ethanporcaro/eric-fulltext-meta huggingface dataset:
Learner Autonomy Scale: A Scale Development Study
Author: Orakci, Senol
Date: 2017-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Measures (Individuals),Foreign Countries,English (Second Language),Second Language Instruction,Factor Analysis,Psychometrics,Construct Validity,Test Reliability,Factor Structure,Secondary School Students,Grade 6,Test Construction,Statistical Analysis

The goal of the study is to develop a scale named &quot;Learner Autonomy Scale&quot; (LAS) for determining the learner autonomy of the students toward English lesson. The proposal scale, composed of 29 items, was applied to two study groups in Turkey. The group of Exploratory Factor Analysis that aims to determine the psychometric properties especially the construct validity and reliability of LAS consisted of 291 6th grade students. The group of Confirmatory Factor Analysis that aims to find out whether the factor structure demonstrated by LAS was confirmed or not consisted of 297 6th grade students. As a result of the analyses, it has been determined that the scale consists of 14 items and it has a structure composed of one factor. The study showed that LAS is a valid and reliable tool. Using LAS with other data collection tools on learner autonomy will be beneficial.
The Benefits of Latent Variable Modeling to Develop Norms for a Translated Version of a Standardized Scale
Author: Seo, Hyojeong
Date: 2017-11-00
Type: Journal Articles
Subjects: Test Norms,Structural Equation Models,Measures (Individuals),Translation,Standardized Tests,Factor Analysis,Foreign Countries,Spanish,Case Studies,Interviews

This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale-Children's Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested across (a) Spanish only and (b) both US and Spanish age bands (5-6, 7-8, 9-10, 11-12, 13-14, and 15-16). After establishing measurement invariance across the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.
What Might &quot;Bad Feelings&quot; Be Good For?: Some Queer-Feminist Thoughts on Academic Activism
Author: Burford, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Activism,Homosexuality,Feminism,Psychological Patterns,Negative Attitudes,Emotional Response,Scholarship,Politics of Education,Neoliberalism,Depression (Psychology),Educational Change,Resistance to Change

The purpose of this article is to explore how we might understand &quot;bad feelings&quot; and their place in academic activism. The article begins with a proposition that higher education scholarship reproduces certain habits of thinking about affective practices and their political utility. Often &quot;strong&quot; feelings such as hope, anger, and frustration are associated with political agency, whereas &quot;weak&quot; feelings such as depression, numbness and anxiety tend to be written off as political liabilities. This article draws upon queer and feminist debates on affect in order to disrupt these habits of thought. Rather than rushing to pathologise &quot;bad feelings&quot; as politically useless, this article lingers with them, in order that they might teach us something about the complexity of political practice in the contemporary university. By interrogating affective-political norms, this article hopes to expand the pool of affective resources that may be available for academic activism in the present.
Affirming Humanity: A Case Study of the Activism of General/Professional Staff in the Academy
Author: Lawless, Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Case Studies,Professional Personnel,Foreign Countries,Universities,Ethnography,Semi Structured Interviews,Collegiality,Barriers,College Administration

General/professional staff are activists in Australian universities. Their activism has seldom been researched in scholarly approaches in higher education studies nor in activism studies. General/professional staff occupy a unique place in the labour force of higher education, and may work in a wide range of professions and trades. A case study of activism undertaken by 'Rosemary' is presented. A number of features of activism in the academy are revealed in the case study
The University as an Infinite Game: Revitalising Activism in the Academy
Author: Harré, Niki
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Universities,Foreign Countries,Figurative Language,Responsibility,Resistance (Psychology),Feminism,Women Faculty,College Faculty,Neoliberalism

We offer here a metaphor of the university as an &quot;infinite game&quot; in which we bring to life insight, imagination, and radical inclusion; and resist the &quot;finite games&quot; that can lead us astray. We suggest that keeping the infinite game alive within universities is a much-needed form of academic activism. We offer four vignettes that explore this further: our responsibility to be &quot;critic and conscience of society&quot; and how that responsibility must also turn inwards onto our own institution, the dilemmas of being a woman with leadership responsibilities in an institution that proudly shows off its &quot;top girls,&quot; the opportunities we have as teachers to &quot;teach the university&quot; and be taught by our students, and the contradictions we face as activist scholars in our relentlessly audited research personas. We draw on the infinite/finite game metaphor, our own affective experiences as tenured academics, and feminist critiques.
Resisting the &quot;Employability&quot; Doctrine through Anarchist Pedagogies &amp; Prefiguration
Author: Osborne, Natalie
Date: 2017-00-00
Type: Journal Articles
Subjects: Employment Potential,Higher Education,College Instruction,Resistance (Psychology),Neoliberalism,Educational Objectives,Ethnography,Internship Programs,Skill Obsolescence,Vocational Education,Foreign Countries

Increasingly those working in higher education are tasked with targeting their teaching approaches and techniques to improve the &quot;employability&quot; of graduates. However, this approach is promoted with little recognition that enhanced employability does not guarantee employment outcomes or the tensions inherent in pursuing this agenda. The increasing focus on employability seems to suggest that the primary role of contemporary higher education is to produce skilled (yet increasingly un/der paid and precarious) workers. Although graduate employment is undoubtedly an important outcome, we do not consider it our primary purpose or the yardstick by which the quality of education (and our teaching) should be measured. To do so would be to cede ground on what the role of higher education is and can be, potentially impacting negatively on both students and those who teach them. Drawing on anarchist pedagogies and prefigurative politics and our own experiences as educators and researchers in vocationally-oriented disciplines, we consider the possibilities for resistance within the academy to the dominant discourses of employability. We highlight the tensions inherent in the neoliberal pursuit of employability, characterising them as fissures through which possibilities for resistance and transformative praxes may take hold and indeed thrive.
Academic Identities in the Managed University: Neoliberalism and Resistance at Newcastle University, UK
Author: Morrish, Liz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Neoliberalism,Resistance (Psychology),College Administration,Case Studies,Commercialization,Discourse Analysis,Interviews,Research,Audits (Verification),Performance,Administrators,College Faculty,Ethnography,Observation

In an era of neoliberal reforms, academics in UK universities have become increasingly enmeshed in audit, particularly of research &quot;outputs.&quot; Using the data of performance management and training documents, this paper firstly offers an analysis of the role of discourse in redefining the meaning of research, and in colonising a new kind of entrepreneurial, corporate academic. In the second part of the paper, we narrate a case study of resistance to management by metrics. In 2015, Newcastle University managers introduced a new set of research &quot;expectations&quot; known as &quot;Raising the Bar,&quot; which the academic body were able to act collectively to resist. The collective refused the imposition of individual targets and refused to subordinate academic values to financial ones. There was a successful negotiation with management, and in July 2016, Raising the Bar was rescinded in favour of collegial action to work towards research improvement. [This article was written with the assistance of The Analogue University Writing Collective.]
A Career in Activism: A Reflective Narrative of University Governance and Unionism
Author: Bosanquet, Agnes
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Foreign Countries,Governance,Unions,Universities,College Faculty,Public Support,Educational Finance,Politics of Education,Income Contingent Loans

This paper examines what it means to be an activist and to do activist work in the Australian contemporary university. In a context of globalisation, massification and marketisation, what does academic or scholar activism look like? In a time of political uncertainty about fee deregulation, further cuts to public funding and changes to the income-contingent loans scheme, what does it mean to be an activist or to do activist work? And what happens when activist attention turns to the higher education sector and the operations of the university? This paper examines these broad questions at an intimate level, presenting a reflective narrative of an individual career in academic activism marked by a long-standing scholarly interest in the nature and work of universities, academic and professional roles, teaching experience in multiple disciplines and involvement in union representation. In this paper, the reflections of an individual academic activist, Rosie, are embedded in a contextual discussion of university governance, regulatory and auditing frameworks, the academic workforce, gender inequality, and learning and teaching in higher education in Australia.
Activism on the Corporate Campus: It Just Doesn&apos;t Have That You Know What Anymore
Author: Dolhinow, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Activism,Neoliberalism,Politics of Education,College Students,Ethnography,Educational Trends,Data Collection,Student Organizations,Social Justice,Corporate Education

Student activists, like all activists, need space to organise, take part in actions, and educate their peers. On many campuses, these spaces can be a refuge for progressive students who may not find support for their activism in other spaces on campus. This article examines the development, function, and demise of one such space. In particular, this course of events is embedded in the concurrent processes of corporatisation and neoliberal enclosure taking place on universities across the United States. Student and faculty stories of increased supervision and &quot;Big Brother&quot; inspired computer programs for tracking student &quot;involvement&quot; demonstrate unprecedented administrative reach into activism, its planning, and its implementation. The article is based on a decade long ethnographic study on a large public university campus in the US and smaller projects at similar institutions in California. The research is situated in the more general trends in the US over the same period through interviews with faculty at other institutions.
Austerity-Privacy &amp; Fossil Fuel Divestment Activism at Canadian Universities
Author: McGray, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Fuels,Universities,Privacy,Privatization,Neoliberalism,Educational Finance,Financial Support,Investment,Governance,School Community Relationship

Austerity has signalled several political and cultural changes in the past ten years. One frequent and highly criticised change has been the increasing privatisation that has occurred as part of the agenda. This has occurred in most levels of formal education. One related, but under-investigated, aspect of austerity has been the feature of privacy that has worked to enable the increasing privatisation. In this essay, we attempt to unpack how what we refer to as austerity-privacy has enabled formal education--specifically Canadian universities--to withdraw from critical public discourses. While not unrelated to privatisation, we argue that austerity-privacy was a necessary step for postsecondary education institutions to speed their neoliberal march. To illustrate this phenomenon, we examine the divestment movement in Canadian universities to illustrate the ways in which austerity-privacy obfuscates critics of neoliberal agendas. Conversely, we also examine the ways in which divestment can democratise the economy of university life.
Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago
Author: Maharaj-Sharma, Rawatee
Date: 2017-10-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Foreign Countries,Educational Technology,Teacher Attitudes,Secondary School Science,Secondary School Teachers,Lesson Plans,Technology Uses in Education,Qualitative Research,Questioning Techniques,Questionnaires,Observation

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-based instructional technologies in classroom science teaching. The participants were 30 secondary school science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the University of the West Indies in Trinidad and Tobago. The teachers were asked to prepare lesson plans which demonstrate their use of instructional technologies to teach science topics within their term's schemes of work. They were subsequently asked to explain their reasons for using the selected instructional technologies. The findings revealed that PowerPoint was the most widely used ICT-based instructional technology in the lesson plans analyzed. Animations and hands-on practical activities were the least used ICT-based instructional technologies. Virtual labs, computer-aided simulations and smartboards, were other ICT-based instructional technologies used by a few teachers. Textbooks and whiteboards were the non-ICTbased instructional technologies teachers used.
Student-Athletes in My Classroom: Australian Teachers&apos; Perspectives of the Problems Faced by Student-Athletes Balancing School and Sport
Author: O'Neill, Maureen M.
Date: 2017-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Athletes,Foreign Countries,Qualitative Research,Secondary School Students,Comparative Analysis,Secondary School Teachers,Semi Structured Interviews,Questioning Techniques,Parents

This paper emerged from a larger project about Australian high performance school age athletes self-identified problems in balancing their academic and sporting lives. Teachers of student-athletes are ideally placed to observe stresses faced by these students, but little is published about teacher perspectives on this topic. A qualitative analysis of interview data from 10 teachers, across 10 Australian secondary schools, revealed critical information about the similarities and differences in their perspectives compared to those of student-athletes and parents. Teachers identified five main areas where student-athletes required dedicated support, and provided examples of solutions to address these. Their practical strategies complement the characteristics of the 'athlete-friendly' school and serve as examples of best practice support that other schools could adopt. On analysis, these strategies align with the Australian Professional Standards for Teachers. Consequently, the focus of this paper relates to the teacher perspectives and how this impacts teacher practice.
Education or Quality of Teaching? Implications for Australian Democracy
Author: Webster, R. Scott
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Educational Philosophy,Educational Quality,Instructional Effectiveness,Ideology,Scientific Literacy,Teacher Education,Educational Methods,Educational Practices

The argument being made here is that democratic life is more likely if educators actually &quot;educate,&quot; rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as &quot;quality teaching,&quot; &quot;evidence-based&quot; practices and &quot;impact&quot; and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability because bureaucrats are &quot;intolerant of philosophical debate.&quot; By drawing largely upon the works of Dewey and his notions of education, democracy and the science of education, it is argued that what is needed is for teacher-educators to focus on &quot;educating&quot; teachers, as professionals, to be critically scientific and democratic.
The Contextual Motivational Conditions for L2 Pedagogy: A Case Study from the Arabian Gulf
Author: Shah, Muhammad Athar
Date: 2017-10-00
Type: Journal Articles
Subjects: Case Studies,Mixed Methods Research,English Curriculum,English (Second Language),College Second Language Programs,Learning Experience,Teaching Methods,Educational Practices,Group Dynamics,Classroom Techniques,Questionnaires,Interviews,Learning Motivation,Motivation Techniques,Teacher Role,Institutional Characteristics,Foreign Countries

This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers' pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei's (2005, 2009) L2 Motivational Self System--one of the latest socio-dynamic perspectives on L2 motivation. Overall, the results revealed that motivational conditions available on the site for L2 pedagogy were inadequate. The findings of the research emphasised a need for recruitment of professional teachers through a rigorous selection process, and recommended the provision of more in-service teacher training opportunities with a special focus on developing motivational strategies for L2 classrooms. The study also stressed a participatory role for students in planning and pedagogical processes.
English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?
Author: Pearce, Jane
Date: 2017-09-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Social Bias,Foreign Countries,Secondary School Teachers,Social Justice,English Teachers,High Schools,Semi Structured Interviews,Barriers,Educational Environment,Social Influences,Change Strategies

Discrimination against LGBT individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North's (2006) work on social justice and Connell's (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.
Fostering Creative Ecologies in Australasian Secondary Schools
Author: de Bruin, Leon R.
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Creativity,Statistical Analysis,Qualitative Research,Educational Environment,Teacher Surveys,Student Surveys,Teacher Behavior,Critical Thinking,Comparative Analysis,Comparative Education,Interviews,Focus Groups,Questionnaires,Ecological Factors,Teaching Methods,Skill Development

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n = 717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance creativity and critical thinking and the fostering of creative ecologies within Australian schools.
Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses for Teachers
Author: Falkiner, Meredith
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Child Abuse,Child Advocacy,Child Safety,Barriers,Compliance (Legal),Victims,Questioning Techniques,Literature Reviews,Research Needs,Teacher Role,Disclosure,Educational Legislation,Educational Policy,Teacher Attitudes,Fear,Teacher Education,Guidelines

Australian teachers are mandated to report instances of child maltreatment should they suspect a child is being maltreated. Some teachers are reluctant to make a report based on suspicion alone. This review examines the barriers that may prevent teachers from reporting. It is suggested that to overcome these barriers and form a reasonable belief that a child is being maltreated, teachers may attempt to seek out proof by questioning the suspected victim. Inappropriate questioning can have detrimental consequences such as wrongful reporting when maltreatment is not occurring, or worse, no report made when a child is being maltreated. Based on the review of the literature presented in this paper and given the changing landscape of mandatory reporting in Australia, research is recommended. First, to determine if the barriers for reporting still hold true and, secondly, to establish the motivations of teachers who may question a child when they suspect maltreatment, along with exploration on how they approach this task.