ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Cross-Cultural Experiences &amp; Location on Teachers' Perceptions of Cultural Competence
Author: Lopes-Murphy, Solange A.
Date: 2016-06-00
Type: Journal Articles
Subjects: Cultural Awareness,Statistical Analysis,Teacher Educators,Preservice Teachers,Surveys,Student Attitudes,Teacher Attitudes,Scores,Student Diversity,Second Language Learning,Correlation,Friendship,Likert Scales,Nonparametric Statistics,Travel,Study Abroad

The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, and enhancing the cultural competence of teachers requires a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators and pre- and in-service teachers from two geographic regions in the U.S. completed a cultural competence survey, and their responses were used to construct a cultural competence score. Cultural competence scores were higher in the Mid-Atlantic location than in the Midwest location, and the scores of participants were positively related to the extent of three cross-cultural experiences (speaking a foreign language, having been abroad, and having friends from other cultures). ANCOVA revealed an independent effect for teacher group and cross-cultural experiences, but not for location. The results of this study highlight the importance of cross-cultural experiences in the development of cultural competence and the importance to institutions of higher learning of understanding the cross-cultural experiences typical of the locations from where they draw their students.
A Curricular Intervention for Teaching and Learning: Measurement of Gains of First-Year College Student Learning
Author: Cox, Thomas D.
Date: 2016-06-00
Type: Journal Articles
Subjects: College Freshmen,Achievement Gains,Academic Achievement,Measures (Individuals),Pretests Posttests,Self Evaluation (Individuals),Scores,Intervention,Curriculum Design,Likert Scales,Data Analysis

There is continued debate about the changing and varied nature of first year college courses in American higher education institutions; therefore, additional research is needed to inform faculty and administration of the specific areas on which to focus for teaching and learning in these courses. This study is one possible approach to easily determine student &quot;gains&quot; as measured by the College Success Factors Index, or CSFI. This index consists of ten college student success factors that indicate student achievement. The purpose of this research was to examine the CSFI pretest and post-test data for possible student gains. These self-evaluations were administered in both the summer 2013 and summer 2014 semester courses. The CSFI pre- and post-test scores comparing each summer were analyzed and the overall gains were observed. The summer 2013 courses were taught without a focus on the targeted success factors. A curricular intervention was then introduced in the summer 2014 courses that integrated the ten success indices into the lessons, activities, and assignments. The overall differences or &quot;gains&quot; in student learning are described, along with implications for first year teaching and program design in colleges and universities.
Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation (MME)
Author: Lyde, Adrian R.
Date: 2016-06-00
Type: Journal Articles
Subjects: College Faculty,Teacher Evaluation,Evaluation Methods,Teacher Effectiveness,Formative Evaluation,Teaching Skills,Semi Structured Interviews,Student Evaluation of Teacher Performance,Teacher Attitudes,Reflective Teaching,Attribution Theory,Summative Evaluation,Weighted Scores,Portfolio Assessment,Accountability,Mentors

Evaluating college and university faculty teaching performance is necessary for multiple reasons, including assurance of student learning and informing administrative decision-making. A holistic system of evaluating university teaching is necessary for reasons including the limitations of student evaluations and the complexity of assessing teaching performance. University faculty members were interviewed to determine their perceptions of the multi-source method of evaluating (MME) teaching performance after a revision of policies and procedures was approved. The MME is comprised of three primary data sources: student evaluations, instructor reflections describing attributes of their own teaching such as the teaching philosophy, and a formative external review. While the faculty perceived the MME as a useful tool, they still believe it operates more to produce a summative product than work as a formative process. According to the results, a more formative process would be supported by addressing several factors, including timing of reflections, accountability from year to year, and mentoring. Improving these constraints may make the proposed MME a more appropriate tool for formative review of teaching.
Open Access on a Zero Budget: A Case Study of &quot;Postcolonial Text&quot;: Case Studies in Open Access Publishing. Number Three
Author: Willinsky, John
Date: 2007-04-00
Type: Journal Articles
Subjects: Electronic Journals,Electronic Publishing,Open Source Technology,Access to Information,Case Studies,Cost Effectiveness,Publishing Industry,Program Descriptions,Program Development,Organizational Objectives,Writing for Publication

Introduction: The founding of a new open access journal is described in terms of its use of the open source software Open Journal Systems, its contribution to a new field of inquiry and its ability to operate on a zero budget in terms of regular expenses. Method: A case study method is deployed describing the circumstances of the journal's founding and current manner of publishing. Analysis: The use of online and open source software, as well as a global team of volunteers is presented as the basis of sustaining an open access approach to publishing. Results: The journal has been able to operate with a zero dollar operating budget over the course of its first six issues and is in a position to continue in this manner. Conclusions: A strong commitment to the principles of developing a new field of inquiry committed to global issues of access to knowledge, in combination with open source and Internet technologies, has lowered the barriers to the exercise of academic freedom on a modest, but nonetheless global scale.
Activity Systems, Information Sharing and the Development of Organizational Knowledge in Two Finnish Firms: An Exploratory Study Using Activity Theory
Author: Widén-Wulff, Gunilla
Date: 2007-04-00
Type: Journal Articles
Subjects: Correlation,Entrepreneurship,Small Businesses,Foreign Countries,Insurance,Case Studies,Institutional Cooperation,Ethics,Decision Making,Information Seeking,Interviews,Biotechnology,Corporations,Behavior Patterns

Introduction: In this paper, we discuss the link between information sharing and organizational knowledge production in two very different organizations; a company that handles insurance claims and a small, entrepreneurial hi-tech company. We suggest that this link has not been adequately addressed by studies of information behaviour, though a number of recent papers have proposed that human information behaviour research should appropriate methods from workplace studies and computer-supported cooperative work to provide a richer account of organizational information and knowledge work. Method: Two case studies of sharing practices in Finnish firms were carried out. Results: The overall analysis has allowed us to explain how and why organizational information sharing happens in terms that go beyond the cognitive and descriptive accounts of our earlier studies. Conclusions: Information behaviour is a repertoire of actions and operations and judgements about timing and ethics that are brought into play across work cycles and routines. From this perspective, the duality of organizational knowledge becomes clear: it is both individual and collective judgements about how to behave, and the incremental outcome of these judgements, embedded in decisions that support the objects of activity systems.
A Social Dynamics Analysis of the Problems Raised in the Development of a Community Network: A Case Study of A-Net
Author: Shin, Dong Hee
Date: 2007-04-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Interviews,Computer Networks,Stakeholders,Strategic Planning,Users (Information),Surveys,Computer Software,Futures (of Society),Network Analysis,Design,Information Technology,Social Theories,Medical Services,Telecommunications,Elementary Schools,Secondary Schools,Community Programs,Higher Education,Health Services

Introduction: This study investigates the processes involved in the development of a broadband community network in the Northeast USA. A community network project was studied by tracing the developmental processes from network design to the stabilisation of information infrastructure. Method: A case study was conducted on the broadband community network. Qualitative data were collected primarily through in-depth interviews, drawing on the retrospective data of diverse stakeholders: strategic policy groups, user groups, technical groups and functional groups. Archival documents from various sources were also collected and analysed to triangulate research findings. Analysis: Qualitative analyses were carried out on the data, which related to ninety-six interviews, 279 archival documents, and twenty-nine survey responses. The data were analyzed with thematic analysis using the Atlas.ti program. Results: The political economy of the development process has biased the development toward private interests and away from the public benefit, and toward lucrative services and intra-organizational connectivity and away from community-oriented uses. Conclusion: This study provides a conceptual base for understanding contemporary and future community networks by illustrating the applicability of the Social Construction of Technology Theory. It suggests that Constructive Technology Assessment would be valuable to include technology users in the technology design process.
Whose Immigration Story?: Attending to Hidden Messages of Material in Social Studies
Author: Oikonomidoy, Eleni
Date: 2010-00-00
Type: Journal Articles
Subjects: Immigration,Social Studies,Interviews,Models,Immigrants,Multicultural Education,Criticism,Parent Student Relationship,Assignments,Discourse Analysis,Instructional Materials,Teaching Methods,Parent Participation,Personal Narratives,Genealogy,Family Characteristics

Sometimes materials used in schools with good intentions can have effects opposite from those stated. Through the microscopic analysis of a parent-student immigration interview assignment on a social studies unit on immigration, this article aims to uncover the hidden story that underlies the questions asked. In so doing, it intends not only to problematize the promotion of a simplistic and outdated narrative but also to use this analysis as a foundation for the development of a counter-narrative of complex and up-to-date attention to immigration. The article concludes with a developing checklist for evaluating existing and new material related to immigration.
Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand
Author: Smith, Jill
Date: 2010-00-00
Type: Journal Articles
Subjects: Biculturalism,Cultural Pluralism,Foreign Countries,Visual Arts,Secondary School Students,Art Teachers,Teaching Methods,Art Education,Educational Policy,Educational Practices,Student Diversity,Secondary School Teachers,National Curriculum,Indigenous Populations,Ethnic Groups,Pacific Islanders

New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers' pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.
Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation
Author: Convertino, Christina
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education,Preservice Teachers,Teaching Experience,Multicultural Education,Teacher Educators,Scaffolding (Teaching Technique),Teacher Education Programs,Educational Strategies,Teaching Methods,White Students,Hispanic American Students,Asian American Students,African American Students,American Indian Students,Females,Online Courses,Web Sites,Questionnaires,Comparative Analysis,Statistical Analysis

This praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to preservice teachers. Based on practitioner research, the article draws on the author's own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking about multicultural education as ethnic tidbits. Illustrative examples of CDM-in-use demonstrate that learning about multicultural social justice education is a social and developmental process that requires teacher educators to scaffold complex ideas by using dialogical approaches to learning that incrementally build on emergent and shared knowledge.
&quot;He Said It All in Navajo!&quot;: Indigenous Language Immersion in Early Childhood Classrooms
Author: Lockard, Louise
Date: 2010-00-00
Type: Journal Articles
Subjects: Navajo,American Indian Languages,Native Language Instruction,Immersion Programs,Partnerships in Education,Tribes,Teacher Education Programs,Curriculum Development,American Indian Education,Early Childhood Education,Educational History

This paper describes the historical and social foundations of the Navajo Headstart Immersion program. The researchers have worked as teachers, teacher educators, and parents in these programs. They reflect on the need for new partnerships among tribes, tribal colleges and universities to prepare teachers and to develop curriculum materials for Indigenous language immersion programs.
Productive Dissonance: A Musical-Analytical Exploration of Teacher Educator Perceptions in a Multicultural Education Program
Author: Clark, Lynn Violet
Date: 2010-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Educators,Teacher Attitudes,Teacher Education Programs,Graduate Students,College Faculty,Models,Music,Music Education,Teacher Education,Cultural Pluralism,Preservice Teachers,Social Justice,Higher Education,Interviews,Content Analysis,Mixed Methods Research,Data Collection

The purpose of this study is to explore, using a musical metaphor, the consonance, counterpoint, dissonance, and resonance of a large-scale multicultural teacher education program. In particular, it examines the different instructional approaches of seven graduate students and two faculty who currently teach an undergraduate multicultural education course at a large midwestern university. By combining a theoretical framework (Bennett, 2010) with a musical-analytical approach, the study explores how the interplay of individual voices contributes to a &quot;productive dissonance&quot; that has the potential to transform the overall program.
Multicultural and Global Citizenship in the Transnational Age: The Case of South Korea
Author: Moon, Seungho
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Citizenship Education,Global Education,Acculturation,Civics,Discourse Analysis,Migration,Educational Policy,Textbook Content,Social Change,National Curriculum,Cultural Pluralism

Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea's case within this discourse and suggests multicultural citizenship and global citizenship education as alternative, defensible, and appropriate paradigms at the transnational and global age. In the final part of the paper, he discusses the implications of this paradigm for citizenship education in South Korea.
Immersion and Identity: Experiences of an African American Preschool Child
Author: McCullough, Ruanda Garth
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Children,Preschool Children,Language Acquisition,Family Involvement,Family School Relationship,Family (Sociological Unit),Immersion Programs,Spanish,Montessori Method,Montessori Schools,Early Childhood Education,Preschool Education,Journal Writing,African Americans,Second Language Learning,Second Language Instruction

This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.
&quot;Otherness&quot; as Threat: Social and Educational Exclusion of Roma People in Greece
Author: Parthenis, Christos
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Bias,Minority Groups,Educational Discrimination,Ethnic Diversity,Case Studies,Elementary Schools,Economically Disadvantaged,Suburbs,Public Policy,Access to Education,Ethnic Stereotypes,Barriers,Elementary School Students,Semi Structured Interviews,Parents,At Risk Students,Dropout Rate,Student Empowerment,Cultural Awareness

This paper focuses on aspects of the social and educational exclusion that Roma people face in the Greek context. It argues that diversity has been constructed as a threat for the security, the social cohesion, and the well-being of western societies. Drawing from two case studies of primary schools conducted in a highly deprived suburb of Athens, where most Roma live in harsh conditions, we argue that socially constructed dispositions regarding diversity and inadequate state policies are major obstacles for the improvement of educational opportunities and life chances of Roma people in Greece.
Civics Is Largely about Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy That Embraces Democratic Politics and Recognizes Diversity
Author: Molina-Girón, L. Alison
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship Education,Democratic Values,Politics,Multicultural Education,Grade 10,Case Studies,Vignettes,Teaching Methods,Qualitative Research,Student Attitudes,Barriers,Teacher Attitudes,Educational Opportunities,Foreign Countries,Observation,Semi Structured Interviews

Research investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher's unique citizenship education pedagogy, an approach that embraces democratic politics and affirms diversity. Vignettes of class instruction illustrate the teaching strategies implemented and the struggles faced in employing this pedagogical approach. The case study contends that a critical multicultural citizenship education must have a strong political orientation and, additionally, be responsive to the existing social and cultural diversity that defines our democratic community.
Moving beyond Dance, Dress, and Dining in Multicultural Canada
Author: Sensoy, Ozlem
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Government Role,College School Cooperation,Ethnic Diversity,Lesson Plans,Multicultural Education,Curriculum Development,Consciousness Raising,Cultural Awareness,Ethnic Groups,Teaching Methods,Immigrants,Teacher Role,Reflection

The mainstream curriculum is extremely efficient in furthering a neoliberal multicultural discourse, what is described as the dance, dress, and dining, or heroes and holidays, or Taco Tuesday approaches to diversity. Given this, doing anything else is an ongoing challenge. This paper shares details of a government-university-school collaboration in which the authors were participants in a national project to digitize ethnic group archives and create lesson plans based from those archives. The authors share insights and challenges about what worked for resisting the &quot;zoo&quot; approach.
Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York
Author: Ramirez, Pablo
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Role,Citizenship Education,Culturally Relevant Education,Context Effect,Teaching Methods,Hispanic American Students,Immigrants,Qualitative Research,Case Studies,Observation,Semi Structured Interviews,English Language Learners,High Schools,Secondary School Teachers,Civics,Urban Schools,Minority Group Students

This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).
The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the United States
Author: Gorski, Paul C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Race,Racial Bias,Teacher Educators,Cultural Pluralism,Multicultural Education,Teacher Attitudes,Educational Practices,Teacher Education,Online Surveys,Periodicals

This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the &quot;null curriculum&quot; of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice, and that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.