ethanporcaro/eric-fulltext-meta huggingface dataset:
Latina/o Teacher Insurgency and No Child Left Behind: The Politics of Resistance to English-Only Policies in Urban School Classrooms
Author: Lapayese, Yvette V.
Date: 2005-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Hispanic Americans,Educational Change,Resistance to Change,English Only Movement,Politics of Education,Urban Schools,Educational Policy,Educational Legislation,Federal Legislation,Bilingual Education,Advocacy,Change Agents,Monolingualism,Bilingualism,Language Minorities,Student Centered Learning,Activism,Teacher Education Programs

Teacher insurgency is on the rise as critical educators refuse to accept the authoritarianism of English-only reforms by struggling to undermine current educational policies while at the same time advancing alternatives. Federal hijacking of language policies -- presently manifested by the No Child Left Behind Act (NCLB) -- is being met with opposition from many teachers, some of who engage in subversive acts aimed at transforming the schooling experiences for their bilingual students. As English-only policies weigh heavily on the backs of teachers, now is the time to explore oppositional acts of resistance by critical educators committed to safeguarding bilingual education. As a teacher educator, the author provides a political space in her courses for teachers to develop oppositional consciousness and engage in political acts that can serve as manifestations of resistance. Informal and fluid political communities are established whereby teachers form alliances with peers to corroborate, support, and engage in both clandestine and overt acts of resistance. In this article, the author exposes the work of five Latina/o bilingual teacher insurgents with whom she worked closely and who she supported throughout their teacher education program in actively practicing oppositional acts of resistance. These teachers identify and define their work as radical pedagogy. These bilingual teacher insurgents are actively engaged in counteracts in urban schools to oppose the primacy of monolingual education as articulated in NCLB. Through their counterstories the author demonstrates that teacher insurgents are: (1) actively resisting English-only policies and promoting bilingualism; and (2) undermining scripted programs and testing raids geared for language minority students and infusing their classrooms with student-centered curricula. The author proposes a fluid framework for teacher education programs that can better meet the needs of critical educators invested in resistance vis-àvis monolingual language practices in schools.
Higher Education Regionalization in the Northern Triangle of Central America: Guatemala, El Salvador and Honduras
Author: Griffin, Jermain
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Geographic Regions,International Cooperation,Intercollegiate Cooperation,Student Mobility,Faculty Mobility,Coordination

The ongoing migrant crisis that engulfs the U.S.-Mexico border is often the source of political and socioeconomic discourse related to the treatment of those caught in the web of immigration politics or the causes of migration to the U.S. from Mexico and Central America. One related, critical conversation involves the future stability of countries neighboring the southern region of Mexico -- El Salvador, Guatemala, and Honduras. Together they comprise the northern region of Central America, increasingly referred to as the &quot;Northern Triangle&quot; (NT). The region is documented for its lower levels of human development, high rates of violent crime, low school completion rates and high rates of poverty (Meyer and Seelke 2015; Congressional Research Service 2019). In recent years, the United States Agency for International Development (USAID) has supported efforts towards public health, business development, efficient government institutions and the scaling up of postsecondary education through grants with regional and international partners. In 2014, the Plan of the Alliance for the Prosperity of the Northern Triangle (A4P) was developed by the leaders of El Salvador, Guatemala, and Honduras, in partnership with the U.S. to improve overall living conditions through coordination efforts focused on areas of need including access to basic healthcare, nutrition, education and employment opportunities (Inter-American Development Bank 2014). While the Plan of the Alliance does not explicitly reference the role of higher education (HE), the authors argue that it is reasonable and important to question how and if higher education institutions (HEIs) from the NT can contribute to improving social and economic conditions in the region. One important question about HE in the region is the level of collaboration between HEIs within the region that exists and how much of it is dependent on external support compared to available resources within the NT. This paper examines existing HE partnerships through a theoretical lens of higher education regionalization led by Knight's (2013) framework for regionalization. This paper begins to answer that question by exploring the depth of collaboration between HEIs in the NT region. How many partnerships are there and what are the context of those partnerships? This article offers an important overview of the current state of HE collaboration in the region and how future collaborations might be fostered.
Integrating International Students: The Missing Link in Portuguese Higher Education Institutions
Author: Sin, Cristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Student Recruitment,Enrollment,Public Colleges,Fees,Student Experience,Administrator Attitudes,Program Effectiveness,Student Adjustment,Social Experience,Academic Achievement,Peer Relationship,Student Personnel Services,Student Attitudes

Over the past few years, Portugal has become a proactive recruiter of international students (Sin, Antonowicz and Wiers-Jenssen 2019). Portuguese institutions have been the preferred choice of students from the former Portuguese colonies coming through agreements with the Portuguese government (França, Alves, and Padilla 2018). Consequently, in 2017-18 around two-thirds of international students came from Portuguese-speaking countries, such as Brazil, Angola, Cape Verde, Mozambique, São Tomé and Príncipe, Guinea Bissau and East Timor (DGEEC 2018). Despite the growth of international student migration and the active recruitment of international students by host countries, there are only a handful of studies that investigated institutional strategies for integrating international students, or their experiences, in the host country (see for example Mosneaga and Agergaard 2012; Urbanovic, Wilkins, and Huisman 2014; Nada and Araújo 2018a; O'Connor 2018). Also in Portugal, research on this topic is rather scarce, and existing studies mainly focused on students' perceptions (Campos and Lima 2012; Alves 2013; Nada and Araújo 2018a, 2018b). This paper, while also reporting on student experiences, adds the institutional perspective of top and middle managers. It aims to investigate institutional strategies for the integration of international students and student experiences in this regard. The research questions to answer are: What strategies do institutions employ to integrate international students, if any, and are these effective? Do international students feel integrated socially and academically in the institution? What are the reasons for their perceptions? This will allow inferring opportunities and challenges of integration policies and experiences, and formulating some possible ways forward to improve international students' experience.
Social Justice Leadership: Principals&apos; Perspectives in Trinidad and Tobago
Author: Conrad, Dennis
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Principals,Leadership Responsibility,Leadership Styles,Administrator Attitudes,Values,Knowledge Level,Equal Education,Administrator Role,Cooperation,Elementary Secondary Education,Cultural Awareness,Advocacy,Educational Change,Professional Development,Administrator Education

The paper &quot;Thinking of, Knowing, and Doing Social Justice Leadership: Principals' Perspectives&quot; explores the understanding and practice of principals regarding social justice leadership. The study adopts phenomenography as its methodology and presents findings gleaned from the semi-structured interviews of 11 principals in Trinidad and Tobago. Findings indicate that principals were generally unaware of a social justice leadership orientation, but values of fairness and equity, for instance, were common in their understandings. Social justice leadership roles were conceptualized as multifaceted, difficult and requiring strategy and caution, but emphasized a need for self-investment and collaboration. It was found that principals' unclear conceptualizations translated into guesswork when practicing social justice leadership from which emerged unique ways of 'doing' social justice. Findings point to the need to place social justice atop Trinidad and Tobago's school improvement agenda.
The Evolution of Reform: Studying &quot;Community Partnerships&quot; in Philadelphia
Author: Cucchiara, Maia
Date: 2003-00-00
Type: Journal Articles
Subjects: Educational Change,School Community Relationship,School Community Programs,Partnerships in Education,Urban Schools,Politics of Education,Privatization,Community Organizations,School District Reorganization

The author uses the &quot;lifecourse&quot; of one model--the community partnership plan--as a lens into school reform in Philadelphia, focusing particularly on the politics of school reform and Philadelphians' responses to privatization. The aim of the article is to show that education reform is not about the orderly implementation of a particular program but rather about competing visions, multiple purposes, and, often, chaos and disjuncture. The data gathered and discussed in this article was a part of a larger study of the state takeover and reorganization of the Philadelphia School District. This study, which is being conducted by Research for Action, a Philadelphia-based non-profit research organization, encompasses many aspects of the reform process, including the ways reform affects public engagement in education. In an effort to understand both the roles community organizations have played in the district and the disappearance of the community partnership plan, the author attended numerous public meetings at the school district and at individual schools, reviewed local and national newspaper coverage of the takeover, and conducted interviews with representatives from a number of local organizations.
Student-Centred Learning in Higher Education: Implications for the Jamaican Workplace
Author: Wallder, Stephen R.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Higher Education,College Students,Business Administration Education,Job Skills,Employment Potential,Human Capital,Competency Based Education,Skill Development,Critical Thinking,Creativity,Cooperation,Communication Skills,Media Literacy,Technological Literacy,Leadership,Productivity,Interpersonal Competence

This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students' current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers' Federation through a one-on-one interview. The importance of &quot;gearing&quot; such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace.
Student Withdrawal, Retention and Their Sense of Belonging; Their Experience in Their Words
Author: Russell, Lisa
Date: 2019-12-00
Type: Journal Articles
Subjects: Withdrawal (Education),Academic Persistence,Student School Relationship,College Students,Influences,Student Experience,School Holding Power,Foreign Countries,Social Influences,Identification (Psychology),College Role,College Environment,Student Characteristics,Student Needs,Social Isolation,Anxiety,Student Personnel Services,Academic Support Services,Peer Influence,Teacher Influence,Classroom Techniques,Health,Family Influence,Paying for College,Value Judgment

Student withdrawal has received increased attention in the context of an expanding and more diverse Higher Education (HE) student population. Students leave University for interconnected, multiple reasons. Some explanations are internal to the University and may include support mechanisms, assessment feedback and quality of teaching and others are external, comprising critical life moments such as bereavement, ill health, financial constraint and domestic responsibilities. It is the complex interaction of these factors that shape students' 'sense of belonging' and identification and experience with a Higher Education learner identity. This article provides insight into the students' experiences of non-continuation in one English University. Wenger's social theory of learning is applied to explore students' perceptions and gain a qualitative understanding regarding their experiences. Student withdrawal involves negotiation between the student and the University and relates to how the student experiences a 'sense of belonging' to University.
Mentoring School Leaders through Cultural Conflict
Author: Hughes, Thomas
Date: 2019-12-00
Type: Journal Articles
Subjects: Mentors,Social Justice,Administrator Role,Culture Conflict,Cultural Awareness,Leadership Responsibility,Administrator Education,Inclusion,Student Diversity,Barriers,Administrator Qualifications,Professional Development,Knowledge Level,Conflict Resolution,Critical Thinking,Personnel Selection,Principals

This article advances compelling information about deficits in training for inclusive school leaders, and presents viewpoints along with options intended to help support their efforts to lead others through cultural challenges and conflicts. It asserts that social justice on a whole and related values and norms have increasingly been caught up in added complexity and challenge that inclusive leaders may not have been prepared to lead through. The article also presents a rationale and supporting data for better developing overlooked administrator abilities. Finally, noting a lack of currently available resources to expedite training and foster important growth in key skill areas, this article ultimately advocates for expanded informal but qualified mentoring support being offered to inclusive school administrators.
Parent Education and the Role of Young Fathers: Response to Diana Slaughter-Defoe&apos;s Constance Clayton Lecture &quot;What Shall I Tell My Children Who Are BlacK?&quot;
Author: Strange, Alton C.
Date: 2005-00-00
Type: Journal Articles
Subjects: Parent Education,Fathers,Parent Role,Parent Child Relationship,Social Services,African Americans,Child Welfare,Law Enforcement,Institutionalized Persons,Interpersonal Competence,Individual Development,Delinquency,High School Students,Early Parenthood,Workshops,Parenting Skills

Research on parent education has focused primarily on the dynamic between mother and child. The needs of young fathers and their importance have often been down played, and have been largely ignored when it comes to social service programs. In this response to Diana Slaughter Defoe's Constance Clayton Lecture, &quot;What Shall I Tell My Children Who Are Black?&quot; Alton Strange's remarks briefly focus on parent education and the role of young fathers. Strange maintains that it is time to examine ways to provide parent education for young fathers and hold them responsible for the welfare of their children. A program is described that was developed by Strange and a colleague that would expand the Males Achieving Responsibility Successfully (MARS) program by mandating that participation be a part of the probation requirements for adjudicated, delinquent youth. He states that this would ensure that the young fathers attend school regularly and learn valuable parenting, academic, social, and personal development skills.
Gender Equity Programs in Urban Education: Redefining Relationships between Funding and Evaluation
Author: Ginsberg, Alice
Date: 2005-00-00
Type: Journal Articles
Subjects: Sex Fairness,Equal Education,Urban Education,Gender Issues,Resource Allocation,Program Evaluation,Evaluation Criteria,Success,Failure,Educational Equity (Finance),Educational Finance,Accountability,Gender Bias

This paper focuses on the evaluation of programs and policies designed to promote gender equity in schools and to raise awareness in general about gender issues in urban education. It raises the following problems: (1) How to frame and define gender as an important issue in urban education; (2) How to decide where and by what criteria to distribute limited resources to gender-based educational programs in urban communities; and (3) How to assess and evaluate the impact and importance of gender education work both locally and nationally. The paper has two main themes. The first is how such programs are typically assessed, meaning the different tools and criteria that are used to make judgments as to their worth and ultimate &quot;success,&quot; or &quot;failure.&quot; The second theme addresses the problems inherent in funding programs which are explicitly focused on gender and gender equity in urban education.
&quot;No Child Left Behind&quot; in Urban Education: Solving a Crisis or Creating One?
Author: Ginsberg, Alice E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Urban Education,Criticism,High Stakes Tests,Standardized Tests,Urban Schools,Test Bias,Public Schools,Minority Group Students,Equal Education,Educational Equity (Finance)

This commentary explores some of the most pointed criticisms of the &quot;No Child Left Behind&quot; (NCLB), and of high-stakes standardized testing more generally. The author focuses specifically on the impact of NCLB on urban schools -- schools which are the constant focus of reform in a culture that presumably wishes to educate its citizens in the most democratic, equitable fashion possible. The first section of this commentary broadly considers the inherent flaws and inequalities built into the NCLB testing philosophy in urban public schools, as well as its potential impact on children as young as preschool-aged. The second section considers the content of several tests and the absurdity of many of the questions we expect students to answer -- especially students of diverse cultures, linguistic and learning backgrounds who make up the majority of urban public school populations. The third section looks at what we, as a nation, are willing to pay for in comparison to other government spending, and considers whether and to what extent NCLB combats inequality in education (it does not). This section considers more closely the financial inequities inherent in our educational system and explores why NCLB is powerless to correct them and how, as the title of this commentary suggests, this legislation may even increase them.
Response to Diana Slaughter-Defoe&apos;s &quot;What Shall I Tell My Children Who Are Black?&quot;: A Focus on Research
Author: Gasman, Mary Beth
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Research,Higher Education,African American Education,Black Colleges,Research Utilization

In this response to Diana Slaughter-Defoe's, &quot;What Shall I Tell My Children Who Are Black?,&quot; Mary Beth Gasman comments on the lecture from the perspective of someone doing research in the field of higher education. Gasman comments that Slaughter-Defoe's understanding, and interpretation of past research, especially the Moynihan Report (1965), are very telling and should cause researchers to stop and seriously consider what researchers (including student researchers) do and how they interpret and use the research of others. Gasman states that researchers must ask themselves the following questions about the background and purpose of the research they are reading: (1) Who is putting forth the research; (2) What is their background and experience; (3) Who is publishing the research; and (4) How is it being used to inform policy and policy makers? As an example, Gasman points to the the case of Daniel P. Moynihan (1965), and a report that might have been well-meaning was very dangerous to the African American community and served to undermine the structure of the African American Family. Gasman writes that not only did Moynihan's work blame the victim rather than the oppressor for the black families in situations of poverty, it also vilified black women and pitted them against black men. Gasman states that had Moynihan consulted members of African American families and been more familiar with African American history and culture, he might have crafted a richer study that was less susceptible to misinterpretation and misuse. In addition, Moynihan's research might have been not only more accurate but also more useful to the very community he claimed to want to help. Gasman argues that by planning research studies with a knowledge of history, culture, and by structuring them with an opportunity for collaboration and input from those who are to be affected by the study, ethical researchers are duty bound to respect and consider the social and political ramifications of their research. [For &quot;What Shall I Tell My Children Who Are Black? An Overview of Parent Education Research during the Civil Rights Era and Beyond,&quot; see EJ1239793.]