ethanporcaro/eric-fulltext-meta huggingface dataset:
Winners and Losers: School Closures in Post-Earthquake Canterbury and the Dissolution of Community
Author: Mutch, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Closing,Seismology,Natural Disasters,Organizational Change,Neoliberalism,Commercialization,Educational Policy,School Community Relationship,Politics of Education,Ideology

In this article the author discusses the implementation of the Education Renewal in Greater Christchurch policy which affected nearly 40 schools in the aftermath of the 2010/2011 Canterbury earthquakes. It describes the accumulated social, psychological and emotional toll that closures and mergers took on the schools and their communities. It draws, in particular, on the experiences of one school, using data from qualitative interviews as part of a study that followed the school through its journey to closure. The case study school's experience is complemented by data from other post-earthquake research and reviews of the school closure process to highlight the Ministry's flawed process. Claims about the process are examined, including the lack of appropriate consultation, use of inaccurate data, inappropriate handling of communication and disregard for the rights of schools and their communities. The author argues that the government's adoption of neo-liberal and neo-conservative ideologies over the past three decades has negatively influenced education by disregarding the role of schools in sustaining community cohesion and resilience. School closures in post-earthquake Canterbury were an inevitable consequence of the commodification of education and resulted in further dissolution of community as a consequence.
The Impact of Digital Technology on Children&apos;s Transition from Kindergarten to Primary School: Bringing Concepts from International Research and Practice to Saudi Arabia
Author: Al-Hezam, Dalal Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Transitional Programs,Elementary School Students,Preschool Children,Educational Technology,Technology Uses in Education,Preschool Teachers,Early Childhood Teachers,Kindergarten

Moving from early childhood education (ECE) to primary education is considered a critical moment both in the life of a child and in their educational trajectory. Commonly utilised digital technologies such as television, videos and computers can be used to support children and their families to make a more successful transition from ECE to primary school (Radich, 2013). Both the transition from ECE to school and the use of digital technologies in education have been little explored in Saudi Arabia. While I planned to use a sequential exploratory strategy for the data collection phase (Ivankova, Creswell, &amp; Stick, 2006), to explore these two areas, I found that constraints in my context meant that I could only carry a survey of ECE teachers. Nonetheless, this was useful primary data for exploring the perceptions, ideas and experiences of the teachers in Saudi Arabia. This data helped me to draw out many interesting responses from the teachers. Teachers in Saudi Arabia's kindergartens generally recognise the importance of transition for children and do identify the many benefits of digital technology for transition purposes. However, many teachers also feel that a lack of clear curriculum guidelines, inefficiency of teachers and non-cooperation by parents create impediments for successful transitioning of children in kindergartens to primary school.
The Evolution of Policy: A Critical Examination of School Property under the National-Led Government
Author: Benade, Leon
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,School Buildings,Building Design,Educational Change,Budgets,Natural Disasters,Educational Facilities,Educational Finance,Budgeting

New Zealand's National-led Government, elected in 2008, has pursued a deliberate policy to design and construct modern school facilities around the country. This article argues that this policy is not simply focused on providing cutting-edge school buildings. A more complex agenda is to fundamentally alter teacher practice and, as the Christchurch experience has suggested, to consolidate schooling provision. The article provides background to understanding the role of building design and why it has developed as a significant educational issue, particularly for this government. Policy is considered from the perspective of the Ministry of Education in relation to building design. An indicator of government commitment is its budgetary resourcing of its property objectives, thus evidence from Vote Education budget data is considered. Specific reference is made to the property policy enacted in the wake of the natural disaster of the 2011 Canterbury earthquakes. Finally, a selection of Ministerial press releases is considered, shedding further light on state education policy in relation to school property.
University Internationalization, Immigration, and the Canadian Dream: How Federal Citizenship Immigration Legislation Marginalizes International Graduate Students
Author: Al-Haque, Rashed
Date: 2019-00-00
Type: Journal Articles
Subjects: International Education,Immigration,Correlation,Public Policy,Citizenship,Political Influences,Federal Legislation,Foreign Students,Study Abroad,Foreign Countries,Educational Strategies,Student Recruitment,College Credits,Policy Analysis,Graduate Study,Decision Making,Barriers,Economic Factors,Higher Education

From 2014 to 2017, Canada's citizenship and immigration policies underwent significant changes that directly impacted international students in Canada, and through extension, the internationalization of Canadian higher education. Canada's International Education Strategy seeks to increase the number of international students studying in the country and to make it a global hub for education to compete with other host countries such as the United States, United Kingdom, and Australia. This article is part of a larger study that looked at the relationship between citizenship and immigration policies and the internationalization of higher education in Canada. Around the time when Canada published its International Education Strategy, the Canadian federal government and Citizenship and Immigration Canada, under the leadership of the Conservative Party of Canada, reformed Canada's Citizenship Act. These changes significantly impacted international students studying in Canada (Adams, Macklin, and Omidvar 2014). These changes meant that international students were no longer given a time credit for the years they spent in Canada studying as an international student when applying to Canadian citizenship. The article discusses how Canada's citizenship and immigration policies impacted international graduate students who aspired to transition into permanent residents and eventually Canadian citizens. The article will discuss why international students chose Canada to pursue graduate studies, why they want to become permanent residents and Canadian citizens, and share the challenges international students face when going through Canada's immigration pathways. Last, this article will discuss the detriments of systemic barriers to Canada's citizenship and immigration pathways and how that will impact both Canadian universities looking to internationalize and ultimately Canada's future economic prosperity.
Alternative Higher Education (HE): Discourses in Lifelong Learning (LLL)
Author: Mayo, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Nontraditional Education,Lifelong Learning,Neoliberalism,Postsecondary Education,Foreign Countries,Access to Education,Online Courses,Social Change,School Community Relationship

In this article, the author focuses on one aspect where the tension that exists in the discourse between neo-liberal tenets and the idea of a Social Europe is played out, namely the area of University/Higher Education (HE) Lifelong Learning (henceforth LLL). This article focuses on those institutions which have potential for furnishing people with further and LLL opportunities outside the mainstream 'lock-step' approach. The author starts by pointing to the most prominent forms of HE taking place today, focusing on their connections to the market and underscoring the neoliberal tenets that, for the most part, underlie HE practice worldwide. The second part of the article deals with alternative approaches to HE, including university education, indicating, borrowing from Carl Boggs, the 'prefigurative' nature of much of this work (i.e. embodying those practices that constitute the ultimate, long-term vision of a future university or HE institution).
Social Capital -- A &quot;Super Connector&quot; for Internationalization and Integration: The Role of Hong Kong Universities in the Development of the Greater Bay Area
Author: Chan, Wai-wan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Role,Higher Education,Social Capital,Global Approach,Educational Change,Knowledge Economy,Colleges,Innovation,Critical Thinking,Government Role,Entrepreneurship,Industry

At the beginning of 2018, the Beijing government announced the state plan concerning The Greater Bay Area (GBA) integration of Guangdong Province, Hong Kong and Macau' (&quot;Dawan district&quot;). Since then, there have been numerous discussions among local governments, government departments, businesses and academics about this plan. With this call for &quot;greater political and national assimilation&quot;, it is time for Hong Kong to review its position in the Greater Bay Area. What role can Hong Kong play? What are the pros and cons of this regional economic and social integration? This paper analyses and discusses the role of Hong Kong universities in the development of the Greater Bay Area from the perspective of educational sociology. It proposes that the social capital of Hong Kong universities for internationalization and integration should be the main driver behind the development of the innovative knowledge economy in the Greater Bay Area. This paper is the first paper to apply the &quot;social capital&quot; theory to identify the possible structural opportunities under the new political, economic and social agenda of developing and integrating the Greater Bay Area. This article also aims to provide a cutting-edge discussion calling for more comparative and international higher education studies about the pattern of internationalization and globalization in the context of Chinese convergence and divergence.
Internationalization as Westernization in Higher Education
Author: Sperduti, Vanessa R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,International Cooperation,Higher Education,Western Civilization,Student Centered Learning,Language of Instruction,English (Second Language),Journal Articles,Writing for Publication

A commonly held belief is that the more international a university is, the better it is. The internationalization of higher education (IoHE) certainly has the potential to attract more students, improve an institution's programs and financials, heighten its prestige, and provide students with diverse opportunities to engage in intercultural dialogue in order to have a greater understanding of the world. However, it can also be argued that there are negative implications associated with IoHE including the neoliberal emphasis on marketability and &quot;academic capitalism.&quot; IoHE can also be critiqued for being equated with Westernization, the topic of this paper. Through a postcolonial lens, the author of this article critiques the Westernization of higher education by examining curricular issues including the spread of Western pedagogy, English as a Medium for Instruction (EMI), and the pressure for academics to publish in English journals.
Embracing Entrepreneurship: Impact of Knowledge Transfer Policies on Academic Profession in Hong Kong Higher Education
Author: Dang, Beatrice Y. Y.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Technology Transfer,Universities,School Policy,College Faculty,Commercialization,Institutional Mission,Accountability

Over the past 20 years, the ethos of academic entrepreneurialism has significantly influenced the Hong Kong higher education sector. As entrepreneurialism is an increasingly popular restructuring strategy for Hong Kong universities, they have begun to shift their paradigms from purely upholding the mission of research and teaching to the third mission of promoting economic and social development. Knowledge transfer (KT), which involves licensing, spin-offs, consultancy, collaborative research between universities and industry, is one common strategy to achieve such goal. This article focuses on knowledge transfer polices of Hong Kong universities and attempts to examine their impact on academic professions.
#RhodesMustFall: Decolonization, Praxis and Disruption
Author: Ahmed, A. Kayum
Date: 2017-00-00
Type: Journal Articles
Subjects: Historic Sites,Activism,Student Attitudes,College Students,Universities,Foreign Policy,Racial Bias,Access to Education,Educational Change,Curriculum Development,Social Change,Educational History,Racial Segregation,Foreign Countries

In 2015, a student at the University of Cape Town in South Africa, took a bucket of feces and threw it against a bronze statue of Cecil John Rhodes located on the university's campus (Nyamnjoh 2016). Rhodes, who was recognized as a British imperialist and racist, became a symbolic focal point for #RhodesMustFall (RMF) - a radical student movement centered on the decolonization of education by confronting questions of institutional racism, access to education, and reforming the university curriculum (Gibson 2016; Luescher 2016; Mbembe 2016). Maxwele's defacement of the Rhodes statue fueled an ongoing national debate on decolonization and the cost of higher education that had started in the early 2000s (Booysen 2016). Protests at universities across South Africa erupted following the defacement of the Rhodes statue expanding RMF into the #FeesMustFall (FMF) movement which has demanded free, quality, decolonized education (Booysen 2016; Hefferman and Nieftagodien 2016, Luescher, Klemencic and Jowi; Motala, Vally, and Maharajh 2016). A few weeks after the RMF movement started at the University of Cape Town, students at the University of Oxford in the United Kingdom also created a RMF movement using the Rhodes statue located at Oriel College as a symbolic reference point in their call for decolonizing education (Mpofu-Welsh 2016). This paper analyzes the theories and tactics employed by the RMF movements in Cape Town and Oxford through interviews with three of the prominent members involved in both movements.
New Mission for New Time in Korean Higher Education
Author: Jeong, Moon Sook
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Social Environment,Global Approach,Knowledge Economy,Educational Change,Change Strategies,Sustainability,Educational Policy,Policy Formation,Educational History,Competency Based Education,Governance

In the 1990s, South Korea (Korea hereafter) was confronted with a new social environment, characterized as globalization and knowledge-based economy. In order to respond to the new environment, there have been considerable reform efforts in Korea higher education over the past two decades. Universities in Korea accordingly transformed their educational structures and contents while becoming familiar with policy buzz words such as change, reform, restructuring, and innovation. Subsequent to an educational reform fever for globalization and knowledge-based economy, Korean higher education entered into another stage of mega-turbulence. There was a strong tension about the sustainability of university education connected to a new social environment which is distinguished from the one in the twentieth century. Recognizing this atmosphere, the author, an insider within Korean higher education and a critical researcher in the field of Educational Policy Studies, writes that she feels the responsibility to answer the question, &quot;what is a dominant policy discourse in current Korean higher education?'' The author identifies emerging policy issues in Korean higher education and looks into how a dominant policy discourse is created and operated as a policy imperative in Korea. The hope is that this short study will reveal a policy response of Korean higher education toward new social change, while providing the source of the Korean case for the development of comparative and international education.
The Influence of an Intentional Sustained Practicum in a Low-Decile Primary School on Pre-Service Teachers&apos; Knowledge of Teaching Priority Learners
Author: Grudnoff, Lexie
Date: 2017-00-00
Type: Journal Articles
Subjects: Practicums,Elementary Schools,Preservice Teachers,Knowledge Level,Equal Education,Special Needs Students,Pacific Islanders,Masters Programs,Program Effectiveness,Teacher Education Programs,Intention,Attitude Change,Teacher Expectations of Students,Foreign Countries,Program Length,Student Diversity,Individualized Instruction,Difficulty Level,Disadvantaged Schools,Socioeconomic Status,Community Characteristics

New Zealand has a persistent problem of inequitable educational outcomes between different student groups, which has led to New Zealand being designated a high achievement-low equity country. A key policy lever in the quest to lift educational achievement for priority learners, identified by the Ministry of Education as Maori, Pasifika, students with special learning needs, and students from low socio-economic communities, is improving teacher quality. Hence there has been a renewed policy focus on improving the quality of initial teacher education. The context for this study is an innovative Master of Teaching primary programme that includes an intentional practicum placement in partner schools with a high proportion of priority learners. This paper reports a qualitative study of how this practicum enhanced pre-service teachers' knowledge of teaching, particularly the teaching of priority learners. A general thematic analysis of post-practicum reflective statements written by two cohorts of Master of Teaching students immediately following their practicum (n=41 [25+16]) indicated four major themes' Difference, Diversity, Differentiation, and Difficulty. A directed thematic analysis of the reflective statements was then carried out. Overall, the findings indicated that the intentional placement in a school with a high proportion of priority learners disrupted the pre-service teachers' prior beliefs about such schools and their expectations of priority learners.
Unpacking the Initial Development of New Zealand&apos;s Charter Schools
Author: Courtney, Bill
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Charter Schools,Educational History,School Choice,Educational Development,Educational Change,Politics of Education,Policy Formation,Institutional Autonomy,Educational Finance

One of the National-led Government's main educational reforms has been the development of charter schools, which they chose to call Partnership Schools/Kura Hourua. This article concentrates on the initial development of the New Zealand charter school model from December 2011 to September 2013. It looks at the coalition agreement, Cabinet papers, officials' advice from the Ministry of Education and Treasury and responses to requests under the Official Information Act. The article also looks briefly at the international context and how the international discourses of choice underpinning charter schools have been translated and taken up in New Zealand. Despite being small in number, the development of New Zealand charter schools has been highly contentious, both because of the international experience with charter schools and the questionable ways in which the New Zealand model of charter schools initially took shape and was implemented over subsequent years. Overall, the article questions whether there was any genuine evidence to support the introduction of the charter school concept into the New Zealand school system.
Voyaging the Oceanic Terrains: Sustainability from within Pasifika Early Childhood Education
Author: Mara, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Pacific Islanders,Foreign Countries,Cultural Influences,Indigenous Populations,Cultural Relevance,Resilience (Psychology),Preschool Teachers,Researchers,Educational Policy,Educational Practices,Figurative Language,Equal Education,Barriers,Culturally Relevant Education

Using the Pacific metaphor of the vaka, va'a, waka [canoe] this review considers the journey of Pasifika early childhood education (ECE) in Aotearoa New Zealand over the past decade. The discussion covers three major areas within the Pasifika sector: the need to celebrate the strong heritage and resilience of Pacific early childhood educators and researchers; second, contemplating our future voyages in the ECE sector with its uncertainties and the dominance of competition; third, the articulation on aspects of quality in Pasifika early childhood policy and practice required to steer the vaka forward. The Pasifika ECE sector has on many levels been 'targets' for producing outcomes that are more suited to dominant discourses. Beyond broad aims and goals there remains no comprehensive strategic plan to comprehensively implement policy or empower Pacific ECE services, including those services that desire to respond more effectively to Pacific children and fanua [family] to build upon their funds of knowledge. In the last decade, government has invested heavily in participation in this non-compulsory sector and left issues of quality to somehow languish and develop inconsistently. Despite isolated examples of initiative, innovation and creativity in Pasifika ECE, there is an absence of any substantial knowledge-building or joining of dots on the global educational map: teacher education and qualifications, professional development, access to quality service provision, assessment and review. Our voyage is still suspended in the oceans of policy and inconsistent implementation of policies and professional practice. Unless the focus in Pasifika ECE is increasingly placed upon a rights-based discourse, there is little hope of reaching the shores of equity and equality for Pacific children and whanau [family] within ECE in Aotearoa New Zealand.