ethanporcaro/eric-fulltext-meta huggingface dataset:
Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers?
Author: Na, Eunkyung
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Bias,Dialects,Pronunciation,English,Hispanic Americans,Teacher Attitudes,Gender Differences,Teaching Experience,Racial Differences,Academic Rank (Professional),Native Language,Urban Universities,Statistical Analysis,Preferences,Questionnaires,Regression (Statistics)

The purpose of this study was to examine the implicit attitudes of college-level instructors toward Latino-accented English and the effects of gender, teaching experience, home language, race/ethnicity, and rank on those attitudes. The auditory Implicit Association Test (IAT) was used to measure the implicit accent preferences. Participants (N = 93) included college instructors at an urban university in Florida. In this study, instructors were defined as full-time and part-time faculty members and paid graduate assistants. Statistical analysis results suggested college instructors in this study exhibited some bias towards speakers of Latino-accented English. Gender, teaching experience, home language, race/ethnicity, and rank had no effect on implicit preference scores. Faculty, administrators, and students could use this study as a topic of discussion in faculty development, teaching assistant training, student services, diversity training, and hiring practices in higher education institutions. The discussions might help awareness of hidden-yet-present accent bias and prevent potential prejudice toward Latino-accented English speakers. Recommendations for further research were also provided. [For the full proceedings, see ED581791.]
New Perspectives from a Quasi-English Translation of Dusan Savicevic&apos;s 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy
Author: Henschke, John A.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Educational Philosophy,English,Translation,Educational History,Independent Study,Distance Education,Misconceptions,Human Resources,Comparative Education,Foreign Countries,Trust (Psychology),Scientific Research

This 2016 updated capsule on a History and Philosophy of Andragogy includes 196 concepts and 268 names from a quasi-English translation of Dusan Savicevic's 2000 work on roots in the world-wide development of Andragogy from ancient times. Ten new items were discovered and added to the list. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, nearly 600 documents have been discovered, but space limitations in this paper allowed the inclusion of only 150--a fraction of the total number. Each of 16 eras is articulated with selected works and the recent discoveries are found mainly in the most recent era. [For the full proceedings, see ED581791.]
Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education
Author: Raymer, Annalisa L.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Educational Change,Curriculum Design,Educational Theories,Heuristics,Concept Mapping,Adult Learning

With a goal of creating conditions wherein college students of adult learning paired with international adult learners form mutual partnerships for educational mentoring, where to begin? How to take into account the contextual factors and priorities of multiple stakeholders in creating academic courses and learning-focused partnerships while staying focused on a core aspiration: that of fostering meaningful relationships across differences of age, class, country of origin, educational attainment, first language and life course position? Theory of change (ToC), a process from the field of evaluation, is a means of mapping out pathways from initial conditions toward desired outcomes. Theory of Change is a powerful heuristic for acknowledging significant aspects of context, bigger picture perspectives, and stakeholder interests. I find particular value and relevancy of ToC as a planning tool for curriculum design, especially in the complex conditions of community-engaged courses. Importantly, mapping a change theory serves as a way to involve stakeholders, creating in this case, a wide-ranging constituency including culture communities, union leaders, campus service workers, academic leaders, administrators, and undergraduate students. With Theory of Change, curriculum design and program development progresses with a clear-eyed embrace of actual circumstances. When informed by such pragmatics, the act of planning toward an aspirational vision gains &quot;robust hopefulness.&quot; An actionable characteristic, robust hopefulness is handy when returning to a campus years after the demise of its Education Department and setting about to reestablish and make relevant the field of adult education. [For the full proceedings, see ED581791.]
Henry Carmichael [1796 to 1862]: Australia&apos;s Pioneer Adult Educator
Author: Morris, Roger K.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Educators,Teacher Role,Adult Education,Public Education,Vocational Education,Educational History

This paper outlines the important role that Henry Carmichael played in the foundation of adult education in Australia. He was the driving force in the foundation and early success of the Sydney Mechanics' School of Arts. He also played a very significant role in the establishment of public schooling. His wide interest in educational thought is also canvassed. Finally, his considerable achievements as a government surveyor and as a pioneer of the wine industry are considered. [For the full proceedings, see ED581791.]
Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States
Author: Hunter-Johnson, Yvonne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Foreign Students,Latin Americans,Transformative Learning,Qualitative Research,Learning Experience,Social Change,Semi Structured Interviews,Nontraditional Students,Adult Students,College Students,Social Influences,Cultural Influences,Student Attitudes,Higher Education

Within recent years, there has been a trend of students (traditional and nontraditional) travelling abroad, more particularly to the United States, with the view of pursuing higher education at both the graduate and undergraduate level. Among the most popular influential factors to obtain higher education internationally are government and private scholarships, international exposure and experience, professional development, and a quality of education that could not have been obtained locally. Despite the accelerant that ignited the desire for travel, most students are not prepared for the vast social and cultural difference in the educational system. However international students are resilient, adapt and are successful and often result in them transforming as individuals. This qualitative study examined the effects of U.S. based education on Bahamian students, from the perspective of transformational learning theory. Emphasis was placed on the extent to which these students' international learning experiences transformed them into scholars of positive social change within their respective fields of study. Data were collected utilizing semi structured interviews of 10 Bahamian students. All of the participants were born in The Bahamas, but traveled to the United States to pursue higher education as a nontraditional adult learner. The study results provide a foundational platform for current and future Bahamian adult learners pursuing higher education in the United States. [For the full proceedings, see ED581791.]
How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings
Author: Conroy, Arthur Thomas, III
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Prior Learning,Visual Learning,Language Acquisition,Cognitive Processes,Interpersonal Competence,Intercultural Communication,Intercultural Programs,Questioning Techniques,Visual Perception,Visual Literacy,Visual Aids,College Students,Observation,Case Studies

This article describes a visual language comprised of abstract shapes that has been shown to be effective in communicating prior knowledge between and within members of a small team or group. The visual language includes a set of geometric shapes and rules that guide the construction of the abstract diagrams that are the external representation of the visual language. The underlying cognitive processes are framed within the context of the visual language making unconscious conceptualizations external and visible. The outcome of using the visual language and performing the diagramming technique is the creation of a mental model that can be shared when communicating ideas across cultural and international borders. [For the full proceedings, see ED581791.]
Olympic Sports Coaching Education: An International Coach&apos;s Perspective
Author: Kiosoglous, Cameron
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Athletic Coaches,Athletics,Foreign Workers,Culture,International Programs,Occupational Mobility,Adjustment (to Environment),Foreign Students,Athletes,College Students,Educational Legislation,Gender Discrimination,Sex Fairness,Federal Legislation

The profession of high performance sports coaching is a complex process focused on performance improvement with the goal of producing international sporting success. Rising demand for top-level coaches has been matched with the increasing amount of resources allocated to producing world-class performances. This includes creating and sustaining a culture of learning and competition. For a foreign coach, the culture of an adopted country can differ dramatically from that in their homeland. This discussion explores the challenges and opportunities an expatriate coach may experience in an effort to succeed in an adopted nation at the highest level of competition. [For the full proceedings, see ED581791.]
Factors Associated with International Graduate Students&apos; Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S.
Author: Cavusoglu, Muhittin
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Students,Graduate Students,Academic Achievement,Comparative Analysis,Influences,Qualitative Research,Interviews

The purpose of this study was to identify differences that impact international graduate student performance in the first semester compared to the subsequent semesters. This study was a qualitative study focused on the factors associated with international graduate student academic performance between the first semester and their subsequent semesters in the U.S. For the purpose of this study, a 30-minute interview was conducted with international graduate students from the USF [University of South Florida] Tampa and Sarasota campuses. In total, 19 international graduate students were interviewed from a variety of ethnicities and from the College of Education and the College of Hospitality and Tourism Leadership. In their first semester, international graduate students were generally motivated to get a degree in the U.S., had passion to study in their academic field in the U.S., had to meet family expectations, and had government scholarship/graduate/teaching assistantship responsibilities. However, they often had problems with language, unfamiliar social environment/culture shock, homesickness, financial problems, and transportation in their first semester. The majority of international graduate students successfully dealt with the main problems (language, culture shock, and transportation); however, homesickness and financial issues were still major concerns for them. More financial support could bring more success to international graduate students. International graduate students who earned under $20,000 reported a negative effect on their overall academic performance due to financial stressors. [For the full proceedings, see ED581791.]
WWC Study Review Guide: Group Design Studies
Author: What Works Clearinghouse (ED)
Date: 2018-02-00
Type: Guides - Non-Classroom
Subjects: Guides,Research Design,Research Methodology,Program Evaluation,Intervention,Measurement Techniques,Randomized Controlled Trials,Quasiexperimental Design,Sampling,Sample Size,Statistical Analysis

Underlying all What Works Clearinghouse (WWC) products are WWC Study Review Guides, which are intended for use by WWC certified reviewers to assess studies against the WWC evidence standards. As part of an ongoing effort to increase transparency, promote collaboration, and encourage widespread use of the WWC standards, the Institute of Education Sciences provides external users with access to a web-based WWC Study Review Guide for conducting reviews of group design studies, including randomized controlled trials and quasi-experimental designs. Reviewers use the Study Review Guide to document the characteristics of studies, including features that pertain to a study's eligibility under a WWC protocol. The Study Review Guide assists the reviewer in assessing the study design and implementation against the WWC standards, and coding the study findings in a systematic manner consistent with WWC reporting guidelines. The WWC provides a separate Excel-based tool for conducting reviews of single-case design studies. This document guides users through the public-use version of the WWC Study Review Guide, available at https://ies.ed.gov/ncee/wwc/wwcsrgpublic. Members of the public are invited to use the public-use version of the SRG to understand how WWC reviewers document the characteristics of a study, determine its eligibility, and assess its design and implementation against the WWC standards. [Cover title varies: &quot;WWC Web-Based Study Review Guide User Guide.&quot;]
Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana
Author: Zarestky, Jill
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Community Education,Animals,Agricultural Occupations,Conflict,School Community Relationship,College Students,Universities,Student Experience,Student Attitudes,Learning,Expectation,Workshops,Experiential Learning,International Programs,Qualitative Research,Adult Education,Student Surveys,Semi Structured Interviews

In northern Botswana, conflict between subsistence farmers and elephants can result in destroyed agricultural crops and death for both species. In June of 2016, students and faculty mentors from four universities traveled to the Okavango Delta region of Botswana to participate in a community education project designed to develop locally relevant solutions to mitigate human-elephant conflict. Local farmers and community members partnered with university students to design solutions and build prototypes of those solutions. In this paper, we present findings pertaining to the university students' experiences, perceptions, and learning during and as a result of the workshop, including ways in which expectations and the actual experience were aligned and the experience of partnering university students with members of the local community. Findings indicate that future, similar projects should work to ensure an appropriate balance of instruction attention between the local and student participants. Successes include open dialogue and collaboration among all workshop attendees, application of university coursework to address issues of problem solving, design, working with diverse groups, and co-creation of prototypes of simple machines, tools, and devices ready for use and testing by local farmers. [For the full proceedings, see ED581791.]
Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe
Author: McCrory, Arthur Ray
Date: 2016-00-00
Type: Reports - Research
Subjects: Leadership,Global Approach,Administrator Qualifications,Graduate Study,Adult Education,Leadership Training,Values,Inquiry,Change Agents,Strategic Planning,Foreign Countries,Visualization,Creative Thinking,Interpersonal Competence,Teamwork,Self Management,Qualitative Research,Case Studies,Phenomenology,Semi Structured Interviews,Journal Writing,Documentation

Researchers in the field of global leadership have reported a lack of qualified leadership candidates who are able to perform from a global perspective. Adult education graduate programs represent a unique pool of aspirants to help fill this gap. In 2014, the Commission of Professors of Adult Education (CPAE) published updated Standards for Graduate Programs in Adult Education, which included two standards addressing globalization and leadership. This study explored the context of competencies, identified by Bird's (2013) nested framework of global leadership competencies, in seven selected adult education graduate programs in the United States and Western Europe. This paper addressed which competencies were addressed in the selected adult education graduate programs and which ones were perceived to be most and less important from the perspective of the faculty participants. Findings indicated the competencies of (a) valuing people, (b) inquisitiveness, (c) leading change, and (d) vision and strategic thinking emerged as most important among the participants across all seven cases, as well as within the two geographical locations. [For the full proceedings, see ED581791.]
Sustainability Adult Education: Learning to Re-Create the World
Author: Griswold, Wendy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Sustainability,Environmental Education

No crisis is as great as the environmental predicament we face. Globally, humans everywhere now confront problems of extreme weather, waste disposal, pollution, overpopulation, massive forest depletion, access to clean water, the depletion of natural resources, the destruction of natural habitats, and changes in the chemistry of the world's oceans. These ecological changes warrant our attention as global adult educators. Worldwide, adults will need to develop new ways of living. They will need to develop ecological intelligence and forms of eco-literacy that will support them in forging new patterns of sustainable life. Sustainability adult education is learning that helps prepare us to re-create the world to address current and future challenges through the development of new solutions and new ways of being. Adult education has a significant role to play in these efforts. This article explores the contested concepts of sustainability and sustainability education through a continuum of perspectives related to the environment and education. [For the full proceedings, see ED581791.]
What Works Clearinghouse Study Review Guide Instructions for Reviewing Single-Case Designs Studies
Author: What Works Clearinghouse (ED)
Date: 2016-05-26
Type: Guides - Non-Classroom
Subjects: Guides,Research Design,Research Methodology,Program Evaluation,Intervention,Measurement Techniques,Randomized Controlled Trials,Quasiexperimental Design,Sampling,Sample Size,Statistical Analysis,Worksheets,Case Studies

This document provides step-by-step instructions on how to complete the Study Review Guide (SRG, Version S3, V2) for single-case designs (SCDs). Reviewers will complete an SRG for every What Works Clearinghouse (WWC) review. A completed SRG should be a reviewer's independent assessment of the study, relative to the criteria specified in the review protocol and the WWC Procedures and Standards Handbook (Handbook). At the end of the review process, a Master SRG (MRG) will represent the final assessment of the study, provide a record for the WWC, and serve as a key input in producing reports. This guide is intended to be used by people trained and certified in the WWC pilot SCD review standards and procedures and in conjunction with the WWC Handbook.
Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland&apos;s Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach
Author: Badwal, Kiran
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Lifelong Learning,Public Libraries,Library Role,Public Policy,Social Influences,Reading,Literacy,Information Technology,Economic Factors,Well Being,Creativity,Cultural Influences,Public Service

The following paper is based on my master's degree thesis written as a graduate student at the University of Glasgow from 2014-2015 titled, &quot;Preserving the Social Cohesiveness and Lifelong Educational Mission of Public Libraries in Times of Austerity: Assessing the Potential of the Scottish National Library Strategy through the Capabilities Approach.&quot; The purpose of my research is to understand how austerity policies have weakened and compromised the public library service in Scotland. In June 2015, the first Scottish national library strategy for public libraries was issued. Entitled, Ambition &amp; Opportunity: A Strategy for Public Libraries in Scotland 2015-2020, was released as a policy response to ongoing austerity cuts in public services from the UK government. My research is a literature-based analysis of the new strategy using Martha Nussbaum's interpretation of the Capabilities Approach as a theoretical framework in which to examine and evaluate the policy's strategic aims and recommendations. In carrying out my research, I identified those central capabilities which I thought best corresponded to each of the strategic aims outlined in the Scottish national library strategy. Also, I used various examples of public library programs and initiatives (in Scotland and elsewhere) to help illustrate the links between the strategic aims and central capabilities. Throughout my analysis, I define public libraries as a vital community and social service that provides lifelong learning opportunities, social and community cohesion, adult and family literacy, and other innumerable benefits to the communities they serve. [For the full proceedings, see ED581791.]
Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed
Author: Giampaolo, Mario
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Refugees,Travel,Foreign Countries,Immigrants,Political Issues,Social Work,Caseworkers,Job Skills,Males,Counseling Services,Communities of Practice,Program Administration,Interviews,Focus Groups,Statistical Analysis

During the 2014 and the 2015 the Mediterranean Sea continued to be the theater of a huge migratory flow. Only in these two years, more than 320,000 persons, especially from Nigeria, Gambia, Senegal, Mali and Bangladesh, left their countries for a long travel with the hope of finding a place where they could live with dignity. Once they arrive on the Italian coasts of Sicily, Calabria, and Sardinia, immigrants are distributed throughout the different regions of Italy where they are hosted in centers for refugees' reception. In these centers they can stay until their request as political refugee is accepted. From November 2015 until April 2016, the first author worked in the refugee center of Conetta, a small village in the area of Venice in the north east of Italy. Established at the end of July 2016, the center is one of the biggest of the country and hosts more than 500 men hailing from the sub-Saharan countries of Africa, and the Asian countries of Afghanistan and Bangladesh. Starting from this experience the authors explain the different practices of the job as social worker in a reception center and identify the needed competences to carry out this work. [For the full proceedings, see ED581791.]