ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experiences of East Asian Students Studying at English Medium Universities: A South African Case Study
Author: Xie, Tao
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Experience,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Foreign Countries,Universities,Foreign Students,College Students,Asians,Cultural Differences,Case Studies,College Faculty,Administrators,International Education,Student Adjustment,Teaching Methods,Student Attitudes,Study Abroad

The involvement of East Asia, and in particular China, in the global markets has rapidly increased over the last few decades, and universities in English-speaking countries, including South Africa are increasingly accepting students from that region into their programmes. This requires the students to not only move to a locality where foreign languages are spoken, but also to function within a completely different cultural environment. In this case study, we consider the experiences of a group of East Asian students at one university in South Africa. In view of the interconnected world that we live in, we argue that it is important for lecturers and administrators at higher education institutions to take note of these experiences, to advance intercultural understanding and support these students towards positive international experiences. [For the complete Volume 17 proceedings, see ED596826.]
International Philanthropic Support for African Education: The Complex Interplay of Ideologies and Western Foreign Policy Agenda
Author: Mfum-Mensah, Obed
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Policy,Philanthropic Foundations,Educational Development,Social Stratification,Blacks,Political Influences,Racial Relations,Ideology,North Americans,Racial Bias,Whites,Foreign Countries,Global Education,Educational History,Christianity,Western Civilization,Correlation

Beginning in the nineteenth century, a plethora of western Christian and secular philanthropies introduced &quot;top-down&quot; philanthropic initiatives in Sub-Saharan Africa to promote education and &quot;development&quot;. There seems to be a complex link between the agendas of international philanthropies and their home governments' broader foreign policy frameworks. This paper discusses American philanthropies' educational initiatives in Sub-Saharan Africa (SSA) from the 1920s to the end of the twentieth century. The paper focuses on four American philanthropies namely, Phelps-Stokes Fund, Carnegie Corporation, Ford Foundation and Rockefeller Foundation. It argues that American philanthropies' education initiatives helped to push the United States foreign policy agenda of transplanting adapted education in SSA, extending the social stratification of Black Africans in the global geopolitical processes, and promoting race relations. The agenda was promoted within the framework of White racial superiority and American &quot;idealism&quot; which the philanthropies presented as &quot;development&quot; after nations in SSA attained independence. [For the complete Volume 17 proceedings, see ED596826.]
Citizenship Education in the Information Age and Educational Reform in Latin America
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Citizenship Education,Educational Needs,Educational Change,Latin Americans,Foreign Countries,Information Technology,Computer Science Education,Access to Computers,Disadvantaged,Developing Nations,Information Science,Federal Legislation,Educational Legislation,Computer Uses in Education,Educational Policy

The intention of the present paper is to show that people have a series of educational needs in the era of information, so that they can become competent digital citizens. These educational needs are evident in the policies promoted by the United Nations Educational, Scientific and Cultural Organisation, which were well known to Latin American governments of the decades from the 1960s to the 1990s. Therefore, it is to be hoped that the educational reforms of 1990s have elements based on the principles of education that they advanced, which emphasises the preparation of subjects in the digital era, based on advances in information and communication technology, focusing on the teaching and learning of computer science. [For the complete Volume 17 proceedings, see ED596826.]
Examining the Assessment of Anchoring Vignettes in Different Information and Communication Technology Competence Domains: The Results of a Pilot Study among Upper-Secondary Students
Author: Papajoanu, Ondrej
Date: 2019-00-00
Type: Reports - Research
Subjects: Vignettes,Secondary School Students,Information Technology,Computer Literacy,Foreign Countries,Self Evaluation (Individuals)

The anchoring vignette method has been proposed as an innovative approach to solve the problem with self-assessment data incomparability caused by the differences in scale usage between respondents. In this study, we use a set of 15 anchoring vignettes describing different domains of ICT skills (Information, Communication, Content creation, Safety, and Problem solving) to examine the differences in scale usage between Czech upper-secondary students (N = 166) studying at different types of schools in these domains of ICT competence. Our preliminary results suggest that students studying at different types of schools seem to have different standards for vignette evaluation (i.e. they use the scale differently), however, we also identified certain similarities in the way students from a particular school use the scale across the five ICT competence domains. Such findings might be of high relevance for the further use of the anchoring vignette method in ICT competence research, however, further investigation in this research area is necessary. [For the complete Volume 17 proceedings, see ED596826.]
Towards a Narrative Vision for Philosophy of Education: Postmodernism, the Pilgrim and the Journey
Author: Potgieter, Ferdinand J.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Philosophy,Postmodernism,Ethics,Narration,Religion,World Views,Role of Education,Praxis

This paper argues in favour of a narrative vision for philosophy of education in a postmodern context. I argue that while the nihilistic strand of postmodernity might continue to challenge the viability of religious discourse in education(al) environments, postmodernity also re-opens the world towards its pre-rational foundations by means of the rediscovery of the primacy of narrative. In a postmodern age, any philosophy of education implies a basic understanding of, at least, the (historical) present and the past in order to establish its place in the scholarly community of educators and educationists. I theorize the postmodern rediscovery of narrative by demonstrating how the journey of the pilgrim is a continuous narrative of living ethics and vulnerable hospitality. [For the complete Volume 17 proceedings, see ED596826.]
Perspectives on Global Citizenship Education of Mexican University English Language Teachers
Author: Roux, Ruth
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,College Faculty,English Teachers,English (Second Language),Global Approach,Citizenship Education,Foreign Countries

Global citizenship education is an attempt to introduce into formal and non-formal education programs issues of global concern and elements of an emerging global civic culture. It aims at creating more fair, peaceful, tolerant and inclusive societies. The broad nature of global citizenship education has led to a range of interpretations and approaches in a continuum that goes from a conservative perspective that contributes to the reproduction of the existing social order, to more critical approaches that intend to transform the existing social dynamics. In the field of English language education, global citizenship has a natural place. Globally, intercultural citizenship and critical citizenship approaches have been predominant. In Mexico, however, global citizenship is not a common element of English language education. This study examined the views of ten Mexican university English language teachers about global citizenship education. Specifically, the study analyzed the participants' notion of global citizen and their perception of the viability of global citizenship education in their institutional settings. Data were collected by means of a questionnaire and a responsive interview, which was analyzed with the use of the constant comparative method. Three notions of global citizen emerged from the data: informed traveler, adaptable individual, and critical thinker. None of the participants considered global citizenship education as viable in their programs and universities. The paper explores the implications of the results for teacher training efforts. [For the complete Volume 17 proceedings, see ED596826.]
Exploring Teachers&apos; Notions of Global Citizenship Education in the US-Mexico Border
Author: Navarro-Leal, Marco Aurelio
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Citizenship Education,Teacher Attitudes,Foreign Countries,Teacher Educators

The purpose of this study was to explore the notions that teachers in the US-Mexican border have about global citizenship education; the specific research questions were: do these notions refer to an education that leads to action? Or to an active sense of citizenship? Do these notions contain a global scope? It was expected that living in the border, their daily exposition to an international experience would lead notions to a global perspective. Five teachers of normal schools were interviewed, and their notions were grouped into three main ideas: with the highest consensus there were values; second, normative life; and third, some aspects related to community life. Although some of the findings express notions of an active citizenship, there was nothing related to a global scope of citizenship. The explanation could be that their notions of citizenship are highly influenced by local concerns about insecurity, leaving aside a global perspective. [For the complete Volume 17 proceedings, see ED596826.]
The Development of a &apos;New&apos; Theory in Education: The Subsequent Steps
Author: van der Walt, Johannes L.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Theories,Educational Philosophy,Comparative Education,Scholarship,Educational Research,Ethics

This paper is a sequel to the author's 2018 BCES presentation in which the rationale was explained for developing a 'new' theory for analytically and critically examining problems in (comparative) education. An outline is given of the steps subsequently taken to develop the theory in more detail. It also sketches practical / pragmatic and theoretical possibilities for the future of the theory. [To view the 2018 paper, &quot;The Birth of a &quot;New&quot; Theory of Education and Its Application in Comparative Education Studies,&quot; see ED586144. For the complete Volume 17 proceedings, see ED596826.]
Higher Education as a Field of Study: An Analysis of 495 Academic Programs, Research Centers, and Institutes across 48 Countries Worldwide
Author: Chan, Roy Y.
Date: 2019-00-00
Type: Reports - Research
Subjects: Postsecondary Education as a Field of Study,College Programs,Research and Development Centers,Periodicals,Publications,Foreign Countries,Educational Research

The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from &quot;Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications&quot; (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention. [For the complete Volume 17 proceedings, see ED596826.]
Pedagogical Leadership in Early Childhood Development: A Means for Quality Practices through Professional Training
Author: Modise, Matshediso Rebecca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Early Childhood Teachers,Child Caregivers,Foreign Countries,Children,Instructional Leadership,Leadership Role,Professional Continuing Education,Workplace Learning,Coaching (Performance),Mentors,Communities of Practice,Child Development Centers,Administrators

The purpose of this conceptual paper is to highlight the significance of pedagogical leadership (PL) in improving the quality of practice in early childhood development (ECD) centres. ECD in South Africa is defined as the procedures by means of which children from birth to 9 years grow and flourish emotionally, morally, socially, physically and spiritually (DoE, 2001, p. 7). The paper further argues how professional training and development can equip ECD leaders and teachers with the necessary skills for pedagogical leadership. Currently, in South Africa the majority of ECD leaders, especially those in the previously marginalised ECD communities, have assumed their positions without any professional training. Most ECD leaders are owners who react to the government's call to establish ECD centres in order to make ECD services accessible to all South African children. Leadership in ECD is a less discussed and poorly researched subject in South Africa. Pedagogical leadership in ECD is defined and its status in South Africa is examined in this paper and suggestions are made concerning how it may be transformed and developed. [For the complete Volume 17 proceedings, see ED596826.]
The Dynamics of Implementing Inclusive Education in Schools
Author: Mncube, Vusi S.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Experience,Learning Disabilities,Inclusion,Elementary School Teachers,Principals,Program Implementation,Case Studies,Teacher Attitudes,Students with Disabilities,Foreign Countries,Special Needs Students,Elementary Schools,Teacher Education,Faculty Development

Located within constructivist paradigm, this is a qualitative study that used a case study design. Qualitative data collection methods -- interviews, observations and document analysis -- were employed for this study. The sample comprised of 43 teachers and principals from four case study schools. This paper focuses on the experiences of primary school teachers regarding implementation of inclusive education. The findings from the study suggest that despite various attempts aimed at successful implementation of inclusive education in schools; not much has been achieved in this regard. The findings also suggest that there were problems emanating from the lack of sufficient training on the implementation of IE including the implementation of the SIAS (screen, identify, and support) Policy which requires teachers to screen, identify, and support learners. However, teachers were only trained to do baseline assessment and were not fully trained on SIAS. The paper recommends that there is need for teachers to get continuous training and support on the implementation of IE particularly on aspects of SIAS. Qualified educational psychologist should be utilised for the crucial role of implementing the SIAS Policy. [For the complete Volume 17 proceedings, see ED596826.]
The Effects of Gender on the Teachers&apos; Competences and Effectiveness
Author: Kovács, Edina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Teacher Competencies,Foreign Countries,Faculty Development,Inservice Teacher Education,Teacher Characteristics,Educational Needs

This research examines how gender roles are affecting teachers' professional development (TPD) in Hungary. Are there significant differences in the career path between male and female teachers? What kind of degrees do they have? How they have chosen their in-service training? Is the longer and -- according to the literature -- more effective training more popular? Many researchers examined what makes TPD effective. The TALIS 2013 (OECD, 2013) listed the features of high-quality TPD, which are: content focus; collective participation; active learning; duration (longer term TPD programs are more effective) and coherence. There are only a few Anglo-Saxon researchers, who examined the gender specificities of the teaching profession, even though the teacher's role is definitely related to gender roles. The probability that one chooses the teaching career and later leaves or stays are not independent from the teacher's feminine image and the status of the teaching profession. The results show that the use of diverse teaching methods, following teaching novelties and participation in high-standard further education are more important for women. At the same time, for male teachers the transfer of knowledge and scientific career are more important. We see one of the traditional masculine-feminine dichotomies: knowledge or personality centeredness. This means that academic knowledge, the development of theoretical knowledge appear much more emphatically with men; and the intention of getting to know the personal problems of students or the pursuit of equal opportunities with women. [For the complete Volume 17 proceedings, see ED596826.]
Deepening Citizens&apos; Right and Access to Competitive Higher Education in Nigeria: Research-Informed Teaching in Perspective
Author: Achinewhu, Chinuru Chituru
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Civil Rights,Equal Education,Access to Education,Higher Education,Government Role,Developing Nations,Evidence Based Practice,Educational Quality,Research,College Faculty

International law obligates States to recognize the right of citizens to education and that they should make higher education accessible to all on the basis of capacity. This obligation reinforces the significant place of education in shaping and transforming the community. Education can redefine economic, cultural and social connections. However, the right to higher education in a globalised world goes beyond merely creating access to education; it entails providing a competitive one that meets the challenges of the 21st century. This is, therefore, a necessary ingredient to fulfilling this obligation of States. That is, a State's failure to meet this obligation is a deprivation of their citizens' right to higher education. Forwardminded countries have progressively adopted measures to deepen the access of their citizens to cutting-edge higher education. At the heart of this is a strategic shift from traditional educational delivery approaches to research-informed teaching -- the practice of integrating research with teaching in higher education. But Nigeria, just like other developing countries, have not entrenched research-informed teaching within their higher education system and this has impeded the attainment of competitive higher education in the country. The paper examines the issue of research-informed teaching and its impact on Nigerian citizen's right and access to competitive higher education. The work employs qualitative research method to sample the views of participants on the chosen topic. The paper suggests that Nigeria should strategically incorporate research-informed teaching to deepen her citizens' right and access to competitive higher education. [For the complete Volume 17 proceedings, see ED596826.]
Kosovo Education in the 21st Century: A Challenging Future
Author: Salihu, Arber
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational History,Educational Change,Elementary Secondary Education,War,Ethnic Groups,Educational Trends,Futures (of Society),Higher Education,Politics of Education

Kosovo's educational system lies at the nexus of complex historical circumstances, the influence of transnational organizations, and local imperatives. With the collapse of Yugoslavia, the political and ethnic tensions played out on an international scale and in the day-to-day lives of Kosovo's citizens. At the end of the second decade since the cessation of hostilities changes have come to the system, but these appear to be fragile and the sustainability of the changes are uncertain. Europe has diminished its role in the change. Some elements of self-determination have emerged with Kosovo in discussions with Serbia on substantial national issues, but progress remains elusive. Balkan states are often regarded as countries in transition. What remains to be resolved is the engagement of decision-makers in development of education. Rather than a political arena, essential for Kosovo is the creation of a professional system to support learning and development through increased financial investments, commitments to quality and resources for education. [For the complete Volume 17 proceedings, see ED596826.]