ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership Education and Development for Justice Using the Canonical Framework of John Rawls&apos;s, &quot;A Theory of Justice&quot;
Author: Kliewer, Brandon
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Training,Social Justice,Social Theories,Higher Education,Civics,Social Values,Moral Development,Public Opinion,Theory Practice Relationship

Higher education that presupposes a specific conception of justice does well in preparing students to make claims of justice from specific perspectives or positions. However, civic leadership students with a strong background in specific conceptions of justice are often not equipped with necessary skills, dispositions, and habits to exercise leadership in ways that can manage political contestation associated with competing claims of justice. Civic leadership for justice hinges on the ability to create conditions that can maintain and link public relationships to shared values. Maintaining a link between public relationships and shared values is what creates the possibility of an overlapping consensus to emerge around what is required of justice. Higher education that is anchored to a specific conception of justice promotes a form of moral reasoning that is unable to resolve contestation and disagreement. Justice education should prepare students to exercise leadership by designing, creating, and evaluating spaces that support and cultivate public reason. In this article the authors propose a framework that helps educators prepare civic leadership students to recognize and manage political contestation associated with claims of justice through the lens of public reason. The framework suggests that current forms of justice education fail to emphasize the appropriate content and curriculum associated with theories of justice, public narrative, and public deliberation. Justice education needs to prepare students to understand not only theoretical dimensions of how principles of justice are formulated, but also how to design teaching and learning spaces that prepare students to engage the public around issues of justice. The article demonstrates an approach to public reason that is connected to the philosophical structure developed by John Rawls (1970/2005), that can better prepare students to exercise leadership for justice.
Official Policies and Teachers' Tendency to Act: Exploring the Discrepancies in Teachers' Perceptions
Author: Shapira-Lishchinsky, Orly
Date: 2015-08-31
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Policy,Ethics,Decision Making,Qualitative Research,Questionnaires,Faculty Development,Justice,Elementary School Teachers,Secondary School Teachers,Teacher Student Relationship,Parent School Relationship,Teacher Responsibility,Teacher Role

The aim of the study is to investigate whether there are discrepancies between teachers' perceptions of the &quot;official policies&quot; and their &quot;tendency to act,&quot; based on their ethical decision-making. A qualitative analysis of 60 Israeli teachers' questionnaires consisting of critical ethical incidents revealed multifaceted ethical dilemmas nested in categories of &quot;discrepancies between official policies and teachers'&quot; tendency to act: &quot;Harm (to people, property),&quot; &quot;parental involvement/interference&quot; and &quot;academic process.&quot; The discrepancies noted between official policy and teachers' tendency to act may encourage educational policy to design teachers' training and professional development programs that include dealing with critical ethical incidents, through team-based simulations and formulating ethical guidelines based on their ethical decision-making process.
Not Ready for College, but Ready for the Military: A Policy Challenge for the College- and Career-Readiness Agenda
Author: Castro, Erin L.
Date: 2015-08-10
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Armed Forces,Recruitment,Educational Legislation,Federal Legislation,Disadvantaged Schools,Public Policy,State Policy,Intervention,Postsecondary Education,Educational Policy,Policy Analysis,Public Schools,High Schools,Deception

This essay examines the &quot;Armed Forces Recruiter Access to Students and Student Recruiting Information&quot; (Section 9528) provision of the No Child Left Behind Act and its influence on the success of intervention programming for college and career readiness in Title I high schools. Using critical policy analysis, I show how Federal and State policies potentially unfold in local contexts and influence students' ability and desire to participate in intervention programming aimed at increasing readiness for college and career. I ask whether readiness for college and career includes readiness for the military and argue that readiness intervention programming designed to provide students labeled as not college ready a pathway to postsecondary education may fail if they do not address the permanent legal presence of military recruiters inside underserved schools.
Community Connections: Integrating Community-Based Field Experiences to Support Teacher Education for Diversity
Author: Beaudry, Christine
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Preservice Teachers,Service Learning,Student Diversity,Field Experience Programs,Community Education,Social Justice,Culturally Relevant Education

In the United States, preservice teachers often graduate and go on to work with students whose backgrounds are different from their own and in communities in which they have limited lived experience (Sleeter 2000). This holds significant implications for teacher education programs given the importance of life and educational experiences in informing teaching and learning knowledge and practices and the subsequent impact of these practices in shaping the experiences and trajectories of students' lives. While there remains a &quot;lack of clarity in the field at large about what constitutes social justice teacher education&quot; (McDonald and Zeichner 2009, 595), it is apparent that the development of responsive practices requires more than content knowledge, and that knowledge of students and their communities is central to these approaches (Sleeter 2008a; Wadell 2013). However, many preservice teachers enter and the important role of community in education (Koerner and Abdul-Tawwab 2006). Community-based learning has been advocated as a potentially powerful approach to encourage preservice teachers to consider issues related to community, education, diversity, and equity by providing opportunities for personal experiences related to these issues (Boyle-Baise 2005; Murrell 2001; Sleeter, 2000), as well as to advance social justice goals by &quot;helping student teachers learn about the funds of knowledge and structures and social networks that exist in the communities where their pupils live&quot; (McDonald and Zeichner 2009, 604). The purpose of this article is to share &quot;specific program practices&quot; intended to prepare and support teachers to &quot;teach from a social justice perspective&quot; (McDonald and Zeichner 2009, 596) through the integration of community-based learning into teacher education. Specifically, it examines efforts to integrate community-based field experiences into a semester-long three-credit undergraduate teacher education course by inquiring into how participants interpreted their community-based field and course experiences, as well as how these interpretations influenced their teaching and learning knowledge and practices as reflected in subsequent semesters of student teaching.
Investigating the Relationship between School Level Accountability Practices and Science Achievement
Author: Gándara, Fernanda
Date: 2015-11-16
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Science Achievement,Correlation,International Assessment,Regression (Statistics),Hierarchical Linear Modeling,Socioeconomic Status,Program Effectiveness,Achievement Gains,Questionnaires,Principals,Parents,National Competency Tests,Predictor Variables,Comparative Analysis,Educational Legislation,Federal Legislation,Secondary School Students

This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as activities that: (a) provide school achievement data to external stakeholders, or (b) establish consequences according to the achievement results. Using linear regression analysis, we found that school-level accountability practices varied across these four countries, albeit not all pairs of countries were significantly different from each other in this regard. Using hierarchical linear modelling, we found that school-level accountability practices had a small effect on science achievement. Importantly, this effect was not independent of schools' and students' socio-economic status.
Bandwidth Management in Universities in Zimbabwe: Towards a Responsible User Base through Effective Policy Implementation
Author: Chitanana, Lockias
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Technology Uses in Education,Internet,Information Transfer,Synchronous Communication,Surveys,School Policy,Access to Computers,Technology Planning,Mixed Methods Research,Departments,Questionnaires,Information Management

This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation.
Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences
Author: Nagunwa, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Competency Based Education,Medical Education,Medical Schools,Allied Health Occupations Education,Health Education,Educational Technology,Technology Uses in Education,Information Technology,Faculty Development,Information Literacy

This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at MUHAS, with its challenges leading to failure. Next it presents the strategic re-establishment of eLearning to support the new CBME introduced in 2009. Finally, the paper discusses the challenges faced during the implementation process and provides a discussion of lessons learnt. The paper suggests that, in order to improve the quality of medical education in settings with limited resources, universities in developing countries should make effective use of innovative and emerging technologies relevant to their environments. Successful implementation of eLearning requires a strategic approach which should involve university management, academic staff and students. The approach should take into account significant issues including pedagogy, ICT infrastructure, appropriate technologies, human resources, eLearning policy, faculty and student training, integration of eLearning and information literacy as well as the university curricula and partnerships.
Adoption of Web 2.0 Technology in Higher Education: A Case Study of Universities in National Capital Region, India
Author: Tyagi, Sunil
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Technology Uses in Education,Educational Technology,College Faculty,Teacher Surveys,Questionnaires,Technology Integration,Web Sites,Diaries,Computer Mediated Communication,Social Media,Internet,Shared Resources and Services,Social Networks

The present study was conducted in six (6) Indian Universities at NCR (National Capital Region) of India to explore the usage analysis of Web 2.0 technologies in learning environment by faculty members. The investigator conducted a survey with the help of structured questionnaire on 300 respondents. A total of 300 self-administered questionnaires (out of total population 693) were distributed among Professors, Associate Professors, and Assistant Professors of different streams and departments (Agriculture, Arts, Education, Engineering, Management and Science) by adopting stratified random sampling, 147 valid samples were collected and analyzed. Web 2.0 is especially useful and creative when knowledge is digitized, modular and allowed to be used and distributed in a flexible way. The application of the Web 2.0 tools in Indian higher education is still marginal and will have to overcome a lot of obstacles in order to hold its ground as in higher education of developed countries. The adoption of Web 2.0 tools at universities is associated with important challenges (potential risks, institutional fears) and an effective strategy to deal with implementation problems may therefore include learning from (others') experience, as well as open access to content and reliance on open platforms for knowledge sharing and creation. The majority of the faculty members have been using Web 2.0 tools for the three major purposes; for Web based teaching &amp; research; for interactive learning features; and to keep themselves up to date on related topic of interest. The results indicate that the faculty attitude and their perceived behavioral control are strong predictors to their intention to use Web 2.0. This article reports on study that attempted to find out the usage of Web 2.0 tools (wiki's, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) by Indian faculties to support teaching and learning in higher education at NCR of India.
An Approach to Learning by Construction
Author: Bagarukayo, Emily
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Developing Nations,Cognitive Development,Skill Development,Apprenticeships,Constructivism (Learning),Sustainability,Capacity Building,Information Technology,Postsecondary Education,Business

This paper proposes an innovative idea for providing affordable, sustainable, and meaningful education for students in Least Developed Countries (LDCs). The authors show how a Digital Learning Environment (DLE) can play a central role in community development. The authors develop and validate an approach for introduction of an ICT education program for Higher Order Cognitive Skills (HOCS) improvement, building capacity and infrastructure in a LDC using the DLE tool. The proposed &quot;Learning by construction&quot; approach, as a mechanism for the effective integration of ICT in the educational process following Bloom's Taxonomy as a general framework for learning using the DLE is described. It combines sound educational approaches such as cognitive apprenticeship and situated learning with industrial design models to create an interdisciplinary solution that potentially results in job creators, not job seekers. Since there are many infrastructure-deprived educational institutions, financially struggling students, especially in LDCs, the proposed approach is a viable way to provide systematic training in HOCS and Knowledge, Skills and Attitudes for these students. The authors discuss how education itself also plays a role in the introduction of DLE. The overall learning system has not yet been extensively validated by data since there is no learning environment working accordingly. The validity of this approach and its soundness is discussed by describing an introduction plan.
Using Educational Webcasts in Small Multigrade Schools of Isolated Islands
Author: Giannakos, Michail N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Small Schools,Learning Strategies,Case Studies,Web Based Instruction,Educational Technology,Instructional Effectiveness,Rural Schools,Multigraded Classes,Elementary School Students,Measures (Individuals),Cognitive Tests,Interviews

In this study primary schools' educational system in small and isolated islands of Greece is presented. These areas are characterized by inaccessibility and isolation as it happens in most multigrade schools. For facing the difficulties of multigrade schooling, curriculums should be engaged with different learning strategies. In this case study conducted an investigation of the effectiveness of educational webcast as an auxiliary manner under multigrade schooling conditions. The research was carried out in six small and isolated schools in Greece. The field study compared mulitigrade traditional teaching to webcast enhanced multigrade teaching. The educational webcast was deployed to 22 primary school students. The results of the study indicated that educational webcasts can have a valuable contribution to multigrade primary schools students. The implications of the findings are discussed for practice and research.
A Descriptive Overview on Expressional Mistakes Made by Turkic Students in Speaking Turkish: Kazakh Case
Author: Yilmaz, Oguzhan
Date: 2015-11-10
Type: Journal Articles
Subjects: Turkish,Morphemes,Participant Observation,Error Analysis (Language),Form Classes (Languages),Verbs,Classification,Qualitative Research,State Universities,College Students,Foreign Countries,Grammar,Oral Language,Language Usage,Turkic Languages,Native Language,Second Language Learning,Second Language Instruction,Language Research,Case Studies

In the study conducted using qualitative research methods, one of the purposeful samplings, typical case sampling was used. The date were collected from two sources. The students were asked to prepare any topic they wanted and then delivered it. The students were observed for one month in order to detect their mistakes as they speak, through participant observation. Expression mistakes were classified and interpreted before they made them. Mistakes in one sentence considered for more than one category were classified under all categories. In addition, both in data collection and analysis, validity and reliability measures were taken. At the end of the research, we found that Turkic students made errors more in sentence components followed by compounds errors, errors originating from the use of plural morpheme, temporal-personal morphemes. We also observed that Turkic students made minimum errors in voice, conjunctions-prepositions and verbs.
The Development of Professional Learning Community in Primary Schools
Author: Sompong, Samoot
Date: 2015-11-10
Type: Journal Articles
Subjects: Communities of Practice,Elementary School Teachers,Action Research,Administrator Attitudes,Models,Knowledge Base for Teaching,Questionnaires,Teacher Behavior,Statistical Analysis,Outcomes of Education,Teacher Competencies,Participatory Research

The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge, comprehension, and competency in developing professional learning community, teaching behavior and students' quality. The research area was purposively selected three primary schools. Participatory Action Research was administered in 6 phases; there were 7458 participants. The instrument used for data collection in this study was questionnaire. The statistics used were frequency, percentage, mean, and standard deviation. The findings are as follows: (1) The current situation in developing professional learning community showed that the administrators' overall opinion in all 5 aspects is in &quot;High&quot; level; (2) The model for developing professional learning community consisted of 4 major factors: (a) Preparation for learning organization; (b) Development of shared norm and value; (c) Learning from common work practice, and (d) the expected outcome. (3) The evaluative finding of teachers' knowledge, comprehension, and competency in developing professional learning community was in &quot;high&quot; level.
Teaching-Learning Quality Assurance Benchmarks and Characteristics That Promote Learner Outcomes among Public Administration Students at Uganda Management Institute: An Exploratory Study
Author: Basheka, Benon C.
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Benchmarking,Educational Quality,Student Surveys,Outcomes of Education,Teaching Methods,Quality Assurance,Management Development,Student Attitudes,Higher Education,College Students,Public Administration Education

In today's academic environment, leaders at higher educational institutions face increasing demands as stakeholders' expectations rise and resources diminish (Randall and Coakley, 2007). This paper examines student's perspectives on the measures of teaching-learning quality assurance benchmarks and study environment conditions, which are likely to promote attainment of the learners' outcomes. Of the 294 students who were sampled for the study, 279 returned the completed survey instrument suggesting a response rate of 94.5%. The paper identifies critical learning and teaching quality assurance benchmarks and a number of facilitator-student behaviors considered by students as pertinent for the realization of their learning outcomes. The results are original and compare well to the existing body of local and international literature.