ethanporcaro/eric-fulltext-meta huggingface dataset:
Men Writing Their Lives: Situating the Authoring Processes of Zinesters
Author: Guzzetti, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Sexual Identity,Males,Masculinity,Writing Skills,Cartoons,Poetry,Guidelines,Literary Genres,Semiotics,Middle Class,Autobiographies,Photography,Audiences,Adults,Illustrations,Conferences (Gatherings)

Research on men's literacy practices, particularly their writing practices, is sparse. The purpose of this study was to examine the writing practices of adult men by focusing on why and how men write autobiographical comic zines and perzines of prose, poetry, and cartoons reflecting online and offline hybridity. A theory of writing as meaning making, a social semiotic perspective, and a view of masculinities as inclusive representations of gender identity informed this study. Using a multiple case study approach, we focused on five middle-class men ranging in age from their early 30s to early 40s who created zines reflecting two different writing genres: autobiographical comic zines and personal zines, or perzines. Data were triangulated by observations, photographs, informal and semi-structured interviews, demographic questionnaires, and examination of the men's zines. Data were analysed inductively by thematic analysis and deductively by principles of the theoretical framework. Findings are drawn about the type of representations, compositional constructions, messages, audience, and community. Men wrote to share life lessons, to express alternative notions of masculinities, and for catharsis. This study provides insight into the literacy practices of adult men that may serve as models to inspire and guide other men's writing.
Recognising Achievement with Badges and Blockchain in a Connectivist MOOC
Author: Downes, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Information Management,Information Storage,Achievement,Networks,Recognition (Achievement)

While previous work has recognised the potential for open badges and blockchain to play a role in online courses, this potential has yet to be realised in a fully decentralized cMOOC. This paper describes the design objectives of an application that integrates open badges and blockchain with a cMOOC. The work described was undertaken during the offering of an online course, and, thus, development took place in an actual course context with interaction with course participants. The full workflow from course content to storage on the blockchain is described, and some concluding comments are offered on the results of this course, and the potential for future applications.
MEDIACY: A Way to Enrich Media Literacy
Author: Berger, Eva
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Ecology,Mass Media Effects,Hermeneutics,Semiotics

We propose that the discipline or practice of media literacy defined as the ability to access, analyze, evaluate and create media in a variety of forms can be enriched and made more effective by incorporating two of Marshall McLuhan's insights into the nature of media. The first insight is that the effects of media that are independent of their content and intended function are subliminal and they are important because they &quot;shape and control the scale and form of human association and action.&quot; The second insight is that the notion of media includes not just communication media but also all forms of human technology, tools and artifacts. We define &quot;mediacy&quot; as the study, understanding and consideration of these two key insights from McLuhan, and that mediacy compliments, and enriches, the traditional media literacy approach.
Mining Students&apos; Data to Analyse Usage Patterns in eLearning Systems of Secondary Schools in Tanzania
Author: Mtebe, Joel S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Behavior Patterns,Electronic Learning,Secondary School Students,Student Behavior,Foreign Countries,Learning Analytics,Integrated Learning Systems,Multimedia Materials,Biology,Chemistry,Physics,Geographic Regions,Rural Areas,Barriers,Secondary School Science,Secondary School Mathematics

The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students' attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students' usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.
Meaningful, Embodied Literacies: Dramatic Play and Revision with Middle School Writers in Warsaw, Poland
Author: Batchelor, Katherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Drama,Play,Writing Processes,Foreign Countries,Puppetry,Photography,Fiction,Grounded Theory,Middle School Students,International Schools,Revision (Written Composition),Aesthetics,Vignettes,Literacy Education,Cooperative Learning,Teaching Methods,Writing Skills

The purpose of this six-week, naturalistic inquiry study was to explore how middle school students at an international school in Warsaw, Poland experienced embodied literacies in their drama elective and their experience with revision through students' creations of performance and puppetry vignettes that represented their fictional stories. This study centered on the following research questions: 1) How does drama stimulate revision in writing? and 2) How do students describe their experience with drama in the writing process? Multiple data were collected: writing drafts with revisions, photos, interviews, performance and rehearsal videos, and reflections. The constant comparative method was used to analyze and triangulate the data. Additionally, digital images were used to generate a multimodal analytic method that implemented a Semiotic Photo Response Protocol. Analyses of data revealed that acting out their writing stimulated additional ideas for students' stories, especially in how students embodied their stories. However, some students had concerns and difficulty in translating their flash fiction pieces from narrative to script format. Data analysis also demonstrated how aesthetics played a role in the translation of content from writing to drama, and how some students had challenges in collaborating with their performance groups but not during their writing groups.
The Black Literacies of Urban High School Youth Countering Antiblackness in the Context of Neoliberal Multiculturalism
Author: Coles, Justin A.
Date: 2019-00-00
Type: Journal Articles
Subjects: African American History,African Americans,African American Students,Critical Theory,Social Bias,Racial Bias,Neoliberalism,Cultural Pluralism,Race,Urban Schools,High School Students,United States History,Resilience (Psychology),Political Influences,Presidents,Social Justice,Slavery,Cultural Awareness,Literacy

In this article, I examine how the permanent structure of antiblackness has been invisibilized by neoliberal multiculturalism. Neoliberalism in the U.S. works to disappear and disconnect Black history and suffering from the consciousness of American citizens, which causes schools and society to ineffectively address contemporary racial issues, as the issues are positioned as newly emerged, rather than connected to a deep history of racial animus. Drawing from a year-long Black Critical Theory-driven ethnography with Black girls and boys attending an urban high school, I rely on the Black literacies of the students to explicate how antiblackness functions in their schooling and societal lives in ways that counter narratives that purport that the U.S. is post-antiblackness. I analyze literacy artifacts collected in a co-created after-school space and semi-structured interview data, which unearth the capacity for Black literacies to catalyze humanizing pedagogies for educators to teach and learn through antiblackness. My analysis revealed a two-tiered process of the ways the Black urban youth resist antiblackness in a context of neoliberal multiculturalism: (1) understanding antiblackness as a historical and permanent component of U.S. life and (2) composing life in ways that resist complicity in antiblackness; refusing to be defeated by antiblackness.
Recalibrating Institutional Choreographies for a Future Focused Education
Author: Naidu, Som
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Improvement,Higher Education,Change Strategies,College Role,Job Skills,Educational Finance,Educational Needs,Barriers,Access to Computers,Teaching Methods,Interpersonal Communication,Teacher Role,Educational Technology,Technology Uses in Education,Learner Engagement

Contemporary educational institutions are experiencing disruptions to their &quot;modus operandi&quot; from a variety of sources. A changing student demographic across the higher education sector, along with their changing educational needs is driving much of this disruption. Other drivers are the need for different kinds of skill sets required in the contemporary workplace, the need for alternative methods of credentialing and a demand for flexibility in the education space. However, if you examine how prepared our contemporary educational institutions are for leading learning for the future, you are likely to be disappointed. This is not because our current educational system is broken &quot;en masse.&quot; In fact, there are plenty of examples of excellent practices all around us, but these are not enough. Our universities and educational systems continue to operate on outdated principles and practices. While they are willing to experiment with new models on the peripheries of their core business, most are not bold enough to rethink and reconfigure their mainstream processes. It is rare to find large-scale and enterprise-wide operations that are appropriately aligned to lead learning and teaching for the near and the long-term future. Why is this so? What can, and must be done about it? This paper examines potential areas of disruption, their key drivers, and where and how to begin a rethink and recalibration of how universities can create, capture and deliver value.
Supporting Open Practices with Teachers in Zambia
Author: Stutchbury, Kris
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Intervention,Knowledge Level,Reflection,Teacher Empowerment,Teacher Collaboration,Program Effectiveness,Student Centered Learning,Communities of Practice,Knowledge Base for Teaching,Workshops,Teacher Attitudes,Teaching Skills,Foreign Countries

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) -- a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context -- open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.
Getting to Openness at a Closed Institution: A Case Study of Evolving and Sustaining Open Education Practices
Author: Morgan, Tannis
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Sustainability,Postsecondary Education,Case Studies,Open Source Technology,Open Educational Resources

This study examined a Canadian post-secondary institution in the period between 2010 and 2014, with a follow-up assessment in 2018 in order to understand its evolution with open educational resources (OER) and open educational practices (OEP). In the first timeline, the study looked at drivers that contributed to the uptake of OER in relation to the type of OER and factors contributing to the diffusion of OER. In the second timeline, the study looked at whether OEPs are being sustained and how they evolved at the institution. Results show that within the institution there are both benefits and tensions to being open, and an institutional approach that considers openness on a case-by-case basis is appropriate. In looking at these two time periods, the study fills a gap in OER research by providing a more longitudinal view of an institutional shift towards initiating and sustaining openness.
&quot;We Need to Get These Scores Up&quot;: A Narrative Examination of the Challenges of Teaching Literature in the Age of Standardized Testing
Author: Shelton, Stephanie Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Literature,Standardized Tests,Educational History,Equal Education,Teacher Attitudes,Teaching Experience,English Instruction,Language Arts,Personal Narratives,Classroom Environment,Failure,Teacher Morale,English Teachers,Dialogs (Language),Elementary Secondary Education

This article begins with a historical exploration of the U.S.'s implementations and usages of K-12 standardized testing, including efforts at and failures to promote educational equity. Then, centering teachers' voices, the authors use a dialogic narrative format to put two long-time friends and educators in conversation with one another and their teaching experiences, including the effects of standardized tests on students, classroom climates, teacher failure, and teacher morale. Specifically, they use their narratives to examine the degrees to which testing cultures have disrupted teaching literature. The reliance on text excerpts on tests fragments students' reading experiences, and discourage schools and English language arts teachers from engaging with complete literary works, such as novels and longer plays. The authors close with a call for more teachers' voices on the topic of testing, and a reflection on how teacher demoralization follows in part from continued national and state-level reliance on standardized tests.
Establishment of an American Branch-Campus Model of Higher Education: Qatar&apos;s Early Goals, Rationales, and Challenges
Author: Walsh, Pamela
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Partnerships in Education,Multicampus Colleges,Universities,Administrator Attitudes,Annual Reports,Strategic Planning,Government Publications,Mass Media,Speeches,Social Change,Arabs,Barriers,Social Influences,Cultural Influences,Conflict,International Cooperation,Educational Cooperation,Educational Objectives,Global Approach,North Americans,Educational Quality

This study presents original research findings of a qualitative study of Qatar's international higher-education branch-campus model, which in 2016 hosted 11 international branch campuses, among the most of any country then. Few studies have examined the rationales, goals, and challenges of the branch-campus model from a host country's perspective. This paper asks two central questions: 1) Why did Qatar partner with six North American universities to establish six international branch campuses between 2001and 2008 and 2) what were the challenges during the early years of operations from the Qatari and branchcampus leadership perspectives? This study's primary data-collection method was face-toface, open-ended interviews. I interviewed 18 participants in Qatar and recruited based on potential participants' positions relative to the establishment, oversight, and governance of the six branch campuses. I also included executives and directors from the government of Qatar, Qatar Foundation, and leadership of the six branch campuses. I used extant documents, such as annual reports, strategic plans, government reports, speeches, and popular-media articles as additional data sources. Findings included rationales and goals related to pedagogy, sociocultural development, societal engagement, development of research capacity, and Qatar's status as a leader and driver of change in the Arab Gulf region and beyond. Challenges included sociocultural issues, tensions between the international branch-campus leaderships and their home institutions, and conflicting expectations between the branch campuses and Qatar Foundation. These findings include in-depth and new insights into host-country goals and aspirations, and challenges experienced by U.S. and host-country partners, and how these challenges have been addressed.
Entrepreneurship Education: Comparative Study of Initiatives of Two Partner Universities
Author: Hoog, Stefan Op 't
Date: 2019-10-00
Type: Journal Articles
Subjects: Entrepreneurship,Comparative Education,Economic Development,Teaching Methods,Universities,Institutional Cooperation,Partnerships in Education,Global Approach,School Business Relationship,Corporations,Social Responsibility,Foreign Countries

The education of entrepreneurship is considered the most effective method to stimulate entrepreneurship within a society (Aaltio &amp; Eskelinen, 2016); hence, creating jobs and encouraging economic growth (Lackéus, 2015). There are nevertheless structural difficulties in teaching entrepreneurship (Yang, 2016), and institutions are often left with the question: 'learning-by-doing-what?' This is particularly worrisome for partner universities who are supposed to collaborate to benefit the student. This study examines which initiatives two partner universities have integrated regarding the concept of entrepreneurship education, and to what extent these initiatives are in accordance with the already established literature. The analysis of the results from the qualitative data gathered through interviews shows that both universities lack certain important aspects of entrepreneurship education in their current offerings. It was found that University A seems to lack cohesion between the different faculties, has not integrated a global approach, has weak links with SMEs and social impact companies, and offers experiential-based learning mainly with in-class activities. University B, on the other hand, shows an improper use of terminology regarding the concept of entrepreneurship, lacks the collaboration with large corporations and social impact companies, and has a short-term approach for its programs as opposed to the more effective long-term approach. In addition, both universities fail to widely integrate entrepreneurship across the university. The research shows that there is no generally accepted understanding of how universities should structure their entrepreneurial environment. This study aims at discovering and contrasting the current initiatives to stimulate entrepreneurship at university level by comparing two partner universities in the United Kingdom and The Netherlands.
The Role of a School Leader in Academic Outcomes: Between Self-Efficacy and Outcome Expectations
Author: Schrik, Paul
Date: 2019-10-00
Type: Journal Articles
Subjects: School Administration,Administrator Role,Self Efficacy,Expectation,Outcomes of Education,Principals,Elementary Schools,Academic Achievement,Administrator Characteristics,Public Schools,Gender Differences,Educational Attainment,Moral Values,Instructional Leadership,School Demography

This quantitative study investigated the relationships among elementary school principals' efficacy beliefs (Instructional, Moral, and Management Leadership), principals' goal expectations for student achievement (expected outcome), and their impacts on actual student achievement. Two hundred and fifty elementary school principals completed an electronic survey seeking information on their self-efficacy, school outcome expectation, actual school outcome, and personal and school demographics. Bandura's Social Cognitive Theory guided the study. Findings show higher significant correlations between principal outcome expectation and actual school academic outcome compared to selfefficacy expectation and actual school academic outcome. Regression analysis revealed that unlike self-efficacy expectation, outcome expectation predicted actual school academic outcome.
Women Superintendent Research: 2014-2016 Dissertation Literature Review Content Analysis
Author: Gresham, Gloria
Date: 2019-10-00
Type: Journal Articles
Subjects: Superintendents,Women Administrators,Disproportionate Representation,Administrator Role,Barriers,Administrator Characteristics,Gender Differences,Content Analysis,Doctoral Dissertations,Career Development,Racial Discrimination,Leadership Styles,Equal Opportunities (Jobs),Females,Elementary Secondary Education

In the United States (U.S.), women are drastically underrepresented in the role of school superintendent. Women who seek the job face overwhelming barriers and exhibit characteristics different from men causing challenges in obtaining the superintendency. In this study, a content analysis was conducted of the 43 U.S. dissertations relating to women superintendents located in the ProQuest database for the years of 2014-2016. Nine major themes mentioned in a range of 20 to 36 dissertations or (47% to 84%) were discovered: low numbers of women superintendents, gender inequity, history of women superintendents, support systems, career pathways, characteristics of women superintendents, leadership styles, barriers, and school board discrimination. Common themes voiced in 10 to 19 dissertations (23% to 40%) were clustered into the categories of cultural and societal expectations, the glass ceiling, racial discrimination, age, and search procedures. Thirty-five themes were included one to nine times in dissertations (2% to 21%) and considered by the researchers as minor. Displaying issues related to women superintendents highlights concerns and encourages solutions.