ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of State Investment in Higher Education Affordability and Access during the 86th Legislature
Author: Williams, Ashley
Date: 2019-00-00
Type: Journal Articles
Subjects: State Legislation,Student Financial Aid,Access to Education,Costs,Higher Education,State Aid,Educational Finance,Black Colleges,Nontraditional Students,Program Descriptions,Economic Development,Statewide Planning,Expenditures,State Universities,Debt (Financial),Educational Policy,Tuition,College Attendance

Postsecondary student demographics are dramatically shifting in the state of Texas, resulting in an increased need for state government resources to ensure college access affordability in the state. It is critical that lawmakers prioritize higher education to allow Texans from all backgrounds access to afford higher education. This editorial is an overview of the Texas 86th Legislature's increased investment in need-based financial aid, disparate state funding to public Historically Black Colleges and Universities (HBCU), proposals of state College Promise programs, and legislation aimed at serving nontraditional students. Together, these investments and programs demonstrate that the Texas Legislature has taken positive steps to improving higher education access and affordability but must increase focus on and investment in higher education in the future to ensure the economic prosperity of Texas.
Chinese Language Teaching and Learning in Kenya in the Prospects of China&apos;s Reform and Opening-Up
Author: Owaki, Methody Florian
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Chinese,Second Language Learning,Second Language Instruction,Foreign Countries,Cultural Education,Asian Culture,Educational Policy,Higher Education,Partnerships in Education,Social Change,Discourse Analysis,Economic Factors,Learning Theories,Bilingual Education,Cultural Differences,Asians,International Cooperation,Policy Analysis,Confucianism,Elementary Secondary Education,Universities

Teaching and learning of Chinese as a foreign language and its culture is complex for Kenyan learners. It requires them to consider contrasting intellectual, policy and economic dimensions that instead of aiding its propagation among Kenyan learners, could even facilitate a hindrance to its progression. Potential measures that could be embraced are examined in this study based on the current context in lieu of proper guidelines or policy for foreign language learning, and in the midst of China's reform and opening-up. The study adopts Stern's second language learning theoretical approach, documentary and discourse analysis as complementary to a preliminary exploratory survey. Chinese and Kenyan partnering institutions in higher education and its intersections through Chinese language development and cultural exchange are well-attuned towards attaining a competitive cadre of bilingually educated Kenyans who are appreciative of the cultural diversity between the two nations. This affords Chinese and Kenyan nationals the opportunity to engage with each other in efficient bidirectional exchanges for common intellectual and economic prosperity founded on various exchange agreements. In the quest for greater Chinese language and culture propagation, increased bidirectional participation of stakeholders in curriculum-related policymaking and implementation processes are sought. The mobilization of strategic resources through exchanges between China and Kenya hold the promise to a more certain cooperative future for all. Avenues on resource mobilization with a focus on efficient human resource management, together with an opportunities linkage framework, would benefit both countries, and thereby reinforce a common intellectual and economic prosperity.
Exploring Parents&apos; and Teachers&apos; Perspectives about School-Based Sexuality Education in a Multicultural Context: A Case Study in Mauritius
Author: Emambokus, Wajiihah Banu Shah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Education,Developing Nations,Adolescents,Student Diversity,Parent Attitudes,Teacher Attitudes,Sexuality,Social Influences,Cultural Influences,Barriers,Secondary School Students,Secondary School Teachers,Resistance (Psychology),Gender Differences,Religion,Generational Differences,Educational Technology,Access to Information

The importance of school-based Sexuality Education (SE) programs is widely recognized. Effective implementation of such programs require that due consideration be given to sociocultural factors that can constitute enablers and potential barriers. Numerous research studies on these aspects have been conducted in developed countries. However, there is a lack of such studies in developing countries, especially studies involving school-aged adolescents from a multicultural context and from socioeconomically deprived areas. Therefore, this small-scale study uses a qualitative approach to research conducted in Mauritius, a developing country with a significantly multicultural population, and where SE is addressed in a fragmented manner within the school curriculum, despite changes noted in the sexual behaviors of the country's adolescents. The aim of the study was to explore parents' and teachers' perspectives of sociocultural factors that can act as enabling factors or potential barriers. The study involved semi-structured interviews of two parents and two teachers selected through purposive sampling at a secondary school which has students from diverse cultural backgrounds and mostly from socioeconomically deprived areas. Analysis of the interview transcripts revealed that the enabling factors were perceived as the importance of school-based SE by parents and teachers, contribution of external organizations, and a two-way communication process with adolescents. The potential barriers were perceived as a resistance from some teachers and students, the gender of the parent, and religion. Generation gap and ICT were found to be both enablers and barriers. The findings have implications for the design and implementation of school-based SE within a multicultural context and pave the way for similar studies on a larger scale.
Game-Based Learning Practices in Austrian Elementary Schools
Author: Avdiu, Eliza
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Foreign Countries,Teaching Methods,Elementary School Teachers,Teacher Attitudes,Educational Games,Curriculum Implementation,Active Learning,Individual Differences,Barriers

Contemporary literature studies show constant changes in the world of learning and teaching, and over the years game-based learning has been considered one of the most effective ways to learn something new. The purpose of this research was to understand the teaching practices used in game-based learning, and its importance in the elementary school teaching process. The study involved 24 teachers from six elementary schools in Austria. Semi-structured interviews were used. The research extended over a two-month period, including the researcher's observations and participation in classes. The results of this study are based on the descriptive analysis of teachers' views. According to the study's findings, but also from the researcher's observations, it is understood that game-based learning in Austrian elementary schools is a common teaching practice, which establishes the context of game-based learning that is fun and productive for children. Also, the results from this study illustrate the activities that teachers apply in different subjects, and show the different capacities and skills that children develop through games. According to teachers, game-based learning presents ongoing challenges related to finding and designing diverse game activities, and adapting their learning to the needs and interests of pupils.
Support for Teacher Candidates and the edTPA
Author: Gary, Dia
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Performance Based Assessment,Test Preparation,Capstone Experiences,Scores,Outcomes of Education,Scoring Rubrics

Equipping new teachers in today's society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a &quot;mock edTPA&quot; had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: (1) does a capstone class requiring a mock edTPA benefit students; and (2) which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.
Research at the Royal University of Bhutan and Ways Forward
Author: Gyamtso, Deki C.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Research,College Faculty,Organizational Culture,Leadership,Teacher Attitudes,Faculty Publishing,Knowledge Level,Grants,Research Skills,College Presidents,Deans

The Royal University of Bhutan (RUB) was formed by an amalgamation of teaching institutions in 2003. RUB policy requires research; however, studies have shown that RUB faculty are variable in their response to the requirement to add research to their workload. While improvements have been made, challenges to research output have been identified. This article sets out recent developments in research at RUB. Data were gathered through an online survey of RUB faculty (n = 206) and semi-structured interviews with the college Presidents (n = 5) and Deans of Research and Industrial Linkages (n = 8). Findings show that improvement continues, but many challenges remain including some that were identified in prior research. Suggestions for ways to improve research processes and some future research projects are presented.
Subjective Negative Feeling and Students&apos; Learning
Author: Kuwabara, Megumi
Date: 2019-00-00
Type: Journal Articles
Subjects: Negative Attitudes,Student Attitudes,Undergraduate Students,Research Methodology,Courses,Predictor Variables,Academic Achievement

This study examined the relationship between the subjective negative feeling states that undergraduate students felt about a research methods course and of their course performance. A total of 106 undergraduates were surveyed about their subjective feeling states at both the beginning and the end of the term. These feeling variables were correlated with their course performance variables (exam scores, research paper scores, and final course grades). The results found that the more reduction in subjective negative feelings students had, the better they performed in the course. This study also examined what aspects of the research methods course that students felt negative about. This research contributes to the scholarship of teaching and learning by highlighting the importance of students' feeling state and how it might influence students' learning in college-level courses. This research also expands the current knowledge in this relationship by examining what aspects students felt negative about a particular course, which might guide us on how to teach it in the future.
Effect of Group Learning with Primary Education Students
Author: Avdiu, Eliza
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Elementary School Students,Instructional Effectiveness,Academic Achievement,Grade 5,Foreign Countries,Group Dynamics,Group Activities,Gender Differences,Student Satisfaction

The purpose of this research is to examine group learning and its impact on achieving knowledge for primary school students. In this quasi-experimental study, data were collected from 221 students, with 111 students in an experimental group (who were influenced to learn through cooperative learning strategies) and 110 students in a control group (who learned under normal conditions). The total number of teachers was 50 from both groups. SPSS statistical package was used in this research with the following parameters: median, standard deviation, t-test, and correlation. Students achievement tests were conducted in both groups both prior to and following the experimental process in order to see the effects on students' achievements. The results of the analysis have shown that cooperative learning strategies have a significant effect on student achievement in learning. This has been proven through differences seen in the final success of students in the control and experimental groups, which showed significant statistical value in favor of the experimental group. This research also provides information on the effects of the implementation of group work in teaching, which resulted in higher student achievement based on engagement, and the educational and professional background of teachers as a potential factor in attracting students to active cooperative learning. Based on these results, implications point to the insufficient dedication of teachers during the group learning process.
Preschool Teachers in Bottom-Top Curriculum Change-Invigoration and Implementation
Author: Olkishoo, Reuben Sitonik
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Educational Change,Curriculum Development,Curriculum Implementation,Competency Based Education,Foreign Countries,Educational Policy,Classroom Techniques,Early Childhood Education

With Kenya having rolled out the Competence-Based Curriculum effective as from 2019, anchoring in it preschool education as an integral component, there is still a level of indistinctness as to the role of the preschool teacher in the core domains of curriculum development and reform. The perspective brings to light insights of preschool teacher engagement and interlinkage in effecting the much-desired curriculum development and reform through learner growth, creating an enabling environment, the need for preschool teacher involvement in curriculum evaluations, reforms and adaptability to transformation. The perspective examination integrates documentary analysis as well as discourse analysis. Evidently, progressive implementation of the Competence-Based Curriculum in preschool education alongside any desired adaptations in a timely, expertise and pragmatic manner driven by classroom realities is considered core in ensuring seamless successive transition of learners. It is not only the basis for foundational skills of literacy and numeracy, but also life skills grounding for learners. The findings examination posits for well-anchored and dynamic policy transition considerations at the governmental level on preschool teacher capacity development. As informed by the core domains of curriculum development, it is recommended that reform thought processes and ideologies ignited by preschool teachers from the grass-root levels should encourage a bottom-top channel of curriculum adjustment recommendations rather than a top-down, unilateral and bureaucratic system.
Supporting Science Teachers&apos; Learner-Centered Technology Integration through Situated Mentoring
Author: Rosenberg, Marian G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Student Centered Learning,Technology Integration,Mentors,Situated Learning,Program Effectiveness,Teacher Attitudes,Attitude Change,Professional Development,Individualized Instruction,Barriers,Private Schools,High Schools

Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers' learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers' attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants' attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants' program evaluation data provide useful insights into professional development for learner-centered technology integration.
Skin in the Game: The 86th Texas Legislative Session and the Impact of Advocate Diversity
Author: Craven, Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: State Legislation,Advocacy,Lobbying,Public Education,Diversity,Educational Policy,State Policy,Student Diversity,Educational Legislation,English Language Learners,School Safety,Discipline,Disproportionate Representation

A large group of advocates and lobbyists influence state-level public education policymaking in Texas. Unfortunately, this group often does not mirror the racial and ethnic makeup of Texas public school students, the decisive majority of whom are students of color. This article argues that a lack of diversity among state-level education advocates can lead to policies that do not fully and fairly reflect the will, goals, and desires of the students and families impacted by them and can, in fact, contribute to the passage of policies that have a harmful and disproportionate impact on them. The author urges education organizations to insist that state-level policy spaces include diverse views and voices in a meaningful way.
Teachers in a New Political Landscape
Author: Chevalier, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Political Attitudes,Advocacy,Educational Legislation,State Legislation,Teacher Motivation,Voting,Educational Change,Teacher Salaries,Political Campaigns,Political Issues,Sex Fairness,Politics of Education,State Policy

Teachers' positionality within the political landscape has evolved rapidly over recent election cycles. In Texas, nationwide teacher advocacy and anti-teacher state legislation motivated teachers to become politically involved. Increased teacher voting greatly impacted the 2018 election results, which led statewide leaders and legislators of the 86th Texas legislative session (2019) to center teachers as a key component of school finance reform. Moving forward, it is important to understand other factors that are interrelated with the positionality of the education profession, such as gender, class, and the ability to run for office. Additionally, in order to maintain their centrality in the legislative decision-making process, teachers must develop action plans collectively.
Learning Outcomes -- A Good Idea, yet with Problems and Lost Opportunities
Author: Holmes, Andrew G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Behavioral Objectives,Higher Education,Quality Assurance,Educational Benefits,Lifelong Learning,Sustainability,College Outcomes Assessment

Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated with them and their current mode of use has far less flexibility than they should provide. This paper considers from a conceptual basis some of the tensions associated with the use of prescribed pre-articulated learning outcomes and the question of whether learning outcomes, as currently operationalized, provide the benefits they were meant to deliver. This is of significance to educators throughout higher education.
Supporting the Professional Development of &apos;Hybrid&apos; Teacher Educators in the Further Education Sector
Author: Perry, Emily
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teachers,Faculty Development,Foreign Countries,Program Effectiveness,Self Efficacy,Communities of Practice,Teacher Role,Preservice Teacher Education,Adult Education,Postsecondary Education,Mentors,Technology Uses in Education,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes

Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in provision for practitioners operating in the dual role of teacher and teacher educator in the Further Education and Skills sector in England. Using evaluative data from interviews and questionnaires, we found that the programme was successful in supporting a diverse group of participants to reflect on and develop their practice. It increased participants' confidence in their roles as teacher educators, by supporting learning about the practice of teacher education. Participants valued a sense of belonging to a community of learning. Reflecting participants' dual roles as teachers and teacher educators, they applied learning to their practice in multiple ways with colleagues, beginning teachers and with students. Our findings contribute to understanding the ways in which practitioners in 'hybrid' roles as teacher and teacher educators can be supported, and offer a model through which this can be provided, across all phases of education.