ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico
Author: Meyer, Lois M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Indigenous Populations,Portfolios (Background Materials),Knowledge Level,Research Skills,Teacher Competencies,Rural Areas,Culturally Relevant Education,Pregnancy,Mothers,Infants,Toddlers,Barriers,Racial Bias,Socialization,Early Childhood Education,Community Education,Alternative Teacher Certification,Public Education,Language Usage,Minority Group Teachers,Language of Instruction

In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community-based knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico), this study provides initial results of a one-year (2011-2012) intensive professional development experience (called a &quot;diplomado&quot;) for 35 indigenous teachers of Initial Education who are &quot;teaching their own babies&quot; in marginalized communities of Oaxaca, Mexico, as documented in portfolios of written and photographic evidence produced by the teachers as their final diplomado product. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the communal practices, governance, and perspectives (known as &quot;comunalidad&quot;) of the rural indigenous communities where they teach, in order to generate an authentic, community-based approach to Initial Education for pregnant mothers, babies and toddlers up to 3 years old--a ground-breaking alternative to the Mexican government's homogeneous Initial Education approach. Early findings indicate that these Oaxacan indigenous teachers faced a complex of internal and external challenges in this radical, regenerative work: they are young, female, mostly novice teachers, they lack professional preparation, and they have confronted racism throughout their own lives, especially and intensely in Mexican public schools. In the process of documenting communal life and early childhood socialization practices in rural communities where they teach, they confronted their own (often uneasy) biculturalism and bilingualism. &quot;Communalizing&quot; early education in indigenous Oaxaca involves reconstructing and revitalizing the indigenous identities and language use of children and teachers alike. Preparing these local indigenous teachers to &quot;teach their own babies&quot; is a challenging but invaluable and achievable task.
Clash inside the Academy: The Market and the Strife for the Democratic Values of the Western University
Author: Gburi, Imad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Academic Freedom,Democratic Values,Free Enterprise System,Educational Quality,Politics of Education,Neoliberalism,Conflict,Educational Policy,State Policy,Institutional Autonomy,Social Class,Power Structure,Commercialization,Educational Change,Resistance to Change

The growing popularity of the corporate university model raises the question of whether the market principles are suitable for planning the policy of a key enterprise like the university without weakening its capacity of pursuing critical knowledge and teaching for democracy. Does the inclusion of the free market imperatives in the functioning of the university improve its overall quality? Is there a clash between the values of the university and those of the market? What is really at stake for democratic societies? This paper addresses these questions through a conflict perspective on neoliberalism as the orthodoxy of state planning and the implications of this operational model on the core values of the Western university. The paper also takes a historical approach on state intervention to explain the political circumstances that accompanied this orientation to public policy and to offer perspective on the relevance of the state to liberal democratic society.
Teaching with Stories as the Content and Context for Learning
Author: Vitali, Frances
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teacher Education,Oral History,Practicums,School Districts,Student Diversity,Family (Sociological Unit),School Culture,Preservice Teachers,Story Telling,Coaching (Performance),Oral Language,Grade 3,Elementary School Students,American Indian Students,Hispanic American Students,Mexican Americans,White Students,Teaching Methods,Rural Areas,Literacy,Writing Instruction

Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.
Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
Author: Lindenberg, Anni
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Ethnography,Intervention,Mathematics,Video Technology,Teacher Education,Rural Areas,Educational Change,Poverty,Elementary School Students,Teaching Methods,Mathematics Instruction,Instructional Effectiveness,Elementary School Teachers,Barriers,Pedagogical Content Knowledge,Instructional Innovation,Educational Opportunities,Semi Structured Interviews,Observation,Grade 3,Grade 6

This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools
Author: Azano, Amy Price
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Recruitment,Teacher Persistence,Poverty,Geographic Isolation,Teacher Salaries,Barriers,Teacher Education Programs,Preservice Teacher Education,Student Attitudes,Student Teaching,Teacher Competencies,Pretests Posttests,Questionnaires,Observation,Reflection,Readiness,Place Based Education,English Instruction,Community,Beliefs

Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to solve fixture in the composition of rural communities, we sought to understand how teacher preparation programs might better prepare preservice teachers for successful student teaching placements and, ideally, eventual careers in rural schools. In this study, we explore teacher candidates' perceptions of rurality while examining how specific theory, pedagogy, and practice influence their feelings of preparedness for working in a rural school. Using pre- and post- questionnaire data, classroom observations, and reflections, we assess the effectiveness of deliberate efforts in our teacher preparation program to increase readiness for rural teaching. In our analysis and discussion, we draw on critical and sociocultural theories to understand the experiences of a cohort of teacher candidates as they explore personal histories, the importance of place, expectations, and teaching strategies for rural contexts. While rural education researchers have long lamented the struggle to recruit and retain teachers, there is relatively little known about intentional efforts to prepare teachers specifically for rural classrooms. We conclude our article with recommendations for enhancing teacher preparation programs in ways that might result in significant progress toward the goal of staffing rural schools with the highly skilled teachers all students deserve.
The &quot;Journey to Becoming&quot; Pre-Service Teachers' Experiences and Understandings of Rural School Practicum in a South African Context
Author: Mukeredzi, Tabitha Grace
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,Practicums,Journal Writing,Foreign Countries,Preservice Teachers,Teacher Education Programs,Rural Areas,Learning Experience,Student Attitudes,Student Journals,Teaching Methods,Misconceptions,Audio Equipment,Qualitative Research,Content Analysis

That rural schools suffer from issues of &quot;hard to staff&quot; and &quot;harder to stay&quot; has been well documented in extant literature. However, the literature seems to indicate inadequate teacher preparation for work in rural schools. Literature also demonstrates that teaching in rural settings ostensibly requires relevant knowledge and, skills to cope with various eventualities, and complexities in those contexts. One way to cope with these complexities is for teacher education programmes to adequately prepare pre-service teachers for work in rural environments. This paper reports the experiences and understandings of 15 Bachelor of Education student teachers who took part in a four-week residential teaching practice whilst living alongside the community in a rural South African setting. The researcher sought to understand their experiences and conceptions of rural school teaching during their professional &quot;journeys to becoming&quot; professionals through this form of residential practicum in a rural setting. The pre-service teachers' daily reflective journals and audio-taped collaborative reflection sessions constitute the data of evolving constructions of the value of this rural residential practicum towards their understanding of rurality, rural teaching and rural life as they develop as teachers. The paper illustrates that exposure to rurality in teacher preparation promotes better understanding of rural issues and pedagogy, dispelling myths and misconceptions and, broadening students' career prospects in these settings which may ultimately foster interest in country teaching.
Group Awareness in Computer-Supported Collaborative Learning Environments
Author: Ghadirian, Hajar
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Assisted Instruction,Educational Technology,Knowledge Level,Self Concept,Group Dynamics,Expertise,Skills,Prior Learning,Literature Reviews,Social Influences,Behavior

It is commonly discussed that a key challenge for online collaboration is to promote group awareness. Although this challenge has gained intensified consideration by scholars, scarce attempt has been devoted into development of a reasonable hypothetical comprehension of what group awareness really is and how it can be studied empirically. This paper discusses the conceptions and the research approaches that underlie research on group awareness in computer-supported collaborative learning circumstances. While reviewing literatures they were classified in three categories (behavioral, knowledge and social awareness) and variations in underlying techniques for visualization of awareness were also provided. It was found that research is dominated by the knowledge awareness, which focus on awareness of self and group members' level of expertise, skills, prior knowledge of task as well as areas of interest. However, some researchers studied all dimensions of awareness. Findings suggest that the notion of displaying of awareness information has been shifted from implicit to the explicit technique through which users intentionally express their current understanding and feelings or assess self and others and provide necessary information to be visualized. The paper suggests some areas for future empirical investigations and concludes with some theoretical considerations on the nature of group awareness.
Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia
Author: Hassan, Sa'adah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Outcome Based Education,Higher Education,Test Items,Design

Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.
Pedagogical Mentorship as an In-Service Training Resource: Perspectives from Teachers in Guatemalan Rural and Indigenous Schools
Author: de la Garza, Katy
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Mentors,Teacher Attitudes,Rural Schools,Indigenous Populations,Culturally Relevant Education,Bilingual Education,Multicultural Education,Qualitative Research,Participant Observation,Interviews,Rural Education,Educational Quality,Economically Disadvantaged,Poverty,Nutrition,Hunger,Government Role,Barriers,Access to Education,National Curriculum,Language Usage,Native Language Instruction,Language of Instruction,Second Language Instruction,Spanish,Case Studies,Federal Programs

This study analyzed challenges faced by teachers in rural and Indigenous schools, and the impact of pedagogical mentorship in contributing towards more culturally and linguistically relevant education. Using a case from Guatemala, this article explored pedagogical mentorship as an in-service teacher training resource for multi-lingual and multi-cultural rural realities. The data was drawn from a qualitative and multisite research study based on participant observation and in-depth interviews. Results demonstrated that main challenges included economic hardships, malnutrition, absence or delays in basic government social programs, and superficial teacher training in bilingual intercultural education (EBI). Teachers perceived pedagogical mentors as &quot;help&quot; and &quot;support&quot; inside their classrooms, where they learned from and collaborated with mentors to strengthen their pedagogical skills, primarily in subjects related to language and communication. Mentor visits were scarce and short due to mentorship program designs that failed to consider in their budgets, recruiting practices and curriculum contents; and the travel distances and rural school community languages and cultures. However, findings showed that even with program shortcomings there was a wide acceptance of pedagogical mentorship by all teachers particularly for professional development in bilingual and intercultural education. Results suggest that pedagogical mentorship offers an opportunity to enforce the long overdue right for rural and Indigenous peoples to quality and culturally relevant education.
Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya
Author: Sukoriyanto
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Problem Solving,Computation,Error Patterns,Misconceptions,Planning,Mathematics Skills

This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in understanding the problems related to permutation and combination, the students still made a mistake in planning problem solving related to permutation and combination, and the students still had a mistake in rechecking the problems given. Besides, there were some students who did the combination problem by using the permutation problem.
An Analysis of Grades, Class Level and Faculty Evaluation Scores in the United Arab Emirates
Author: Waller, Lee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation of Teacher Performance,Grades (Scholastic),Instructional Program Divisions,Higher Education,Student Surveys,Undergraduate Students,Factor Analysis,Grade Point Average,Reliability,Academic Achievement

This study examined the results of a student evaluation of faculty against the grades awarded and the level of the course for a higher education institution in the United Arab Emirates. The purpose of the study was to determine if the grades awarded in the course and/or level of the course impacted the evaluation scores awarded to the faculty member. The study utilized a 25-question student perception survey coupling course results with the overall course grade point average (GPA) and the course level. All courses were undergraduate. Descriptives for the responses were obtained prior to conducting a factor analysis for the purposes of dimension reduction. The analysis included 184 course pairings. The data set was examined to verify satisfaction of assumptions appropriate for factor analysis. Reliability analysis yielded a Chronbach's alpha of 0.974. The factor analysis identified three underlying factors accounting for 80.07% of the variance. These three factors were identified as (1) overall perception of instruction, (2) the relationship of the grade and course level and (3) course management. Results of the study did not indicate that the grades given in a class nor the level of the course significantly affected the evaluations provided by the students. Grades and the level of the course were found to align. Student achievement in the course was also found to relate to the student's perception of fair treatment by the faculty member.
Stemming the Revolving Door: Teacher Retention and Attrition in Arctic Alaska Schools
Author: Kaden, Ute
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Teacher Surveys,Rural Schools,Urban Schools,Labor Turnover,Teacher Education,Alaska Natives,Educational Quality,Motivation,Teacher Competencies,Culturally Relevant Education,Mixed Methods Research,Elementary Secondary Education,Teacher Attitudes,Teacher Characteristics,Geographic Location,Teaching Conditions,Job Satisfaction,Environmental Influences

Limited research is available concerning teacher retention and teacher attrition in Arctic Alaska. This paper reports survey research findings, which identify factors related to teacher retention and attrition in Alaskan Arctic Native communities. Teacher retention rates (2009-2013) vary widely over time showing no significant trends. Results confirm that teacher turnover in rural districts is higher than in urban school districts. The authors recognize that teacher retention and attrition are multidimensional issues recommending that better communication patterns and shared responsibilities between rural school districts, local administrators, teachers, community members, and university-based teacher preparation programs be established.
Factors Affecting ICT Adoption among Distance Education Students Based on the Technology Acceptance Model--A Case Study at a Distance Education University in Iran
Author: Dastjerdi, Negin Barat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Questionnaires,Information Technology,Surveys,Student Attitudes,Statistical Analysis,Correlation,Models,Technological Literacy,Usability,Decision Making,College Students,Likert Scales,Case Studies,Path Analysis

The incorporation of Information and Communication Technologies (ICT) into education systems is an active program and movement in education that illustrates modern education and enables an all-encompassing presence in the third millennium; however, prior to applying ICT, the factors affecting the adoption and use of these technologies should be carefully investigated. The present study was conducted to examine the factors affecting ICT adoption among distance education students based on the Technology Acceptance Model. The present descriptive survey was conducted in a statistical population consisting of all the distance education students residing in Isfahan, Iran, in 2013, 281 of who were selected as the sample population through simple random sampling. The data collection tool used was a researcher-made questionnaire designed based on field studies and using the questionnaires used in studies conducted by Nair (2012), Alanazy (2006) and Wikins (2008). The items in each section were designed based on the constructs and factors forming the Technology Acceptance Model examined in this study. Descriptive and inferential statistics were used to analyze the data in SPSS-21 and LISREL. The results of the analysis showed significant relationships between perceived usefulness and ease of ICT use and the attitude toward the use of these technologies, between the attitude toward ICT use and the decision to use ICT, and also between the decision to use ICT and its actual use.