ethanporcaro/eric-fulltext-meta huggingface dataset:
Decolonizing Interpretive Research: A Critical Bicultural Methodology for Social Change
Author: Darder, Antonia
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Theories,Social Change,Social Science Research,Educational Research,Multicultural Education,Critical Theory,Cultural Awareness,Critical Thinking,Political Issues,Knowledge Level,History,Ideology,Epistemology,Power Structure,Consciousness Raising,Research Methodology,Inquiry

This paper introduces a discussion of decolonizing interpretive research in a way that gives greater salience to and understanding of the theoretical efforts of critical bicultural education researchers over the years. Grounded in educational principles that have been derived from critical social theory, a decolonizing approach to theory building, as exercised by subaltern critical researchers must also be understood as also encompassing an underlying autoethnographic qualitative dimension; in that it is inextricably rooted in the histories and &quot;authority of lived experience&quot; (Teaching to Transgress, hooks, 1994) of the researcher. Hence, bodies of research produced within the context of hegemonic epistemologies and traditional research priorities are analyzed, deconstructed, and reinvented, as we say in the Freirian tradition, in ways that dialectically posit decolonizing meanings to support emancipatory praxis and social change.
The Necessity of Grammar Teaching
Author: Wang, Fengjuan
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Second Language Instruction,Second Language Learning,Linguistic Theory,Teaching Methods,English (Second Language)

Mastering grammar is the foundation in the proficiency of a language. Grammar teaching is also an essential part of language teaching. However, with the communicative approach was introduced into China, many foreign language teachers gradually make little of grammar teaching. In terms of the theory of linguistics, this paper specifically explores the status of grammar in language learning, the characteristics of foreign language learning, theoretical basis of communicative teaching approach, and the practical effect of ignoring grammar teaching to reposition grammar teaching for a comprehensive understanding of the necessity of teaching grammar.
The Application of SPSS in Analyzing the Effect of English Vocabulary Strategy Instruction
Author: Chen, Shaoying
Date: 2010-06-00
Type: Journal Articles
Subjects: Statistical Analysis,Vocabulary Development,College English,Reading Instruction,Educational Strategies,Teaching Methods,Feedback (Response),Reading Tests,Reading Achievement,Computer Software,Accuracy

The vocabulary learning is one of very important part in the college English teaching. Correct analysis of the result of vocabulary strategy instruction can offer feedbacks for English teaching, and help teachers to improve the teaching method. In this article, the issue how to use SPSS (Statistical Package for the Social Science) to scientifically statistically analyze the vocabulary test achievements is discussed, and the research result can offer instructive feedback opinions for the vocabulary teaching.
A Step on the Messy Path to Alignment: Developing the Aboriginal and Torres Strait Islander Intercultural Capability Framework
Author: Goerke, Veronica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Relevance,College Faculty,Culturally Relevant Education,Undergraduate Study,Cultural Awareness,Teacher Competencies,Indigenous Populations,Pacific Islanders,Faculty Development,Leadership

Like many other Australian universities, Curtin University identifies intercultural capabilities in its list of graduate attributes. Within this mandate, Curtin is increasingly foregrounding the need for graduates to develop Indigenous cultural capabilities. It is widely recognised that in order to develop these capabilities in graduates, educators at the interface need to embody these capabilities. Similarly, what has become increasingly clear is that it is not only educators but staff across the university that need intercultural skills and understanding in order to move towards a &quot;decolonised&quot; academic environment that will truly support the development of cultural capabilities in graduates. Within the undergraduate curriculum, one of the core principles of developing cultural capabilities is that they are a journey, requiring students to engage with material through a graduated, progressive learning experience. At Curtin, the importance of mirroring this graduated learning journey for staff has been recognized, and in an effort to move from theory towards actualising staff cultural capabilities, the Indigenous Cultural Capabilities Framework' (ICCF) is currently being developed (referred to by these authors as the Aboriginal and Torres Strait Islander Cultural Capabilities Framework). The Curtin University ICCF aims to map pathways that progress staff in developing cultural capabilities, as well as the measures with which the achievement of these capabilities are assessed. While programs and models to develop staff intercultural capabilities through professional development activities is not new, what appears to be unique with Curtin's ICCF is its attempt to implement a graduated professional developmental program for all levels of staff across a large university. At the conference we discussed, the somewhat messy process of developing and implementing the ICCF, and we also shared a draft of part of the framework.
Unthinking the 200-Year-Old Colonial Mind: Indigenist Perspectives on Leading and Managing Indigenous Education
Author: Rhea, Zane Ma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Educational History,Ethnography,Educational Policy,Foreign Policy,Comparative Analysis,Policy Formation,Democracy

Two hundred years ago in 1814 in Australia, Governor Lachlan Macquarie developed a 15 point plan for the provision of education services to Indigenous children. Using the tools of policy ethnography, this paper will examine the administration of Indigenous Education from the establishment of the first Native Institution in NSW in 1814 up to the present policy of &quot;Closing the Gap.&quot; Education systems in pluricultural, postcolonial democracies worldwide are grappling with the incommensurability of the UN Declaration of the Rights of Indigenous People with the colonial legacies embedded within education systems. Comparative analysis of education policies up to the present find striking similarities of colonial thinking embedded in policy formulation, aspects such as infantilization of Indigenous people, the unwillingness of administrators to share power and collaborate equally in the education of Indigenous children, and lack of willingness to bureaucratise the provision of education services for Indigenous children into the mainstream efforts of governments, with key individuals instead holding onto the legacy of executive powers enshrined this work from early colonial times. This paper argues for the need to develop an Indigenist, rights-based approach to the leadership and management of education of Indigenous children and to the education of non-Indigenous children about Indigenous matters, proper cross-cultural training for bureaucrats, proactive support for schools to bring Indigenous people into the governance structures of schools, substantial commitment of funds to teacher professional development in Indigenous matters.
Choice as a Global Language in Local Practice: A Mixed Model of School Choice in Taiwan
Author: Mao, Chin-Ju
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Choice,Neoliberalism,Educational Change,Educational Legislation,Federal Legislation,Models,Public Education,Junior High Schools,Parent Participation,Parents,Global Approach,Comparative Analysis

This paper uses school choice policy as an example to demonstrate how local actors adopt, mediate, translate, and reformulate &quot;choice&quot; as neo-liberal rhetoric informing education reform. Complex processes exist between global policy about school choice and the local practice of school choice. Based on the theoretical sensibility of global-local framing, this paper discusses how a neo-liberal discourse of education reform came about in Taiwan and in particular how the Fundamental Education Act of 1999 introduced choice. The Act incorporated choice as global rhetoric into existing school practice, resulting in a hybrid school-choice model which mixes a civil rights model and a market model. This study compares two junior high schools to illustrate how this hybrid model of school choice plays out in the complex realities of actual schools and discusses the effects of such a hybrid school-choice model on broader Taiwanese public education. This paper concludes that the school choice practices of parents, compounded with the neo-liberal rhetoric of education reform in Taiwan, is rapidly exacerbating the great disparity between public junior high schools.
Profit, Productivity, and Honors
Author: Schuman, Sam
Date: 2014-00-00
Type: Journal Articles
Subjects: Productivity,Honors Curriculum,College Credits,Input Output Analysis,Cost Effectiveness,Relevance (Education),Decision Making,College Programs,College Administration,Institutional Mission

In an ominously steady progression over the past decades, education in general, higher education in particular, and even honors education have increasingly been contextualized in the realm of the marketplace. Cost/benefit analyses of colleges and universities are examined; institutions in terms of their price to consumers (students and their families) are compared; gainful employment statistics of graduates are cited; tuition shortfalls are lamented; college presidents, who a century ago were supposed to be intellectual and ethical leaders, have been turned into salespeople. One particularly virulent lure, which has unfortunately ensnared many institutions and those who guide them, is the temptation to measure &quot;productivity.&quot; Obviously, colleges need to produce something, but it is far too easy to measure the production of things which are, actually, only tangential to their core mission. The &quot;cost per credit hour&quot; calculation: how much it costs an institution to produce each academic credit hour granted to students is often used within institutions to assess the &quot;productivity&quot; of academic departments or programs against each other. If the music or physics department produces a student credit hour for $1,000 while the English department costs $500 per credit, then music or physics is half as &quot;productive&quot; as English and thus potentially expendable. By these measures, honors programs and colleges are often branded as relatively unproductive, costing more to generate a degree or credit hour than outside honors. The question, of course, is what educational institutions are supposed to produce, and the answer is neither college degrees nor credit hours. The purpose of colleges and universities, of honors programs and honors colleges, is to produce wisdom.
Recognising Change and Seeking Affirmation: Themes for Embedding Indigenous Knowledges on Teaching Practicum
Author: McLaughlin, Juliana M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Indigenous Populations,Phenomenology,Preservice Teachers,Supervisors,Student Attitudes,Teacher Attitudes,Experienced Teachers,Beginning Teachers,Cultural Background,Educational Change,Elementary School Teachers

The imperative for Indigenous education in Australia is influenced by national political, social and economic discourses as Australian education systems continue to grapple with an agreed aspiration of full participation for Aboriginal and Torres Strait Islander students. Innovations within and policies guiding our education systems are often driven by agendas of reconciliation, equity, equality in participation and social justice. In this paper, we discuss key themes that emerged from a recent Australian Office for Learning and Teaching (OLT) research project which investigated ways in which preservice teachers from one Australian university embedded Indigenous knowledges (IK) on teaching practicum. Using a phenomenological approach, the case involved 25 preservice teacher and 23 practicum supervisor participants, over a 30 month investigation. Attention was directed to the nature of subjective (lived) experiences of participants in these pedagogical negotiations and thus preservice and supervising teacher voice was actively sought in naming and analysing these experiences. Findings revealed that change, knowledge, help and affirmation were key themes for shaping discourses around Indigenous knowledges and perspectives in the Australian curriculum and defined the nature of the pedagogical relationships between novice and experienced teachers. We focus particularly on the need for change and affirmation by preservice teachers and their teaching practicum supervisors as they developed their pedagogical relationships whilst embedding Indigenous knowledges in learning and teaching.
Samoa&apos;s Education Policy: Negotiating a Hybrid Space for Values
Author: Tuia, Tagataese Tupu
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Policy,Values,Policy Analysis,Alignment (Education),Global Approach,Local Norms,Politics of Education,Relevance (Education),Qualitative Research,Educational Practices,National Norms,Foreign Countries

This paper analyses the education policy of Samoa to examine the values that are presented within as relevant to the education system. Drawing on the theory of postcolonialism and globalization, we illustrate how the global and local interact within the education policy to create a hybrid, heterogeneous mix of values and, while the policy acknowledges the significance of Samoan values, it is principally directed towards universal values being incorporated into the education system. We undertake a critical policy analysis to illustrate how the hybrid set of values are indicative of a neo-colonial discourse and argue that universal values are required, however, these need to be equally matched with local Samoan values for the education policy to be highly relevant, authentic and applicable to the Samoan education context.
Mission-Driven and For-Profit: Not Mutually Exclusive
Author: Moritz, Benjamin
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Privatization,Institutional Mission,Institutional Characteristics,Commercialization,Instructional Design,Academic Advising,Student Recruitment,College Programs,Educational Practices

In order to counteract some serious misconceptions in Gary Bell's essay &quot;Honors for Sale,&quot; Benjamin Moritz opens this essay with inspirational stories of students who overcame disadvantages to complete their college education The first and most fundamental problem the author notes in Bell's essay is the assumption that privatization and a &quot;single-minded pursuit of the dollar&quot; are inherently linked and inseparable. Bell provides several examples of for-profit companies taking shortcuts with disastrous results, but there are many other examples of mission-driven for-profits that employ this funding model as a sustainable way to promote the greater good. Having argued that for-profit status does not necessarily equate &quot;profitization and the unalloyed pursuit of money,&quot; as Bell suggests, the author explains what &quot;American Honor&quot; does do. Fundamentally, they partner with two-year colleges to provide resources to create an honors program where none existed or to enhance and grow an existing honors program. The author concludes that the &quot;American Honors&quot; approach adds to this variety and can further strengthen the community of faculty and administrators who are dedicated to serving honors students.
Quantification and Negation Scope Ambiguity Resolution: An Interlanguage Study
Author: Asadollahfam, Hassan
Date: 2010-06-00
Type: Journal Articles
Subjects: Ambiguity (Semantics),Semantics,Interlanguage,Reading Comprehension,Sentence Structure,English (Second Language),Indo European Languages,Second Language Learning,Statistical Analysis,Form Classes (Languages),Adults,Task Analysis,Foreign Countries,Graduate Students

Two off-line and on-line reading tasks investigated the real-time comprehension of doubly quantified sentences with sentential negation interaction. The results showed that perceivers experienced processing difficulty in assigning inverse-scope interpretations to the sentences with double operators, not only when such sentences appeared in isolation, but also when the preceding context supported the inverse-scope interpretation and when the quantified sentences with negative operators was unambiguously inverse scope. We conclude that the cost of assigning inverse scope arises from the greater syntactic complexity of the inverse-scope representation, as a structure-driven model of the human sentence processing mechanism and referential context hypothesis would predict.
Public-Private Honors Success at Community Colleges of Spokane
Author: Avery, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Budgeting,Educational Finance,Two Year College Students,Community Colleges,Partnerships in Education,School Community Relationship,Program Effectiveness

In this article, the author explores the steep budget cuts in recent years, and how this has affected the number of honors students that can be served at community colleges in the United States. This was true in Spokane, Washington, where, prior to working with &quot;American Honors,&quot; community colleges had struggled for many years to provide substantial honors offerings. Due to the public-private partnership, Community Colleges of Spokane have been able to dedicate additional staff time and the resources of &quot;American Honors&quot; to plan and recruit for the honors program. After a pilot program in 2012-13, the current academic year saw increasing honors students enrolled at Spokane's two community colleges. Giving community college students an honors option, even when it is beyond the scope of current budget and staffing, is crucial in today's higher education marketplace. In Spokane, the leadership believes that a public-private honors program is one of the choices they like to offer to their students.
Teacher Self-Efficacy Enhancement and School Location: Implication for Students' Achievement in Economics in Senior Secondary School in Ibadan, Oyo State, Nigeria
Author: Durowoju, Esther O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Self Efficacy,School Location,Economics Education,Secondary School Students,Academic Achievement,Rural Schools,Urban Schools,Pretests Posttests,Achievement Tests,Quasiexperimental Design

The paper investigated the effect of teacher self-efficacy enhancement and school location on students' achievement in Economics in Senior Secondary School in Ibadan Metropolis of Oyo State, Nigeria. Three hypotheses were tested at 0.05 level of significance. Multi-stage sampling technique was adopted in the study. Four Local Government Areas (two urban and two rural) out of the eleven Local Government Area Councils in Ibadan were randomly selected. Sixty schools (30 in urban and 30 in rural) were randomly chosen from the Local Govts selected, subsequently 60 SS Economics teachers (30 in urban and 30 in rural) whose classes were used as intact class were involved in the study. Two instruments namely: Teachers Self-Efficacy Enhancement Scale (TSES) and Economics Achievement Test (EAT) were used to generate data for the study. The Reliability coefficients of the instruments were 0.79 and 0.74 respectively. One treatment package (Teacher Self-efficacy Enhancement Package) was developed and used to enhance the self-efficacy of the teachers. Some of the findings were: teacher self-efficacy enhancement had significant main effect on students' achievement in Economics, school location also had significant main effect on students' achievement in Economics, while teacher self-efficacy enhancement and school location had no significant interaction effects on students' achievement in Economics. It was recommended that teachers should be exposed to self-efficacy enhancement program to enable them imbibe the spirit of self-efficacy in carrying out their assignments. Furthermore, teachers should be made to understand and accept the fact that their students can perform excellently in their academic work regardless of their school location if they develop in themselves a high level of self-efficacy.
Transnational Education in Morocco: Current and Future Challenges
Author: Benahnia, Abdellah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Gender Issues,Cultural Context,Cultural Differences,Culture Conflict,Political Affiliation,Politics of Education,Educational Methods,National Norms,Educational Change,Educational Administration,Postsecondary Education,Role of Education,Interpersonal Competence,Cultural Literacy

Transnational education (TNE) is becoming a phenomenon in the world of education in many countries. Morocco is included. The flourishing and spreading of many foreign educational institutions, products, and activities is becoming noticeable. As an Islamic nation, Morocco has long maintained its business and educational ties with different foreign nations. It has also maintained its traditional means of education alongside the adapted European style of education which spread all over the country following its independence. Given that reality, this paper will seek answers to the following concerns: --To what extent does transnational education have an impact on local and national culture, identity and gender issues? -- Are there inherent tensions between the external providers and the local cultural setting, and the conservative and liberal political parties? -- What would be the future of TNE and educational design in Morocco? In addition to the above concerns, the issue of external vs. local educational products is an extremely complex issue that is worth investigating.
Teaching Honors Online at a Public College
Author: Nightingale, Barbra
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Online Courses,Public Colleges,Teaching Methods,Educational Quality,Educational Practices

In this article, the author contends that it is possible to offer online honors classes without sacrificing quality or giving up either group projects or service learning experiences. Students today are particularly savvy to all the possibilities for face time in a multitude of environments and see no obstacle to collaborating in an online class. In advocating for quality online honors education, the author agrees that such classes should be taught by full-time professors who have had adequate training in online as well as honors teaching. All honors students should have personal contact with peers and professors on their college campus. Offering many opportunities throughout the semester for live interaction, for instance, is likely to decrease the likelihood of cheating. Getting to know students, engaging them in discussion, and encouraging them to participate in conferences is essential to a quality honors program. With these opportunities and precautions in place, an honors program at a public college can achieve important benefits for students as well as for the program by offering online courses.