned problem with 62 participant children (30 boys and 32 girls). The step error and postural sway variables (X-axis path length, Y-axis path length, total path length, peripheral area, and rectangular area) during stepping while matching both tempos were measured. Means of one minute and three intervals (0-20 sec, 20-40 sec, and 40-60 sec) for each variable were calculated in both tempos. The results of the paired t-test showed that means of all variables were larger in the 40 bpm tempo than in the 120 bpm tempo. In the multiple comparison tests after the results of the two-way repeated measures ANOVA, the means of three intervals in all variables were larger in the 40 bpm tempo than in the 120 bpm tempo; the means of the sway variables, excluding that of the X-axis path length, in the 40 bpm tempo were larger in the 0-20 sec interval than in the 20-40 sec interval or the 40-60 sec interval. Correlations between step errors and those between the step error and sway variables of both tempos were insignificant or under moderation. The correlations between the step error and sway variables in both tempos were insignificant or significant but low, and those among sway variables were high, except between the X- and Y-axis path lengths. The relationship between both axis path lengths differed according to the tempo. In conclusion, in the case of the stipulated tempo step test targeting children, the slow tempo has a greater step error and postural sway than the fast tempo, and the sway in the early step stage is greater in the slow tempo. The relationships between step errors and between the step error and sway variables of both tempos are low; hence, the ability related to the test may differ in both tempos. The relationships among sway variables in both tempos are high, except between the X- and Y-axis path lengths.
Analyzing Existing and Targeted Culture Typologies in the Light of the Strategy Document in Foundation Universities: The Case of a Foundation University
Author: Samur, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Organizational Culture,Classification,Foreign Countries,Strategic Planning

Universities are multi-cultural, complicated, social education organizations. The presence of academic and administrative employees at these organizations might result in cultural differentiation, which is influenced by changing environmental conditions and social change dynamics. The purpose of this research is to determine the foundation university's dominant current and targeted cultural typologies using a foundation university as an example and to compare them to the university's target culture typology based on an analysis of the university strategy document. This comparison will aid in defining the perspectives of the organization's members through the concept of culture to achieve the university's strategic goals. Also, the examination of the strategy document, mission, the vision of the university and at the same time questioning the organization members' opinions about this topic fills a hole in the literature in terms of observing two sides of the coin; &quot;rulers&quot; and &quot;ruled&quot;. In addition, we need to start to gain knowledge about foundation universities' organizational culture because we already know that cultural awareness is crucial for an organization lifetime and this knowledge comes from the analyses of it. Among the different approaches used throughout the world to define organizational culture, Cameron and Quinn's &quot;Organizational Culture Assessment Instrument in Competing Values Framework&quot; was employed in the study. This research was conducted with a multi-modal methodological approach by using both quantitative and qualitative methods together with the questionnaire and document analysis. According to the findings, university organization members' current (market-competition) and targeted (clan-collaboration) organizational culture typology interpretations diverge from the university's strategy on the same subject.
Family&apos;s Role in Achieving Language Affiliation among Children: A Comparative Study Applied to Some Families
Author: Al Saud, Aljohara Fahad
Date: 2021-09-00
Type: Journal Articles
Subjects: Family Role,Family Relationship,Cross Cultural Studies,Immigrants,Self Concept,Language Attitudes,Foreign Countries,Arabs,Parent Attitudes,Native Language,Social Media,Language Maintenance,Semitic Languages,Barriers,Parent Child Relationship,Language Role,Language Usage

Identifying language affiliation among children for family immigrants is crucial for one's language identity. This study aimed to determine the role played by Arab families in the Kingdom of Saudi Arabia, Austria, and Britain to attain language affiliation among their children. It also aims to identify the challenges facing families living in these countries in achieving language affiliation among their children. The study population consisted of all the families that live in the Kingdom of Saudi Arabia, in addition to all the Arab families that live in Austria and Britain and the study sample included (120) parents. The researcher adopted the descriptive-analytical approach and used the questionnaire as the study tool. The study reached several results; first, the role played by families in the Kingdom of Saudi Arabia, Austria, and United Kingdom to attain language affiliation among their children got a high degree of response. Second, the challenges facing activating the family's role in attaining language affiliation of their children in the Kingdom of Saudi Arabia and Austria have got a high degree of response, while in Britain, they obtained a very high degree of response. The study recommended involving all family members in accessing different and creative ways of practicing their native language and activating the role of social media in developing the language affiliation of children.
Gifted High School Students&apos; Needs for English Learning in Vietnam Contexts
Author: Do, Minh Hung
Date: 2021-09-00
Type: Journal Articles
Subjects: Academically Gifted,High School Students,Late Adolescents,Student Needs,Student Satisfaction,Language Skills,Language Role,English (Second Language),Second Language Instruction,Second Language Learning,Communicative Competence (Languages),Foreign Countries

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning - teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.
Open Access Electronic Resources Use and Research Productivity of Faculty Members: A Case Study of a Selected University in Ghana
Author: Amponsah, Ellen
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Information,Productivity,Faculty Publishing,College Faculty,Researchers,Periodicals,Electronic Publishing,Electronic Libraries,Databases,Web Sites,Correlation,Universities,Knowledge Level,Satisfaction,Barriers,Developing Nations,Foreign Countries

Research is one of the key pillars in the teaching and learning situation in any university in the world. However, the approach to research varies from one university to the other. The purpose of this study was to find out how the level of awareness and satisfaction, the challenges and extent of use of open access resources impact research productivity of faculty in *Dartum University. A quantitative survey research method was adopted. A sample size of 62 full-time lecturers and 134 part-time lecturers was selected for the study using a stratified simple random sampling technique. The findings revealed that research productivity is low despite the high level of awareness and satisfaction with open access use. Again, the findings showed that faculty members use open access to a considerable extent and point out some challenges associated with open access use. It was concluded that there is a very weak but significant influence of open access use on research productivity in Dartum University. It is recommended that African universities, and in particular Dartum University, establish or patronise institutional repositories which support open access.
The Effect of Building Closures Due to COVID 19 on the Perceptions and Practices of School Counselors
Author: Nadelson, Louis S.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,School Counselors,Online Courses,Counselor Attitudes,Family Work Relationship,Readiness,Access to Computers,Counselor Client Relationship,Counselor Role,Student Needs,Technology Uses in Education,Computer Mediated Communication

With school buildings shuttering due to COVID-19, school counselors' work needed to shift to virtual environments. The shift in operations led us to wonder about school counselors' perceptions and practices in these new and unfamiliar conditions. In our mixed-methods cross-sectional study, we gathered quantitative and qualitative data from 89 school counselors. Our findings include evidence of the counselors feeling disconnected from their students, lack of technology and student access, privacy issues, limited preparation to counsel in virtual environments, and work and life balance. We follow our results with a discussion, related implications, and directions for future research.
Preparing Business Students for the World of Work--Games for Intercultural Skill Development
Author: Andrade, Maureen Snow
Date: 2021-00-00
Type: Journal Articles
Subjects: Business Administration Education,College Students,Career Readiness,Game Based Learning,Intercultural Communication,Cultural Awareness,Learner Engagement

Most work environments today are diverse--gender, age, culture, language, values, ethnicity. Businesses are also increasing their global presence with branches in international locations and daily interactions across countries and cultures, all made easier through technological advances. Business education must be at the forefront in preparing students to work effectively in these contexts, and in particular, help future managers develop the skills to establish high performing diverse teams within and across organizations. A number of pedagogical approaches can be implemented in business courses to help students develop intercultural competencies. Three games for engaging students in the recognition and appreciation of cultural differences are described in this article. Ideas for debriefing are provided as well as for analyzing learning outcomes. The purpose of this article is to share strategies and approaches for implementing intercultural development pedagogies and measuring their effectiveness.