ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyberbullying in South African and American Schools: A Legal Comparative Study
Author: Smit, D. M.
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Social Media,Mass Media Effects,Comparative Education,Comparative Analysis,Information Policy,Incidence,Constitutional Law,Civil Rights Legislation,Civil Rights,Change Strategies,Child Safety

Bullying conjures up visions of the traditional schoolyard bully and the subordinate victim. However, bullying is no longer limited to in-person encounter, having come to include cyberbullying, which takes place indirectly over electronic media. In this electronic age, cyber platforms proliferate at an astonishing rate, all attracting the youth in large number, and posing the risk that they may become subject to cyberbullying. Far from being limited to those individual learners being cyberbullied, the effects of this phenomenon extend to the learner collective, the school climate, and also the entire school system, management and education, thus requiring an urgent response. This article first provides a general overview of cyberbullying and its impact on learners, schools and education. This is done through a comparative lens, studying the extent of the phenomenon in both the United States and South Africa. The focus then shifts to the existing legislative frameworks within which the phenomenon is tackled in these respective jurisdictions, particularly the tricky balancing act required between learners' constitutional right to free speech and expression, and the protection of vulnerable learners' right to equality, dignity and privacy. The article concludes by proposing certain possible solutions to the problem.
With Socrates on Your Heels and Descartes in Your Hand: On the Notion of Conflict in John Dewey's &quot;Democracy and Education&quot;
Author: Pouwels, Jan
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict,Educational Philosophy,Democracy,Definitions,Educational Practices,Role of Education,Epistemology,Problem Solving,Traditionalism,Social Change,Social Values,Vocational Education,Reflection,Resistance (Psychology),Social Justice,Teaching Methods,Progressive Education,Individual Development,Difficulty Level,Ambiguity (Context),Values,Theory Practice Relationship,Cultural Education

This paper is about the notion of conflict in the work of John Dewey. Special attention is given to &quot;Democracy and Education&quot; (1916) because of its centennial and its acclaimed status of &quot;magnum opus&quot;. After depicting &quot;conflicts as gadflies&quot; that stir thinking--reflection and ingenuity--and relating it to Socrates, in particular, we present a definition of conflict that guides our research. From then on a detailed analysis is carried out on the different notions of conflict in &quot;Democracy and Education&quot;. It is concluded that Dewey spends considerable attention to the place of conflict in education in &quot;Democracy and Education&quot;. We identified 14 distinct references to conflict. The notions range from conflicts between traditional and modern education, retrospective and prospective aims of education, the conflict between closing off and opening up of education, social and national aims of education, conflicts between certain knowledge and thinking, between ready-made and problem-posing education, between holding to customs and tradition or aiming at social change, between easy to chew education or allowing to make mistakes, between researching contrary beliefs or following proclaimed truth, conflicts between individual aims or the aim of society, and vocational versus intellectual education. Conflicts are conditional for &quot;reflection and ingenuity&quot; is Dewey's most iconic conception of conflicts. Conflicts challenge thought by questioning and doubting certain knowledge. The act involves a risk. We ask two questions at the end of this paper. The first is about the nature of contradictions and the second is about the use of conflicts in education. We propose that Dewey was too engaged in resolving contradictions and dualism to understand the positive, constructive, and conditional nature of conflicts for education. We need our opponents to grow and we suggest that we probably do not use them enough in education. Concerning the practical use of conflicts in education, Dewey expects a lot from dialogical cooperation and communication which will bring agreement and certainty. Dewey does not engage in confronting power, though he has a clear view on injustice in society, neither does he give prolific directions for including conflicts as a teaching method in education.
Developing Educational Leaders: A Partnership between Two Universities to Bring about System-Wide Change
Author: Naicker, Suraiya R.
Date: 2015-05-00
Type: Journal Articles
Subjects: Partnerships in Education,Systems Approach,Instructional Leadership,School Districts,Foreign Countries,Leaders,Universities,Qualitative Research,Educational Change,Principals,Participant Observation,Semi Structured Interviews,Professional Development,Communities of Practice

This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP). A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance.
Exploring the Possibility of Introducing Supplemental Instruction at Secondary School Level
Author: Naidoo, Jayaluxmi
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Supplementary Education,Academic Support Services,Peer Teaching,Mathematics Achievement,Science Achievement,College Mathematics,College Science,College Students,Questionnaires,Semi Structured Interviews,Qualitative Research,Mathematics Education,Science Education,College Faculty,Pilot Projects,Secondary Education

Globally, mathematics and science pass rates at school level have been a much discussed and researched issue. Teachers are tasked with the responsibility of alleviating learners' challenges associated with the learning of mathematics and science. Thus, teachers are pursuing innovative techniques for improving the understanding of and increasing the pass rates in mathematics and science. Academics in higher education have recognised that first year students experience difficulty with high-risk courses such as mathematics and science. One successful innovative strategy used at university level is Supplemental Instruction (SI). This is a peer support programme, which targets high-risk courses, and is aimed at developing subject-specific learning skills to foster independent learners, who will take responsibility for their own learning. This article explores the SI context at university level, with the aim of adapting this type of support programme at secondary school level. Data was collected via a questionnaire administered to selected academics, interviews with academics, as well as interviews with university students who have participated in SI sessions at university level. An analysis of the data suggests that schools may be able to adapt the SI model with the aim of assisting learners to develop key study skills to improve understanding in mathematics and science. This improved understanding of content could lead to an improvement in mathematics and science pass rates at secondary school level.
Human Rights Literacy: Moving towards Rights-Based Education and Transformative Action through Understandings of Dignity, Equality and Freedom
Author: Becker, Anne
Date: 2015-05-00
Type: Journal Articles
Subjects: Human Dignity,Foreign Countries,Student Teachers,Literacy,Teacher Education,Freedom,Democracy,Democratic Values,Critical Theory,College Students,Student Surveys,Focus Groups,Transformative Learning,Equal Education,Qualitative Research,Statistical Analysis

The twentieth century has been characterised by the proliferation of human rights in the discursive practices of the United Nations (Baxi, 1997). In this article, we explore the continual process of rights-based education towards transformative action, and an open and democratic society, as dependent upon the facilitation of human rights literacy in teacher training. Our theoretical framework examines the continual process of moving towards an open and democratic society through the facilitation of human rights literacy, rights-based education and transformative action. We focus specifically on understandings of dignity, equality and freedom, as both rights (legal claims) and values (moral action) across horizontal and vertical applications, considering the internalisation and implementation of dignity, equality and freedom towards transformative action. Our analysis of data stemming from a project funded by the National Research Foundation (NRF) entitled &quot;Human Rights Literacy: A quest for meaning&quot;, brought student-teachers' understandings into conversation with the proposed theoretical framework. In terms of understandings related to dignity, equality and freedom, participants seemingly understand human rights either as legal interests, or alternatively, as they pertain to values such as caring, &quot;ubuntu&quot;, respect, human dignity and equality. Legal understandings primarily focus on the vertical application of the Bill of Rights (RSA, 1996a) and the role of government in this regard, whereas understandings related to the realisation of values tended to focus on the horizontal applications of particularly dignity and equality as the product of the relation between self and other. We conclude the article by linking the analysis and the theoretical framework to education as a humanising practice within human rights as a common language of humanity. In so doing, we argue that human rights literacy and rights-based education transcend knowledge about human rights, moving towards transformative action and caring educational relations premised on freedom, dignity and equality. Finally, recommendations are made regarding human rights and rights-based education as transformative action within the South African context, towards an open and democratic society.
Social Justice Praxis in Education: Towards Sustainable Management Strategies
Author: van Deventer, Idilette
Date: 2015-05-00
Type: Journal Articles
Subjects: Social Justice,Praxis,Interpersonal Relationship,Change Strategies,Sustainability,Constructivism (Learning),Qualitative Research,Semi Structured Interviews,Focus Groups,Principals,Leadership Styles,Caring,Empathy,Administrator Responsibility,School Administration,Educational Strategies,Governance,Foreign Countries

Social justice, defined as an impetus towards a socially just educational world, is based on the assumption that all people, irrespective of belief or societal position, are entitled to be treated according to the values of human rights, human dignity and equality. Diverging from the classical positivist approach in social science research that takes injustice as its impetus, the researchers departed from a socio-rationalist approach into exploring sustainable management strategies for effective social justice praxis. This approach has enabled the construction of a conceptual-theoretical framework and an iterative qualitative inquiry, which has as its central principal the sustainable management strategies for effective social justice praxis. Four key findings affirmed the belief that good praxis was to be found in &quot;Gemeinschaft&quot; relationships, in the influence exerted by government and education systems and structures, where government &quot;and&quot; principals were found to be co-responsible in ensuring that the best interest of the child was served. This responsibility included practices found in collaborative efforts, where communities became the guardians of their schools due to a disciplined school that followed constitutional values. Lastly, these practitioners aligned their management strategies with human rights values, as well as human dignity and equality, and their strategies found pride of place in extant ubuntu principles.
Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education
Author: Frank, Jeff
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Democracy,Teaching Methods,Educational Theories,Individualism,Teacher Education,Communities of Practice

In this paper, I make the case that John Dewey's philosophy of education aims to bring about a democratic community of teachers capable of creating a science of teaching. To make this case, I will do a three things. First, I will discuss &quot;Sources of a Science of Education&quot; and argue that this work is deeply connected to a work written at about the same time, &quot;Individualism Old and New.&quot; As I will show, the creation of a science of education is a complex endeavor that is premised on an ability to create a democratic community that reconstructs outmoded notions of individuality. Second, I will argue that the position put forward most directly in these later works is not a deviation from Dewey's overall educational philosophy by offering a reading &quot;Democracy and Education.&quot; I will argue that Dewey's thinking on a science of education is held nascent within &quot;Democracy and Education,&quot; especially in his discussion of individualism and democracy. Finally, I will assess whether and how current work in teacher education is consonant with Dewey's philosophical project, and draw out implications for philosophers of education.
Debating the Capabilities of &quot;Chinese Students&quot; for Thinking Critically in Anglophone Universities
Author: Lu, Siyi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Critical Thinking,Multilingualism,Bilingual Students,Chinese,Official Languages,English,Second Language Learning,Language Proficiency,Stereotypes,English Language Learners,Psycholinguistics,Foreign Countries

There are media and research reports of international students from the People's Republic of China as being deficient in the capabilities for thinking critically. This paper argues for a shift in the frame for researching their critical thinking, moving the focus from the ethno-national label of &quot;Chinese students&quot; to &quot;multilingual students&quot; and their full linguistic repertoire. This opens up possibilities for exploring definitions of modes of critical thinking in Zhongwen (the official language of China) and English, and the importance of critical thinking in higher education in Australia, China and elsewhere. Attention then turns to constructions of &quot;Chinese students&quot; as uncritical, with explanations for their learning deficit including poor English language proficiency, lack of relevant knowledge, inappropriate assessment and deficiencies in China's educational system. This paper concludes by suggesting research into post-monolingual education may find a theoretic-pedagogical framework that sees multilingual students use their full linguistic repertoire to develop modes of critical thinking while dealing with the tensions posed by English-only monolingual education.
Divergence of Languages as Resources for Theorizing
Author: Nguyen, Thi Hong Nhung
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Variation,Service Learning,Global Approach,Multilingualism,Educational Researchers,Educational Theories,Vietnamese,English,Bilingual Education,Translation,Research Methodology,Linguistic Theory,Language Usage,Case Studies,Foreign Countries,Universities,Postsecondary Education

This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being &quot;international&quot;. The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of &quot;service learning&quot; which is rendered in &quot;Ti?ng Vi?t&quot; (i.e., Vietnamese language) as &quot;h?c t?p ph?c v? c?ng d?ng&quot;. The analysis of the conceptual divergence represented by these &quot;Ti?ng Vi?t&quot; concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.
When Legitimacy Shapes Environmentally Responsible Behaviors: Considering Exposure to University Sustainability Initiatives
Author: Watson, Lesley
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,Student Behavior,School Support,Regression (Statistics),Student Surveys,Recycling,Conservation (Environment),Peer Influence,Student School Relationship,Consciousness Raising,Likert Scales,Predictor Variables,Context Effect,College Seniors,Student Participation

This study examines how perceptions of the legitimacy of university sustainability efforts--support by the administration (authorization) or from students' peers (endorsement)--as well as the physical context in which students live, matter in shaping students' environmentally responsible behaviors (ERBs). Using survey data collected from fourth-year students at a university in the Southeastern US, we employ Seeming Unrelated Regression to analyze the impact of perceived legitimacy and context on recycling and conservation behaviors, controlling for demographic characteristics, pro-environmental attitudes, and environmental identity. Our findings indicate that students' perceptions of what university administrators support affect the likelihood of students to enact recycling and conservation behaviors, and peer support influences conservation behaviors. This research contributes to the literature on legitimacy by examining how legitimacy processes work in natural, rather than experimental, settings.
A &quot;Dui Hua&quot; [Chinese characters omitted] Standpoint to Multilingual Educational Theorizing
Author: Shen, Haibo
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Educational Theories,International Education,Bilingualism,Educational Research,English,Language Role,Criticism,Western Civilization,Non Western Civilization,Cultural Differences,Asian Culture,Higher Education

New forms of intellectual inequality have become evident with the internationalisation of higher degree researchers (HDRs) education, in particular theoretical dominance and dependency. However, the linguistically and theoretically based inequalities associated with local/global currents of standardized monolingual English HDRs education are gradually opening up to scholarly debates. In the field of education, bilingual HDRs have the potential disposition, and some have the capabilities for multilingual theorizing. Some make use of their knowledge of more than one language to extend the possibilities for theorizing educational phenomena or otherwise naming and making sense of problems. This multilingual theorizing may provide another path to transform the problems with uniformized, Anglophone HDRs education. With this concern, this paper reconsiders the universalisation of Euro-American theories through their embodiment in monolingual English in HDR education. A &quot;Dui Hua&quot; (Chinese characters omitted) standpoint to other languages and theoretical knowledge is outlined and debated to highlight the divergences of languages and thoughts. Thus this paper probes into the possibilities of multilingual educational theorizing, whereby bilingual HDRs generate original conceptual tools that benefit the wider educational research community.
Student Teachers' Understanding and Acceptance of Evolution and the Nature of Science
Author: Coleman, Joy
Date: 2015-05-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Scientific Principles,Scientific Concepts,Evolution,Scientific Attitudes,Questionnaires,Biology,Comparative Analysis,Scientific Literacy,Science Achievement,Beliefs,Likert Scales,Correlation,College Students,Foreign Countries,Statistical Analysis

The focus of this study was student teachers at a South African university enrolled in a Bachelor of Education (B.Ed.) programme and a Postgraduate Certificate in Education (PGCE), respectively. The purpose of this study was to explore students' understanding and acceptance of evolution and beliefs about the nature of science (NOS), and to discover if these understandings and acceptances changed with the level of their studies. In so doing, we wished to determine if there is a relationship between their understanding of evolution and the NOS, and their level of acceptance of evolution. The study is located within a quantitative framework. Questionnaires were administered to pre-service teachers, who were enrolled in the School of Education. All participants had chosen Biology as their teaching specialisation. Three instruments were included in the questionnaires. The findings revealed that students in the B.Ed. programme have a poorer understanding of evolution and NOS than the graduate group (PGCE), and that there is no significant difference in understanding between different levels within the B.Ed. group. A further significant finding was that acceptance of evolution is independent of changes in conceptual understanding of evolution and independent of changes in beliefs about the NOS.