ethanporcaro/eric-fulltext-meta huggingface dataset:
Funding Community Education in Ireland: Making the Case for a Needs-Based Approach
Author: Magrath, Conor Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Adult Education,Community Education,Financial Support,Employment Potential,Outcome Based Education,Institutional Autonomy

Purpose: This report captures the experiences of 56 participating community education organisations across Ireland and aims to uncover trends and issues in funding models. Design/methodology/approach: A mixed-methods research was undertaken in three phases. Phase one involved an online- survey, which asked about primary and secondary sources of funding, ease of administration, access and sustainability. Phase two consisted of one-to-one interviews with self-selected providers and in phase three, we returned to the participants of phase two with targeted questions specifically relating to the pressures to merge with nonindependent, state providers of community education. Findings: A disconnect between funders and providers, has been highlighted. Particularly the outcomes based funding model, which prioritises jobs activation over social inclusion. Funding is seen as restrictive, anti-innovative, bureaucratic and non-transparent. Practical implications: A need for sustainable, multi-annual funding has been identified, with providers looking for greater acknowledgement and recognition of the vital role and true value of community education in Irish society.
The Role of Immigrant Associations in the Social: Inclusion of Young People with Migrant Background
Author: Jardim, Carolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Community Organizations,Foreign Countries,Inclusion,Social Environment,Adjustment (to Environment),Youth,Young Adults,Late Adolescents,Cultural Influences,Social Support Groups,Socialization,Job Training,Cultural Maintenance

Purpose: This article account for an investigation on the role of immigrant associations in the promotion of social inclusion of young people with migrant background. Design/methodology/approach: After selecting nine immigrant associations located in Portugal, we carried out a broad set of interviews with the coordinators of those associations and with young people that are Afro-descendants and Eastern-European-descendants aged between 15 and 25 years. Findings: Immigrant associations have three different focuses to respond to young people's needs fostering their social inclusion. Most Afro-descendants associations focus mainly on the promotion of young people's school success and in the development of leisure activities, youth volunteering and geographic mobility. On the other hand, Eastern European associations and Guinee Bissau association focus mainly on the transmission, maintenance and expression of immigrants' cultural heritage.
Exploring New Methodological Options: Collaborative Teaching Involving Song, Dance and the Alexander Technique
Author: Kvammen, Anne Cecilie Røsjø
Date: 2020-02-00
Type: Journal Articles
Subjects: Teacher Collaboration,Dance Education,Teaching Methods,Singing,Music Education,Theater Arts,Foreign Countries,College Students,Music Teachers,Art Teachers,College Faculty

In an attempt to bridge the gap between the distinct pedagogical strategies often employed in the respective fields of song and dance, this study investigates how collaborative teaching and dialogue can serve as a starting point in finding new teaching and learning methods. This pilot study involving three teacher-researchers and three students aims to show how the practical work of Alexander Technique (AT) applies the theory of embodied cognition and embodied learning in a practical context. Findings suggest that education and learning processes in the field of musical theatre need to have their foundation in the domain of embodied learning. We argue that the dichotomies between mind and body influence methodology and the way we use language; we propose AT as a method to guide collaborative teaching in order to discover how the student learns in an embodied way, implementing principles from AT in the teaching of musical theatre students.
An Honors Student Walks into a Classroom: Inviting the Whole Student into Our Classes
Author: Davenport, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Holistic Approach,Teaching Methods,Transformative Learning,Reflection,Student Characteristics

This paper explores the risky proposition of encouraging students to question deeply held values and beliefs. After connecting honors pedagogy with transformative learning theory, the author encourages faculty who are willing to take this risk to consider involving the whole student and not simply their cognitive aspects. The author then explores whole student pedagogy and transformative learning, positing how these can be present in the honors classroom. Finally, the use of critical reflection as a tool that facilitates interaction with the whole student is discussed, with suggestions as to how it might most effectively be incorporated into the honors classroom.
The Game as an Instrument of Honors Students&apos; Personal Development in the SibFU Honors College
Author: Tarasova, Maria V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Individual Development,Honors Curriculum,Foreign Countries,Learning Strategies,Teaching Methods,Undergraduate Students

Honors colleges often serve as laboratories for pedagogical innovation, where new learning strategies and technologies are created both in the sphere of honors education and in the broader context of universities. This study describes a method of &quot;organizational activity games&quot; (OAG) introduced in the honors college of Siberian Federal University (SibFU) in Russia. The author explores the advantages of the game method for reaching the goal of honors students' personal development. The theory and history of the game, invented in the Russian school of methodology by G. P. Shchedrovitskii, is explored in its relation to the theoretical principles of honors education. This research shows that the philosophy of games designed to create an intellectual elite of independently thinking citizens can be effectively employed in honors education. The study reveals how the objectives of the game--to develop and study new methods of teaching and learning in universities--contribute to the inventive pedagogies of honors colleges. The author provides insight into the various stages of the inaugural organizational activity game conducted at the SibFU Honors College. Results prove that the game may be regarded as a new method of honors teaching and learning applicable to honors programs in institutions worldwide.
Disorienting Experiences: Guiding Faculty and Students toward Cultural Responsiveness
Author: Dement, Rebekah
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Honors Curriculum,Risk,Mentors,College Faculty,College Students,Cultural Awareness,Consciousness Raising

This essay examines the challenges of integrating culturally responsive teaching into an honors curriculum at a predominantly white institution. Through self-reflection resulting from three specific incidents, one author examines the trajectory of risk-taking as it pertains to assigning difficult or challenging texts. The second author provides a vital complement to self-reflection: the mentorship of a senior colleague.
Risk That Lasts: Prioritizing Propositional Risk in Honors Education
Author: Welch, Eric Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Honors Curriculum,Teaching Methods,Beliefs,Critical Thinking,Study Abroad,Foreign Countries,Cultural Awareness,Cultural Differences,Student Attitudes,Consciousness Raising,Undergraduate Students

The fear of missing the mark often shapes how honors students approach risk in the classroom and, consequently, how instructors build risk-taking exercises into their curriculums. This paper explores the concept of propositional risk in the context of honors pedagogy, wherein students are challenged to interrogate deeply held beliefs and tasked with exercises designed to call forth the full complexity of attendant issues surrounding any individual viewpoint. As distinct from strategic risk, which can be characterized as performative and externally motivated, propositional risk requires students to critically evaluate a spectrum of thought, value, and ideology in the context of singular, independent vantages. The author uses examples from a study abroad program and provides tips for fostering propositional tension in the classroom, suggesting that this type of risk, latent with the potential for change, is of greater benefit to the student long-term.
Beyond Schools: Community-Based Experiences as a Third Space in Teacher Education
Author: Janzen, Melanie D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Field Experience Programs,Community Organizations,Preservice Teachers,Experiential Learning,Practicums,Student Experience,Undergraduate Students

Some teacher education programs have incorporated community-based experiences for teacher candidates. Based on the experiences of developing and implementing a community-based practicum in our teacher education programs, the authors conducted a small exploratory case study, aimed at examining and critically considering community-based experiences as a &quot;third space;&quot; an opportunity through which to challenge teacher candidates' strongly held understandings of teaching. The purposes of this article are to share our literature review, to provide some key insights from the study findings, and to explore our lingering questions regarding the development and implementation of community-based experiences and to consider the possibilities of community-based experiences as a third space in which to disrupt teacher candidates' assumptions about teaching.
Neo-Liberalism and the Human Rights Creed: Conflicting Forces Vying for Control of the Global Education Agenda
Author: Wolhuter, Charl
Date: 2019-11-00
Type: Journal Articles
Subjects: Neoliberalism,Civil Rights,Global Education,Educational Policy,Politics of Education,Economics,Socialization,Foreign Countries

The aim of this article is to explicate and critically assess the roles and impact of the two major societal forces currently driving the global education expansion project, namely the neoliberal economic revolution and the creed of human rights. The article provides a framework for the collection of articles following in this special issue in that it focuses on aspects of education (both as praxis and as field of scholarly pursuit) as it is being impacted by the neoliberal economic revolution. It discusses the societal antecedents and the main tenets of this revolution and then does the same with respect to the impact of the creed of human rights. Special attention is devoted to how these two forces have been affecting the global education expansion project. The examination reveals that these two forces tend to be in opposition to each other in that they pursue quite different and occasionally conflicting agendas. A number of caveats need to be kept in mind if the global education project is to succeed in combining the advantages of both. It is also suggested that policymakers harness these two forces in tandem in countering the rising spectre of post-truth. The rest of the contributions to this special issue should be read against the backdrop of this critical interrogation of the two major forces that have been shaping twenty-first-century education.
Citizenship Formation through Curriculum and Pedagogical Practices: Evidence from Two Zimbabwean Teachers&apos; Colleges
Author: Marovah, Tendayi
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Democratic Values,Social Justice,Schools of Education,Preservice Teacher Education,Curriculum Design,Educational Practices,Individual Development

The need to include citizenship education in the school curriculum has been considered as significant for advancing democratic values, social justice, and human development. Debates on citizenship formation focus on various dimensions, such as human rights and global citizenship with limited focus on how &quot;curriculum transposition&quot; of citizenship education in teacher education has been undertaken. This paper argues that there is a need for citizenship education that advances democratic values, human capabilities, and social justice. It draws on 5 lecturer participants' voices in a case study on the operationalisation of National and Strategic Studies, a variant of citizenship education, in two Zimbabwean teachers' colleges. The paper investigates the form of citizenship cultivated by National and Strategic Studies, how this is achieved, and the challenges and opportunities to advancing critical citizenship among future teachers. The findings suggest that, despite aspirational moments of teaching and learning for critical thinking, curriculum and pedagogical practices represent an imperfect realisation of advancing critical citizenship. The paper proposes the need for curriculum and pedagogical practices in citizenship education to be more critical and democratic to form a robust form of citizenship that is democratic and critical.
&quot;Voluntarily, Knowingly, and Intelligently&quot;: Protecting Informed Consent in School-Based Mental Health Referrals
Author: DeFehr, Jan N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Informed Consent,Mental Health,Referral,Ethics,Access to Information,School Health Services,Clinical Diagnosis,Drug Therapy,Evidence,Foreign Countries,Psychiatry,Mental Disorders

Coherent with mental health literacy curricula, mental health assessment and referral is embedded in Canadian educational contexts. Mental health literacy excludes the substantial scholarly critique of mental health produced by psychiatry, the disciplinary base of the field of mental health. In-school student referrals to mental health professionals may similarly omit important critical information. Key critical areas of concern include scientific evidence, psychiatric drugs, psychiatric diagnosis, misinformation, and potential for harm. Professional ethics codes call for full disclosure of risk and open access to any relevant information needed for informed decision-making. Some mental health interventions commonly take place on an implied consent basis within first-time consult appointments. Consequently, parents and students require access to critical mental health knowledge before or during referral processes. Beyond aligning mental health referral with the ethical principle of informed consent, professional ethics require institutional divestment from any mental health premises and practices that cause harm and lack scientific, intellectual, and ethical integrity.
The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers
Author: Sinno, Samar
Date: 2020-00-00
Type: Journal Articles
Subjects: Relevance (Education),Instructional Effectiveness,Preservice Teachers,Elementary School Teachers,Science Teachers,Mathematics Teachers,Second Language Instruction,Language of Instruction,French,English,Teacher Attitudes,Student Attitudes,Foreign Countries,Majors (Students),Language Proficiency

The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: &quot;Language of Teaching&quot; (FCE) and &quot;Techniques of Expression&quot; (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample--3rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants' conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.
Selection Criteria for the Honors Program in Azerbaijan
Author: Abizada, Azar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Selection Criteria,Academic Achievement,Predictor Variables,Grade Point Average,Scores,College Freshmen,Majors (Students),College Entrance Examinations

Designing effective selection procedures for honors programs is always a challenging task. In Azerbaijan, selection is based on three main criteria: (i) student performance in the centralized university admission test; (ii) student performance in the first year of studies; and (iii) student performance in the honors program selection test. This research identifies criteria most crucial in predicting student success in honors programs. An analysis was first conducted for all honors students. Results indicate that all three criteria used in the selection process are highly significant predictors of student success in the program. This same analysis was then applied separately for each degree program, demonstrating that not all criteria are significant for some programs. These results suggest that creating differentiated selection procedures for different degree programs might be more efficient.
&quot;Atmospheres&quot;: Shattering the Architecture to Generate Another Educational Discourse in Art Education
Author: Mesías-Lema, José María
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Colleges,School Buildings,Arts Centers,Educational Change,Architecture,Exhibits

This article seeks to share the experience gained in the expository project &quot;Atmospheres for Educational Change,&quot; a curatorial proposal focused on education that took place at Normal, the cultural intervention space at the University of A Coruña, aimed at criticizing the position of contemporary art in education and society. &quot;Atmospheres&quot; reflected on the life and routines of individuals in collectivity. It invited the spectator to an interaction between the aesthetic artificiality of the created environment and the naturalness of the sensations generated within. These were environments that invited discomfort, with artistic installations that functioned as social agitators--politically incorrect and educationally transformative.
Authentic Materials and Tasks as Mediators to Develop EFL Students&apos; Intercultural Competence
Author: Pinzón, Bernal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Cultural Awareness,College Students,Cultural Pluralism,Authentic Learning,Student Attitudes,Instructional Materials,Learning Activities

This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram's (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.
The Framework of an AR-Quest Instructional Design Model Based on Situated Learning to Enhance Thai Undergraduate Students&apos; Khmer Vocabulary Ability
Author: Eang, Norphealey
Date: 2020-01-00
Type: Journal Articles
Subjects: Computer Simulation,Instructional Design,Models,Situated Learning,Undergraduate Students,Austro Asiatic Languages,Vocabulary Development,Foreign Countries,Instructional Effectiveness,Second Language Learning,Active Learning,Inquiry

The application of Augmented Reality technology in education has been increasing from year to year. The researchers conducted this study to propose a framework for an ARQuest instructional design model based on situated learning to enhance Thai undergraduate students' Khmer vocabulary ability. The proposed framework was evaluated by experts from the fields of Educational Technology and Communications, Instructional Design, and Language Teaching. The data from the evaluation form from the experts were calculated using the mean value. Then, thirty students were taught using the instruction developed from the model; and they were assessed by a pretest and posttest vocabulary test. The results found that the AR-Quest instructional design model comprises 1) analysis, 2) AR Package Development, 3) AR Quest Development, 4) Instruction Development, 5) Model Implementation, and 6) Model Revision. The result from the Khmer vocabulary ability score of the posttest of the students suggested a higher score than the pretest, showing a difference at a .05 significance level.
Third Language Acquisition of English Word Order in Written Production by L1 Yi and L2 Mandarin Learners
Author: Shi, Changyan
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Multilingualism,English (Second Language),Mandarin Chinese,Sino Tibetan Languages,Word Order,Second Language Instruction,Written Language,Error Patterns,Middle School Students,Foreign Countries,Linguistic Borrowing

Based on third language acquisition theories (Flynn, Foley, &amp; Vinnitskaya, 2004; Marx &amp; Hufeisen, 2004; Rothman, 2010, 2015) and cross-linguistic influence (Sharwood Smith &amp; Kellerman, 1986), this study explored the written production errors of L3 English acquisition of word order in the affirmative and interrogative structures by L1 Yi and L2 Mandarin learners. The participants were thirty &quot;Yi ethnic minority&quot; students of L3 English at the beginner level from a middle school in Yunnan Province, China. The instrument was an elicited production task. The findings exhibited that errors in L1 Yi word order were more frequently produced than those of L2 Mandarin word order, and the errors produced in the interrogative structures were higher than in the affirmative structures. It demonstrated that cross-linguistic influence from L1 Yi and L2 Mandarin was more evident since a higher proportion of error rates from these two languages were examined, and L1 Yi tended to have a higher negative impact than L2 Mandarin.