ethanporcaro/eric-fulltext-meta huggingface dataset:
Democracy and International Higher Education in China
Author: Onsman, Andrys
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Democracy,International Education,Activism,Advocacy,College Students,Qualitative Research,Semi Structured Interviews,Political Issues,Political Attitudes,Social Change,Social Systems,Confucianism,Student Surveys,Student Attitudes,Questionnaires,Social Control,Student Participation,Foreign Countries

There is substantial evidence that supports the theory that higher education and democracy are highly correlated. Throughout modern history, students have been at the forefront of democratic movements, including the 1989 pro-democracy uprising in China. Since then, and despite the increased availability of Western-style education within and without its borders, China has bucked the trend. Using system justification theory as its theoretical framework, this study investigates why a Western-style education in China has done little to inculcate revolutionary movements. Findings indicate that a Western-style education does not facilitate student desire for democratisation in China because of the control imposed on student behaviour by Chinese authorities, including student subscription to Chinese Communist Party endorsed notions of national pride and student ambition for postgraduate socioeconomic reward. Culturally grounded notions of social harmony were less evident than might have been expected.
Confronting Academic Snobbery
Author: Martin, Brian
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Social Attitudes,Social Bias,Prevention,Teacher Attitudes,Work Environment,Reputation,Foreign Countries,Psychological Patterns,Responses,Higher Education

Snobbery in academia can involve academics, general staff, students and members of the public, and can be based on degrees, disciplines, cliques and other categories. Though snobbery is seldom treated as a significant issue, it can have damaging effects on morale, research and public image. Strategies against snobbery include avoidance, private feedback, formal complaints and public challenges.
Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency
Author: Chigeza, Philemon
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Blended Learning,Participatory Research,Preservice Teachers,Teacher Education,Curriculum Development,Action Research,Technology Uses in Education,Teacher Educators,Teacher Surveys,Transformative Learning,Feedback (Response),Student Attitudes,Student Participation,Integrated Learning Systems,Instructional Improvement,Student Surveys,Program Implementation

Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps the evaluation research activities to the design and development cycle of e-learning tools and learning tasks was adopted (Phillips et al., 2012). The research took a participatory format involving ongoing reflective exchange with pre-service teachers with the aim of transforming practice. The article presents the context of e-learning, blended learning and drivers of curriculum renewal in teacher education at a regional institution and discusses the phases of the redesign project which adopted an action research approach. Finally the paper discusses the implications of the redesign for informing future practice and in approaching e-learning and blended learning curriculum design.
Supporting the Transference of Knowledge about Language within Teacher Education Programs
Author: Fenwick, Lisl
Date: 2014-11-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teaching Methods,Curriculum Design,Student Evaluation,Transfer of Training,Knowledge Base for Teaching,Pedagogical Content Knowledge,Questionnaires,Discourse Analysis,Educational Strategies,Preservice Teachers,Metalinguistics,Secondary School Teachers,High Schools,Foreign Countries,Academic Discourse,Nonstandard Dialects,Second Language Learning,Language Role,Academic Achievement,Grammar,Lesson Plans,Linguistics,Course Descriptions,Student Attitudes

Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year course on planning for effective learning in diverse contexts. Questionnaires and discourse analysis of assessment tasks provided insight into the extent to which the strategies designed to support transference succeeded. The findings indicate that transference of language knowledge occurs when this goal permeates curriculum and assessment design, as well as teaching practices.
The Evolution of English Language Teaching during Societal Transition in Finland--A Mutual Relationship or a Distinctive Process?
Author: Jaatinen, Riitta
Date: 2014-11-00
Type: Journal Articles
Subjects: Social Change,English (Second Language),Second Language Learning,Second Language Instruction,Citizenship Education,Foreign Countries,Cultural Awareness,Cultural Pluralism,Multilingualism,Educational Objectives,Educational History,Economic Change

This study describes the evolution of English language teaching in Finland and looks into the connections of the societal and educational changes in the country as explanatory factors in the process. The results of the study show that the language teaching methodology and the status of foreign languages in Finland are clearly connected to the changes in society and its education system. Since the first decade of the 20th century, Finnish society has developed from an inward-looking agrarian country into an economically and technologically advanced and industrialized society joining in various ways to the rest of Europe and global community. In that process, learning English has become inevitable for every Finn, although it is commonly agreed that other foreign languages are needed, as well. As a consequence, the plurilingual and pluricultural competence and democratic citizenship education have become goals in language teaching.
Mentor Social Capital, Individual Agency and Working-Class Student Learning Outcomes: Revisiting the Structure/Agency Dialectic
Author: Lovett, Trevor William
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Working Class,Social Capital,Family Role,Empowerment,Outcomes of Education,Mentors,Comparative Analysis,Case Studies,Family Influence,Whites,Males,Interpersonal Relationship,Compensatory Education

This investigation explores factors that contributed to the disparate learning identities of two white baby-boomer brothers from the same working-class family. The research, part of a broader phenomenological study into the influences of working-class masculinities and schooling offers an insight into the individual family members' differential communities of practice that over time had the potential to affect each brother's accumulation and utilization of specific forms of social capital. The research challenges conventional thinking regarding the role families play in reproducing educational inequality because it recognizes that an individual's responses to multiple experiences both within and outside the family, rather than family influence alone, are the best means of understanding certain social effects on a student's formal schooling (Goldthorpe, 1983; Phelan, Davidson and Cao, 1991).
Policy in Practice: Enabling and Inhibiting Factors for the Success of Suspension Centres
Author: Moore, Alison J.
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Suspension,Discipline Policy,Behavior Problems,Intervention,School Personnel,Qualitative Research,Stakeholders,Measures (Individuals),Surveys,Parents,Teachers,Principals,Elementary School Students,Secondary School Students,Academic Achievement,Teacher Effectiveness,Interpersonal Communication,Mentors,Transitional Programs,Program Evaluation

Suspension centres are a government initiative to help address disruptive student beahviour in NSW government schools. The centres are for students on long suspension from school and have not been formally evaluated. Stakeholders were asked their opinions regarding: what are the best things happening with suspension centres or what should be maintained with suspension centres?; what needs to be improved with suspension centres?; and what evidence is there that suspension centres are meeting the Purpose and Goals as outlined in the Guidelines? Responses revealed that the best things happening or things that should be maintained included that: students were learning skills related to academic activities and behaviour and that suspension centre staff were using appropriate approaches and had good skills in managing students with disruptive behaviour. Things that needed to be improved included: communication and use of suspension centres and that students' schools needed to provide ongoing support for students who were referred to the centres.
Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?
Author: Lowe, Geoffrey M.
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Music Education,Course Descriptions,Teaching Experience,Teacher Attitudes,Questionnaires,Curriculum,Educational Philosophy,Outcomes of Education

Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community. The result has been the creation of a long and potentially confusing syllabus document. This paper reports on music teacher experiences with the WACE music course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of &quot;curriculum&quot;, is creating a degree of discontent and confusion in the minds of many music teachers. The lessons here are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.
Boys and CSA Prevention: Issues Surrounding Gender and Approaches for Prevention
Author: Scholes, Laura
Date: 2014-11-00
Type: Journal Articles
Subjects: Males,Sexual Abuse,Child Abuse,Prevention,At Risk Persons,Victims,Gender Issues,Beliefs,Self Disclosure (Individuals),Attitudes,Program Effectiveness,Barriers,Educational Games,Teaching Methods,Stereotypes,Social Influences,Social Attitudes,Interpersonal Competence,Adults,Stranger Reactions,Safety Education

Freda Briggs (2007), a leader in the field of child protection in Australia continues to raise concerns about the vulnerability and victimisation of boys that she believes is substantially under-recognised. She argues that boys have not been well supported by child sexual abuse (CSA) prevention programs with child protection curriculum not yet developed to meet the special needs of boys. Briggs (2007) advocates for school-based child protection programs that address issues relevant for boys. This paper responds to these concerns and explores some of the complexities inherent in issues associated with boys and CSA including boys&apos; perceptions of abuse, their tendency to under-report the incidence and perceptions of prevention programs as not relevant. The paper also considers some of the barriers to effectively engaging boys in prevention programs while proposing games-based CSA prevention offers a contemporary mode of delivering key messages to address the needs of both boys and girls
Interim Testing, Socio-Economic Status, and the Odds of Passing Grade 8 State Tests in New Jersey
Author: Babo, Gerard
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 8,Middle School Students,Mathematics Tests,Language Tests,Pretests Posttests,Achievement Tests,Summative Evaluation,Predictive Validity,Language Arts,Literacy,Socioeconomic Status,Academic Achievement,Standardized Tests,Regression (Statistics),Low Income Groups,Predictor Variables

A review of the literature pertaining to the effect and influence of commercially-prepared interim assessments in mathematics and language arts literacy reveals a lack of quantitative data to determine the value of these products for school reform. This study examined the ability of commercially-prepared interim pretest and posttest assessments in language arts literacy (LAL) and math to predict student achievement on the state-mandated summative assessment in those subjects. Analyses were conducted using binary logistic regression models. Data for this study included results from the state-mandated grade 8 assessments (NJ ASK 8) for 291 eighth grade students enrolled in two middle level schools located in a suburban/urban central New Jersey community during the 2009-2010 academic school year. The findings suggest that the predictive value of the students' pretest results is very similar to that of the posttest results and call into question the efficacy of implementing both interim pretests and posttests.
Practical Curriculum Inquiry: Students' Voices of Their EFL Curriculum and Instruction
Author: Hongboontri, Chantarath
Date: 2014-11-00
Type: Journal Articles
Subjects: Mixed Methods Research,English (Second Language),Second Language Learning,Student Attitudes,Second Language Instruction,Curriculum Development,Pedagogical Content Knowledge,Language Teachers,Personality Traits,Bullying,Educational Environment,Program Evaluation,Questionnaires,Focus Groups,Asians,College Students,Peer Relationship,Foreign Countries,Semi Structured Interviews

This mixed-methods study borrowed Schwabian notions of practical curriculum inquiry (1969, 1971, 1973, 1983) to investigate students' perceptions of their English as a foreign language (EFL) curriculum and instruction in light of their interactions with the four commonplaces; i.e., teachers, learners, subject matter, and milieu. Data were gathered through a questionnaire, interviews, and focus group interviews. Altogether 70 Thai university students volunteered to participate in the study. When woven together, these data demonstrated how this particular group of students perceived their EFL curriculum and instruction in terms of the four commonplaces encompassing curriculum development and instruction. In particular, they discussed how teachers' personalities, pedagogical knowledge, and subject matter affected their language learning; how they were bullied by their colleagues when using English; how significant English was, and; how their environment determined their learning. The information elicited in this process highlighted how important student voices are in evaluating educational programs.
Teaching Practice in Cameroon: The Effectiveness of the University of Buea Model and Implications for Quality
Author: Endeley, Margaret Nalova
Date: 2014-11-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Practices,Teaching Models,Educational Quality,Questionnaires,Minimum Competencies,Teaching Experience,Student Evaluation of Teacher Performance,Student Surveys,Student Teaching,Preservice Teacher Education,Teacher Education Programs,Teacher Responsibility,Teacher Role,Supervisors,Time on Task,Supervisory Methods,Program Effectiveness,Student Teacher Attitudes,Foreign Countries

The paper aimed at assessing the effectiveness of the teaching practice model in the University of Buea, which is different from that of other teacher education institutions in Cameroon. Teaching Practice is an important component of a teacher education programme and the quality of supervision and duration are key in achieving effectiveness which is an indicator of the quality of teachers being trained. The study was a descriptive survey that made use of a 22-item closed ended questionnaire with indicators of effectiveness as competencies acquired, supervision and duration of teaching practice, obtained from a review of literature. The questionnaire was validated by 15 students who did not constitute part of the sample. Participants were made up of 140 randomly selected levels 300 and 400 students. Findings reveal that generally, the teaching practice exercise in the University of Buea is effective but supervision and duration need to be improved upon.
Curriculum and Professional Development for OST Science Education: Lessons Learned from California 4-H
Author: Worker, Steven M.
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Science Education,Science Process Skills,Skill Development,Science Instruction,Teaching Skills,Science Curriculum,Workshops,Adolescents,Volunteers,Hands on Science,Inquiry,Science Activities,Youth Programs,Curriculum Development,Robotics,Animals,Water,Faculty Development,Teaching Methods

A wide variety of out-of-school time (OST) programs across the U.S. offer science education opportunities that cover many scientific disciplines and use diverse pedagogical practices (National Research Council [NRC], 2009). However, to improve youth's scientific literacy, OST educators need to &quot;have the disposition and repertoire of practices and tools at their disposal to help learners expand on their everyday knowledge and skill to learn science&quot; (NRC, 2009, p. 309). Thus, OST educators need both essential pedagogical skills and high-quality curriculum materials. Development, evaluation, and use of effective professional development strategies are key components of the California 4-H SET Initiative. Examples grounded in literature on best practices in professional development of science educators are outlined in this article. The &quot;Step-Up&quot; Incremental Training Model targets 4-H teen volunteers who implement science curricula with 4-H youth (Smith &amp; Enfield, 2002). A sequence of three workshops engages teen volunteers in hands-on, inquiry-based science activities and effective teaching techniques. The volunteers alternate between workshops and actual implementation of the curriculum. Allowing time for implementation between workshops provides opportunities for individuals and groups to reflect on their practice over several weeks. The California 4-H SET Initiative is advancing promising practices in OST science education through systematic research, development, and evaluation. These efforts not only are applicable to 4-H programming nationally but also can inform the work of other organizations looking to design and implement effective OST science programs for youth.
The Role of Out-of-School Time in Reducing Hunger and Preventing Obesity
Author: Hatcher, Daniel W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Obesity,Food,Hunger,Low Achievement,Behavior Problems,Attendance,Health Promotion,After School Programs,Eating Habits,Physical Activity Level,Summer Programs,Nutrition,Nutrition Instruction,Athletics,Youth Programs,Participation,Children,Youth,Child Health

One in three children in this country is overweight or obese. One in five children lives in food-insecure households that struggle to put food on the table. Both problems affect millions of children. Both can occur in the same child at the same time. Both are linked to poor academic performance, behavior problems, and high rates of school absenteeism. To address these issues, the Alliance for a Healthier Generation's Healthy Out-of-School Time initiative has been working since 2011 in eight cities to support the adoption of the National Afterschool Association's healthy eating and physical activity (HEPA) standards by before-school, afterschool, and summer programs. This article explains the link between childhood hunger and obesity, describes the importance of high-quality nutrition education, highlights evidence of success from the Healthy Out-of-School Time Initiative, and discusses ways to engage youth in implementing the HEPA standards.
Long-Term Participants: A Museum Program Enhances Girls' STEM Interest, Motivation, and Persistence
Author: Adams, Jennifer D.
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Science Education,STEM Education,Career Development,Females,Minority Group Students,Middle School Students,High School Students,Museums,Science Interests,Student Interests,Disproportionate Representation,Barriers,African American Students,Hispanic American Students,Curriculum,White Students,Asian American Students,Qualitative Research,Focus Groups,Identification (Psychology),Group Dynamics,College Bound Students

Out-of-school time (OST) science programs, such as the Lang Science Program, play an important role in influencing the trajectory of science learning for many young people. OST programs are especially important for students from groups underrepresented in science, who, more often than not, attend schools with inadequate science education resources. Programs like Lang Science have great potential for young women of color, who often have to grapple with both race- and gender-based barriers to STEM careers. Over the last ten years, OST science programs have multiplied to increase young people's exposure to science. However, there are still not enough opportunities for &quot;long-term engagement,&quot; which is essential to move youth from having interest in science to having the skills, knowledge, and self-efficacy to pursue careers in science. This article describes findings from exploratory research conducted to document the experiences of a small group of young women of color who participated in a museum-based OST program during their middle and high school years. The authors were particularly interested in learning how their long-term participation in the Lang Science Program mediated their developing interests and identities as people who like science, understand science, want to do science, and can persevere in STEM majors and careers.