ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Controversial Issues in the JLL Classroom for Chinese Students
Author: Shimojimai, Yasuko
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Controversial Issues (Course Content),Japanese,Second Language Instruction,Student Diversity,Cultural Differences,Political Attitudes,Foreign Students,High School Students,Evening Programs,Semi Structured Interviews,Observation,Student Needs,Global Approach,Cultural Awareness,Interdisciplinary Approach,Democracy,Social Systems,Participant Observation

This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important especially in this globalized world. Students who spent several years in their home countries had missed the earlier part of the culture in the host countries, and they do not internalize host culture fully. Lack of cultural knowledge or literacy would lead to inequality of attainment. The research was conducted in a Japanese language classroom for Chinese from People's Republic of China (ROC) newcomer students in a commercial night public high school in Japan. This study examines how a Japanese teacher were aware of the cultural aspects of students, searched for appropriate methods to teach controversial issues. The research methods are participatory observations and semi-structured interviews with teachers. Through interaction with Chinese newcomer students, the Japanese teacher's cultural and political awareness and political correctness was induced as he observed what the students needed to know and experience. The teacher tried to infuse students with global awareness in his hybrid history embedded Japanese language class. The concept which were not relevant to the political status of the country of origin, neutrality between the country of origin and Japan, were explored during the lessons.
Internationalizing Teacher Education in the United States: A Teacher Educator&apos;s Journey from Conceptualization to Implementation
Author: DeCuir, Erica
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Education Programs,Preservice Teachers,Preservice Teacher Education,Culturally Relevant Education,Teaching Methods,Global Approach,English Language Learners,Early Childhood Education,Cultural Pluralism

This article offers guidance to teacher educators who seek to internationalize courses or curriculum in higher education. Through reflective practice (Bolton, 2010), I describe my process for internationalizing an undergraduate course for pre-service teachers enrolled in an early childhood education program. The research question that guided this process is: how can I integrate global content into an undergraduate course for teacher education in the United States? My journey through course revision, from conceptualization to implementation, is detailed in this article. My goal is to inspire more internationalization efforts in U.S. teacher education programs to facilitate global competency among future teachers
The Internationalization of Curriculum at ASU: Personal Reflections on a Disparate Evolution
Author: Hill, James L.
Date: 2017-00-00
Type: Journal Articles
Subjects: International Education,Grants,International Studies,Black Colleges,Institutional Characteristics,Study Abroad,College Faculty,Administrator Attitudes,Educational Finance,Financial Support,Consortia

This article is a revision of a presentation made to participants attending Faculty Symposia on Internationalizing Courses at Albany State University (ASU) in 2016. It traces the evolution of efforts and dynamics of the faculty and administration since the 1980's to infuse internationalization into the academic disciplines at the campus. The Department of English spearheaded this effort through some University System of Georgia support, federal and state grants, the Association of Colleges and Universities, and through collaboration of faculty in ASU academic disciplines. The results include ASU sending and receiving faculty Fulbright grantees, and the establishment of a full-fledged Bachelor of Arts degree in International Studies; and while there is a realization that much has been accomplished, much more needs to be done.
Cohort-Specific Online Discussion Experiences: A Collaborative and Multidisciplinary Approach to Improving Student Learning
Author: Selhorst, Adam L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Success,Cohort Analysis,Grouping (Instructional Purposes),Discussion Groups,Effect Size,Student Satisfaction,Online Courses,Distance Education,Undergraduate Students,Experimental Groups,Control Groups,Cooperative Learning,Interdisciplinary Approach,Educational Improvement

Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse. As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners. Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week. The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS). Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts. Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.d
Organizational Justice in Higher Education: Perceptions of Taiwanese Professors and Staffs
Author: Yang, Jason Cheng-Cheng
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Organizational Climate,Organizational Culture,Justice,Questionnaires,Teacher Surveys,Teacher Attitudes,Gender Differences,Age Differences,Tenure,Institutional Characteristics,Correlation,Predictor Variables,Social Justice,Statistical Analysis

Higher education in Asia is becoming more prominent according to Western higher education researchers, but it is also being influenced by globalization, resulting in two types of structural inequality in higher education. Organizational justice relates to positive developments of educational organizations. It refers to the sense of fairness and equality on aspects of organization policies and regulations relating to individual interests perceived by organizations' internal members. This research first reviews the related literature to identify internal factors in the concept of organizational justice in higher education. The author designed a survey questionnaire to assess professors' perceptions of organizational justice at their universities. The author sent out the questionnaires to Taiwanese professors with different research expertise at different universities. This research divided organizational justice into distributive justice, procedure justice, interpersonal justice, and information justice. Ultimately, 180 valid questionnaires were collected and analyzed. Four background variables (gender, age, position, and institutional type) showed statistical correlations with organizational justice in Taiwan's higher education institutions.
Comparative Study of Preschool Children&apos;s Current Health Issues and Health Education in New Zealand and Japan
Author: Watanabe, Kanae
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Preschool Children,Child Health,Health Education,Qualitative Research,Semi Structured Interviews,Preschool Teachers,Teacher Surveys,Educational Practices,Etiology,Change Strategies,Relevance (Education),National Curriculum,Outcomes of Education

In New Zealand and Japan, despite health education on food, exercise, and hygiene, children's health is an important concern in preschools. This study investigated the relationship between children's health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children's health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children's health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents' education was necessary. In Japan, children's health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents' irregular lifestyles because they were busy, and parents' depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children's health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children's health issues and health education.
Undergraduate Research Experience for STEM Students: Efforts and Outcomes
Author: Zhang, Chuanlei
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Student Research,Black Colleges,STEM Education,Computer Science Education,Program Descriptions,Educational Practices,Student Projects

Undergraduate research for STEM students involves students who are attending college or universities pursuing a bachelor's degree, majoring in fields related to Science, Technology, Engineering and Mathematics (STEM). Research experience for STEM undergraduates has been viewed as a positive experience that has several benefits such as developing intellectual mentality, enhancing teamwork skills and improving preparation for graduate study. In this paper, we provide an overview of HBCU-UP research experience with STEM students at Philander Smith College for the last few years. Projects in Bioinformatics and Human-Computer Interaction of two Computer Science faculty and their teams are shared. Efforts in implementing research experiences and outcomes of these efforts are discussed.
Online, Blended and Technology-Enhanced Learning: Tools to Facilitate Community College Student Success in the Digitally-Driven Workplace
Author: Levy, Dawn
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Online Courses,Community Colleges,College Students,Technology Uses in Education,Appropriate Technology,Distance Education,Nontraditional Students,Technological Literacy,Professional Identity,Independent Study,School Support,Educational Strategies

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.
History as a &quot;GPS&quot;: On the Uses of Historical Narrative for French Canadian Students&apos; Life Orientation and Identity
Author: Lévesque, Stéphane
Date: 2017-07-00
Type: Journal Articles
Subjects: French Canadians,Self Concept,Foreign Countries,Personal Narratives,History,History Instruction,High School Students,College Students,Student Attitudes,Cultural Pluralism,Canada Natives,Indigenous Populations,Foreign Policy,French,English,Official Languages,Teaching Methods,Knowledge Level,Questionnaires

This article presents the results of a study that analyses students' historical narratives of the nation in relation to historical consciousness and how their sense of self-identification with groups affects their narrative structure and orientation. This study was conducted with French Canadian students registered in two high schools (n = 58) and one university (n = 18) in Ottawa, the federal capital of Canada. I found that a strong sense of identification leads young people to construct more engaging and militant stories of the collective past, with greater historical appropriation (using the collective &quot;we&quot;) and a sense of continuity with past actualities. I then discuss the implications of this study for research on the narrative competence of historical consciousness and what history education might do in school to promote historical consciousness in Canada.
Educational Leadership on the Chinese Mainland: A Case Study of Two Secondary Schools in Beijing
Author: Lai, Manhong
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,Leadership,Case Studies,Secondary Schools,Principals,Qualitative Research,Leadership Styles,Instructional Leadership,Middle Management,Teacher Administrator Relationship,Educational Change,Participative Decision Making

In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary teachers. However, we found that her efforts were being hindered by middle managers.
When Arts Meets Enterprise: Transdisciplinarity, Student Identities, and EAP
Author: Harvey, Stella
Date: 2017-03-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Qualitative Research,Interdisciplinary Approach,Graduate Students,Student Attitudes,Masters Degrees,Writing (Composition),Literary Genres,College Faculty,Self Concept,Ethnography,Writing Instruction,Teaching Methods,Creativity,Foreign Countries,Entrepreneurship,Art Education,Program Descriptions,Focus Groups

This paper reports on a qualitative study investigating the experience and perspectives of students using English as an international language studying transdisciplinary master's degrees related to culture industries at Goldsmiths, University of London. The particular focus of this paper concerns their experiences of writing several different genres on their degree programmes, including a category of written assessment that, in keeping with the transdisciplinary project of opening up disciplinary borders, transgresses typical genre parameters. We argue that (increasingly popular) transdisciplinary programmes of this kind challenge preconceived expectations about academic writing and require a high tolerance of ambiguity on the part of both students and EAP lecturers: established genre conventions may be destabilized and writing become a precarious yet inherently creative process. Our findings highlight the significance of students' identities with regard to negotiating these written assessments; they support the view that academic literacies' emphasis on student perspectives enriches text-oriented EAP pedagogy, and that insights gleaned from small-scale ethnographic studies of this kind enhance the embedding of subject-specific EAP academic writing development.
Making Narrative Connections? Exploring How Late Teens Relate Their Own Lives to the Historically Significant Past
Author: Duraisingh, Elizabeth Dawes
Date: 2017-07-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Development,Adolescent Attitudes,Concept Mapping,Early Experience,Transformative Learning,Interviews,Historical Interpretation,Social Influences,Personal Narratives,Identification (Psychology),College Preparation,Visual Aids,Epistemology,High School Students

This paper reports on a study that invited 187 16-18-year-old students in the United States to draw diagrams showing connections between their own lives and the past. Interviews were subsequently held with 26 study participants. The degree to which students made connections between their own lives and the past, and the various ways in which they integrated personal and historical narratives, are discussed, with three examples explored in detail. The ways in which interviewed students talked about their diagrams point to the significance of individuals' understandings of the nature of historical knowledge for how they use the past to orient their own lives.
Assessment Beliefs of Higher Education Staff Developers
Author: Taras, Maddalena
Date: 2017-03-00
Type: Journal Articles
Subjects: Higher Education,Beliefs,Vocabulary,Semi Structured Interviews,Questionnaires,Formative Evaluation,Familiarity,Knowledge Level,Experienced Teachers,Mentors,College Faculty,Evaluation Methods,Test Items,Item Analysis,Foreign Countries

This research focuses on the assessment literacy, that is, the understandings of assessment terminologies and how they relate to each other, in academic staff developers in the UK, collected via questionnaires and semi-structured interviews. Academic staff developers have been trained and certified to support new higher education lecturers in learning,teaching, and assessment practices, and provide continuing professional development for more experienced staff. Results showed inconsistent and differing understandings between and within individuals. These inconsistencies may reflect the lack of consistency of terminology in the literature. This lack of common understanding has far-reaching implications and needs reconciling to enhance personal and collective assessment literacies, particularly since our respondents have responsibility for training the next generation of academics.
Trying, Choice, Social Conformity and Pride?
Author: Annett, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Racial Segregation,Educational Equity (Finance),Resource Allocation,Minority Group Students,Barriers,Ethnic Stereotypes,Social Attitudes

Danielle Annett begins this article by saying that, although the &quot;Brown&quot; decision was more than 60 years ago, communities remain largely segregated, prompting the latest in questionable desegregation attempts. Students are not failing within a strong and well-funded system; rather, an inequitably funded system is failing strong students. Annett argues that minoritized students have dealt time and time again with different forms of &quot;isms&quot; that shape and reshape who they are. Students of color are consistently pushed out of schools and into others in efforts to &quot;desegregate&quot; and access opportunities (e.g. school choice). The article presents a discussion on the issues People of Color face, and offers a conversation about what it means to be who we are: the assumptions that people make based on physical characteristics, clothing, hair, and more and naturally, what to do about it.
Student Dropout in Upper Secondary Education in Norway: A Challenge to the Principles of the Welfare State?
Author: Halvorsrud, Kristoffer
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary Education,Dropouts,Dropout Rate,Dropout Prevention,Equal Education,Welfare Services,Access to Education,Social Systems,Outcomes of Education,Models,Dropout Research,Educational Change,School Counseling,Career Guidance,Vocational Education,Special Education,Special Needs Students,At Risk Students,Intervention,Inservice Education,Literature Reviews

This article presents a review of extant research on student dropout in Norway, originally undertaken as part of a systematic review. The article contextualizes the foundational principle of equality as championed by the welfare state and identifies the significance of dropout in upper secondary education in Norway. The article then assesses whether dropout has been sufficiently addressed, by exploring dropout measures that have been implemented and evaluated. It is argued that although equality of access to upper secondary education has been improved, the enduring significance of student dropout reveals concealed educational inequalities of &quot;outcomes&quot; in a social democratic &quot;welfare state.&quot;
&quot;How Did You Find the Argument?&quot;: Conflicting Discourses in a Master&apos;s Dissertation Tutorial
Author: Salter-Dvorak, Hania
Date: 2017-03-00
Type: Journal Articles
Subjects: Discourse Analysis,Second Language Learning,Recall (Psychology),Self Concept,Persuasive Discourse,Feedback (Response),Audio Equipment,Graduate Students,Masters Programs,Literacy,Teacher Student Relationship,College Faculty,Power Structure,Ethnography,Social Structure,Summative Evaluation,Writing (Composition),Academic Discourse,Masters Theses,Foreign Countries,English for Academic Purposes,English (Second Language),Supervisors,Student Attitudes,Educational Experience,Semi Structured Interviews,Observation

This paper discusses feedback for developing L2 writing. It presents data from a serendipitous audio-recording of one L2 master's student's tutorial with her dissertation supervisor at a UK university, which is extracted from a 13-month linguistic ethnography. Following &quot;academic literacies&quot; scholars, I view the tutorial as a &quot;literacy event&quot; (Heath, 1982: 83), which, I argue, takes place in a &quot;backstage&quot; (Goffman, 1959) social learning space where student-teacher power relations and identities may be asymmetrical, contested, and fluid. In line with the tenets of linguistic ethnography (Copland and Creese, 2015: 13), the discourse analysis of the tutorial considers how the interaction here is &quot;embedded in wider social contexts and structures.&quot; I identify dominant institutional discourses and discuss how these create power relations that interact with language, identities, and agency in the student's experience. These data are triangulated with post-recall interviews with the two participants, the dissertation draft with the lecturer's written feedback, the summative feedback, and course documents. Findings demonstrate that, while the student was interested in developing argumentation, the supervisor focused on other aspects. I relate this to recent literature on knowledge transformation and argumentation in academic writing, and discuss its implications for L2 master's students by drawing on Bourdieu's notion of &quot;right to speak&quot; (1991).