ethanporcaro/eric-fulltext-meta huggingface dataset:
Chilean Student Movements: Sustained Struggle to Transform a Market-Oriented Educational System
Author: Bellei, Cristian
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Activism,Advocacy,Commercialization,Educational Methods,Educational Policy,Debate,Secondary School Students,College Students,Generational Differences,Participant Characteristics,Student Reaction,Student Participation,Politics of Education,Educational Change

During the last decade, Chilean society was shaken by sharply critical and powerful student movements: secondary students led the 2006 &quot;Penguin Revolution&quot; and university students led the 2011 &quot;Chilean Winter.&quot; This article describes and analyzes these student movements to illustrate how students can be highly relevant political actors in the educational debate. First, we explain the main features of the Chilean educational system, including its extreme degree of marketization, which provided the institutional context of the movements. Next, we analyze the key components and characteristics of the 2006 and 2011 student movements to describe basic features of the two movements and identify common elements of these movements, especially from an education policy perspective. We mainly focus on the link between students' demands and discourses and the market-oriented institutions that prevail in Chilean education. Finally, we identify students' impact on educational debates in Chile and examine general implications for policy-making processes in the educational arena.
Promoting Change within the Constraints of Conflict: Case Study of Sadaka Reut in Israel
Author: Ross, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Jews,Arabs,Transformative Learning,Organization Size (Groups),Case Studies,Conflict,Intergroup Relations,Guidelines,Youth,Observation,Interviews

This article explores the approach to transformative education utilized by Sadaka Reut, a binational civil society organization in Israel that works with Jewish and Palestinian youth. I examine three central tools Sadaka Reut uses to achieve its goal of educating youth for social change: using personal experiences as the basis for discussion; emphasizing personal-structural links; and implementing uninational activities within a binational framework. I argue that though the organization's approach holds potential for appealing to a broad audience and for fostering transformation amongst participants, the strength of dominant discourses in Israeli society places significant constraints on Sadaka Reut's work and limits possibilities for widespread success.
Promoting Civic Engagement in Schools in Non-Democratic Settings: Transforming the Approach and Practices of Iranian Educators
Author: Abolfazli, Maryam
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Citizen Participation,Citizenship Education,Cultural Context,Religion,Thinking Skills,Skill Development,Teaching Methods,Democratic Values,Teacher Student Relationship,Teacher Behavior,Web Based Instruction,Indo European Languages,Critical Thinking,Government School Relationship,Vignettes,Case Studies,Service Learning,Natural Disasters,Activism,Online Courses

Established in 2011, the Online School of Civic Education (the Online School) is intended to give Iranian teachers and educators the opportunity to reflect, experiment, and create classroom experiences aimed at teaching their students how to think, rather than what to think. The Online School was developed to provide teachers and educators inside Iran with an alternative to existing top-down, ideological, and teacher-centered civic education in Iran. The Online School's approach is to encourage teachers and, by extension, their students to think independently and analytically about their surroundings through activities and reflection. We argue that it is possible to provide teachers with experiential training in democratic civic education despite and within the context of the existing civic education paradigm in Iran, which defines citizenship in terms of devotion to religious ideology. We argue that, through this model, not only can teachers gain meaningful insight into the practice of democratic citizenship, but they also can enact changes in their classroom behavior and lessons that pass such understandings on to their students.
Education Community Dialogue towards Building a Policy Agenda for Adult Education: Reflections Drawn from Experience
Author: Hirano, Tatiana Lotierzo
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Policy Formation,Advocacy,Educational Change,Foreign Countries,Participative Decision Making,Barriers,Critical Theory,Access to Education,Educational Policy,Community Involvement,Student Participation,Teacher Participation

In this article, we share the experience of the &quot;Amplifying Voices&quot; initiative. Held by the Latin American Campaign for the Right to Education (CLADE) within the scope of public policy advocacy, &quot;Amplifying Voices&quot; applies the principles of consultation and dialogue in youth and adult education communities, aiming at a stronger connection between expectations and decision making processes with regards to adult education policies. Over the past two years, this initiative has promoted listening and attentive dialogue in order to strengthen participation and affirm the importance of actors' voices in shaping policy and promoting social change.
Teacher Education for Social Change: Transforming a Content Methods Course Block
Author: Ritchie, Scott
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Social Change,Social Justice,Undergraduate Students,Teacher Education Programs,Teacher Educators,Theory Practice Relationship,Preservice Teachers,Qualitative Research,Student Attitudes,Change Agents,Methods Courses,Educational Change

This article analyzes data from a qualitative practitioner-research case study in which four university faculty members attempted to disrupt the hegemonic domestication of candidates enrolled in an undergraduate teacher education program. During the semester prior to their student teaching, 16 candidates at a large public university in the southeastern U.S. enrolled in four content methods courses. Taught by the authors of this article, the curriculum of these courses emphasized social justice dimensions of teaching rather than just focusing on skills and strategies. Drawing from the multiple data sources, the authors highlight the possibilities and limitations of teacher education for social change and argue that greater resources are needed for teacher education to effect true social change.
Re-Framing, Re-Imagining, and Re-Tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce
Author: Pulido, Isaura B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Urban Schools,Public Schools,Curriculum Development,Culturally Relevant Education,Citizen Participation,Activism,Universities,Educational Change,Community Cooperation,Schools of Education,Social Justice,Conferences (Gatherings),Administrator Education

This article explores the work of the Grassroots Curriculum Taskforce (CGCT), a Chicago-based collaborative that engages in collective production of curricula that more adeptly capture the cultural, economic, and political realities of Chicago Public Schools' students. We first examine the collaborative processes CGCT undertook with parents, teachers, students, community members/activists, and educational researchers to produce their first unit, Urban Renewal or Urban Removal (URUR). The second section explores CGCT and Northeastern Illinois University's College of Education's collaborative effort to partner with practitioners, educators, students, and communities to invest in liberatory grassroots K-12 curriculum while becoming partners in its development. CGCT partnerships are firmly grounded in a framework of mutual respect for the knowledge and expertise that parents, students, teachers, and community members bring to bear on K-12 education. The final section highlights challenges encountered when engaging in grassroots efforts.
Theatre-Arts Pedagogy for Social Justice: Case Study of the Area Youth Foundation in Jamaica
Author: Hickling-Hudson, Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Theater Arts,Case Studies,Access to Education,Disadvantaged Youth,Literacy,Interviews,Urban Areas,Social Justice

In this paper I describe and analyse the socio-educational significance of a theatre arts approach to learning for young adults in Jamaica, implemented by the Area Youth Foundation (AYF). Briefly outlining the genesis and development of the AYF, I provide snapshots of the experiences and destinations of some of its young participants. The paper discusses AYF workshops to show how the pedagogy was shaped by the expressive arts and based on the critical praxis approach systematized by Paulo Freire in adult education and Augusto Boal in theatre. Based on interviews with AYF's leader and some of the learners, I discuss how the foundation's motto, &quot;Youth Empowerment Through the Arts,&quot; is played out in workshops and creative productions that are simultaneously learner-driven and teacher-guided, with the powerful impact of inspiring politically thoughtful creativity and skills in youths from less-privileged communities.
Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?
Author: Hall, Marion
Date: 2013-00-00
Type: Journal Articles
Subjects: Skill Development,Student Experience,Student Attitudes,Higher Education,Information Literacy,Foreign Countries,Relevance (Education),Online Surveys,Questionnaires,Interviews,Gender Differences,Age Differences,Learner Engagement,Prior Learning,Preferences,Instructional Design,Intermode Differences,Performance Factors,Blended Learning,Learning Experience,Learning Modules,Learning Activities

In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to demonstrate relevance to the workplace. Nevertheless, some learners may not fully engage in digital literacy skills development, instead concentrating on the subject-specific content of their modules. The Faculty of Health &amp; Social Care (FH&amp;SC) at the UK's Open University uses different approaches to digital literacy skills development, based on skills resources that are either &quot;generic&quot; (usable by any FH&amp;SC module) or module-specific. By exploring student experiences of digital literacy skills development, we aim to understand what motivates learners to engage with the skills content of their module. We collected data from online questionnaires and interviews involving learners from three modules and present findings from an analysis of the quantitative questionnaire data, supported by qualitative interview data, where relevant. We look at learner perceptions and engagement in relation to the demographic factors gender, age, previous education, disability and financial status and whether these factors influence individual learner preferences for learning design, such as use of generic resources versus contextualisation of skills activities within the module. We aim to identify good practice in learning design and what demographic factors need to be considered to support individual learners appropriately, and so optimise engagement.
Employing Online S-P Diagnostic Table for Qualitative Comments on Test Results
Author: Wang, Chien-hwa
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Adaptive Testing,Computer Assisted Testing,Feedback (Response),Tables (Data),Grade 6,Elementary School Students,Student Attitudes,Elementary School Teachers,Teacher Attitudes,Student Surveys,Interviews

The major concerns of adaptive testing studies have concentrated on effectiveness and efficiency of the system built for the research experiments. It has been criticised that such general information has fallen short of providing qualitative descriptions regarding learning performance. Takahiro Sato of Japan proposed an analytical diagram called Student-Problem Chart (S-P Chart) in the 1970. The S-P Chart is able to establish a learning diagnostic table which comments student learning performance in a verbal form. The advancement of computer technology has made the S-P analytical process more applicable for school teachers. This study examined how online comments provided by the S-P diagnostic table could affect the students' learning attitude. One hundred sixth grade students were selected to be the subjects of the study. An online embedded test was given to the subjects and an S-P diagnostic table was drawn by the computer to display instant comments on each student's learning performance. A Questionnaire survey and in-depth interviews were performed after the experiment. Results indicated that students liked the online qualitative comments. This is because students were able to instantly understand why they performed well/poor in the test, which is much beyond the numerical scores can explain. The results also showed that the online S-P diagnostic table made students more circumspect on answering the test questions in order to reduce careless mistakes. Students would also be more likely to review what  they missed on the test. However, the S-P comment table seemed to have no effect on improving their learning performance. An online iterative drilling platform was consequently built to incorporate with the S-P diagnostic process to assist poorly performed students. It may effectively work with the S-P diagnostic process to provide constructive remediation for the students who exhibited a poor performance on the S-P chart.
Media Use in Higher Education from a Cross-National Perspective
Author: Grosch, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Mass Media Use,Postsecondary Education,Technology Uses in Education,Student Surveys,Comparative Education,Web 2.0 Technologies,Electronic Learning,International Studies,Trend Analysis,Predictive Measurement,Predictive Validity,Access to Computers,User Satisfaction (Information),Incidence,Questionnaires,Information Services,Educational Technology,Use Studies

The web 2.0 has already penetrated the learning environment of students ubiquitously. This dissemination of online services into tertiary education has led to constant changes in students&apos; learning and study behaviour. Students use services such as Google and Wikipedia most often not only during free time but also for learning. At the same time, traditional information media such as textbooks or printed hand-outs still form basic pillars in their learning environment. To measure the media usage for learning and how it changes an international long term media survey in tertiary education was set up by the author and other cooperation partners. Until February 2013, 12,000 students from five countries were asked 143 questions about their media use for learning and close-by topics. The results of the survey include an acceptance ranking of 53 media services, a comparison of media  acceptance in five countries, data on possession of IT devices and a comparison of students and teachers media acceptance.
&quot;Digital Futures in Teacher Education&quot;: Exploring Open Approaches towards Digital Literacy
Author: Gruszczynska, Anna
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Literacy,Information Technology,Resource Units,Computer Uses in Education,Case Studies,Elementary School Teachers,Secondary School Teachers,Teacher Education

This paper reports the findings of a project &quot;Digital Futures in Teacher Education&quot; (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska and Pountney, 2012, 2013) that has addressed attempts to embed OER practice within the teacher education sector, and which has informed practice in teaching and learning in the school system involving digital literacy (Burnett and Merchant, 2011; Davies and Merchant, 2009). A framework for digital literacy is outlined, drawing heavily on socio-cultural models of digital practice (Merchant, 2011), that has the potential to re-imagine teachers and teaching, as well as learners and learning and which, at the same time, address the 'why' as well as the 'how' of digital literacy. This framework takes into account current debates (primarily within the UK but of relevance to European perspectives) focusing on issues of ICT, digital literacy and media literacy in the curriculum, which reflect a tension between digital literacy as a set of skills and competencies on the one hand and understandings that arise from sociocultural and communicative practices on the other. Current understandings of digital literacy in the context of teacher education and OERs are explored and the potential for digital literac(ies) for openness is examined. This draws on data collected in the context of the DeFT project and includes meanings and perspectives on digital literacies as expressed by project participants. The effectiveness of a methodology that prizes reflexivity and participation is examined including a range of voices, including children's voices, in the meaning-making process and recommendations on the basis of the findings are made. In terms of a digital future for teacher education the paper highlights the need for practices, learning packages and tools to continue to evolve, in close cooperation with their potential users, and linked directly to classroom and schools as the site of this production.
Formula-Based Public School Funding System in Victoria: An Empirical Analysis of Equity
Author: Bandaranayake, Bandara
Date: 2013-10-00
Type: Journal Articles
Subjects: Funding Formulas,Foreign Countries,Educational Equity (Finance),Equal Education,Resource Allocation,Teacher Salaries,Educational Finance,Context Effect,School Districts,Educationally Disadvantaged,Fund Raising,Student Characteristics,Socioeconomic Background,Cohort Analysis

This article explores the formula-based school funding system in the state of Victoria, Australia, where state funds are directly allocated to schools based on a range of equity measures. The impact of Victoria' funding system for education in terms of alleviating inequality and disadvantage is contentious, to say the least. It is difficult to adopt the belief that equity funding can alter the unequal levels of capacity that pupils bring into the classroom as a result of their varied socio-economic backgrounds. This study highlights a number of contextual factors that challenge the equity considerations of the Victorian school funding system. Among these factors include: the ability of individual schools to raise their own funds; allocation of a significant proportion of formula funding for staff salaries without directly addressing educational  disadvantages; and the unnecessary complexity of formulas and limited community access to funding information. Nevertheless, the formula-based school funding system in Victoria presents a model in which funding is tied directly to the needs of both students and schools; a uniform criteria to apply impartially to each school; an increased level of accessible information on how the funds have been deployed; a reduced level of complexity presented compared to overlapping funding models from state, district and local authorities in other jurisdictions; and an opportunity for meaningful analysis generated on the school level to explore the impact of funding and incorporate improvements in a single funding system.
Small Group Dynamics in Cross-Cultural Collaborative Field Research: Voices from the Field
Author: Freeman, Karen A.
Date: 2013-10-00
Type: Journal Articles
Subjects: Group Dynamics,Cross Cultural Studies,Intercultural Programs,Field Studies,Foreign Countries,Classroom Observation Techniques,Interviews,Parent Attitudes,Teacher Attitudes,Sensitivity Training,Social Psychology,Research Problems,Educational Researchers,Educational Research,Case Studies,Teamwork

The purpose of this study was to examine (a) factors that influence effective cross-cultural collaboration, and (b) challenges and issues that face researchers in cross-cultural collaboration. During the summer of 2010, 20 researchers and student interns from Ghana Education Service, Chicago State University (CSU-USA), Winneba University of Education, and Cape Coast University took part in a collaborative field study to assess the extent of use and impact of CSU Teaching and Learning Materials Program (TLMP) in Ghana.  In small, mixed teams of up to five Ghanaian and US researchers, they were sent to different schools, in all 10 regions, covering up to four school districts per team, in all 14 school districts where the program's teaching and learning materials had been distributed. In teams, they conducted research activities together--observing classroom teaching, interviewing parents and teachers, and collecting end-of-year assessments. They also conducted social activities together--visiting landmarks, shopping, eating, etc. Their collaborative experiences were collected through a review of daily journals that all had to keep, a review of the program assessment reports, and telephone and email interviews with researchers. The factors that influenced positive and harmonious group dynamics in cross-cultural collaboration included (a) respect for the host community, (b) balance in team composition, and (c) reliance on the paramount role of the host country researchers. Challenges and issues that researchers faced included (a) language differences, (b) conflicting research methodology styles, (c) limited knowledge of the host country's social protocol.
Principals&apos; Perceptions of Novice School Counselors&apos; Induction: An Afterthought
Author: Bickmore, Dana L.
Date: 2013-10-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,School Counselors,School Counseling,Interpersonal Relationship,Case Studies,Counselor Training,Novices,Mentors,Cooperation,Semi Structured Interviews,Comparative Analysis

Principals have a clear impact on the transition of teachers into their initial work setting (Allensworth, Ponisciak, Mazzeo, 2009; S. T. Bickmore &amp; D. L. Bickmore, 2010; Scherff, 2008). School administrators&apos; influence on teacher induction is both organizational and relational as they develop structures and practices that support novices. Supporting effective induction structures (i.e., orientation, mentoring, collaboration), as well as developing positive working conditions and relationships with novices, leads to teacher satisfaction and retention, resulting in improved student achievement (Glazerman et al.,  2010; Henry, Bastian, &amp; Fortner, 2011; Smith &amp; Ingersoll, 2004). However, little empirical evidence exists delineating principals&apos; role in the induction of other school personnel, such as school counselors. The purpose of this study was to examine how principals conceptualized and engaged in the induction of novice school counselors (NSCs). Specific questions that guided this examination were: (1) How did principals perceive the support given in NSCs in their transition? (2) How did principals&apos; understanding of school counseling influence induction supports provided for NSCs?