ethanporcaro/eric-fulltext-meta huggingface dataset:
Research-Informed Teacher Education, Teacher Autonomy and Teacher Agency: The Example of Finland
Author: Chung, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Teacher Education,Professional Autonomy,Teacher Empowerment,Educational Research,Masters Degrees,Teacher Researchers,Core Curriculum,Decision Making,Democratic Values

Finnish education has received worldwide attention due to the country's performances in the Programme for International Student Assessment (PISA). Research investigating Finland's positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master's degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland's political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.
Leading Undergraduate Provision in Further Education Colleges: The Experiences of BA Education Programme Leaders
Author: Purves, Ross M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Adult Education,Foreign Countries,Lifelong Learning,Leadership Role,Instructional Leadership

This article explores the experiences of those who lead undergraduate education-related programmes in further education (FE) colleges in England. Questionnaire and interview fieldwork with 14 further education-based programme leaders were supplemented by a comparison survey of equivalent professionals from higher education institutions (HEIs). Drawing on Hodgson and Spours's four-level lifelong learning ecology and Nardi and O'Day's keystone species concept, our analysis characterises the role of the undergraduate programme leader as distinctive and critical within the further education context. Extremely multifaceted and busy, this role is also poorly defined, often involving individuals relying on craft wisdom accrued within specific contexts. Three overall strands of responsibility emerged in participants' view of their role: the administrative and organisational demands of colleges and the validation/franchising of higher education partners; the provision to learners of appropriate support in their studies; and the recognition of and response to pastoral needs of students. Tensions were identified between these, with one strand tending to preoccupy programme leaders at any time, obscuring their view of other important role objectives. As such, we introduce the concept of sightlines to capture the importance of enabling programme leaders to see through and beyond their institutional context and engage outwards, rather than turn inwards. Practical recommendations include the provision of time and licence to study for advanced qualifications, to undertake research and to help nurture distinctive cultures of higher education learning.
The Prestige Economy of Elite Education: A Baudrillardian Analysis of an Aspirational English School
Author: Holligan, Chris
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Class,Neoliberalism,Foreign Countries,Entrepreneurship,Ideology,Higher Education,Marketing,Elementary Schools,Reputation,Simulation,Traditionalism

Academic entrepreneurial behaviours are increasingly a research field paralleling processes of capitalist commodification. We mobilise Baudrillard's concepts to probe a school's strategic communication methods symbolising class neoliberalism, which aspirational parents may experience as a desired habitus of 'distinction'. We suggest their knowledge of class and education, once imported into the interpretation of this school's web presence, will coalesce with its simulacra of elite education. Our account encourages comparisons with selective school websites and utilises the qualitative data on the public site of this school, a methodological approach that has been fruitfully utilised by scholars uncovering the ideological representations created by providers who market UK higher education. The intervention into the marketplace of the selective fee-paying English education of Independent Grammar School: Durham (IGSD) through such a penumbra of symbolic meaning forms part of its pursuit of a competitive edge. International studies of schools chasing prestige and consumer desire confirm that the policies and practices described have become widespread, as shown in the oeuvre of Stephen Ball, whose writings inform the approach of this article. The marketing of the 'brand' identified through our theoretically driven analysis may encourage consumers to opt out of the state sector. Neoliberal-class markers of prestige contribute to the erosion of welfare-oriented school ideals in England, and in other nations.
Connection of Terms between Inquiry Activities and the Main Text in the Life Science Unit of Lower Secondary School Textbooks in the Republic of Korea
Author: Kim, Youngshin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,Secondary School Science,Science Instruction,Biological Sciences,Inquiry,Vocabulary,Grade 7,Grade 8,Biodiversity,Plants (Botany),Animals,Energy,Stimuli,Birth,Heredity,Genetics

Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes.
Narratives of Three Novice In-Service Science Primary School Teachers: Their Journey of Achieving Teacher Agency and Teacher Belief
Author: Lim, Sungman
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Elementary School Teachers,Professional Autonomy,Personal Narratives,Diaries,Adjustment (to Environment),School Culture,Teaching Methods,Stress Variables,Teacher Salaries,Work Environment,Foreign Countries,Teacher Administrator Relationship,Faculty Development

This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools' culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.
Conventional Wisdom and Popular (Mis)Understanding of &quot;Failing Schools&quot;
Author: Benson, Keith E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Urban Schools,Public Schools,School Effectiveness,Failure,Misconceptions,Urban Education,Educational Change,Public Opinion,Economic Factors,Educational Policy,Equal Education

While the conception of &quot;failing schools&quot; has proliferated the American public's (mis)understanding of performance of low-income urban public schools unabated since &quot;A Nation at Risk,&quot; education literature suggests &quot;failing schools&quot; are not what has been commonly described in conventional wisdom. Here, I begin by conceptualizing conventional wisdom before describing the popular narrative affixed to &quot;failing schools&quot; and briefly discussing the history of standardized assessments implemented to identify &quot;failing schools&quot;. And as the popular conception of &quot;failing schools&quot; position such schools as irredeemable education spaces as evidenced by students' performance on standardized tests, in this article I attempt to posit a rebuttal to that conventional wisdom, namely that &quot;failing schools&quot; do not exist as isolated institutional sources of academic &quot;failure&quot; but are byproducts of longstanding economic and policy neglect of poor urban communities by policymakers, yet serve as convenient targets for the ultra-wealthy to divert popular attention away from systemic economic inequities which created illusion of &quot;failing schools&quot; to begin with.
Art-Based Kindergarten Practices and Their Coherence with Art Curriculum Objectives
Author: Basak, Rasim
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Kindergarten,Art Activities,Alignment (Education),Preschool Teachers,Content Analysis,Visual Arts,Educational Practices,Teacher Surveys

Kindergarten teachers use art-based activities and practices because they are useful and functional in learning processes and they help learning in other subject areas. While teachers allocate great deal of classroom time for art practices, an art curriculum is not required or enforced at kindergarten level. The objective of this study was to examine kindergarten curriculum, and to clarify at what extent curriculum objectives and learning outcomes met art education learning outcomes specified for elementary level art education state standards. Document content analysis and descriptive survey questionnaire were used to collect information. Content analysis method was also employed to examine classroom applications and practices. Kindergarten curriculum and visual arts curriculum were also compared and analyzed in relation to teacher responses. The study clarified a need for an art integrated approach to kindergarten. Kindergarten activities majorly consist of art-based practices, therefore kindergarten curricula should be designed based on an art-based comprehensive understanding of educational interventions.
Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model
Author: Rupavijetra, Phetcharee
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Foreign Countries,Career Development,Student Projects,Active Learning,Cooperative Learning,Teaching Methods,Undergraduate Students,Business Administration Education,Journal Writing,Student Attitudes,Internship Programs,Lesson Plans,Self Employment,Assignments,Learning Processes,Student Evaluation,Student Interests,Retailing,Internet,Program Descriptions,Content Analysis

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students' reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students' learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs' interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).
Challenges Faced by Students during the COVID-19 Lockdown: Rethinking the Governance of Higher Education in Cameroon
Author: Etomes, Sophie Ekume
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,COVID-19,Pandemics,School Closing,Graduate Students,Student Attitudes,Foreign Countries,Governance,Online Courses,Access to Computers,Technological Literacy,Access to Education,Equal Education

Change which is inevitable due to the changing needs of individuals and the society usually comes with some challenges. Knowledge and understanding of these challenges are relevant for effective implementation and efficient outcome. This study examined the extent to which challenges faced by students during the lockdown period will inform policy makers on restructuring the governance of higher education in Cameroon. The study adopted a cross-sectional survey research design of quantitative approach. Questionnaire was used to collect data from 1029 postgraduate students. The statistical package for social science (SPSS) version 23.0, frequency counts and percentage were used to analyse the closed-ended questions while the thematic approach was used to analyse the open-ended questions. The Spearman's rho test which is a non-parametric test was used to test the hypothesis. Results revealed that lockdown period significantly affected students' learning in higher education institutions in Cameroon and this effect was very strong justified with an R-square value of 0.826, P = 0.000, far &lt; 0.05 and a high Chi-Square value of 964.612 at a degree of freedom of 81. This effect is related to the challenges faced with respect to knowledge and skills in online learning, access to online resources and management of online studies.
Working Memory Capacity, Cognitive Regulation, and Their Relationship to Academic Achievement in University Students
Author: Amzil, Amine
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Short Term Memory,Cognitive Processes,Self Control,Academic Achievement,Metacognition,Grade Point Average,Predictor Variables

The present study investigates the relationship between working memory capacity, cognitive regulation, and academic achievement for university students. Additionally, it examines whether working memory capacity and/or cognitive regulation can predict academic achievement. For the 139 university students who took part in the study, working memory capacity was measured via a digit span test, cognitive regulation was measured via the MAI (Metacognitive Awareness Inventory), and academic achievement was measured via GPA. The results indicate that there is a significant relationship between working memory capacity and cognitive regulation ability, that cognitive regulation had a marginally stronger correlation with GPA than working memory capacity did, and that the working memory ability and cognitive regulation model was a good predictor of academic achievement for the sample studied.
Just Singing and Dancing: Official Representations of Ethnic Minority Cultures in China
Author: Lin, Jason Cong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Minority Groups,Government (Administrative Body),Documentation,Web Sites,Ethnic Stereotypes,Cultural Differences,Social Bias,Power Structure,Government Role,Multicultural Education,Cultural Awareness,Textbooks,News Media

This paper uses a critical multicultural, constructivist approach to examine how the Chinese government represents minority cultures in its official discourse. Although at an abstract level the government acknowledges the contributions of minority cultures to society, our findings show a mismatched picture in terms of minority representation. Government documents and discourse recorded and obtained on the government website only highlight traditional and stereotypical cultural aspects related to minorities. These representations essentialise minority cultures, obscure their dynamism and their contributions, reinforce power hierarchies, and discourage critical reflexivity. In this context, we recommend addressing fundamental challenges undergirding this pattern in representation to develop more balanced and comprehensive understandings of minority cultures.
Student and Faculty Perception of Engagement in Two Active Learning Classroom Designs
Author: Knudson, Duane
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Teacher Attitudes,College Faculty,Learner Engagement,Active Learning,Classroom Design

Faculty and student perception of engagement in two (mobile desks or mobile tables and chairs) low-tech active learning classroom (ALC) designs were compared. Student (n = 413) perceptions of engagement were measured with the Engaged Learning Index (ELI) and the Social Context and Learning Environments (SCALE) instruments at the beginning and end of a semester in a large, multi-disciplinary department. Faculty (n = 14) rated perception of engagement using only the SCALE instrument. Perceptions of engagement from faculty and students using SCALE were significantly more positive for both ALCs compared to perceptions of traditional classrooms. There was no clear evidence of differences in student and faculty perceptions of engagement between the two ALC designs. No or small differences between the two ALC designs means departments might consider cost, maintenance, and other pragmatic factors in ALC design.
The University Desk Chair: Examining the Impact on Learner Comfort and Ability to Focus
Author: Kulka, Joseph
Date: 2022-00-00
Type: Journal Articles
Subjects: Furniture,College Students,Attention Control,Student Attitudes,Pain,Physical Characteristics,Individual Differences

A mismatch between furniture and body characteristics can cause musculoskeletal discomfort during prolonged sitting for a variety of learners. The purpose of this study was to explore university students' perceived changes in pain and/or discomfort, perceived level of comfort, and perceived ability to focus and learn while using four common desk chair styles. After recording standing and seated height, sixty-seven university students completed a survey tool which contained six sections: (1) demographics, (2) type of desk chair used and time in desk chair, (3) pain and/or discomfort rating and location prior to and after desk chair use, (4) impact of desk chair on pain and/or discomfort, (5) rating of desk chair comfort, and (6) rating of desk chair adjustability. A desk chair with padding and a large frame was rated significantly highest in overall comfort. Participants reported significantly increased upper back pain when using a desk chair with minimal arm support. During periods of prolonged seating, desk chairs should accommodate various sized bodies and have cushioning, as well as support for the upper body.
Smart Teaching Reform and Practice of Flipped Classroom in Culture Geography Course Based on Chaoxing Learning Platform
Author: Yan, Jun
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Geography Instruction,Human Geography,Educational Technology,Independent Study,Peer Teaching,Active Learning,Program Effectiveness,College Students,Foreign Countries,Cooperative Learning,Student Projects

The smart teaching model of flipped classroom based on cloud learning platform is the trend of college classroom teaching reform. By means of the Chaoxing Learning Platform and the teaching practice of cultural geography, this paper constructs a peer instruction relied on the flipped classroom. The three stages that teachers and students need to complete, namely, before class, during class and after class can be utilized to evaluate the teaching effect of flipped classroom. Before class, students preview through micro-class resources material on Chaoxing Learning Platform provided by teachers, communicate with classmates and teachers in real time, discuss and cooperate with each other during class through cultural theme project-based learning and peer instructions, and think profoundly and self-examination after class. The analysis of students' learning effect indicates that such a teaching mode promotes students' subjective initiative in learning, improves the performance and comprehensive capabilities of students. As a new and efficient teaching method, &quot;Chaoxing Learning Platform + Flipped Classroom&quot; plays an important role in enhancing teaching quality and promoting the development of students' comprehensive quality, such as self-directed learning, communication and cooperation.