ethanporcaro/eric-fulltext-meta huggingface dataset:
Decentralised Centralism: Insights from a Malaysian Cluster School of Excellence
Author: Lee, Huan Yik
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Organization,Neoliberalism,Accountability,School Effectiveness,Institutional Autonomy,Educational Policy,Educational Change,Principals,Administrators,Administrator Attitudes

Currently, in many developing countries, there have been intensified efforts by policymakers to push for decentralisation of education as part of a neo-liberal reform agenda to improve school management efficiency and cater to localised needs. In the Malaysian context, the government has attempted further decentralisation of autonomy in selected public schools, marking a shift from the post-independence centralised education structure. This has led to the development of Cluster Schools of Excellence, practising some form of school-based management and accorded autonomy in the selection of niche areas, programme planning and programme implementation. Drawing primarily on the interview narratives from school administrators as key policy actors, this study examines how autonomy is manifested at the micro-level and how the school administrators exercise their agency when they are accorded autonomy. Using a decentralised centralism framework, the tensions and complexities in education policy implementation are highlighted in this study. Findings reveal that agency and autonomy are held by both macro and micro-level policy actors in varying degrees, and that school administrators have fundamental agency in school-level policy implementation. The study also explores the dynamics of the decentralisation process and raises the issue of re-centralisation of authority through decentralisation of education.
Child Protection, Identity Construction and Media. The Regulation of Audiovisual Content for Minors in Spain
Author: Nogales-Bocio, Antonia I.
Date: 2020-04-00
Type: Journal Articles
Subjects: Child Safety,Foreign Countries,Television Viewing,Mass Media Effects,Audiovisual Communications,Children,Moral Development,Emotional Development,Programming (Broadcast),Federal Legislation,Compliance (Legal),Access to Information,Privacy,Parent Role,International Law,Childrens Rights,Identification (Psychology)

Childhood is a key stage in the assimilation of values and behavioural patterns that shape identity. Among the socializing agents that influence this complex process are the audiovisual media. Therefore, the products that are made available to children and the protection of the child from harmful contents are essential to complete the training process in such a sensitive period of cognitive development. In this research we analyze the influence of television content in the process of constructing the identity of the child as well as the regulatory framework of audiovisual protection applied in Spain. A decade after the entry into force of Law 7/2010 of 31 March, General of Audiovisual Communication (LGCA), many of the challenges posed remain unresolved. As main conclusions we stress the need to respect the special protection schedule, the incorporation of thematic descriptors in the signalling of audiovisual products and a complete legislative categorization of harmful contents to children's and young people's development.
Framing Implicit Bias Impact Reduction in Social Justice Leadership
Author: Gullo, Gina
Date: 2020-00-00
Type: Journal Articles
Subjects: Bias,Social Justice,Equal Education,Stereotypes,Negative Attitudes,Decision Making,Response to Intervention,Cultural Relevance,Conflict Resolution,Intercultural Communication,Metacognition,Transformational Leadership

This article outlines The Social Justice Leadership for Implicit Bias Impact Reduction Framework, a novel conceptualization of understanding implicit bias interventions for school-wide, leadership-driven change through the social justice leadership. The delineation between social justice and injustice paired with current research on how to reduce the impact of implicit bias in schools offers a tool for educational leaders working towards educational equity in their schools. The framework uses four domains of implicit bias reduction: (1) decision-making supports, (2) intergroup contact, (3) information building, and (4) mindfulness situated in three areas of social justice leadership: (1) relationships, (2) flexibility, and (3) morality.
Designing a Digital Teaching Module Based on Mathematical Communication in Relation and Function
Author: Setiyani
Date: 2020-05-00
Type: Journal Articles
Subjects: Learning Modules,Mathematics Skills,Communication Skills,Development,Instructional Design,Material Development,Instructional Development,Junior High School Students,Instructional Effectiveness,Foreign Countries

The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students' low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms.
Coping, Personal and Family Life of Professors Who Belong to the National System of Researchers of a University of the South of México
Author: Ramón Santiago, Pedro
Date: 2020-04-00
Type: Journal Articles
Subjects: Coping,Family Work Relationship,Researchers,College Faculty,Foreign Countries,Family Life,Public Colleges,Teacher Characteristics,Stress Management,Gender Differences,Group Membership,Teacher Attitudes,Barriers,Professional Recognition

This study aimed to know the self-perception of the dimensions of coping, as well as personal and family life of researchers belonging to the National System of Researchers (SNI) of a public university in southeastern, Mexico. It was developed from a quantitative, descriptive-exploratory perspective. The study was made up of 121 (96%) of the researchers assigned to the SNI, of which 72 (59.5%) are men (M age = 43.3, SD = 9.5 years) and 49 (40.5%) women (M age = 44.2, DE = 8.4 years). The information-gathering instrument was a questionnaire that was answered with a Likert scale, as well as three open questions. It was found that the members of the SNI of the University of the study are young, and have mostly recognition at level I. In relation to the dimensions of coping and personal and family life, the subjects are almost always satisfied with the variables associated with these dimensions. In sum, the factors that influence their permanence or admission to the SNI, are the skills they possess, the interest, the family and the preparation they received in the field of research.
Developing PMRI Learning Environment through Lesson Study for Pre-Service Primary School Teacher
Author: Fauziah, Anna
Date: 2020-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Communities of Practice,Foreign Countries,Educational Environment,Relevance (Education),Interaction,Teaching Skills,Teaching Methods,Mathematics Instruction

Teachers' pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walk-through, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study.
The Role of NGOs in Supporting Education in Africa
Author: Brophy, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Agency Role,Nongovernmental Organizations,Foreign Countries,Nonprofit Organizations,Students with Disabilities,Educational Finance,Philanthropic Foundations,Consortia,Educational Development,Donors,Social Change,Scholarships,Community Needs,Outcomes of Education

Non-Government Organisations (NG0s) which support education in Africa may use different titles such as Council or Trust, are almost always Non-profit organizations. They differ in size, ranging from small local organisations through to large internal multinationals. When founded they will often reflect the ideas, objectives and views of their founders. Funds for new NGOs especially smaller organisations were, and still are, likely to come from supporters, small charities and foundations. Their activities are likely to focus either on specific areas for example village schools or supporting specific causes such as school children with disabilities. Funding for many NGOs has changed significantly from their early years. Many now receive large proportions of their funding from governments. However many NGOs perceive their work to be guided by the principals of neutrality and impartiality. Governments however may view the NGO education programmes they fund as being part of a &quot;counter insurgency strategy&quot; or as one of their &quot;combat teams&quot;. Governments and international funders such as the European Union often now prefer to support consortia where a number of NGOs and multilateral organisations join together to work on a single project. There are significant benefits but also some significant problems.
Pedagogical and Epistemic Knowledge in Special Education and Its Migratory Challenge towards Inclusive Education
Author: Vásquez-Burgos, Karina R.
Date: 2020-04-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Epistemology,Special Education,Inclusion,Educational Change,Students with Disabilities,Elementary Secondary Education

The purpose of this article of reflection is to share ideas of the comprehensive framework in the pedagogical and epistemic knowledge of Special Education. What it allows, to address the constructions facing the paradigmatic shift of migration towards an Inclusive Education that from the XX century takes a leading character in the pedagogical knowledge of Latin American education. Among the discourses that Inclusive Education involves, there is equality of opportunities, with evident epistemological gaps within pedagogical knowledge, generating hybrid and incoherent subtleties referring to the challenges and dilemmas that the inclusion of students in traditional educational systems tends to. These paradigmatic and epistemological dilemmas that surround this migration of a traditional knowledge in Special Education, is the reason for critical analysis, which is bearable to problematize the inconsistencies that are being generated as a result of the re-signification of a pedagogy, that from its Early considered an education under normalization processes, with exclusionary and even tendencies and that currently presents transforming ideas, on an approach in evolution that seeks an episteme based on Inclusive Education.
The Class Filming in Collegiate Context: A Strategy That Favors the Reflective Processes on the Pedagogical Practice
Author: Bórquez-Mella, Jessica
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Self Evaluation (Individuals),Reflective Teaching,Preservice Teachers,Teacher Supervision,Classroom Observation Techniques,Collegiality,Didacticism,Feedback (Response),Portfolio Assessment,Teacher Student Relationship,Teacher Educators

In recent decades, the reflection on the teaching practices has been considered as an important means among the teacher trainers. Nevertheless, chilean research note that the universities of this country have not achieved that students of Teaching Programs may develop reflections on their pedagogical procedures systematically. This situation is no far from the reality of students of Pedagogía Media en Ciencias Naturales y Biología from Universidad Católica de Temuco. They achieve only in some cases, and intuitively, reflections that may help them improve their performance. The purpose of this research is to strengthen the levels of students' reflection. In this context, the investigation is a qualitative one with a unique case study design. It points to the relevance of the use of class filming as a strategy which favors reflective processes on the pedagogical practice in collegiate contexts. It concludes that the participants appreciate the strategy of class filming, given that it favors the self assessment of their performance. Likewise, a mobility of the levels of reflection from the descriptive to the critic one, is shown. Nevertheless, it is important to highlight that the mobility depends on the time the participants spend on the reflective process.
Between Decolonization and Human Capital. Reflections toward the Expected Role of the Teacher in the Chile Post Transition
Author: Troncoso-Pérez, Patricia E.
Date: 2020-04-00
Type: Journal Articles
Subjects: Correlation,Social Mobility,Generalization,Public Education,Teaching Methods,Critical Theory,Teacher Role,Human Capital,Foreign Countries,Educational Quality,Educational Change,Socioeconomic Status,Poverty,Educational History,Educational Legislation,Elementary Secondary Education,Educational Theories,Role of Education

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.
Partitive Fraction Division: Revealing and Promoting Primary Students&apos; Understanding
Author: Wahyu, Kamirsyah
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Students,Division,Fractions,Comprehension,Concept Formation,Mathematical Concepts,Teaching Methods,Grade 5,Grade 4

Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students' understanding of partitive fraction division (PFD) and explore ways to support their understanding through the use of sequenced fractions and context-related graphical representations. In a design-research study, forty-four primary students were involved in three cycles of teaching experiments. Students' works, transcript of recorded classroom discussion, and field notes were retrospectively analyzed to examine the hypothetical learning trajectories. There are three main findings drawn from the teaching experiments. Firstly, context of the tasks, the context-related graphical representations, and the sequence of fractions used do support students' understanding of PFD. Secondly, the understanding of non-unit rate problems did not support the students' understanding of unit rate problems. Lastly, the students were incapable of determining symbolic representations from unit rate problems and linking the problems to fraction division problems. The last two results imply to rethink unit rate as part of a partitive division with fractions. Drawing upon the findings, four alternative ways are offered to support students' understanding of PFD, i.e., the lesson could be starting from partitive whole number division to develop the notion of fair-sharing, strengthening the concept of unit in fraction and partitioning, choosing specific contexts with more relation to the graphical representations, and sequencing the fractions used, from a simple to advanced form.
Educational Marketing as a Strategy for the Satisfaction of University Students
Author: Gordillo, Liliana D. J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Recruitment,Marketing,College Students,Student Satisfaction,Strategic Planning,Enrollment Management,Competition,Foreign Countries,School Holding Power,Student College Relationship,Universities

In a globalized and competitive world, the need for the Higher Education Institutions to have a competitive advantage and exceed the expectations of the learners becomes more and more imperative, although the fundamental part of the Institutions is also true in addition to capturing enrollment is to retain it. and to retain it, and to achieve the above, it requires student satisfaction, so the objective of this research was to propose educational marketing as a strategy for student satisfaction at the Polytechnic University of Francisco I, Madero (UPFIN). The study has a quantitative approach of a descriptive type, it was applied to a sample of 361 UPFIN students and some results were that in order to achieve student satisfaction, variables such as: teaching videos, digital library service, linkage with microenterprises, extra classes for those who fail, overtime teaching second language, psychological and social guidance, study guide to present exams, classrooms and laboratories in good condition, plan according to the race, congresses and symposium in different careers, student involvement in research projects, friendly treatment of administrative staff, scholarships for student tickets, demonstrations and training with microentrepreneurs and the general public of what is done in the university.
Prospective Primary School Teachers&apos; Activities When Dealing with Mathematics Modelling Tasks
Author: Viseu, Floriano
Date: 2020-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Preservice Teacher Education,Mathematical Models,Foreign Countries,Graduate Students,Mathematics Activities,Student Evaluation

The current teaching of mathematics is guided by recommendations that suggest the implementation of various activities in order to raise the understanding of mathematical knowledge. This diversity is related to the characteristics of the tasks proposed in the learning contexts. Among all tasks, the modelling ones call for the application of activities through different representations. So, it is important that teacher training courses promote experiences involving prospective teachers with this type of task. Based on this assumption, we intend to identify the activities that prospective primary school teachers perform in solving modelling tasks, the difficulties experienced in these tasks and the value of the models they determine. From the analysis of the resolutions of two tasks, we find that the prospective teachers translate the information of the data available in tables through graphs and analytical expressions. Some discuss models that determine which best fits the data. In the activities carried out, difficulties arise in determining the proportionality constant that best translates the problem situation, discussing the reasonableness of the values generated by the model, and sketching the graph of the model that best fits the experimental data. As for the usefulness of the model they determine, few prospective teachers are predicting outcomes.
Student Engagement and Math Teachers Support
Author: Alrajeh, Tahani Salman
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Learner Engagement,Student Participation,Gender Differences,Teaching Experience,Educational Environment,Student Needs,Emotional Development,Classroom Environment

This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student--teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants' responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher's gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
Students&apos; Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style
Author: Son, Aloisius Loka
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics,Mathematics Skills,Problem Solving,Teaching Methods,Intervention,Models,Cognitive Style,Junior High School Students,Interaction,Foreign Countries

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.