ethanporcaro/eric-fulltext-meta huggingface dataset:
Find Your Way Back: Black Colleagues Return to the Erotic
Author: Anderson, Noel W.
Date: 2021-12-00
Type: Journal Articles
Subjects: Higher Education,Racial Bias,Racial Discrimination,Violence,College Faculty,Administration,African Americans,Trauma,Coping,Aggression,Work Environment,African American History,Religious Factors,Poetry,Professional Personnel

This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&amp;B singer Beyoncé Knowles-Carter's song of return, &quot;Find Your Way Back&quot; and using it as a loose organizational rubric--each section is titled from the song's lyrics--I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma--resignation or return--the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education's lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians' approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde's notion of &quot;the erotic&quot; as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem &quot;Blackstudies.&quot; Mining this and her other triumphant essay &quot;Uses of the Erotic: The Erotic as Power,&quot; I look to establish &quot;the erotic&quot; as a comparable counterpunch to microaggressions in higher education.
Composing an &quot;Agon&quot; and &quot;Lettering a Public&quot;: Democracy between Binaries?
Author: Gordon, Jeremy G.
Date: 2021-12-00
Type: Journal Articles
Subjects: Neoliberalism,Democracy,Democratic Values,Activism,Racial Bias,Police,Communications,Rhetoric,Letters (Correspondence),Assignments,College Students

In response to ongoing expansion of neoliberal ideology in democratic education, this essay details a classroom experiment that attempts to &quot;redo,&quot; or &quot;recraft&quot; democracy. Recrafting democracy, in this context, takes shape in active efforts to compose an agonistic public sphere through a specific kind of &quot;lettering a public.&quot; As described, intentionally inefficient student efforts to &quot;care-fully&quot; compose, revise, and mail democratic letters allowed a more reciprocal and felt form of democratic deliberation to unfold. The essay describes the &quot;Dear Demos&quot; course assignment and articulates how the experiment in doing democracy might work to contest neoliberal notions of efficient, technocratic models of self-governance.
Constructive Disequilibrium and Transformative Pedagogy: Developing Global Citizens in Faraway Spaces
Author: Nalani, Andrew
Date: 2021-12-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Countries,Preservice Teachers,Reflection,Global Approach,Citizenship,Cultural Awareness,Student Experience,Race,Ethnicity,Community,Self Concept,Student Attitudes

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students' critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.
Free Listening: Developing Skills for Dialogic Praxis
Author: Hanners, Kyle A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Listening Skills,Skill Development,Teaching Methods,Empathy,Ideology,Civics,Citizen Participation,Service Learning,Praxis,Social Sciences,Dialogs (Language),Interpersonal Communication,Activism

Given the widespread ideological polarization of the current times, cultivating ways to empathize across difference has never been more important. In this essay, we outline Free Listening (FL), a pedagogical practice that helps people grow their capacity to empathetically engage others across difference by engaging in structured sessions of active empathetic listening. Our prior work demonstrates that the structured practice of FL has both affective and practical implications for how students engage with others; students leave the practice with a greater sense of awareness, appreciation for other cultures, and ability to listen across cultural and ideological boundaries. We believe FL has great promise within the teaching-and-learning process in relation to civic and community engagement, service learning, and relational praxis. In this essay, we outline the practice of FL and review literature that helps elucidate what this practice is and does. Some key themes are discussed that reveal the valuable contributions of this practice as they have emerged from our students' and our own experience with/in FL. Finally, we trace the pedagogical implications of FL as they connect to theories of dialogue and dialogic praxis. Overall, we argue that FL should be a regular practice for pedagogues across the social sciences in order to cultivate in students the relational and empathetic skills that are needed to advance the project of depolarization--a project in which other-centeredness should be a defining feature.
Critical Success Factors for Lean Six Sigma in Business School: A View from the Lecturers
Author: Kowang, Tan Owee
Date: 2022-03-00
Type: Journal Articles
Subjects: Business Schools,Business Administration Education,Statistical Analysis,Measurement Techniques,Quality Control,Educational Improvement,Foreign Countries,Success,Total Quality Management

Lean is a process improvement approach to improve organization's efficiency by identifying and eliminate non-value-added activities, while Six Sigma is a methodology focused on reduction of process variation. The integration of both, namely Lean Six Sigma (LSS) drives organization on waste elimination, variation reduction and value creation, which ultimately enhancing organizational performance. LSS has been viewed by prior scholars as one of effective approach for business improvement regardless of manufacturing or services industry. However, the research of LSS in education sector, particularly for business school is relatively lacking. Hence, this research aimed to identify the critical success factors (CSFs) for LSS within a business school in Malaysia. The research also aimed to explore the relationship between the LSS, CSFs, and organization performance. There were six CSFs identified from literature review, while organization performance is assessed via the concept of system theory. The research was quantitative based with the lecturers in the business school as the targeted population. Questionnaire was distributed based on stratified sampling plan with 69 responded. Descriptive and Pearson correlation analysis result revealed that lecturers within the business school perceived that all the six LSS CSFs as &quot;very important&quot;, and strongly correlated with organization performance, except CSF &quot;project selection and prioritization&quot;. As implication, finding from this research suggested that the adaption of LSS between manufacturing and education sectors shared the commonality in term of CSF. However, the business school should look into project proposal from the lecturers' perspective as an alternate source of process improvement opportunity.
From Diversity to Dignity: Overcoming Polarization in an Age of Division
Author: Craig, Byron B.
Date: 2021-12-00
Type: Journal Articles
Subjects: Higher Education,Equal Education,Inclusion,Student Diversity,Access to Education,Political Issues,Racial Discrimination,Racial Bias,Citizen Participation,Leadership,Social Justice,Student Needs,College Environment,African American Students,Student Leadership,College Role

This article promotes closer rhetorical analysis of the current trend in higher education to institutionalize equity, inclusion, diversity, and access (EIDA) work without routinely interrogating the orienting terms used in such efforts. It may be easy to mistake the intentions of EIDA work as determining its value, thus discouraging a critical examination of the rhetorical outcomes it produces and the rhetorical effects it invites. We suggest that one insight such analysis could offer is a better account of the rhetorical constraints of the term &quot;diversity.&quot; In this article, we review a range of compelling critiques that have been offered of the limitations of &quot;diversity&quot; as it appears in higher education discourse. We suggest &quot;dignity&quot; as a promising alternative to &quot;diversity&quot; as an alternate orienting term for EIDA work in higher education.
Practical Wisdom through Deliberative Pedagogy: A Constructive Rhetorical Analysis
Author: Lawrence, Windy Y.
Date: 2021-12-00
Type: Journal Articles
Subjects: Democracy,Teaching Methods,Citizenship Education,Civics,Political Candidates,Student Role,Facilitators (Individuals),College Students,Alumni,Political Issues,21st Century Skills,Urban Schools,Student Government,Student Participation,Decision Making

Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university's deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.
A Task Model for Supporting Virtual Laboratory Based on Inquiry Skills, Social and Scientific Communication
Author: Fatmaryanti, Siska Desy
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Physics,Preservice Teachers,Models,Inquiry,Skills,Communication (Thought Transfer),Computer Simulation,Science Laboratories,Laboratory Experiments,Science Instruction,Educational Technology,Teacher Attitudes,Student Attitudes,Higher Education

Comprehensive monitoring in virtual laboratory learning needs a task model. This model was design based on inquiry skills, social and scientific communication of prospective physics teachers. The development of these three skills is still a problem in recent research on virtual laboratory learning. This research was research and development (RD) using a preliminary study (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). Respondents were 54 prospective physics teachers and five physics lecturers from several universities in Indonesia. The analysis was done by descriptive qualitative, and quantitative. There are two essential parts of the task model. The first part consists of six inquiry steps, which describe the interactions between students with their virtual experiments. The second part consists of three inquiry steps that analyze how students communicate their virtual experiments through verbal, picture, and diagrammatic representations. Based on these findings, the task model's design is essential to develop inquiry skills, social and scientific communication for prospective physics teachers. The researcher can use this task model in the next step of RD.
Comparative Studies between Public and Private Islamic Schools in the Era of Globalization
Author: Kultsum, Umi
Date: 2022-03-00
Type: Journal Articles
Subjects: Public Schools,Private Schools,Islam,Religious Schools,Foreign Countries,Educational Policy,Barriers,Educational Quality,Educational Improvement,Educational Finance,Educational Discrimination,Administrative Organization

The problem of decentralization is one of the main problems in madrasa modernization and independent learning. This is due to the difficult coordination and expensive learning processes being experienced. Therefore, this study aimed to determine the impact of the educational policy implementations on madrasa, with the existence of regional autonomy in Serang and Pandeglang Regencies, Indonesia. This qualitative study involved 10 participants, which contained district madrasa heads and supervisors, institutional managers, education staff, and teachers in Serang and Pandeglang. The utilized instruments were the interview protocol and observation sheet, with the data analysis being obtained through the Huberman and Miles's technique. This included reading, meaning, and data developed within the framework of the historical and ethnographic approach analysis. The results showed that there was no difference in the curriculum between public and private Islamic schools under the local government. The advantage was also observed for regional autonomy, regarding the emergence of superior, exemplary, regular, and vocational madrasas, respectively. However, the disadvantage of this policy was the difficulty in improving the quality of madrasa institutions, funding, and education personnel. These results indicated that all parties should contribute and supervise the implementation of autonomous education, to optimize the goals of each madrasa and achieve independent learning. Explicit rules are also needed regarding the understanding of discriminatory decentralization policies, especially in madrasa and other educational institutions.
Walking the Walk: Democratizing Change in Teacher Education
Author: Beasy, Kim
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Education,Educational Change,Sustainability,Trauma,Training,Social Justice,Justice,Climate,Indigenous Knowledge,Learning Processes,Culturally Relevant Education,Program Development,Inclusion

In this essay, as a group of teacher educators, we discuss our experience of &quot;walking the walk&quot; of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our &quot;unlearnings&quot; as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course
Author: Davidson, Ashley B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Task Analysis,College Freshmen,Scientific Concepts,Interdisciplinary Approach,Science Instruction,Learning Activities,Classification,Introductory Courses,Earth Science,Science Laboratories,Foreign Countries

Universities are recognizing the need to prepare graduates to think conceptually and have the ability to take on complex, real-world problems. Strategies to assess conceptual knowledge are limited and often require more time and effort to complete than is accessible for most undergraduate courses. Card sorting is a very broad technique for understanding how people group concepts, but in higher education has typically been used to show a student's development towards expert-like thinking in a discipline as a whole. However, it typically does not give much insight into how we should change our teaching. In this paper, using the novel setting of two terms of a first-year, earth and ocean science lab that uses problem-based learning (PBL), we show how one can generate a card sort that is built using course learning goals and then use the analysis to make actionable improvements to course instruction. Using a card sort designed so that the expert sort corresponds to learning goals supported by the lab activities, we found that in both offerings of the course students generally moved towards expert-like sorting with a reduction in novice-like sorting. A striking feature stood out in both terms of the course, with one question scoring significantly lower than any other expert pairings, despite a change in the wording of that question between terms. This suggests that our course materials do not promote this specific conceptual connection that we had expected and gives us a clear place to look for issues in our course material. In a broader context, our results suggest that tailoring card sort questions to material at a course level, rather than at the discipline level, can provide a manageable, routine assessment of conceptual knowledge in students, while also providing feedback on the quality of course materials.
Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts
Author: Bornschlegl, Madeleine
Date: 2022-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Academic Support Services,Access to Education,Diversity,College Students,Foreign Countries,Help Seeking,Student Attitudes,Educational Change,Use Studies

Academic support at Australian universities has become an important aspect of higher education, as student cohorts continue to diversify, and universities need to ensure the students' success and the institutions' reputations. Often, students in need do not access academic support services and little is known about what influences students' decisions to seek academic support. This small-scale qualitative study aims to clarify why students (do not) engage in support and what could be changed to make services more accessible and engaging. Semi-structured interviews revealed that the promotion of services needs to be improved and public stigma about seeking academic help should be addressed to normalise accessing academic support services at university. A high standard of ease of use and the opportunity to participate in support in various modes (e.g. online, face-to-face, peer learning, individual learning) contribute to the helpfulness and the overall positive perception of academic support services.
Pre-Licensure Examination as Predictor of Licensure Examination for Teachers Result
Author: Fiscal, Rainer R.
Date: 2022-03-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Predictor Variables,Teacher Certification,Foreign Countries,Elementary School Teachers,Secondary School Teachers,College Graduates,Scores

Licensure examination for teachers (LET) is the major requirement of teachers in the Philippines before practicing teaching profession. As such, it is imperative to monitor necessary parameters to increase passing percentage of teachers in LET. This study attempted to examine the relationship between performance in pre-LET and LET of 71 elementary education (BEEd) and 127 secondary education (BSEd) graduates in one university in the Philippines. Individual and aggregated data were secured from the college of teacher education dean's office and Professional regulations commission (PRC). Using the descriptive-correlation method of research, this study presented the null hypothesis that pre-licensure is not a predictor of LET results. Findings showed that there is a notable relationship between the pre-LET and LET examination performances. Using linear regression analysis, ratings attained by the graduates in pre-LET can predict the performance in LET with higher level of confidence. The study confirmed that for general education (GenEd) and professional education components of licensure examination for BEEd, the pre-LET scores of education graduates are significant predictors.
A Comparison of Diversity in the Writing Processes of Writers: Implications for Teaching of Writing in Pakistan
Author: Tahira, Muneeba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Processes,Writing Instruction,Second Language Instruction,English (Second Language),Literary Styles,Individual Differences

Writing researchers have shown increasing interest in the writing process of individuals. This interest has largely been stimulated by interest in writing instruction as well as such pressing issues as the writing processes of ESL writers and the effects of L1 on L2. This article outlines the diversity in writing processes of Pakistani writers, highlighting the writer's individual style of writing. Cognitive process model of writing has been reviewed and discussed in Pakistani context. In process model of writing, which is proposed as an alternative to product oriented model of writing, writing is said to be an individual process of writer for the reader. In the process of writing, writers may be said to explore various writing tools which gradually enable them to set an identical writing style. Writers vary in the use of their writing processes that make writing a non-linear process. Differences in each individual's writing style are evident. This study offers interpretive evidence of how these individuals may differ in their writing processes.