ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mentoring Experiences of Early Career and Senior Academics in a Multicampus University in South Africa
Author: Owusu-Agyeman, Yaw
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Beginning Teachers,College Faculty,Multicampus Colleges,Socialization,Organizational Culture

Background/purpose: The study examines how early career academics (ECAs) and established academics perceive the importance of mentoring and how mentoring could enhance the career development of ECAs within a South African multicampus university. Materials/methods: Two different sets of semi-structured interview questions were administered to 16 ECAs and 10 senior academics across the university's six faculties and three campuses. The data were examined using thematic analysis that involved a process of identifying, analyzing, organizing, describing, and reporting the themes that emerged from the dataset. Results: The study's results revealed that the mentoring experiences of ECAs could be enhanced by, among other things, institutional arrangements designed to address the mentoring needs of ECAs in terms of teaching, researching, researcher rating and engaged scholarship, establishment of clear communication channels that inform ECAs across the different campuses of the various professional development programs available, and the appointment and training of established academics especially at the satellite campuses to mentor ECAs. Conclusion: To enhance the professional and personal development of ECAs, the university must establish an institutional mentoring framework that focuses on equal distribution of resources across all campuses, the adaptation of ECAs to the unique university environment, and promoting professional relationships between established academics and ECAs.
Trends for the Segregation Practices of International Students: A Review of Higher Education in Turkey
Author: Hosgorur, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Mobility,College Students,Study Abroad,Decision Making,Economic Factors,Political Issues,Educational Quality,Proximity,Student Attitudes

Background/purpose: This study aims to explain international student mobility within Turkish higher education in terms of the push-pull factors that affect students' choices to attend Turkey based on international students studying at a provincial university in Mugla, Turkey. Materials/methods: The current study was implemented through a qualitative approach originated from the interpretivist paradigm. This qualitative study is a case study, with data collected through semi-structured interviews. Results: The reasons pushing students to study abroad were observed as economic such as due to high unemployment rates in their country of origin; political issues such as a state of war; educational issues such as low quality education; or personal issues such as a wish to experience a different culture. Conclusion: The reasons behind choosing Turkey for higher education were observed to be economic factors such as Turkey's low-cost living; political factors such as bureaucratic regulations being more accommodating for students recognised as refugees; educational factors such as superior quality higher education; and geographical and cultural proximity.
Education Reforms and Convergence in Student Performance: Evidence from Arkansas
Author: Duan, Huiqiong
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Finance,Disadvantaged Schools,Academic Achievement,Resource Allocation,School Districts,Minority Group Students,Males,Achievement Gap,Educational Legislation,Elementary Education,Expenditure per Student

Arkansas launched a series of far-reaching reforms in 2003 and 2004 aimed at promoting equity and adequacy of education. The education funding system has since directed considerably more school resources to economically disadvantaged and low-performing school districts. This study investigates whether a more equitable allocation of educational resources is followed by more equal student performance. In particular, we examine convergence in student achievements among Arkansas school districts from 2004-05 to 2013-14 academic years. Using traditional convergence tests, we find some degree of overall convergence. We further employ a novel clustering method developed by Phillips and Sul (2007, 2009) to detect convergence clubs. We find that instead of a full panel convergence, school districts' overall academic outcomes converged into three clubs, within which the member districts trend toward their club-specific equilibrium paths. Poorer districts and districts serving a larger proportion of non-white and male students are more likely to end up in the low-performing club. Our results suggest that school finance reforms can reduce but not eliminate student achievement gaps.
South Carolina&apos;s Act 388: Exploring the Relationship of Tiered Reimbursement on School District Revenue
Author: Smith, Sharda Jackson
Date: 2022-00-00
Type: Journal Articles
Subjects: Taxes,Educational Finance,Rural Schools,School Districts,Educational Equity (Finance),Low Income Groups,Finance Reform,Resource Allocation,State Legislation,Enrollment,Fiscal Capacity

Property tax limits have been found to reduce property tax revenue, with compensatory increases in replacement taxes often not sufficiently making up for funding loss and systematically promoting inequity. Consequently, such practices suggest severe implications for school district fiscal capacity. Our study explored this issue in South Carolina after Act 388's reimbursement implementation, with a special focus on rural school districts. We examined through correlation and regression the degree to which revenue served as a function of fiscal capacity, and fiscal capacity as a function of reimbursement. Our results established a plausible link between the state's property tax exemption law and school revenue availability for rural districts, non-rural districts, and the state as a whole. We conclude that consequential funding disproportionality resulted in a negative impact on rural, low-income districts.
Impact of Chinese University Teachers&apos; Aesthetic Experiences on Their Professional Development
Author: Lin, Weixin
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Aesthetics,Teaching Experience,Faculty Development,College Faculty

The professional development of teachers is fundamental to educational reform and promotion, and such a development includes teachers' aesthetic experiences. This study aims to explore the impact of Chinese teachers' aesthetic experiences on their professional development and the differences between male and female teachers in terms of the impact of aesthetic experiences on professional development. In total, 500 teachers from 20 universities in Hainan and Guangzhou, China, were surveyed, and 488 valid questionnaires were collected. A multivariate regression analysis was conducted to examine the impact of each variable. The results of the study indicate that &quot;aesthetic attitude,&quot; &quot;understanding of beauty,&quot; and &quot;full experience&quot; all have a significantly positive impact on the professional development of both male and female teachers, whereas &quot;pleasure of beauty&quot; has no significant impact on teachers' professional development. The findings also demonstrate that no difference exists between male and female teachers in terms of the impact of aesthetic experiences on professional development, and the more practical conceptions of aesthetic experience have a direct impact on teachers' development.
Traits of Street Children
Author: Julien, Gabriel
Date: 2022-05-00
Type: Journal Articles
Subjects: Homeless People,Children,Quality of Life,Individual Characteristics,At Risk Persons,Substance Abuse,Inhalants,Cultural Influences,Social Bias,Juvenile Gangs

Street children: who are they? Why are they homeless? How do they actually live on the streets? What quality of life do they enjoy? What are the characteristics of these children? These questions appear to be simple, but the answers are so very complex. Very often the public lacks proper information about these children and they instinctively judge and cast aspersion on them. This non-empirical paper presents a clear understanding about some of the characteristics of street children. With the use of existing literature, it tries to provide a definition and quantify the number of street children. It explains the difference between children &quot;on&quot; and &quot;of&quot; the streets and highlights some of the notions of street culture. It is the firm view that if the public is more cognizant of the reasons these children live on the streets, they may tend to be sympathetic and understanding to their needs. This paper does not evoke sensationalism but tries as far as possible to create an awareness of the lifestyle of street children.
Nurturing Cultural Humility and Responsiveness through Restorative Pedagogy in Graduate Education
Author: Abdou, Annmary S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Awareness,Equal Education,Teaching Methods,Educational Practices,Graduate Study,Social Justice,Classroom Environment,Learning Activities,Graduate Students,Student Attitudes

In an increasingly diverse world that is characterized by significant social and educational inequities, the development of educators and leaders who embody cultural humility and culturally responsive practices is necessary and transformational. Moving beyond individual and deficit-centered models of student support systems towards ecological and relational paradigms of education are critical to the goals of equity and justice. In order to make progress on these goals, training programs must prioritize and embed the values of cultural humility and culturally responsive practice as foundational constructs for future educators. This multi-authored reflective paper describes the use of Restorative Pedagogy, an approach grounded in Restorative Justice and Practices, as a vehicle to facilitate the development of these important qualities. Key concepts and activities used within a graduate level course designed for students studying to be school counselors, school psychologists, and school leaders are described throughout. Limitations and implications for this pedagogical approach are also included.
&quot;Bildung&quot; through Films: How to Discuss Existential Questions in Academia
Author: Koster, Edwin
Date: 2019-00-00
Type: Journal Articles
Subjects: College Curriculum,Films,Film Study,Philosophy,Educational Philosophy,Teaching Methods,Discussion (Teaching Technique)

Much has been written on the future of the academy within Europe. Raising questions about the ongoing aims of the university, critical authors have argued in favour of old but sometimes forgotten values such as 'critical thinking' and &quot;Bildung.&quot; Joining such voices, this paper argues that one way to achieve the ideal of &quot;Bildung&quot; is through the use of films with 'existential themes', such as Rolando Colla's film &quot;7 Giorni&quot; (&quot;7 Days,&quot; 2016). I explore how films may contribute to the realization of the ideal of &quot;Bildung,&quot; and how an education based upon such films might be constructed. In doing so, I refer to the work of Paul Ricoeur on the 'hermeneutical arc', and apply the method of 'moral case deliberation' in interpreting the existential dimensions in film. Ultimately, I hope this article will serve to assist other university lecturers in exploring how &quot;Bildung&quot; may be realized in higher education settings through watching and analysing films.
&apos;Ecole et cinéma&apos;: A National Model for Arts Education in Schools
Author: Boutin, Perrine
Date: 2019-00-00
Type: Journal Articles
Subjects: Film Study,Program Descriptions,Films,Educational Quality,Art Education,Foreign Countries,Kindergarten,Elementary School Students,Elementary School Teachers,Educational Policy,Public Agencies

This essay presents the French educational programme 'Ecole et cinéma' in terms of its guiding principles. By examining the history of its creation, as well as the various levels at which this complex programme operates -- from government agencies to pupils, by way of educators and organizational leadership -- we begin to understand the identification processes and values that the programme advocates, along with the contradictions that situate this rigorous and high-quality programme as a national apparatus that is representative of a certain idea of arts education. But this is not without its own contradictions, which are inextricable from 'Ecole et cinéma', particularly at the present moment. [This article was translated by Madeleine Whittle.]
Exploring Co-Creation in Practical Film Education from Primary School to Postgraduate Study: Theoretical and Auto-Ethnographic Perspectives upon Teaching Film Practice
Author: Chambers, Jamie
Date: 2019-00-00
Type: Journal Articles
Subjects: Film Study,Film Production,Cooperative Learning,Elementary School Students,Secondary School Students,Undergraduate Students,Graduate Students,Affordances,Teaching Methods,Autobiographies,Ethnography

Considering the emergent discourses around film education, there has been little discussion to date of &quot;co-creation&quot;: that is, how student practical film work might be mediated by, collaborated upon, or even contributed to, by those teachers, instructors, lecturers and practitioners assisting them in the process. This study explores the thorny question of co-creation through a series of case studies, employing an auto-ethnographic approach to reflect upon first-hand experiences of film education at primary, secondary, undergraduate and postgraduate levels.
Follow the Yellow Brick Road: The &quot;Passeur,&quot; the Gatekeeper and the Young Migrant Film-Maker
Author: Donald, Stephanie Hemelryk
Date: 2019-00-00
Type: Journal Articles
Subjects: Film Study,Film Production,Workshops,Foreign Countries,Migrants,Refugees,Indigenous Populations,Secondary School Students,Elementary School Students,After School Programs,Supplementary Education,Facilitators (Individuals)

In the first part of this article, the author reflects on her experience of making film-making workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's ideas about film education, of which she had initially been unaware. In discussing a couple of further workshops that she ran in the UK and Australia as part of the 'Cinéma, cent ans de jeunesse' programme, she focuses particularly on the benign or obstructive role of institutional gatekeepers, who act as intermediaries or agents determining the terms of access to children and young people for film educators, researchers and practitioners. The legal, protective and ethical dimensions of the relationship between educator, gatekeeper and participating students are discussed. The article cites cases in which the interaction worked well, and others in which it proved problematic. The functions, responsibilities and potential drawbacks of gatekeepers are compared with Bergala's conception of the pedagogic role of the &quot;passeur&quot; -- a figure who also holds power in relation to young people's access to film and film-making, but one that connotes positive, even magical, properties.
Perceptions of Broadcast and Film Media Practitioners in UK Higher Education
Author: Mateer, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Television,Broadcast Industry,Films,College Faculty,Teacher Attitudes,Sense of Community,School Business Relationship,Film Study

With a growing emphasis on employability and commercial relevance, universities are increasingly involving practitioners in delivery to add perceived value and credibility to their film and television courses. Likewise, film education researchers, including Bergala (2016), see significant value in practitioner involvement in teaching. Yet, from both the academic and industry sides, this integration has been questioned and challenged, resulting in a long-standing discussion of the 'theory/practice divide'. Through analysis of two formal surveys conducted in 2012 and 2014, involving 131 respondents from 64 UK higher education institutions, this paper reports on the perceptions of broadcast television and film practitioners working in academia. It also briefly considers whether the issues raised have changed since the surveys were completed. Responses suggest that an appreciable number of respondents encountered a mixed or negative reaction from new academic colleagues immediately upon joining their institution, and that this has had a potentially lasting negative impact on their productivity. The data indicate that many media practitioners working in higher education do not feel that they are seen as equal to non-practitioner colleagues, although they do still feel part of the academy as a whole. Respondent institutions were broken down by type, and there is statistically significant evidence of perceptions of systematic disadvantaging of media practitioners across all types of UK academic institutions, although Arts-focused universities were seen most favourably. This suggests that, despite the UK government's increased emphasis on teaching and employability, and new commercially focused research funding initiatives, higher education institutions need to do more to redress the perception of a theory/practice divide.
Perspectives: A Dialogue upon the Question of Value in Film Education
Author: Bernstein, Alan
Date: 2019-00-00
Type: Journal Articles
Subjects: Values,Film Study,Aesthetics,Theory Practice Relationship

The question of aesthetic value remains a source of tension within diverse film education environments. While film-makers and audiences have visceral experiences of the value of cinema, these experiences are troubled by a contemporary film studies that tends to adopt a more relativist approach, suggesting that the experience of value is reflective of sociocultural subjectivity. Speaking from two different perspectives, Alan Bernstein and Andrew Burn explore the role of value in film education, and film culture more widely, in 2019. While Bernstein argues for a reinstatement of value as a fundamental aspect of how film is experienced and understood in educational contexts and beyond, Burn contextualizes questions of value within a wider framework of semiotic and aesthetic theory, arguing for a multimodal approach that takes into account the multifaceted nature of film.
Arte Urbana Collectif and Bulgarian Film Education: An Interview with Rural Classroom Teacher Daniel Simeonov
Author: Assenova, Ralitsa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Education,Art Education,Film Study,Criticism,Film Production,Media Literacy,Inclusion

While arts education is not currently prioritized by Bulgaria's conservative educational administration, non-governmental organizations such as Arte Urbana Collectif are pursuing a series of initiatives and projects in film education, geared specifically towards bringing together teachers and professionals. Here, we present an interview with Daniel Simeonov, a teacher at Neofit Rilski primary school, a small rural school in Dermantsi that has been collaborating with Arte Urbana Collectif on a film education project exploring both analysis and practice. Students are introduced to the art of cinema first, as spectators, watching films in their entirety and exploring first steps towards film analysis. Subsequently, they are placed in the active position of creating and directing a short film. Here, we establish a context for Arte Urbana Collectif's work within a broader history of film education in Bulgaria, before going on to explore both pedagogical and societal perspectives arising from the project through an interview conducted with Daniel Simeonov by Arte Urbana Collectif co-founder Ralitsa Assenova. [This article was translated by Yoana Pavlova and Daniel Simeonov.]
Exploring Female Saudi EFL Teachers&apos; Instructional Practices in Using Authentic Texts for Teaching Reading Comprehension
Author: Alzaidi, Sarah Abdulgani
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Language Teachers,English (Second Language),Second Language Instruction,Teaching Methods,Reading Materials,Reading Instruction,Reading Comprehension,Teacher Attitudes,College Faculty

This research study explored EFL teachers' instructional practices (e.g., adaptation, selection, elaboration, and simplification) in using authentic texts for teaching reading comprehension. In fact, a considerable amount of research has been devoted to investigate the use of authentic texts in teaching reading comprehension. However, there is an academic and professional need to explore how teachers exploit authentic texts while teaching reading comprehension. The study employed a mixed method research design. Teachers' instructional practices were explored through a self-reported questionnaire. Also, the study examined teachers' perspectives on these practices and how their Personal Practical Knowledge (PPK) affects their practices by conducting semi-structured interviews. From two Saudi universities, 50 female EFL teachers responded to the questionnaire, while additional five teachers were interviewed. The questionnaire results revealed that EFL teachers adapt authentic texts for advanced students more than beginners. In contrast, most of the teachers in the interviews highlighted that authentic texts are applicable in teaching beginners with the use of technology. The quantitative and qualitative results showed that teachers select authentic texts that match students' language level, their cultural background, and course book objectives. It was also found that the aspects of PPK knowledge affected teachers' instructional practices in using authentic texts. Based on the research findings, several suggestions and recommendations were presented to enhance the effectiveness of authentic texts in the EFL classrooms.