ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Racial Discourse in Equity Reports: Florida&apos;s Public Hispanic Serving Institutions
Author: Casellas Connors, Ishara
Date: 2022-03-08
Type: Journal Articles
Subjects: Equal Education,Public Colleges,Hispanic American Students,Minority Serving Institutions,Diversity,Inclusion,Critical Race Theory,Educational Policy,Racial Factors

Public Hispanic serving institutions (HSIs) play a prominent role in educating racially minoritized students, thus making them valuable sites for examining higher education increased attention to state and institution-level diversity policy and plans. Institutional diversity, equity, and inclusion (DEI) plans, serve as public statements regarding institutional priorities, illuminate how racial equity is centered or decentered. This research engages 10 Equity Reports at public two-year and four-year HSIs in Florida. Through the lens of critical race theory and LatCrit, the analysis foregrounds patterns regarding institutional discourse, in response to state policy mandates, considering the intersection of HSI designation and institutional type. The findings illustrate how the Equity Reports decenter racial equity, reflect a sparse substantive mention of Latinx students, and only superficially engages with the HSIs designation. The findings expand the analysis of HSIs to a new sociopolitical context, providing a broader view of HSIs, and provide policymakers and implementers with tools to consider racial equity through DEI policy.
Legislating What Matters: How Policy Designs Shape Two New Immigrant Destinations Schools&apos; Responses to Immigrant Students
Author: Brezicha, Kristina F.
Date: 2022-01-25
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Students,Immigration,Policy,Educational Policy,Teacher Role,Equal Education,Educational Environment,Student Experience,English (Second Language),Second Language Learning,Legislation

This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these policies shaped their schooling experiences and communicated important messages to them about their role in their new communities, thus shaping their political identities. The findings highlight the important interplay of these different policymakers in shaping the contexts of receptions students encountered. The paper concludes by discussing educators' role in working to craft more equitable policies.
Media and Human Rights Education: New Times, New Challenges
Author: Cordeiro, Kelly Maia
Date: 2022-03-22
Type: Journal Articles
Subjects: Mass Media,Civil Rights,Periodicals,Barriers,Teaching Methods,News Reporting,Content Analysis,Journalism,American Indians,Violence,Freedom,Gender Issues,Foreign Countries,Databases,History,Newspapers

This article presents and analyzes general and specific data from a survey carried out in four news media on the subject of human rights (HD). The investigation was guided by qualitative principles and content analysis in the documents found in the journalistic platforms: Brasil de Fato, O Dia, Folha de S. Paulo and Veja. In total, 112 news items were tabulated over seven weeks and organized into 12 topics and grouped into two axes: equality and difference. As a result, the study showed that the human rights agenda is not explicitly addressed on news platforms; the Brasil de Fato platform was the only one with a specific tab for the theme; there is a need to understand media education as one of the fundamental &quot;arms&quot; of human rights education.
More Ideational than Material: Exploring the Contemporary Role of Student Voices in Chilean Universities
Author: Darwin, Stephen
Date: 2022-05-17
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Empowerment,Institutional Role,Neoliberalism,Student Role,Educational Practices

A key promise of neoliberalist ideologies in higher education is the valorization of student choice as a means of (re)shaping practices and improving the responsiveness of institutions. The power of this neoliberal imaginary (Ball, 2012) was grounded in market-like policies that demanded institutional accountability to both afford competition and maximizing prospects of student satisfaction. A key consequence of this imperative has been burgeoning institutional and system-level investment in metric-based instruments designed to measure and compare student experiences, engagement or satisfaction. However, how effective of these neoliberal policies been in empowering student choice and in producing more reflexive institutions? The research reported here investigated the influence of student voices in one of the earliest adopters of this neoliberal imaginary: the Chilean higher education system. This qualitative study explored the contemporary institutional role and function of student voices using a university typology, with data developed through artefact analyses and interviews with educational leaders. The findings suggest that institutions have heterogeneous orientations ranging from pseudo-democratic to instrumental forms of engagement, reflecting the distinctive sociocultural histories of institutions. However, the outcomes suggest that student voices are not a substantial presence in quality assurance or improvement practices.
Response of Local Academia to the Internationalization of Research Policies in a Non-Anglophone Country
Author: Moldashev, Kairat
Date: 2022-04-26
Type: Journal Articles
Subjects: Universities,Reputation,Institutional Characteristics,Research Administration,College Faculty,Graduate Students,Publish or Perish Issue,Faculty Publishing,Developing Nations,Policy Analysis,Scientific Research,Classification,Foreign Countries,Integrity,Researchers,Research

World University Rankings (WUR) are growing in prominence in the eyes of governments and universities around the world. Often this encourages the introduction of state- or institution-wide policies and regulations that put academics and graduate students under performative pressure to publish in international, peer-reviewed journals with a high impact factor (e.g., Scopus- or Web of Science-indexed journals). Such publication requirements are part of the broader internationalization of research (IoR) policies being implemented in many countries. This article adopts a faculty-based perspective and explores the response of academia to IoR policies in Kazakhstan, a developing country that actively pursues a strategy of integrating local academia into the global scientific community. The authors develop a typology of responses based on a literature review to guide the data collection and interpretation. Data for this study were collected through document analysis and semi-structured interviews. Findings suggest that IoR policies lead to a variety of responses from academia, including gaming and token conformity.
Searching for Equity-Centered Change Agents: An Investigation of Family and Community Engagement in Teacher Evaluation Frameworks
Author: Mayger, Linda K.
Date: 2022-01-18
Type: Journal Articles
Subjects: Teacher Evaluation,Community Involvement,Family Involvement,Equal Education,Change Agents,Scoring Rubrics,Standards,Educational Policy,Partnerships in Education,Evaluation Methods,Educational Change

Federal legislation in the United States granted states freedom to alter formerly test-based teacher evaluation systems and situate family engagement as a key component in school improvement efforts. Concurrently, theorizing on family engagement has moved away from deficit characterizations and school-based involvement to an asset-based approach focused on equitable stakeholder collaborations committed to driving systemic change. Seeking to understand how states are characterizing exemplary teaching in terms of family and community engagement, the current study uses directed qualitative content analysis to examine 15 teacher evaluation rubrics or standards. The findings indicate that many evaluation systems were narrowly focused on the procedural aspects of teaching and teacher engagement with families was too often viewed merely as a mechanism to yield academic gains and meet legal requirements. The rubrics that explicitly stated that teachers should be culturally responsive provided a semblance of hope for pushing evaluative practices through the engagement barrier and into a space of collaboration that departs from dominant school-based approaches. These results have implications for the design of teacher evaluation policy and the furthering of equity-centered partnerships with families and communities.
Selling and Resisting English-Medium Schooling on Milwaukee&apos;s Multilingual near South Side: A Typology of Choice Schools&apos; Marketing Strategies
Author: Hurie, Andrew H.
Date: 2022-03-08
Type: Journal Articles
Subjects: Language of Instruction,Resistance to Change,School Choice,Marketing,English (Second Language),English Language Learners,Bilingual Education,Spanish Speaking,Low Income Students,Minority Group Students,Information Dissemination,Barriers,Parent Attitudes,Content Analysis,Web Sites

Extant research has emphasized the importance of information to help families of English learner-identified children to navigate school choice structures, and raised critical questions about the information that is made available through school marketing. At a time of increasing tension around school choice and the rapid expansion of certain forms of bilingual education, we argue for the importance of documenting language minoritized parents' experiential knowledge as one means of combating choice-based exclusion. Drawing from theories of racial capitalism, language ideologies, and language policy, we analyze charter and voucher school websites and interview data from a nine-month critical bifocal ethnography on the intersections and tensions between bilingual education and school choice policy in Milwaukee, Wisconsin. Our findings identify six marketing strategies that choice schools employed on Milwaukee's Near South Side, a place with high concentrations of Spanish-speaking, low-income Latinx families. We also present one working-class Mexican father's narrative of choosing a school for his child as an example of the ways in which parents actively resist the racializing logics embedded within choice-based, marketized school systems. The article provides policy agents with a typology to help generate additional, place-specific analyses of the marketization of language education in multilingual communities.
Staying or Leaving? Teacher Professional Characteristics and Attrition in Arizona Traditional Public and Charter Schools
Author: Pivovarova, Margarita
Date: 2022-02-15
Type: Journal Articles
Subjects: Teacher Characteristics,Faculty Mobility,Public Schools,Charter Schools,Teacher Persistence,Predictor Variables,Teaching Experience,Alternative Teacher Certification,Institutional Characteristics,Elementary Secondary Education

In this study, we analyzed public school teacher employment data from 2009 to 2015 to understand why teacher attrition is 54% higher in charter schools compared to traditional public schools. We investigated the factors associated with the differences in exit rates of teachers from traditional public and charter schools in Arizona which has a large charter school sector. Our findings suggest that the major factors behind the gap in retention rates between school sectors in Arizona are teachers' professional characteristics: less experienced teachers and teachers with alternative certification are more likely to exit schools and, in particular, charter schools which also employ a significantly larger share of these teachers. We argue that charter school and school district leadership might consider interventions, mentoring, and support for teachers in the early stages of their career targeted at novice teachers.
The (In)Coherence of Canadian Refugee Education Policy with the United Nations&apos; Strategy
Author: Schutte, Valerie
Date: 2022-03-22
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Educational Policy,Access to Education,Acceleration (Education),Second Language Instruction,Mental Health,Student Needs,Students with Disabilities,Special Education,Equal Education,Student Rights

This study assesses the coherence of Canada's educational policy regime with the United Nations High Commissioner for Refugees' (UNHCR) &quot;Refugee Education 2030&quot; strategy. We articulate a theoretical framework that combines theories about policy coherence, policy attributes, and policy tools, which informs a two-phase methodology. First, we conducted jurisdiction-based scoping reviews of policies in Canada's 13 provinces and territories which have constitutional authority over education. This yielded a sample of 155 documents, which we then analyzed for its vertical coherence with &quot;Refugee Education 2030.&quot; Our analysis focused on five categories of need in the UNHCR strategy with respect to refugee students, namely access to education, accelerated education, language education, mental health and psychosocial support, and special education. The findings reveal there are policies across Canada that target responses to the five categories of need. Although some policies are exemplary in their coherence with &quot;Refugee Education 2030,&quot; Canada's refugee education policy regime is characterized by many inconsistencies and significant gaps. Policymakers in Canada could use the specific findings to develop or revise policies to address shortcomings. Researchers and policymakers in other countries who find value in our approach could replicate the study's method in their own jurisdictions, using the instruments provided in appendices to identify strengths and gaps.
The New Brazilian Conservatism and Education: Mapping Its Lines of Force
Author: Teixeira, Pedro
Date: 2022-06-28
Type: Journal Articles
Subjects: Political Attitudes,Neoliberalism,Foreign Countries,Moral Values,Authoritarianism,Economic Factors,National Security,Educational Administration,Educational Philosophy,Family Role,Personal Autonomy,Professional Autonomy,Teaching Methods,Educational Policy,Catholics,Christianity,Religious Factors

In the last decade, demands for greater order and the defense of traditional moral values have grown in Brazil within the scope of what authors have been calling the new Brazilian conservatism. Conservative and neoliberal leaders and religious groups stand out, acting on different fronts in politics and social relations, including education. Within this context, the article aims to map the different manifestations, actions and agents of the new Brazilian conservatism in the educational field through theoretical reflection and the construction of a conceptual map. First, we discuss different conservative currents, especially the new conservatism in the USA and its influences in Brazil. Based on Almeida (2017), we outline a conceptual map of the new conservatism in education, highlighting four lines of force: moral, economic, security-related and interactional. These lines are interconnected and are articulated according to the interests of their defenders. On the educational front, they propagate a technical, banking and authoritarian vision of education, emphasizing the role of the family and restricting teachers' work and students' autonomy. We conclude that these multiple lines of force lead to significant setbacks in the construction of plural educational proposals, affecting pedagogical practice, curricula and teacher education.
The State Innovation Exchange and Educational Policy
Author: Malin, Joel R.
Date: 2022-08-16
Type: Journal Articles
Subjects: Educational Policy,State Policy,Politics of Education,Power Structure,Leadership,Political Issues,Legislators,State Officials,Barriers,Political Affiliation,Political Attitudes

Especially since 2010, conservative interests' dominance at advancing their preferred policies across U.S. states has been clear, with large and escalating impacts in education. Although adversaries on the political left remain in catch-up mode, there have been auspicious developments. This study focuses on one of these, seeking to understand a uniquely positioned progressively state-focused policy organization called State Innovation Exchange (SiX). It was aimed to a) provide a valuable case study of perhaps the leading organization in this space, focusing on understanding its education policy footprint; b) further understandings of conflicts, tensions, and responses on the political left relative to education policy; and c) generate insights into contemporary sub-national policy mobility. We interviewed nine key stakeholders and analyzed electronic materials to address two research questions. Findings demonstrate SiX fulfills four main purposes: 1) building and sustaining cross-state progressive power; 2) acting as a counter; 3) fostering progressive leader development; and 4) advancing progressive policies/ideas. SiX shows an economics-focused agenda emphasizing working- and middle-class families, and education policy has not been a major, consistent area of emphasis. SiX does, however, play unique roles in education (as in other areas) by connecting state legislators and supporting their work. Specific to education, we surfaced some challenges SiX has faced in building alignment around a shared vision. We suggest, if SiX or a similarly situated organization can develop a clear education philosophy and policy agenda, it will be more effective at advancing its preferred policies, and in countering those being advanced by adversaries. Absent such shifts, we project continued conservative dominance of education policy at the state level.
Unprecedented and Unmasked: An Analysis of How District Policy Documents Frame Special Education during the COVID Crisis
Author: Woulfin, Sarah L.
Date: 2022-06-21
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Special Education,Board of Education Policy,Students with Disabilities,Barriers,In Person Learning,Student Needs,Distance Education,Equal Education,Compliance (Legal),Intervention,Urban Schools,Meetings

COVID-19 school closures disrupted special education. In Fall 2020, districts sought to reopen schools, recover from the shocks of the pandemic, and implement special education to serve students with disabilities. Using policy document data from the United States' 25 largest school districts, we surface patterns in how districts communicated problems and solutions related to special education for the 2020-21 school year. Drawing on concepts from framing theory, we analyzed messaging on special education embedded in 71 district policy documents. Specifically, we assessed the nature and foci of 520 special education policy frames. The 520 frames contained ideas on problems and solutions regarding special education. Results indicate that this set of districts foregrounded how to implement the compliance and intervention models of special education in their formal communication but devoted less attention to the equity model of special education. Districts rarely defined underlying problems in special education implementation amid pandemic schooling. We discuss potential consequences of these patterns in messaging on special education. Finally, we present evidence- and theory-based recommendations for policy, practice, and scholarship on the implementation of special education with attention to recuperating from pandemic-related impacts.
&quot;You Need to Be More Responsible&quot;: The Myth of Meritocracy and Teachers&apos; Accounts of Homework Inequalities
Author: McCrory Calarco, Jessica
Date: 2022-11-00
Type: Journal Articles
Subjects: Homework,Equal Education,Mathematics Instruction,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Grade 3,Grade 4,Grade 5,Grade 7,Misconceptions,Educational Practices,Student Characteristics,Socioeconomic Status,Punishment,Racial Differences,Ethnicity,Student Needs,Barriers

How do teachers account for homework-related inequalities? Our longitudinal ethnographic study reveals that, despite awareness of structural inequalities in their students' lives, elementary- and middle-school teachers' practices centered the myth of meritocracy. They treat struggles with math homework as products of students' and (particularly in elementary grades) parents' insufficient responsibility, effort, and motivation. These interpretations then justify homework practices that reinforce inequalities, including assigning homework that exceeds what students can complete independently and rewarding/punishing students based on homework. We discuss implications for debates about homework and the dangers of meritocracy myths and offer recommendations for more equitable alternatives.
Design and Study of the Psychometric Properties of a Professors&apos; Expectations of Virtual University Education Questionary
Author: Lobos, Karla
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,College Faculty,Expectation,Psychometrics,Questionnaires,Design,Factor Analysis,Reliability,Validity

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.
Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems
Author: Setiyani
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Reflection,Preservice Teachers,Elementary School Teachers,Numeracy,Word Problems (Mathematics),Mathematical Logic,Foreign Countries,Problem Solving

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.