ethanporcaro/eric-fulltext-meta huggingface dataset:
Congregational Honors: A Model for Inclusive Excellence
Author: Klos, Naomi Yavneh
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Sense of Community,Inclusion,Student Centered Learning,Holistic Approach,Higher Education,Access to Education,Human Dignity

This essay proposes a conception of honors programs and colleges as sacred communities that acknowledge and embrace the unique human dignity of each of their members. Drawing on Ron Wolfson's congregational model articulated in &quot;Relational Judaism&quot;, McMillan and Chavis's definition of &quot;sense of community,&quot; and the pedagogy of educators such as Paolo Freire and bell hooks, I argue that to create a true culture of inclusive excellence, an honors program or college should not be constructed as a checklist of &quot;exceptional experiences for exceptional students&quot; but rather as a &quot;community of relationships.&quot; Leading with a student-centered, holistic focus that recognizes and cherishes the specific students served by an institution enables proactive engagement with what Richard Badenhausen has termed the &quot;monumental demographic shifts&quot; in higher education and expands the frequently too narrow conception of who belongs in honors. It also requires grounding our efforts in the data (from the American College Health Association and the U.S. Governmental Affairs Office, among others) reflecting that 55% of U.S. college students reported being diagnosed with or treated for an illness or disability in the past twelve months, more than 88% have felt overwhelmed, 64% report anxiety, and 30% are food insecure, while 51.7% have found academics &quot;traumatic or very difficult.&quot; The essay concludes by offering concrete strategies for creating authentically relational communities by ensuring that honors programs, advising, and coursework are specifically designed to recognize and welcome the diverse and complex intersectional identities of students and to address the myriad challenges they may face.
Democratic Pedagogy in South Africa: A Rethinking Viewpoint for Knowledge Construction
Author: Omodan, Bunmi Isaiah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Postsecondary Education,Teaching Methods,Democratic Values,Civil Rights,Experiential Learning,Educational Change,Social Influences,Cooperative Learning,Teacher Collaboration,Critical Thinking,Caring,Educational Environment,Teacher Role,Cultural Awareness,Discussion (Teaching Technique),Citizenship Education

This study critically examines teaching-learning as a means of actualising the tenet of the infusion of democracy and human rights in the subject Life Orientation in the classroom in all levels of education (Primary, Secondary and Tertiary) in South Africa. The study focuses on three established approaches namely teaching and learning as collaborative knowledge construction, teaching and learning as a critical reasoning process, and teaching and learning as a disruptive caring pedagogy in a bid to exterminate the old or traditional ways of teaching and learning, which were perceived as anti-democratic education. Experiential and dialogical teaching methods as one of the effective ways in which the infusion of democracy and human rights could be implemented in the Life Orientation curriculum are also examined in a bid to fulfil the objectives of Life Orientation, transform schooling and the school system, and develop the society through education. This study further recommends the use of teaching-learning, which is known as a disruptive caring pedagogy, as the most inclusive approach. Likewise the use of both experiential Problem Based Learning and dialogical teaching methods are recommended.
Character Building in Islamic Society: A Case Study of Muslim Families in Tulungagung, East Java, Indonesia
Author: Sokip
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Skill Development,Parent Role,Personality Traits,Parent Influence,Islam,Religious Cultural Groups,Global Approach,Adults,Cultural Influences,Muslims

This study seeks to identify the position, goals, and role of parents in Tulungagung, East Java, Indonesia with regards to character building. It takes the form of descriptive-qualitative research and employs data triangulation during data collection. The data analysis involved organizing data and sorting it into manageable units that could be managed, synthesized, and searched to find out what was important and useful to convey. It was found that parents need the necessary skills to educate their children to have a good personality, with the goal of this character building being to create well-rounded adults who will make good citizens. It was further found that parents play an important role in influencing a child to adopt an Islamic character in life. This study adds to the existing knowledge by showing how the integration of Islamic and global values can, when parents have the necessary skills, build characters for adults who are pious (&quot;salihah&quot;), good servants of Allah, and responsible for their thought and speech according to Islam while also being honorable, creative, tolerant, hardworking, responsible, trustworthy, respectful of nature, disciplined, brave, efficient, effective, diligent, skillful, helpful, consistent, and affectionate to other human beings, as well as being able to make shared decisions.
Honors and Curiouser University
Author: Miller, Kristine A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Universities,Higher Education,Interdisciplinary Approach,Educational Innovation,Rewards,Partnerships in Education,College Administration,Educational Opportunities,Information Dissemination,Publicity

With roots in the Latin &quot;curious&quot;, meaning &quot;full of care or pains, careful, assiduous, inquisitive,&quot; the word &quot;curiosity,&quot; like this forum on &quot;Current Challenges to Honors Education,&quot; grows out of both the pain and promise of critical inquiry. This essay takes up the challenge of moving honors from the periphery to the heart of higher education by daring to redefine the college or university itself. Honors fosters--and even demands--the curiosity to look beyond the comforting confines of one's own mind. Facilitating the conversation, collaboration, and innovation that shape a curious university, honors offers students, faculty, staff, alumni, and community members both space and reason to meet across disciplinary lines. Through cross-disciplinary programming, innovative reward systems, expansive messaging, and broad partnership building, honors assumes the role of campus and community leader by issuing a dare to know that defines and shapes the curious university.
Language Teacher Autonomy in Turkish EFL Context: Relations with Teachers&apos; Autonomy and Job Satisfaction Levels
Author: Dincer, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Professional Autonomy,English (Second Language),Job Satisfaction,Teacher Attitudes,Foreign Countries,Public Schools,Inservice Teacher Education,Educational Quality,Compulsory Education,Classroom Environment,Curriculum Development,Elementary Schools,Secondary Schools,Middle Schools

International reports suggest that teacher autonomy is diminishing across the world. With a centralized education system, Turkish teachers have the lowest level of professional independence in the education system and their students have the lowest level of English proficiency among many countries. Despite the important role that teachers play in their students' success, there is a scarcity of research on language teachers' autonomy and their job satisfaction in the field of foreign or second language (L2) instruction. Given that, this study aims to investigate the relationships between English as a Foreign Language (EFL) teachers' actual and desired levels of autonomy and their job satisfaction in Turkey. A total of 102 EFL teachers working in public schools completed teacher autonomy scales about their actual and desired control discipline, curriculum, classroom environment, assessment, pedagogy, and professional development. They also rated their job satisfaction and expressed their opinion regarding their autonomy and job satisfaction in teaching English. Findings showed that the teachers' actual autonomy levels were significantly lower than their desired levels across all possible areas of control. The highest discrepancy between actual and desired teacher autonomy was present in the areas of classroom environment and curriculum. Surprisingly, teacher autonomy levels were not significantly related to job satisfaction. Qualitative data partially supported the findings, showing that teachers want more control over curricula. In addition, external factors, such as curriculum, classroom environment, and salary, and internal factors, such as self-evaluation, the joy of teaching, and student motivation, were linked to the levels of teacher autonomy and job satisfaction. The study discusses implications for improving teacher autonomy and job satisfaction in EFL contexts in Turkey and across the world as well.
Iranian EFL Teachers&apos; Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?
Author: Soltanpour, Fatemeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Teacher Attitudes,Beliefs,Writing Attitudes,Second Language Instruction,Writing Instruction,Writing Evaluation,English (Second Language),Literacy,Majors (Students),Evaluation Methods,Scoring,Accuracy,Teacher Education Programs,Training

This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different writing assessment methods. 146 participating Iranian EFL teachers were divided into two groups of TEFL (Teaching English as a Foreign Language) and Non-TEFL, based on their university degrees, so the mentioned issues were explored in terms of the teachers' majors in order to find any significant associations between the teachers' majors and the raised issues or any significant differences between the two groups of teachers' beliefs in the above-mentioned subjects. Quantitative data were collected via a questionnaire. A significant association was found between the teachers' majors and the status of receiving prior writing assessment training. Moreover, comparative analyses between the TEFL and Non-TEFL groups revealed significant differences in all areas of WAL training, as well as the teachers' beliefs about general assessment issues in writing classrooms and different writing assessment methods. However, regarding the teachers' self-report about the perceived level of training need and the teachers' beliefs about writing scoring accuracy, no significant differences were found between the two groups in majority of WAL areas and belief statements. To improve the condition, amending of the language teacher education programs is a vital step to be taken in Iran.
Examination Mafiarisation, and the Contradictions of Performativity in Zimbabwe: A Quest for Rebalancing Pedagogy
Author: Dube, Bekithemba
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cheating,Performance,Ethics,Social Justice,Moral Values,Evaluation Methods,Standards,Testing,Elementary Secondary Education,Rewards,Incentives,Teacher Behavior,Resistance to Change,Reputation,Teaching Methods

This theoretical paper taps into Ball's view of the terrors of performativity in order to critique examination mafiarisation in Zimbabwe. Of late, the education system in this country has experienced a number of trajectories, characterised by examination leaks, cheating, and a decline in confidence in Zimbabwean education. I critique examination mafiarisation, using Ball's perspective, and in so doing, I attempt to answer two questions: What are the causes of examination mafiarisation? What can be done to mitigate cheating in examinations? The argument of the paper is that the curriculum faces ambivalence, because of an overemphasis on performativity. Consequently, teachers, learners, and parents have resorted to immoral behaviour to ensure performativity is enacted. I also argue for a need to embrace a rebalancing of pedagogy, which is characterised by social justice education, promotion of morality, comprehensive education, and task-based assessment, to regain credibility for what was once perceived to be a thriving educational system.
Development of Students&apos; Knowledge of History: Acceptance and Rejection of the Indonesia-Malaysia Confrontation Narratives
Author: Sutimin, Leo Agung
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asian History,History Instruction,Graduate Students,Concept Formation,Learning Processes,Prior Learning,Ideology,Discourse Analysis,Language Usage,Speech Acts

The purpose of this research is to investigate the development of students' knowledge in the process of learning history. The research questions are as follows: (1) How do students construct their knowledge of history? (2) What main factors affect whether students accept or reject historical information? This research is a qualitative project adopting Charmaz's (2006) grounded theory framework to focus on the position of language use in the development of students' knowledge of history. In total, 30 postgraduate students of the History Education Department, Sebelas Maret University, enrolled in a course on the Indonesia-Malaysia Confrontation, participated in this research. To analyze students' language use, I used critical discourse analysis focusing on their speech acts and discursive practice. The findings of the research show that students have autonomy to construct their knowledge of history. Students could accept or reject the historical information that arose throughout the learning process. Two factors affected whether students accepted or rejected the historical information: their prior knowledge and discursive practice. Students construct their knowledge of history through a dialectical process in the form of such discursive practice between their ideology, prior knowledge, and historical information. The findings of the research indicate that language use, especially in the form of discursive practice, determines the transmission and development of knowledge of history in the learning process.
Implementing Dynamic Assessment in Assessing Vocabulary Development: What the Literature Says
Author: Karami, Amirreza
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Implementation,Alternative Assessment,Vocabulary Development,English Language Learners,Guidelines,Sociocultural Patterns,Learning Theories,Pretests Posttests

The current literature review reports the results of four international research studies conducted within recent years to investigate the effectiveness of implementing Dynamic Assessment (DA) in assessing vocabulary development of English language learners. The results of the literature review highlight the positive effects of implementing DA in vocabulary acquisition despite the fact that the researchers found few studies that discussed DA for vocabulary development. This literature review includes a brief summary of the current research from 2015-2018, limiting the findings of DA to vocabulary development, and suggesting guidelines for implementing DA in language classrooms and for future research. The theoretical background of DA supports its applicability to classroom practices, based on the sociocultural theory of Vygotsky. The opportunity provided for the learners during the implementation of DA furthers cognitive, language, and developmental skills. The finding of this literature review highlights the applicability of DA in language classrooms for vocabulary development from the point of view of sociocultural theory.
Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy
Author: Kozikoglu, Ishak
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Critical Thinking,Metacognition,Thinking Skills,Problem Solving,Self Efficacy

The aim of this study is to determine the extent to which prospective teachers' metacognitive skills, problem solving skills and academic self-efficacy explain their critical thinking tendencies. This study, designed as correlational survey method, was conducted with 229 prospective teachers studying at Van Yüzüncü Yil University, Faculty of Education. &quot;Critical Thinking Disposition Scale&quot;, &quot;Metacognitive Skills Scale&quot;, &quot;Problem Solving Inventory&quot; and &quot;Academic Self-efficacy Scale&quot; were used for data collection. Data were analyzed using descriptive statistics, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis. As a result of the study, a positive, moderate level and significant relationship was found between prospective teachers' critical thinking tendencies and metacognitive skills, problem solving skills, academic self-efficacy perceptions. This study concluded that prospective teachers' metacognitive skills, problem solving skills and academic self-efficacy perceptions together can explain about half of the variance (39.5%) in their critical thinking tendencies. However, this study revealed that problem solving skills doesn't make a meaningful contribution to the total variance and cannot explain prospective teachers' critical thinking tendencies to a significant extent.
An Analysis of the High School English Curriculum in Turkey from an ELF Perspective
Author: Karakas, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,High School Students,Foreign Countries,Educational Change,Curriculum Development,Official Languages,Teaching Methods,Educational Principles,Language Role,Language Usage,Educational Policy

Recently, there has been some redesigning in the English language teaching curriculum in Turkey as a consequence of overall educational reforms. However, there has, so far, been no research that has investigated the current high school English curriculum in light of the recent linguistic developments in the field of English language teaching. Thus, the current study explores the high school English curriculum to determine whether there is any reference to the current status of English as a lingua franca in general and its implications for teaching in particular. The data consisting of curricular documents and observation reports on teachers' practises were analysed through a combination of qualitative content analysis and negative analysis. The curricular data analyses show that there is a limited mention of ELF and in name only, with almost no reference to ELF principles for teaching. Similarly, the analyses of observational data indicate that teachers follow a traditional way of teaching English without paying much attention to the current status of English and how they should prepare students for real-world English use. Overall, the results suggest that there is little space for ELF in the current curriculum at the level of policy and nearly none at the level of practice.
STEAM as an Innovative Educational Technology
Author: Shatunova, Olga
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,STEM Education,Art Education,Creativity,Informal Education,Educational Innovation,Nonformal Education,Secondary School Students,College Students

The purpose of this work is to develop a model for the construction of STEAM-education, which is based on project training in the so-called &quot;creative spaces&quot;. &quot;Creative spaces&quot; are integration areas of schoolchildren, students and graduate students working in the format of joint work on projects initiated by various structures of a society and business. The authors of the article analyzed the experience of different countries in the implementation of STEM and STEAM-education and identified the effective ways of structuring technical disciplines, art and creative activity into a single integration program. During 2017-2018 years within the framework of informal and nonformal education, an experimental work was carried out with 32 schoolchildren and 34 students, aimed at determining the level of the development of such competences as: the ability to manage projects and processes, system thinking, the ability to art creativity, the ability to work within the teams, groups and individuals, the ability to work in a regime of high uncertainty and a rapid change in the conditions of tasks. Analysis of the results of experimental work has shown that the use of &quot;creative spaces&quot; for the implementation of project activities of schoolchildren and students, the inclusion of the category &quot;art&quot; in its content allows students to form skills and competencies necessary for the Industry 4.0.
Exploring Challenges in Writing EFL Master Theses: Students and Supervisors&apos; Perspectives
Author: Ebadi, Saman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Writing (Composition),Second Language Learning,English (Second Language),Masters Theses,Student Attitudes,Knowledge Level,Research Methodology,Academic Language,Research Design,Data Analysis,Student Research,Supervision

This study is intended to explore challenges in writing master theses from postgraduate English as Foreign Language (EFL) students' and supervisors' perspectives. To do so, 40 EFL postgraduate students and 10 supervisors were selected nonrandomly based on availability sampling from five major Iranian universities. Qualitative data were gathered via semistructured interviews the results of which were analyzed by utilizing thematic analysis. The findings revealed a number of main challenges faced by postgraduate students in writing master theses as reported by supervisors and the students themselves, some of which were common challenges for both groups. The main common challenge reported by both the students and supervisors was the students' lack of research knowledge including the inability to write academically using academic vocabularies, lack of research design knowledge such as analyzing data by SPSS software and choosing a researchable topic. Implications of the study for universities, EFL postgraduate students, and their supervisors are discussed in this study.