ethanporcaro/eric-fulltext-meta huggingface dataset:
Khalas!: Institutionalized SWANA Erasure, Resilience, and Resistance in Higher Education
Author: Khanmalek, Tala
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethnicity,Racial Identification,Higher Education,College Faculty,College Students,Racial Bias,Barriers,Equal Education,Activism,Social Bias,Arabs,Muslims,Females,Foreign Countries,Tokenism,Cultural Awareness

The question of SWANA (Southwest Asian and North African) diasporic identity formation has been widely debated in area studies, ethnic studies, and the burgeoning field of Arab American Studies with scholars such as Sarah Gualtieri (2009), Nadine Naber (2012), and Neda Maghbouleh (2017) arguing that people of SWANA descent are racial minorities even though the U.S. government classifies them as white. However, these works have not adequately addressed SWANA racialization in the context of higher education following 9/11. This co-authored paper closely examines institutionalized SWANA erasure from the shared intersectional perspective of one faculty member, one graduate student, and two undergraduate students at a California State University campus in Southern California. Specifically, in this co-authored paper, we draw on our individual and collective co-organizing experiences to illustrate (a) the persistence of specific structural inequities that SWANA heritage people face in the academy, (b) the multilayered impact of these educational barriers, and (c) our wide range of ongoing activist responses to them. We say &quot;khalas!&quot; (enough!) to systemic oppression and argue that the ultimate antidote to institutionalized SWANA erasure is solidarity within and between marginalized subjects at every level of academia in the service of anti-racist and anti-colonial education. This co-authored paper uplifts SWANA resilience and resistance in California's most diverse public university system to shed new light on the understudied issue of how higher education perpetuates SWANA racialization.
Losing Hope…But Not Lost Hope: Persistence of Undocumented Students
Author: Del Razo, Jaime L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Elementary School Students,Secondary School Students,Academic Persistence,Public Policy,School Law,Social Bias,Law Enforcement,College Students,Student Experience,Student Attitudes

This article presents a qualitative study of how undocumented students experience a unique dimension of legal oppression in the U.S. that results in diminishing their hope in a country that they consider their home. Throughout this study and with the use of a Critical Legal Studies perspective, the author interrogates the role that U.S. immigration law plays in creating hostile and, many times, hopeless scenarios for undocumented youth trying to receive an education. By identifying the ways that undocumented youth face both &quot;de jure&quot; and &quot;de facto&quot; detrimental consequences, this study demonstrates how a double layer of legal oppression is formed that is omnipresent in the minds and lives of undocumented students. It is argued that, as educators, it is important to comprehend that undocumented students live under the constant threat of legal enforcement as they traverse the U.S. educational system from K-12 through college. As classroom instructors, this unique dimension is not always apparent because we either do not know that someone is undocumented, or, unless we are undocumented, we do not sufficiently understand what it means to be undocumented. This article attempts to help better understand this experience through the voices of college-bound, undocumented youth from California and Arizona.
The Effect of Moodle-Integrated Learning Platform on ELT Pre-Service Teachers&apos; General Pedagogical Knowledge
Author: Yüksel, Ilknur
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Language Teachers,English (Second Language),Preservice Teachers,Pedagogical Content Knowledge,Foreign Countries,Second Language Instruction,Instructional Effectiveness

This study aims to determine the effects of Moodle-integrated learning environments on pre-service teachers' general pedagogical knowledge and performance. The study was conducted using a quasi-experimental research design with eighty-seven teacher candidates. Data from the study was collected via a placement test, a performance test, and three general pedagogical knowledge tests. A one-way between-subjects covariance and a mixed between-within-subjects analysis of variance were used to analyze the descriptive data statistics. The initial findings indicated no significant difference between the groups' placement test scores prior to the Moodle integrated learning platform support. The performance test, administered after the intervention, indicated that students in the experimental group significantly outperformed students in the control group. The results also highlighted that Moodle effectively prepared students for learning by building general pedagogical knowledge.
A Portrait of North Carolina School a Portrait of North Carolina School District Superintendents, District Superintendents, 2000-2021
Author: Hart, Walter
Date: 2022-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Characteristics,School Districts,Public Schools,Demography,Diversity,Gender Differences,Racial Composition,Women Administrators,African Americans,Hispanic Americans,Labor Turnover,Experience,Educational Attainment,Academic Degrees,Racial Differences,Poverty,Geographic Regions

This study profiles superintendents in North Carolina public-school districts for academic year 2020-2021. We focus on superintendent gender, race, educational experiences, highest degrees earned, and professional longevity; and personal characteristics such as age and marital and parenting status, and the relationship between gender and race and geographic region served. Data sources included a survey of all of North Carolina's public-school district human resources directors; licensure and payroll records from the North Carolina Department of Public Instruction (NCDPI) for the years 2000, 2010, and 2021; and &quot;The American Superintendent: 2020 Decennial Study&quot; from the American Association of School Administrators. Despite progress, we found significant disparities between superintendent demographics and their communities. Amid growing diversity, only 26% of public- school districts were led by females and 22% percent by an African American or Latinx. We also noted high turnover, inexperience, and interim appointments as red flags. We recommend actionable steps for research, policy, and practice.
Partners in Leadership: Training the Next Generation of Executive Leaders
Author: Hoyle, Sherry
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Consortia,Doctoral Degrees,Specialists,Doctoral Programs,Schools of Education,Partnerships in Education,Intercollegiate Cooperation,Cooperative Planning,Team Teaching,Faculty Development,Grantsmanship,Educational Innovation

Like other states, South Carolina has experienced a shortage of educators at all organizational levels within its school districts. Given this dynamic and the relatively limited opportunities for practitioners to earn advanced degrees, several South Carolina institutions of higher education banded together to form a consortium that would provide additional opportunities for educators to earn the degree of Educational Specialist (EdS) with the potential to seamlessly complete doctoral studies. This consortium partnership resulted in a new doctoral program and new EdS programs, all based on the principles of the Carnegie Project on the Education Doctorate (CPED). The synergy that unfolded between institutions resulted in inter-institutional planning, the co-teaching of classes, shared professional development, and collaborative grant writing. This manuscript, which specifically focuses on the partnership between Clemson University and Winthrop University, provides an overview of the goals of the partnership as well as program themes and outcomes.
The Race to Leadership Effectiveness: A Study on School Organization for High and Low Performing Georgia Schools
Author: Batts, Willie
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,School Effectiveness,School Organization,Academic Achievement,High Achievement,Low Achievement,School Culture,Educational Improvement,Elementary Schools,Accountability,Common Core State Standards,Educational Legislation,Federal Legislation

With the adoption of such initiatives as No Child Left Behind (NCLB), Common Core State Standards (CCSS), and the College and Career Readiness Performance Index (CCRPI), there is increasing pressure for students to meet and exceed performance expectations. This is easier said than done, especially given that not all organizational structures are helpful to student performance. A quantitative, correlational study was done to determine the relationship between school organization and school performance within Georgia schools. Subgroup comparisons between high and low performing schools were included in analyses. Results showed that high organizational effectiveness was associated with high student performance outcomes. High performing schools had significantly higher organizational effectiveness than low performing schools. The findings of this study help teachers, administrators, and policy makers determine essential organizational themes that help students succeed. The use of positive organizational characteristics is encouraged in order for students to have much better success moving forward.
The Role of Context on Leadership Transition: Building to District-Level Leadership
Author: Fancera, Samuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Superintendents,Principals,Faculty Mobility,School Districts,Administrator Responsibility,Leadership Styles,Leadership Qualities,Context Effect

The purpose of this inquiry was to understand how a building-level leader utilized context-responsive leadership practices to facilitate the transition from a building to district-level school leadership position. I used qualitative research methods to study the context-responsive leadership of a first-year assistant superintendent who transitioned from the principalship in the same school district. This study's main finding indicates the leadership experiences attained as a school principal are valuable preparation to understand the external and internal school contextual factors, and to conduct the duties and tasks associated with this district-level leadership position. The paper concludes with a discussion of the results and implications for research, policy, and practice.
Exploring Correlation between Metacognitive Online Reading Strategy Use and Online Reading Comprehension of EFL Students
Author: Rianto, Agus
Date: 2022-04-00
Type: Journal Articles
Subjects: Correlation,Reading Strategies,English (Second Language),Second Language Learning,Foreign Countries,Metacognition,Predictor Variables,Problem Solving,Majors (Students),Reading Comprehension,Blended Learning,Educational Technology,Technology Uses in Education,Intellectual Disciplines,College Students

The study sought to explore the correlation between the use of Metacognitive Online Reading Strategies (MORS) and the Online Reading Comprehension (ORC) of Indonesian university students learning English as a Foreign Language (EFL). Specifically, it investigated three issues: (1) the levels of MORS use and ORC of the students majoring in languages, social sciences, and sciences, (2) the correlation between the MORS use and the ORC, and (3) whether the overall MORS use and category MORS use serve as predictors of the ORC. By using purposive sampling technique, 602 students were taken as the research sample. The Online Survey of Reading Strategies (OSORS) and an ORC test were used as the research instruments. Data were analyzed using descriptive statistics, Pearson correlation coefficient (r), and simple and multiple linear regression. The results showed that the overall MORS, the problem-solving strategies, and the support strategies were used highly, while the global reading strategies were used moderately by students from the three majors. A significant correlation was only found between the overall MORS use and the ORC, and between the problem-solving strategy use and the ORC among the students from language major. The overall MORS use and the global reading strategy use predicted the ORC of the students majoring in languages. These results should be interpreted with caution since the strategy use was not assessed based on classroom observations but based on self-reports.
Investigating the Acquisitions in the Science Teaching Program in Terms of Life Skills
Author: Ormanci, Ümmühan
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Foreign Countries,Creative Thinking,Critical Thinking,Thinking Skills,Teamwork,Communication Skills,Entrepreneurship,Decision Making Skills,Outcomes of Education,Skill Development,Elementary School Students

In parallel with the developing technology and knowledge, it has become very important for individuals to use various skills effectively. In Turkey, some life skills expected to be acquired by students are included in the 2018 Science Course Teaching Program. It is thought that determining included life skills and their levels in the acquisitions of the science-teaching program will be important in terms of literature. In the study, it was aimed to examine the acquisitions in the primary and secondary school science course-teaching program in terms of life skills. Document analysis, one of the qualitative research methods, was used in the study. As a data collection tool, the booklet of the Ministry of National Education 2018 Science Course Teaching Program was used. In the findings obtained from the study, it was determined that the acquisitions in the science program include the most analytical thinking and decision-making skills, the least creative thinking, entrepreneurship and teamwork skills. When the science-teaching program is examined, it can be said that the result is not surprising since it often includes expressions such as experimenting, developing projects, making conclusions, creating models, discussions and these statements require more analytical thinking and decision-making skills.
The Teacher&apos;s Educational Psychological Game Sense (EPGS) as the Foundation of a Student&apos;s Positive Self-Conception
Author: Hyvärinen, Sanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Preservice Teachers,Empathy,Personal Narratives,Student Attitudes,Teacher Behavior,Predictor Variables,Attention,Classes (Groups of Students)

This research analyzed how university students of education perceive the formation of self-conception in classroom situations. The following questions were asked: (1) Which factors have positive and negative impact on students' self-conception? and (2) How does the teacher's action appear in this regard? This study applied the narrative research approach. Altogether 70 students participated in the study. The data collection method used empathy-based frame stories. The data was analyzed first with the method of the analysis of narratives. In the second round of analysis, the variation between the students' narratives were compared following the idea of the method of empathy-based stories in research. Group-related factors influencing on students' self-conception, student-related factors influencing on self-conception and the teacher-related factors influencing the student's self-conception are introduced as findings. According to the findings it seemed that the teacher's educational psychological game sense (EPGS) could be named as the defining factor that lies in the intersection of the student-related factors, the group-related factors, and the teacher-related factors.
Critical Pedagogy for Health Professions and International Learning Experiences
Author: Queen, Courtney
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Study Abroad,Experiential Learning,Health Education,College Students

Experiential and community-based learning is common in health sciences education as a transition from conceptual level coursework to application of learning at the practical and practice levels. Programs typically focus on knowledge acquisition and obtaining a conceptual level understanding of the material for the initial curriculum, followed by experiential learning and application of that conceptual knowledge in a clinical setting. To address the nuances of health sciences education in the international, community-based context, this study proposes a pathway to facilitating the adoption of a new critical pedagogy accounting for an increasingly globalized and connected world and the need for mediation of the relationship between learning theory and global health education. Bierema's (2018) models are commonly utilized in health education during the initial curricular stages and are discussed, while Kolb's (1984) interpretation of Kurt Lewin's experiential learning theory is offered as the appropriate conceptualization to support the development of a critical pedagogy for international, community-based health education learning experiences. As part of this pedagogy, relevant, foundational theoretical approach to students` experiential learning should support critical observation and reflection. We recommend that educators provide practice-based education that focuses on improved outcomes of experiential learning so that learners do not just recreate their own lived experiences of order, structure and power, instead to use a critical pedagogical approach which allows learners to examine their own social conditioning and biases so that they are empowered to engage, work and live across cultures.
Chinese Graduate Students&apos; Narratives and Sociolinguistic Advice on Intercultural Communication at Southern U.S. Universities
Author: Hsu, Chih-Hsin
Date: 2022-00-00
Type: Journal Articles
Subjects: Asians,Graduate Students,Intercultural Communication,English (Second Language),Second Language Learning,Communicative Competence (Languages),Student Attitudes,Native Speakers,Vignettes,Advanced Students,Sociolinguistics,Cultural Differences,Verbal Communication,Communication Problems,Decision Making,Personal Narratives,Foreign Students,Collectivism,Individualism,Self Disclosure (Individuals),Self Esteem,Classification,Self Concept,Mandarin Chinese,Native Language,Cultural Influences

Although intercultural communication competence can be developed through cross-cultural experiences and dialogues (Jin, Cooper &amp; Golding, 2016) and involving interactions (Rodenborg &amp; Boisen, 2013), studies show that Chinese graduate students considered advanced English speakers continuously report difficulties in engaging in &quot;intercultural communication&quot; with Native English Speakers (NESs) in the U.S. (e.g., Gareis, 2012; Xiao &amp; Petraki, 2007). Drawn upon co-cultural theory, the narrative-research-design study utilizing 17 scenario-hypothesized interviews reveals the experiences of eight Chinese advanced-ESL graduate students as they describe sociolinguistic struggles and cultural variations in verbal communication with the dominant linguistic group-NESs on their campuses. Four main instructive themes emerged. Specifically, participants felt misunderstood when NESs failed to understand that Chinese students' words were not literal or that their selfless words were self-centered decisions; and they insisted that truly effective intercultural communication would require effort from both sides on their host campuses. Through this underrepresented group's narratives, I outline recommendations for developing intercultural communication competencies for higher education institutions.
Exploring the Effect of Team Identification on International Students&apos; Adjustment to Higher Education in the United States
Author: Kim, Kibaek
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Higher Education,Student Adjustment,Team Sports,Student Mobility,Social Mobility,College Athletics,Student Experience,Student Attitudes,Graduate Students,Departments,Sense of Community,Identification (Psychology)

International students have been continuously transitioning to U.S. colleges in pursuit of high quality education and social mobility opportunities. Multiple studies have dealt with the adjustment of international students in their process of transitioning to a new environment. The purpose of our study is to explore if college sports fan identification can contribute to this population's adjustment process. This study used lived experiences from 10 international graduate students regarding their college sports fan experiences and how that helped them adjust to American colleges. Results showed that answers from international students derived two themes: social and academic adjustments. Social adjustment was specified as a sense of belonging and academic adjustment was specified as finding a way to relax from their academic burden. The results of this study can help both the international student office and athletic departments to utilize college sports to help international students with their adjustment to their new environments.
The &quot;Entrepreneurial University&quot;: A Catalyst for the Redevelopment of the Azerbaijani Higher Education System
Author: Valehov, Jasarat
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Entrepreneurship,Educational Innovation,Western Civilization,Foreign Countries,School Business Relationship,Interdisciplinary Approach,Barriers,Social Change,Educational Change,Social Systems,Partnerships in Education,Knowledge Economy,Higher Education,Institutional Characteristics

The notion of the &quot;Entrepreneurial University&quot; refers to a type of educational institution that enhances university-industry cooperation, applies innovative learning methods, and promotes multidisciplinary approaches. This article explores new challenges that Azerbaijani universities have faced as part of the Azerbaijani higher education transformation in the post-Soviet period. The research investigated the experiences of Western-style universities that have been building relationships with Western partners with substantial leadership experience in university innovation and, specifically, in establishing entrepreneurial universities. This paper argues that Azerbaijan's transition to a knowledge economy will require a substantive transformation of the country's higher education system and, as such, must develop the entrepreneurial university model that has been embraced as an effective response to the challenges of our time by some U.S. universities.