ethanporcaro/eric-fulltext-meta huggingface dataset:
College 101: Sharing Experiences and Stories for Transformative Change
Author: Robinson, Christine
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Research Universities,High School Students,At Risk Students,Student Attitudes,College Preparation,Educational Benefits,College Attendance,Program Descriptions,Volunteers,Goal Orientation,Barriers,Academic Achievement,Program Effectiveness,Student Motivation,Self Concept,Program Development,Academic Aspiration,Academic Ability,Information Sources

College 101 is powerful Pre-College Opportunity Program (PCoP) designed to expose at-risk high school students to the benefits of post-secondary education, to motivate them to stay in school, and to help them envision a future that includes post-secondary education. The unique features of College 101 include that it is grounded in the pedagogical approach of Real Talk (Hernandez, 2015), and that it is led mainly by College Positive Volunteers (CPVs). The goal of this study was to explore the experiences of at-risk high school students who engaged in the program at a mid-sized research university located in the Midwest. An interactive activity that captured students' perspectives on their goals, barriers to success, and steps needed to reach their goals; and a post-event survey aimed to measure their perspectives on the helpfulness of College 101, revealed that College 101 is a unique and effective program for engaging, motivating, and helping at-risk high school students see post-secondary education as a realistic option for their future success.
Reflecting, Integrating, and Communicating Knowledge through ePortfolios to Increase Civic and Scientific Literacy
Author: Conefrey, Theresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Portfolios (Background Materials),Student Motivation,STEM Education,Communication Skills,Scientific Literacy,Student Attitudes,Scientific Concepts,Undergraduate Students,Student Research,Writing (Composition),Problem Solving,Citizen Participation,Civics

Many students view their classes as separate and disconnected from each other and their lives beyond the classroom. Additionally, STEM students may fail to understand how concepts and formulas of introductory classes relate to practical applications of upper-division coursework and may perceive required general education courses as even less relevant. We suggest that implementing ePortfolios throughout students' academic programs can ameliorate this curricular fragmentation by bringing coherence and cohesion. Using their ePortfolios, students can reflect on connections between concepts and content inside and outside their major as well as other highimpact practices such as undergraduate research and intensive writing. Using examples drawn from the natural sciences and humanities, we demonstrate how ePortfolio pedagogy can help integrate curricular knowledge into solutions for authentic, real-world STEM problems to increase student motivation and understanding of the applications of their learning. Furthermore, it can help students develop the critical thinking and communication skills necessary to share their learning with a wide variety of audiences including instructors, program assessors, potential employers, and community members. Finally, we discuss how ePortfolios have the potential to enhance students' digital citizenship and civic scientific literacy to foster civic engagement upon graduation.
Reconceptualizing International Mindedness in and for a Posthuman World
Author: Barratt Hacking, Elisabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Theories,Advanced Placement Programs,Citizenship Education,Foreign Countries,Social Justice,Ethics,Elementary Secondary Education

This article offers a novel foray into international mindedness and posthuman theory. International mindedness underpins the International Baccalaureate's aim to achieve a better and more peaceful world. However, in a global context of planetary emergency and widening inequalities, it seems imperative to rethink international mindedness within a posthumanist frame, that is, beyond anthropocentric notions of education that privilege human exceptionalism. The reconceptualization of international mindedness as relational becoming is illuminated through five theoretical propositions which are illustrated empirically using 'material moments'. Relational becoming rejects mind and body binaries, affirms nonhuman-human assemblages, enables distributed agency, enacts ethics of response-ability and engages with past and present entanglements. 'Posthumanizing' international mindedness, through the concept of relational becoming, prompts more nuanced insights into educational privilege, nation-states, globalism and enduring colonialist inheritances.
Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa
Author: Olaniran, Sunday Olawale
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Technology Integration,Electronic Learning,College Faculty,Teacher Attitudes,Rural Schools,Internet,Access to Computers,Educational Facilities,Educational Improvement,Integrated Learning Systems,Student Needs,Foreign Countries

The emergence of learning technology in higher education is an interesting phenomenon that continues to gain acceptance. While South Africa is regarded as one of the leading African nations with quality higher education, there is a need for her tertiary institutions to fortify their technological learning spaces to meet the needs of today's upwardly-mobile higher education students. This study adopts a single case qualitative study design in the form of a survey to examine the state of technological learning spaces in a comprehensive university. The actual data for the study was collected from eight (8) academic staff in a rural-based university in South Africa. Data were collected through focus group interviews to allow for rich descriptions of the true state of technological space of learning in the institution. The data were analyzed using thematic analysis. The main variables of technological learning spaces were broken down into sub-themes to address key research issues raised in the study. The findings revealed that though technological facilities such as Wi-Fi internet services, computer laboratory, and Learning Management System (LMS) are available in the institution, some factors are constraining the staff and students from effectively utilizing of these technologies. The study recommends adequate funding/investment, as well as a partnership between the rural based institutions and the universities of technologies in South Africa, as key steps in repositioning the institution's technological space towards teaching and learning needs of the 21st century higher education students.
Investigating Pedagogical Paradigm Shift in the 21st Century Teaching and Learning in South African Secondary Schools
Author: Sikhakhane, Munyaradzi
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Grade 10,Grade 11,Educational Change,Technology Integration,Authentic Learning,Instructional Effectiveness,Skill Development,Foreign Countries

The aim of this study was to examine if any pedagogical paradigm shift has taken place in enhancing authentic teaching and learning in secondary schools. It explored the pedagogical practices currently employed in secondary schools. The theory underpinning the study was the 21st century pedagogy for teaching and learning. A qualitative research design was adopted and data was generated from three secondary schools, consisting of 30 learners through focus group discussion and six teachers using semi-structured interviews. This sample was purposively selected by virtue of having and using digital computer technologies. An observation of 6 lessons was conducted and data was analyzed using an inductive thematic framework. By adopting an interpretivist paradigm, this data was collected using participant observation, as the main data-collection instrument for this study, triangulated with semi-structured teacher-and learner-focus group and interviews. The findings revealed that 'old' teacher-centered pedagogies continued unabated as the common instructional style and promoted learner-passiveness. It compromised on active learner-academic performance and making a meaningful significant intellectual achievement. This resulted in production of 'mediocre' human capital ill-prepared to face the fourth industrial revolution (4IR) challenges. This article recommends further research in areas pertaining to pedagogical shifts in line with digitalization of the world economy and education.
Danielson&apos;s Framework for Teaching: Convergence and Divergence with Conceptions of Effectiveness in Special Education
Author: Morris-Mathews, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Learning Disabilities,Teaching Models,Teacher Effectiveness,Students with Disabilities,Cognitive Processes,Difficulty Level,Educational Practices,Teacher Evaluation

Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT's Instructional Domain (Domain 3) of Danielson's FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities.
Exit, Voice or Loyalty? VET Stakeholders&apos; Response to Large Scale Skilled Emigration from Poland
Author: Reegård, Kaja
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skilled Workers,Vocational Education,Labor Supply,Stakeholders,Educational Attitudes,Educational Change,School Business Relationship,Construction Industry,Brain Drain,Educational Policy,Employer Attitudes,Vocational Education Teachers,Teacher Attitudes

Context: The topic of this paper is how mass emigration of skilled workers affects national policies, and employers' willingness to invest in Vocational Education and Training (VET) in Poland. In the wake of EU enlargement in 2004, Poland became one of the biggest sending countries for skilled labour to Western European countries. These massive outflows of skilled labour, not compensated by adequate inflows of equally skilled workers, have led to serious skills shortages, especially in the construction sector. The paper investigates whether emigration and immigration constitute a driving force for institutional change of the Polish VET system, by analysing policy development and the attitudes of VET stakeholders towards contributing to VET. Approach: The paper focuses on the emigration of skilled construction workers in Poland. Drawing on Hirschman's (1970) framework, when faced with massive skills deficits construction companies are confronted with different options: i) withdraw from the VET system and find other training and recruitment options (exit), ii) attempt to improve conditions by turning to policy makers (voice), and/or iii) remain loyal to the VET system. The analysis is based on an interview study of decision makers responsible for VET policies, employers, chamber of Craft and trade unions, principals of vocational schools, teachers and representatives of regional examination boards. Findings: After years of inattention, VET has been regaining a strong position in national policies. We find that construction companies are mostly more willing now, compared to 5 years ago, to take on learners for practical training and to contribute to improving school equipment. The study showed that one of the most significant obstacles to employers investing in the training of VET learners is the fear of losing a young skilled employee through emigration. Yet, dependent on skilled labour, employers of big construction companies saw no other option than to continue investing in training young learners. However, smaller companies seeking the short-term benefits of employing low-cost labour are less interested in investing in VET. Conclusion: Despite a range of recent policy actions and legislative efforts, several major challenges in the Polish VET system remain unresolved. Continued effort to institutionalise and enhance dialogue between the education system and the labour market appears as the most pressing need. It is currently too early to determine the degree of &quot;institutional stickiness&quot; of the activities observed on the policy level and among employers regarding their increased interest in VET as a response to mass skilled emigration.
Comparison of Prospective Mathematics Teachers&apos; Problem Posing Abilities in Paper-Pencil Test and on Dynamic Geometry Environment in Terms of Creativity
Author: Öçal, Mehmet Fatih
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,Mathematics Teachers,Problem Solving,Mathematics Skills,Mathematics Tests,Test Format,Geometry,Creativity,Mathematical Concepts,Mathematics Achievement,Low Achievement,Pedagogical Content Knowledge,Scores

This study aims to investigate the similarities and differences between prospective mathematics teachers' creative thinking skills in paper-pencil test and on a GeoGebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra's main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were: (1) lack of problem-posing experience; (2) the structure of problem-posing activity; and (3) prospective teachers' mathematical content knowledge.
Principalship and Mentoring: A Review of Perspectives, Evidence, and Literature 1999-2019
Author: Hayes, Sonya D.
Date: 2020-09-00
Type: Journal Articles
Subjects: Principals,Mentors,Leadership Effectiveness,Teacher Student Relationship,Program Effectiveness,Leadership Training,Definitions,Educational Benefits

The aim of the present article is to review literature on mentoring of school principals. The review focuses on the importance of mentoring in fostering effective leadership as a principal by presenting the pervasive definitions and perspectives on mentoring in the field. Second, based upon predefined selection criteria, we present empirical evidence from a number of studies organized by emergent themes on how mentoring in the principalship is conceived and valued. The bulk of the article presents evidence from studies organized along themes. Two central themes emerged in the review focused on determinants of effective mentoring relationships: (1) the mentor and protégé pairing; and (2) length of time in the mentoring relationship including enough time for mentoring sessions. The article concludes with methodological recommendations and an outline of possible directions for future research concerning these commonly overlooked, yet critical features of successful mentoring programs.
The Effect of Contextual Factors on School Leaders&apos; Involvement in Early-Career Teacher Mentoring: A Review of the International Research Literature
Author: Kutsyuruba, Benjamin
Date: 2020-09-00
Type: Journal Articles
Subjects: Context Effect,School Administration,Administrator Role,Administrator Responsibility,Program Administration,Mentors,Beginning Teachers,Professional Development,School Culture,Organizational Climate,Beginning Teacher Induction,Educational Research,Elementary Secondary Education,Principals

School administrators are expected to undertake a variety of roles and responsibilities with regard to facilitating the ongoing professional development of teachers in their schools. Administering formal or informal mentoring initiatives is a typical strategy employed for supporting early career teachers [ECTs] as they adjust to school culture, contexts, and individual responsibilities. Implementation of mentoring programs happens within a dynamic contextual landscape that both influences the development of educational and professional expectations for instruction and professional learning and shapes the school's culture. In this article, drawing on the international multi-factor systematic review of research literature, we sought to establish how contextual factors, such as culture, political systems, social practices and organizational structures, influence the early career teaching and describe the implications of these contextual factors for school leaders' involvement in and administration of mentoring programs. After a brief description of theoretical framing and our systematic review method and sampling procedures, we synthesize the findings from the extant literature on each of the contextual factors and discuss their influence on school leaders' involvement in mentoring. Finally, we discuss the complexity of contexts and practices in mentoring ECTs and conclude with the implications for policy, practice, and future research.
Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective
Author: Maunsell, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Dyslexia,Contrastive Linguistics,Cross Cultural Studies,Cultural Differences,Second Language Learning,Multilingualism,Cultural Pluralism,Inclusion,Educational Practices,Teaching Methods,Faculty Development,Educational Needs,Literacy Education

Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.
Higher Education Management in the Time of Corona: Reconsidering the Predominant Paradigm in the Light of the Crisis
Author: Pohlenz, Philipp
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Administration,College Administration,COVID-19,Pandemics,Educational Trends,Educational Change,Neoliberalism,Competition,Accountability

The pandemic has been (and continues to be) a challenge to public services globally. It revealed that public services that are managed under a neoliberal agenda and thus are evaluated against their cost-effectiveness, are threatened to fail delivering appropriate services to those in most desperate need. This can also be transferred from health care systems to other segments of public services, like education. The paper discusses the features and potential shortcomings of current management paradigms and emerging trends that could help aligning public service management better with the demands of their clients and with changing environments.
EFL Education for the Visually Impaired in Japan: Data from Five Interviews
Author: Carpenter, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Visual Impairments,Blindness,Braille,Special Schools,Best Practices,Teaching Methods,Learner Engagement,Needs Assessment,Equal Education,Access to Education,Student Needs,Educational Needs,Assistive Technology,Barriers

The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: (1) what best practices can support teachers in conducting classes with visually impaired students; and (2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: (1) the importance of targeted needs analysis; (2) the centrality of braille for equity and access; and (3) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need.