ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Powerful Geographical Knowledge in Integrated Curricula in Dutch Schools
Author: Bouwmans, Matthijs
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Knowledge Level,Interdisciplinary Approach,Curriculum,Integrated Curriculum,Secondary Education,Secondary School Students,Social Sciences,Humanities,History,Sciences

This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The characterization appears to be useful in terms of painting a picture of what an integrated curriculum looks like from the perspective of powerful knowledge. The emphasis in the curricula is on learning geographical concepts that students might use to analyse phenomena (Type 2 knowledge). Remarkably little attention is paid to learning about places (Type 5), as a result of which the integrated curricula hardly contribute to a central aim of school geography, namely to build an extensive geographical world view.
Mathematics Education in the Spotlight: Its Purpose and Some Implications
Author: Golding, Jennie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Role of Education,Mathematics Curriculum,Pedagogical Content Knowledge,Expertise,Socialization,Mathematics Instruction,Mathematics Teachers

This article proposes a reframing of the purposes of mathematics education for the twenty-first century that combines apparently divergent philosophical approaches, arguing that the consequent empowerment should as a matter of individual equity be available to all young people (as well as of benefit to wider society). It suggests that the global mathematics attainment 'spotlight', and the English policy context in particular, offer both opportunities and constraints for the development of such a high-quality mathematics education. The article also discusses the challenging implications for the curriculum, and for the nature of teacher expertise, particularly subject-specific expertise, that is needed.
Powerful Knowledge and Epistemic Quality in School Mathematics
Author: Hudson, Brian
Date: 2018-00-00
Type: Journal Articles
Subjects: Knowledge Level,Curriculum,Mathematics Instruction,Educational Quality,Student Rights,Epistemology,Teacher Role,Teaching Methods,Educational Policy,Educational Practices,Mathematical Logic,Foreign Countries,Elementary Secondary Education,Educational History

This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing so, it takes the notion of &quot;powerful knowledge&quot; as a starting point, based on what knowledge school students have the right to have access to. In turn, it considers this as a question of &quot;epistemic&quot; quality. This is elaborated as a concept by drawing on outcomes from a recent study arising from the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project. This concept is founded on the analysis of a distinction between &quot;mathematical fallibilism&quot;, based on a heuristic view of mathematics as a human activity, and &quot;mathematical fundamentalism&quot;, which reflects an authoritarian view of the subject as being infallible, absolutist and irrefutable. The relation between powerful knowledge and epistemic quality is considered further by framing it within a sociological theory of knowledge. This helps to highlight a further distinction between &quot;knowing that and knowing how&quot;, which is used to illustrate examples of high and low epistemic quality in school mathematics. The first example of &quot;high epistemic quality&quot; is drawn from the DMTPC project. The second example is of &quot;low epistemic quality&quot; and comes from the highly promoted Core Knowledge Foundation that has recently been imported into English schools from the USA. Finally, the article considers the role of teachers as curriculum makers at the classroom level where curriculum and pedagogy effectively merge. In conclusion, the implications for both policy and practice are considered, in particular proposals are made in relation to the role and place of subject didactics in teaching and teacher education.
An Academic and Cultural Transition Course for International Students: Efficacy and Socioemotional Outcomes
Author: Brunsting, Nelson C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Cultural Awareness,College Students,College Freshmen,Student Attitudes,Acculturation,Course Descriptions,Outcomes of Education,Private Colleges,Attitude Change,Self Advocacy,Social Support Groups,Student School Relationship,Comparative Analysis,Social Adjustment

The current study details changes in first-year international undergraduate students' perceived knowledge of, confidence in, and usefulness of intercultural skills in specific US university contexts after completing a semester-long academic and cultural transition course at a mid-sized private university. Results revealed significant increases in participants' (n = 42) perceived intercultural competence, perspective shifting, suspending judgment, self-advocacy, and interacting in class with students of other cultures; participants also reported significantly higher campus belonging and social support than a comparison group of students at the university who were not enrolled in the course (n = 32). These findings provide initial evidence for the potential of transition courses to increase intercultural skills and campus belonging for first-year undergraduate international students attending US universities.
A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University
Author: Rakhshandehroo, Mahboubeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,English,Graduate Students,Student Experience,Life Satisfaction,On Campus Students,Student Attitudes

With the rapid expansion of English-medium courses/degree programs at Japanese universities over the past 15 years, a greater number of English-speaking international students from diverse backgrounds are being attracted. However, little research has been conducted to address the needs of this minority group, especially at the graduate level. Employing interpretative phenomenological analysis (IPA), this study explores on-campus satisfaction with life (SWL) of nine graduate international students studying primarily in the English-medium regarding the support model of their Japanese university. Four master themes of traditional support, student ideal support, challenges, and best practices are discussed. The results present effective Japanese university support strategies that can promote SWL of English-medium graduate international students.
Studying in Canada: Experiences of Female Graduate Students from Saudi Arabia
Author: Alqudayri, Bushra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Graduate Students,Foreign Students,Student Attitudes,Student Experience,Cultural Differences,Comparative Education,Gender Bias,Instructional Effectiveness

This paper presents findings from a study which explored experiences of Saudi Arabian female graduate students studying in Canada. The data for this descriptive qualitative study was collected through semi-structured interviews with ten students undertaking graduate studies in universities across 5 Canadian provinces. The findings of this study suggest that female graduate students from Saudi Arabia face unique challenges related to adaptation to a new education environment and to managing cultural expectations of Saudi and Canadian communities. Studying and living in Canada affected our participants' personal values and changed the way they viewed themselves, their culture and community.
Study Abroad Objectives and Satisfaction of International Students in Japan
Author: Hennings, Matthias
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Satisfaction,Foreign Students,Foreign Countries,Correlation,International Educational Exchange,Student Exchange Programs,College Students

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students' objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.
English versus Native Language on Social Media: International Students&apos; Cultural Adaptation in the U.S.
Author: Tu, Haijing
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,English (Second Language),Native Language,Language Usage,Social Media,Acculturation,Adjustment (to Environment),Preferences,Friendship,Social Behavior,Social Networks,Coping,Socialization

The number of international students studying in the U.S. has substantially increased in the digital age. Do having access to content in their native language work for or against their adaptation to American culture? In order to address this question, this research employed focus groups and interviews containing a total of 12 international students in 2016. Qualitative data analysis then revealed international students' language preferences on social media as well as the functions performed by each language. Their cultural adaptation was studied by coding data into language preference, friendship, acts and social norms, and characteristics and values. Social media proved very effective in connecting international students with their home culture, but it was not as equally effective in connecting them with their host culture.
Factors Influencing Chinese International Students&apos; Strategic Language Learning at Ten Universities in the U.S.: A Mixed-Method Study
Author: Fu, Yao
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Second Language Learning,Learning Strategies,English (Second Language),Undergraduate Students,Graduate Students,Social Influences,Cultural Influences

This QUAL-QUAN mixed-method study employed a sociocultural interpretive framework to describe the Language Learning Strategies used by Chinese international students at ten universities in the U.S. During phase one, we used typological and interpretive analysis to identify nine factors that influenced 15 students' strategy use at four universities. In phase two we employed regression analysis to study the influence of these factors and two others on 117 students' strategy use at six U.S. universities. While participation and English proficiency level predicted direct strategies like memory, cognitive and compensatory strategies, participation was identified as the sole predictor of indirect strategies, like metacognitive, affective and social strategies. Findings have implications for college administrators, faculty and students.
Exploring the Emerging Field of Online Tertiary Education for Refugees in Protracted Situations
Author: Reinhardt, Suzanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Refugees,Catholics,Church Related Colleges,Foreign Countries,Access to Education,Educational Quality,Distance Education,Program Implementation,Sociology,Educational Trends,Trend Analysis,Social Justice,Emergency Shelters,Higher Education,Educational Benefits,Program Descriptions

&quot;UNESCO believes that education is a human right for all throughout life and that access must be matched by quality.&quot; While this statement is a worthy ideal, it does not meet the needs of all populations, especially our most vulnerable. The refugee crisis has opened up new channels for education to find its place among the supports given to refugees, and that place may be distance education. Some budding research has taken place within the field of sociology, but educational technologists are just beginning to look into the needs of this population with only one study of note published. Several online programs have been implemented and studied within sociology, including Australian Catholic University's Thai-Burma Program, Borderless Higher Education for Refugees in Kenya and Jesuit Worldwide Learning, which currently has multiple sites worldwide. Looking forward, distance education is aligned to take its place as well. This study is a review of the literature and looks at possible paths for future research into online programs for refugees in protracted situations within the field of educational technology.
Employers&apos; Perception and Expectations of Professional Competency of Distance Learning Graduates: A Tracer Study of Nursing Graduates of the National Open University of Nigeria (NOUN)
Author: Ofoha, Dorothy
Date: 2018-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Job Skills,Distance Education,Nursing Education,College Graduates,Open Universities,Nurses,Work Attitudes,Attitude Change,Educational Quality,Expectation,Foreign Countries

This tracer study was designed to track National Open University of Nigeria (NOUN) graduate nurses in their places of work with a view to ascertaining their level of professional competency and to explore employers' expectation of graduate competencies. The study employed the descriptive survey design. Participants included 222 NOUN &quot;alumni&quot; who graduated in nursing programme and a corresponding 222 heads/top-level managers of the organizations where the graduate nurses were employed. Multiple instruments were used to collect data including competency test, survey questionnaire, and direct observation. A number of remarkable findings emerged from this study, both expected and unexpected. Majority of sampled graduates appeared to possess high level of professional competency in all three competency dimensions measured. A significant proportion of employers seemed to hold high perception regarding the graduates. In matching the employers' perception of ODL graduates against actual competencies of NOUN graduate nurses with the use of quadrant analysis, the resulting values showed that a significant proportion of the graduates met and exceeded employer expectation.
Examining the Sexual Enigma of the Immigrant Paradox with International Students
Author: Belcastro, Philip A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sexuality,Sexual Orientation,Acculturation,Immigrants,Community Colleges,Two Year College Students,Foreign Students,Gender Differences,Sex Education,Foreign Countries,Family Structure,Homosexuality,Pregnancy,Marital Status,Age Differences,Cultural Differences

The metamorphosis of core sexual practices and sexual orientation norms resulting from the acculturation of U.S. native and non-native residents remains an enigma. A convenience sample from a metropolitan community college was drawn to describe the consequences of acculturation on U.S. international students' core sexual practices and sexual orientation. Findings include: (1) observed differences in male international student sexual practices to that of the native male population were attributed to social opportunity and not the immigrant paradox, and (2) female international students' core sexual practices and sexual orientation shifted over time to the higher risk sexual practices of the native female population. The U.S. needs to commit resources including qualified health educators, to support state mandated public school and undergraduate sex education for U.S. juveniles and young adults.
Cooperating Teachers&apos; Beliefs and Teaching Practices
Author: Grenier, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Teacher Attitudes,Beliefs,Student Teachers,Physical Education Teachers,Teacher Education Programs,Instruction,Classroom Techniques,Discipline,Interaction,Evaluation,Learning Activities,Elementary Secondary Education

This study examined cooperating teachers (CTs) who work with student teachers engaged in their culminating 20-week teaching placements in local schools. Specifically, the research question pertained to whether the practices and teaching behaviors of CTs were similar to the effective teaching literature that is taught to students in their physical education teacher education (PETE) program. A total of 12 CTs teaching their own (on average three) physical education classes, were observed. Field notes were taken and a stopwatch was used to determine percentages of instruction, management and activity time for each lesson. A face-to-face audio-recorded, semi-structured interview then took place, on-site, after the final lesson observation. Field notes were categorized into themes of instruction, management, discipline, interaction with students, assessment and activity time. The interviews were transcribed within two weeks of completion and the transcripts and field notes were analyzed inductively. Emergent themes were then identified for each field note category (beyond the pre-selected ones) and interview questions asked. On average, the 36 lessons observed resulted in 72% activity time, 23% instruction time and 5% management (organizing groups, transitions, discipline etc.). The results of the data analysis determined that there was synergy between effective teaching literature covered and CTs' teaching behaviors, related to instruction, management, discipline, interaction with students and activity time. Issues related to assessment showed some divergence however.
Comparing Practices of US Volleyball Systems against a Global Model for Integrated Development of Mass and High Performance Sport
Author: Hopkinson, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Team Sports,Talent Development,Athletes,Training,Competition,Agency Cooperation,Financial Support,Athletic Coaches,Teachers,Administrators,Participation,Performance,Program Development,Physical Education,High Schools,Colleges,Clubs

This study examines the current state of volleyball in the USA against a heuristic model for high performance sport integrated with mass participation. A questionnaire was utilized for the following elements of the model: talent development; advanced athlete support; training centers; competitions; intellectual services; partnerships with supporting agencies; balanced and integrated funding; and structures of mass and elite sport. Twelve international experts including executives from sport governing bodies, coaches, academicians, and administrators, validated survey questions. 131 coaches completed the questionnaire in order to determine the areas for improvement for US volleyball systems. Possible advancements were identified through semi-structured discussions with seven volleyball administrators. Results suggested possible enhancements at macro-level (e.g., improved revenue and partnership structures for more developmental programs, especially for boys), meso-level (e.g., additional sources and models for better coach education and more facilities), and micro-level (e.g., lifelong healthy participation guidelines and conditions).
Manipulating Feedback during Physical Education Climates: Immediate Effects on Motivation and Skill Performance
Author: Drost, Daniel K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Skill Development,Feedback (Response),Competence,Student Attitudes,Mastery Learning,Physical Education,Student Motivation,Teaching Methods,Grade 4,Grade 5,Stress Variables,Psychomotor Skills

The purpose of this study was to investigate the effects of TARGET- and feedback-manipulated climates in a short unit of study of a familiar task. Participants were fourth- and fifth-grade students (n = 170) from intact classes in two southeast United States elementary schools. Classes were assigned to learn a familiar skill during a one week unit in a mastery or performance climate. Climate groups were assigned to receive either positive and general or informational feedback. The data collected on the participants included pre- and post-task skill and motivational measures. While climate and positive feedback had no effect on competence or skill change, informational feedback resulted in a decreased perceived competence and improved skill performance. At the conclusion of the intervention, participants in a mastery climate with positive feedback were significantly more motivated than those in a performance climate with informational feedback. When determining the appropriate climate and feedback for students, physical education teachers must consider whether lesson and unit objectives are to focus on motivation or skill performance. Information has the potential to positively affect actual measured competence while at the same time negatively affect perceptions of competence.
The Mediating Role of Mastery-Approach Goals between Coach Supports and Intrinsic Motivation among Underserved Adolescents
Author: Liu, Jiling
Date: 2018-00-00
Type: Journal Articles
Subjects: Males,Summer Programs,Athletic Coaches,Student Motivation,Adolescents,Disproportionate Representation,Self Determination,Theories,Correlation,Athletics,Social Support Groups,Mastery Learning,At Risk Persons,Physical Activities,Predictor Variables,Physical Education

Guided by Self-Determination Theory (SDT; Ryan &amp; Deci, 2000; Ryan, Williams, Patrick, &amp; Deci, 2009) and Achievement Goals Theory (Elliot &amp; McGregor, 2001), this study examined how coach supports affected intrinsic motivation (IM) and how mastery-approach (MAp) goals mediated the relationship between coach supports and IM among a group of underserved adolescents. Participants were 93 boys (M[subscript age] = 11.91 years, SD = 1.22) at a summer sports camp in the southwestern U.S. Seventeen questions from previously validated questionnaires measured participants' IM, MAp, and perceived coach supports. Three mediation models were examined to test the mediating effects of mastery-approach goals. The results of the three mediation models revealed that perceived coach supports positively predicted IM (ßs &gt; 0.38, &quot;ps&quot; &lt; 0.05). MAp goals had a large medication effect on the relationship between perceived coach supports and IM (ßs &gt; 0.29, &quot;ps&quot; &gt; 0.05, ?[superscript 2]s &gt; 0.25). The data from the study suggest that coaches provide supports for children in autonomy, competence, and relatedness based on SDT. At the same time, we recommend focusing on MAp goals in order for coach supports to generate positive influences on children's IM.