ethanporcaro/eric-fulltext-meta huggingface dataset:
Variance and Reliability in Special Educator Observation Rubrics
Author: Crawford, Angela R.
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Evaluation,Special Education Teachers,Scoring Rubrics,Observation,Direct Instruction,Test Reliability,Evaluation Methods,Rating Scales,Performance,Teacher Competencies,Psychometrics,Test Construction

This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher reliability indices with the rubric with item-specific descriptors of performance levels. Contributions to the fields of intervention and teacher evaluation are discussed.
Shortcomings of the &apos;Approaches to Learning&apos; Framework in the Context of Undergraduate Mathematics
Author: Darlington, Ellie
Date: 2019-10-00
Type: Journal Articles
Subjects: Undergraduate Students,College Mathematics,Mathematics Education,Mathematics Skills,Learning Processes,Learning Strategies,Foreign Countries,Study Habits,Memorization,Mathematics Tests,High Stakes Tests,Measures (Individuals)

Students' approaches to learning are heavily researched in higher education and are of particular concern in the field of mathematics where many students have been found to struggle with the transition to university mathematics. This article outlines a mixed methods study which sought to describe undergraduate mathematicians' approaches to learning using the deep-surface-strategic 'trichotomy' using the Approaches and Study Skills Inventory for Students with 414 mathematics students and semi-structured interviews with a subset of 13 at a leading British university. Analysis found that neither the 'approaches to learning' framework nor the inventory can effectively describe students' study practices and conceal important elements of how students learn advanced mathematics for examinations. Therefore, it is important that educators do not try to oversimplify students' methods using quantitative questionnaires but do seek to support those who would otherwise rely solely on memorisation as a means of passing high-stakes examinations.
Analysing Pacific Teachers&apos; Pedagogy inside New Zealand Classrooms: A Case Study Using a Cultural Historical Activity Theory (CHAT) Perspective
Author: Abella, Ivy
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Classroom Techniques,Cultural Background,Foreign Countries,Public Schools,Secondary School Teachers,Instructional Effectiveness,Minority Group Students,Migrants,Laptop Computers,Educational Equipment,Barriers,Curriculum Implementation,Teacher Attitudes,Teacher Student Relationship,Learning Activities

Since teachers are one of the most important resources that can effect change and affect student achievement in any classroom, it is important to explore and understand how teachers operate inside the classroom. In her Ph.D. study the author examined the pedagogical practices of three Pacific teachers working in the public secondary school system in New Zealand. Data were collected through classroom observation, individual talanoa with participant teachers, physical artefacts such as audio-visual recordings and examination of related documents such as school publications (Abella, 2016). This article reports on one case study from this investigation into how Pacific teachers' classroom teaching and learning practice approaches can add value to students' learning. The results of this case study example suggest that specific tangible aspects or artefacts for learning, and intangible aspects or appreciative mediation for learning, are both involved in improving student learning and outcomes. However, other factors related to the social support system and the structural regulation of the school system affect the implementation of Pacific teachers' pedagogy in cultural minority classrooms with Pacific and migrant children in particular.
Can We Have &apos;Half Children&apos;? Primary In-Service Teachers&apos; Knowledge of Division
Author: Dayal, Hem Chand
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Instruction,Division,Children,Fractions,Pacific Islanders,Pedagogical Content Knowledge,Foreign Countries,Mathematical Concepts,Concept Formation,Misconceptions

Knowledge that teachers bring to the teaching context is one of the key factors in discussions about mathematics teaching. This study aimed to explore in-service primary teachers' knowledge of fraction division using division tasks. The first phase of the study examined fifty-one primary in-service teachers' written responses to division items. This sample of teachers represented seven different countries in the South Pacific region. The second phase of the study used focus group discussions with a smaller sample of teachers, to provide an in-depth analysis of teachers' knowledge of fraction division. The results from phase one indicated that the in-service teachers lacked a sound conceptual understanding of fraction division. In the second phase of the study, however, two out of the five teachers showed signs of developing a conceptual understanding of fraction division. This has implications for teacher professional learning and development.
Caring for Classroom Relationality in Pasifika Education: A Space-Based Understanding
Author: Reynolds, Martyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Interpersonal Relationship,Pacific Islanders,Culturally Relevant Education,Cultural Influences,Males,Urban Areas,Grade 9,Secondary School Students,Proximity,Space Utilization

The quality of relationships has been identified as a significant factor in Pasifika education. Pasifika education refers to students who have links with Pacific Islands, who are at schools in Aotearoa New Zealand. In the past, attention has been given to the type of person who can successfully create relationships as a teacher of Pasifika students. In this article, the focus is shifted to an examination of acts which can care for the state of the relationship itself. This is framed through va, a concept of Pacific origin. Va holds that relational spaces exist between people and entities which, under the ethic teu le va, require care to reach an ideal state. A dialogue between previous literature and the original research (data gathered from Pasifika students through interview and talanoa), provides a ground for discussing some aspects of va and the ways in which these can be cared for in teacher-learner relationships in Pasifika education. Through a Pacific lens, successful teachers of Pasifika students are those able to meet or to learn to meet, cultural expectations rather than simply those immutably gifted with a certain personality type. This understanding opens the possibility of cultivating relationships which can enhance Pasifika student success by grounding this understanding in conceptual language based on Pasifika thinking. In this way, an individualistic reading of Pasifika education is countered by a relational focus consistent with va.
Empowering Solomon Islands&apos; Beginning Science Teachers through the Use of Appreciative Inquiry
Author: Porakari, James
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Science Teachers,Teacher Empowerment,Faculty Development,Inquiry,Secondary School Teachers,Teacher Effectiveness,Knowledge Base for Teaching,Science Instruction

This paper reports on a study that investigated the potential of using Appreciative Inquiry for exploring the development of three beginning science teachers in the Solomon Islands. Using the four phases of an Appreciative Inquiry framework, the teachers followed a process that allowed their strengths to be identified through the analysis of their stories of best-taught lessons. The findings indicate that the teachers felt they had strengths in knowledge bases relating to planning and teaching generally, and to teaching and learning science specifically. The teachers were able to identify and suggest actions for sustaining and developing their identified strengths. Involvement in the Appreciative Inquiry process allowed the teachers to speak positively, affirming their practice, and gave them agency in planning for future professional learning. This study adds to the sparse literature on beginning science teachers' strengths, in a Pacific context. This research suggests that through using an Appreciative Inquiry framework, beginning science teachers can be given the opportunity to identify strengths and positive elements of their teaching of science, and plan action to build on these strengths.
First Generation International Students and the 4Ds Shaping the Future of Global Student Mobility: A Comparative Report Analysis
Author: Gesing, Peggy
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Education,Student Mobility,First Generation College Students,Access to Education,College Attendance,Social Mobility,National Surveys,College Graduates,Foreign Students,Futures (of Society),Teaching Methods,Enrollment Trends,Employment Opportunities,Career Choice,Tuition,Study Abroad,Foreign Countries,College Choice,Decision Making,Equal Education

If we are to understand the future of global higher education, we must begin to study first generation &quot;international&quot; students who embody the future of student global mobility. Traditional paradigms of global student mobility narrowly focus on a small subset of the global student population (de Wit &amp; Jones, 2017). However, first-generation students are the growing edge of university enrollments worldwide (Schulmann &amp; Le, 2018; World Bank, 2018), and their future depends on ensuring that access to higher education translates to economic opportunity and social mobility (Glass, Gesing, Hales, &amp; Cong, 2017). The livelihoods of the next generation of students are being shaped by rapid urbanization, automation of the global workforce, and the rise of economic and political nationalism in traditional host countries (Choudaha &amp; van Rest, 2018). The coming wave of global student mobility will be shaped by what we term the 4Ds: new demographics, new drivers, new directions, and new forms of delivery. We briefly describe how each of these dimensions, including findings from our analysis of the National Survey of College Graduates (NSCG, 2015) to illustrate these trends, particularly as they relate to access and equity for first generation international students.
International Team Research in Comparative Higher Education: Shedding Some Light on Its Social Side
Author: Kosmützky, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Education,Higher Education,Teamwork,Educational Research,Research Methodology,Social Influences,Foreign Countries,International Cooperation

In recent years, more and more international comparative higher education studies have been conducted in internationally and geographically spread project teams and comparative higher education has become a fundamentally collaborative effort. Accordingly, researchers in such projects have to cope with the methodological complexity of international comparative research as well as with a particular socio-cultural complexity that stems from its team character. But social dimension of comparative and international collaborative teams has so far not been examined and is still mostly a black box. This article delineates the intertwined methodological and social challenges of international comparative team research and presents empirical results of a rating of such challenges among higher education researchers. Higher education researchers see the social dimension almost as challenging as the methodological dimension of collaborative comparative research. The conclusion points out that a reflection of the increasingly international collaborative character of comparative research is necessary for the advancement of comparative higher education research that is conducted in international teams.
&quot;You Learn How to Experience Yourself&quot;: A Photo-Cued Investigation of Empowerment in Study Abroad
Author: Johnson, Kayla M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Photography,Cues,Study Abroad,Student Attitudes,Student Empowerment,Stress Variables,Resilience (Psychology),Barriers,Learning Processes,Outcomes of Education,High School Students,College Students,Learning Experience,Foreign Countries,Service Learning,Grounded Theory,Graduate Students,Undergraduate Students

This paper uses photo-cued interviewing and grounded theory approaches to understand student empowerment resulting from study abroad programs. Using data from 62 students who traveled to 9 countries on several different programs, this paper highlights what student empowerment as an outcome of study abroad can look like and how student empowerment can occur during study abroad programs. Students in this study demonstrated empowerment in the form of finding strength within themselves, letting go of stress, and living in the moment. For these students, this empowerment largely occurred through facing and overcoming obstacles of various forms. This research has scholarly and practical applications for student learning, student empowerment, outcomes research, and study abroad program design.
Factors Impacting on Students&apos; Beliefs and Attitudes toward Learning Mathematics: Some Findings from the Solomon Islands
Author: Kele, Adriane
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Education,Knowledge Level,Correlation,Pacific Islanders,Mathematics Achievement,High School Students,Grade 12,Educational Experience,Mathematics Teachers,Teaching Methods,Positive Attitudes,Foreign Countries,Difficulty Level,Teacher Attitudes,Pedagogical Content Knowledge,Peer Relationship,Teacher Student Relationship

Currently, the educational system in the Solomon Islands faces tremendous challenges, including how to develop student skills and interest in subjects such as mathematics. The attitudes and beliefs of Pacific and non-Pacific students can impact on their mathematics learning and performance. This paper focuses on the educational implications of this dimension. It reports on a small study of Solomon Islands high school (Year 12) students' beliefs and attitudes about their mathematics learning. This study found that factors associated with individual student's knowledge of the subject and their classroom experience, as well as the attitudes of their teachers and peers, had a negative and positive impact on what students knew and how they thought about their mathematics learning. It is suggested that mathematics teachers may need to review, reflect and re-examine their teaching practices, and to seek new approaches to improving the teaching and learning of mathematics so as to foster the development of students' positive mathematical beliefs. Some ideas for a way forward are suggested.
Traversing Pasifika Education Research in a Post-Truth Era
Author: Matapo, Jacoba
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,Ethics,Indigenous Knowledge,Pacific Islanders,Foreign Countries,Philosophy,Values

Utilising a post-critical autoethnographic approach, this article presents various tensions of a Pasifika doctoral student and researcher navigating Pasifika research in a post-truth era. Pacific researchers have documented the sacredness and ontological positioning of how Pacific wisdom(s) and knowledge are understood. This article challenges the teleological nature of the value-based practice fostered within Pasifika methodologies through evoking the ontological question of 'being'. Key questions are posed and are used as provocations to reconsider the influence of post-truth in philosophy itself and to use these initiatives to reconceptualise engagement 'in-and-with' Pasifika education research. These questions are: What is post-truth? How are the ethics of knowledge production influenced in a post-truth era? How can post-truth in Pasifika education research be contested through engagement with Pacific indigenous wisdom? Can evoking the concept of 'being' create opportunities to reconceptualise engagement in-and-with Indigenous knowledge and wisdom?
Entrepreneurial Universities in ASEAN Nations: Insights from Policy Perspective
Author: Chao, Roger Y., Jr.
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Universities,Geographic Regions,International Organizations,Public Policy,Global Approach,Commercialization,Privatization,Governance,Knowledge Economy,Enrollment,Private Education,Public Education,Budgeting,Research and Development,Foreign Countries

The combination of neo-liberalism and the massification of higher education combined with the diminished public funds for higher education contributed to the rise of academic capitalism and entrepreneurship across higher education systems and institutions across the world. With the focus on human capital development and its contribution to economic development, higher education is increasingly located within the globally accepted knowledge-based economy discourse. Fiscal challenges, changes in funding mechanisms and the enhanced use of New Public Management in higher education, shifted funding of higher education to individual students and their families, supported the growth of private higher education, and promulgated the privatization of public higher education institutions. Most governments are utilizing New Public Management, which increases public accountability and transparency in the utilization of public funds, including those for higher education. Furthermore, there is an increasing trend and focus on research with economic and social applications rather than fundamental research. The mentioned trends and developments highlight the changing characteristic of higher education systems and institutions towards the scholarship of application, academic capitalism and entrepreneurship. These trends also hold in the Association of Southeast Asian Nations (ASEAN) region, which aside from being influenced by globalization and its discourses, are ongoing a complex regionalization process to establish an ASEAN Community. This article seeks to understand public policy-related factors that contributes to academic capitalism and the establishment or reconfiguration of ASEAN universities into entrepreneurial universities.
Inclusion and Safe-Spaces for Dialogue: Analysis of Muslim Students
Author: Hailu, Meseret
Date: 2018-00-00
Type: Journal Articles
Subjects: Islam,Muslims,Inclusion,College Environment,School Safety,Student Diversity,Student Experience,Barriers,Educational Policy,Educational Practices,School Culture,Self Esteem,Resilience (Psychology),Academic Achievement,Academic Persistence,Cultural Relevance,Religion,Social Bias

Islam is the world's second largest religion and the third largest religion in the U.S., yet college campuses are lacking adequate support to welcome Muslim students and make them feel safe. At the same time, international students who identify as Muslims continue to enroll in U.S. higher education in increasingly numbers. If colleges truly value diversity and inclusion, they need to proactively address issues of marginalization and discriminations, and make efforts to transform institutional culture to be more inclusive. Through this paper, the authors seek to examine Muslim student experience on U.S. higher education campuses, identify the main challenges that this population faces, and provide specific policy and practice recommendations. Building on current research suggesting that a supportive campus culture impacts student confidence and resilience, and that student experiences on campus affect academic achievement and persistence, the authors propose the Culturally Engaging Campus Environments (CECE) Model as framework for campuses to build toward.
Exploring Educational Philanthropy in Azerbaijan: Charitable Giving Behaviors among the University Alumni
Author: Abbasov, Abbas
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Financial Support,Alumni,Collectivism,Social Systems,Educational Finance,Fund Raising,College Graduates,Endowment Funds,Public Colleges,Motivation,School Attitudes,Cultural Context,Predictor Variables

Azerbaijan was part of the U.S.S.R. for 72 years until the demise of this communist experiment in 1991 (Hunter 1997). During the Soviet era, Azerbaijani higher education was completely tuition-free, along with a provision of a monthly allowance to 70 percent of university students across the U.S.S.R. (Chankseliani 2013). According to Iveta Silova, Mark S. Johnson, and Stephen P. Heyneman (2007), one of the few remarkable developments in Azerbaijani higher education has been the adoption of international policy trends of decentralization and privatization. One emerging trend is the adoption of philanthropy and fundraising practices as a form of additional funding. In order to investigate motivations of alumni giving in Azerbaijan, the authors situate this study in the literature on alumni giving -- mostly based on U.S. institutions -- that emphasizes the importance of institutional identity and personal characteristics of donors to comprehensively approach alumni donations (Billings 2013; Drezner 2011). While the US context for alumni giving is very different in both length of time and social welfare state context, the vast majority of literature is from the US context. This study aims to explore Azerbaijani alumni's attitudes toward philanthropic giving through the lens of the organizational identification theory (Drezner and Huehls 2014). In doing so, the authors elucidate the prospects for educational philanthropy in the post-Soviet postcollectivist societies.
Academic Profession, Entrepreneurial Universities and Scholarship of Application: The Imperative of Impact
Author: Tang, Hei-hang Hayes
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Scholarship,College Faculty,Theory Practice Relationship,Higher Education,College Role,Universities

This special issue seeks to examine the way academic entrepreneurialism manifests itself in the changing discourses of the notion of &quot;scholarship,&quot; its impact on the changing academic profession as well as on the world conditions beyond the academy. It particularly investigates the contexts, rationales, definitions and implications of the discursive field of the &quot;scholarship of application.&quot; It comprises four papers which research the changing connections between higher education, society and economy. The papers address development, analysis, and dissemination of theory-, policy-, and practice-related issues that are related to the theme of entrepreneurial university and academic profession and influence the social role and impact of higher education. The four papers contain single or various country cases or institutional cases supporting higher education practices in relation to academic entrepreneurialism and &quot;scholarship of application&quot; (SoA). The special issue, as a whole, offers some informed analysis with a focus on regional, national and institutional policies related to the SoA.