ethanporcaro/eric-fulltext-meta huggingface dataset:
An Empirical Investigation of the Impacts of Web-Based Distance Education: Evidence for Justice Studies
Author: Osho, G. Solomon
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Distance Education,Criminology,Black Colleges,College Students,Student Attitudes,Age Differences,Gender Differences,Majors (Students),Ethnicity,Study,Time Factors (Learning),Online Courses

During the past decade, web-based distance education has created a profound impact on education and learning. It has increased access and expanded educational opportunities of many students. The National Center for Educational Statistics reported that over 50% of post-secondary institutions now offer a number of web-based courses. Peterson's Guide to Distance Learning programs reported that over 75 programs in criminal justice or criminology. Although increasing number of courses are being offered through the web-based distance modality, it is however important to determine the perceptions of students to its use. The study therefore attempted to determine the perceptions on web-based distance education by students in the justice studies department at a Historically Black University. The Chi Square and correlational analysis revealed that age-group, gender, year in school and study time were statistically significant. A binomial regression with student's major as the outcome was most robust with an R-Square of 0.522. Gender, study time and year in university were statistically significant at the 0.05 level and having done a web-based distance course. There was therefore a statistically significant variation in the perceptions of the students in justice studies towards web-based distance education.
Exemplary Models of Faculty-Driven Transformative Diversity Education Initiatives: Implications for Metropolitan Universities
Author: Scott, Chaunda L.
Date: 2018-08-00
Type: Journal Articles
Subjects: Student Diversity,College Students,College Role,Transformative Learning,Metropolitan Areas,Learning Theories,Higher Education,College Faculty,Teacher Role

Diversity and diversity education are driving forces in metropolitan universities that seek stronger alignment with nearby metropolitan statistical areas. As a result, many metropolitan universities wish to engage in diversity efforts; however, they often lack the resources for doing so. In addition, institutional efforts are often the result of administrative-originated programs of diversity impact rather than faculty-driven curricular and co-curricular efforts (Scott &amp; Sims, 2016). In this case study, the authors offer two faculty-driven diversity programs with a proven record of accomplishment as models of transformative learning practice for faculty and institutions to replicate. The programs have been in existence for more than 10 years and have benefited both the students and universities alike.
Institutionalizing Transformative Learning: The Trees, Then the Forest, Then the Realization
Author: Cunliff, Ed
Date: 2018-08-00
Type: Journal Articles
Subjects: Transformative Learning,Institutional Mission,Strategic Planning,Metropolitan Areas,Universities,Case Studies,College Faculty,College Students,Student Centered Learning,Personality Traits,Middle Management,Power Structure,College Administration,Cooperation

Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today. The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts. This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma's (UCO's) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission--helping students learn. The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.
Metamorphosis Inside and Out: Transformative Learning at Portland State University
Author: Reitenauer, Vicki L.
Date: 2018-08-00
Type: Journal Articles
Subjects: Transformative Learning,College Faculty,College Students,Public Agencies,Organizational Change,Teacher Attitudes,Student Attitudes,Experiential Learning,Partnerships in Education,Correctional Institutions,Institutionalized Persons,Program Descriptions,Service Learning

In this article, the authors (a faculty member and two former students) describe the trajectory that Portland State University has taken over its history to institutionalize transformative learning opportunities within its comprehensive general education program, University Studies. Following a description of the institutional changes that resulted in the community-based, experientially focused courses at the heart of University Studies, the authors explore one particular community partnership involving both a state agency and the national Inside-Out Prison Exchange Program, dedicated to offering transformative experiences in which incarcerated and non-incarcerated students learn together inside correctional facilities. Finally, each author shares a reflective essay about the personal transformation experienced through these Inside-Out courses and the implications of these changes on their lives.
People, Practices, and Patterns: Transforming into a Learning Institution
Author: Heinrich, Bill
Date: 2018-08-00
Type: Journal Articles
Subjects: Metropolitan Areas,Educational Innovation,State Universities,Organizational Change,Student Needs,Technology Uses in Education,Space Utilization,Transformative Learning,Program Administration,Program Evaluation

Organizational transformation takes time, energy, and patience. An active administrative unit, The Hub for Innovation in Learning and Technology (called simply, the Hub) engaged intentional change from its inception. The Hub aspires to help Michigan State University (MSU) &quot;reinvent itself as a learning institution&quot; by transforming ourselves so that we might transform others. The authors, all current employees of the Hub, provide an in-depth look into the challenges and triumphs of purposeful organizational change. Without change, MSU would maintain existing gaps on measures of student success among different demographic groups. The key audience of these efforts are learners in the university while considering the surrounding system of faculty, staff, administrators, curriculum, assessment, and student engagement efforts. The Hub catalyzes innovative ways to collaborate, learn, research, and improve learning. We design new opportunities that take advantage of skills and connections across the disciplines. The Hub adapted work practices that can sustain transformation. The Hub also built a physical space reflective of these strategies. Initial practices resulted in a series of careful, bold learning pathways focused on new capacity and professional development for stakeholders. We extrapolated experiences, practices, and findings for other transforming university, business, and organizational contexts.
The Role of the Teaching and Learning Center in Promoting Transformative Learning at a Metropolitan University
Author: Ableser, Judith
Date: 2018-08-00
Type: Journal Articles
Subjects: Urban Universities,Metropolitan Areas,Teacher Centers,Transformative Learning,Access to Education,Experiential Learning,Strategic Planning,Organizational Change,Educational Change,State Universities,Diversity (Institutional),Community Involvement

With many potential community partners and a diverse student population, the metropolitan university has many opportunities to operationalize transformative learning, which involves a dramatic shift in one's assumptions that has a lasting change on their perspectives. The challenge of identifying transformative learning initiatives and making these initiatives take hold across a campus requires administrative direction and faculty buy-in. A teaching and learning center (TLC) can guide and sustain such transformation by providing the pedagogical expertise to identify and evaluate transformative learning initiatives, offering a collaborative forum for implementing these initiatives, and serving as an embedded structure to protect initiatives over time. The literature on organizational change in higher education and transformative learning has not yet explored the role TLCs can have in these areas. This article offers a narrative of how a TLC promoted transformative learning through two initiatives: creating a Universal Design for Learning (UDL) initiative to had better include diverse learners, and increasing community engagement through collaborative interactions with the university's new Experiential Learning Center. This manuscript offers guidelines on leading, directly and collaboratively, such initiatives in a sustainable way, to assist other TLCs in meeting similar goals at their own metropolitan institutions.
Sustainability in Management Education: Contributions from Critical Reflection and Transformative Learning
Author: Brunnquell, Claudine
Date: 2018-08-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Transformative Learning,Business Administration Education,Sustainability,Teaching Methods,Problem Solving,Business Schools,Administrator Education

This theoretical paper discusses how the assumptions of critical reflection (CR) and transforming learning (TL) can help develop reflexive professionals in sustainability within management. The central argument is that a purely pragmatic and technical conception in the teaching and learning of sustainability does not sufficiently contribute to the development of professional managers with strong sustainability principles and standards. Therefore, it is important to employ CR and TL because they provide elements that contribute to advancement from the current teaching and learning approach, an approach based on problem solving, to another approach based on problem-posing. The reflections presented in this paper may provide elements that can help teachers, educators, university deans, and coordinators of management courses to rethink the way in which business schools, which are often the drivers for professional managers in metropolitan areas, are addressing sustainability education.
Using Public Private Partnerships to Accelerate Student Success
Author: Golich, Vicki L.
Date: 2018-08-00
Type: Journal Articles
Subjects: State Universities,Partnerships in Education,Acceleration (Education),Curriculum Development,Labor Force Development,Employment Experience,On the Job Training,Hospitality Occupations,Industry,Manufacturing Industry,Transformative Learning,Active Learning

Metropolitan State University of Denver (MSU Denver) has used various ways to craft curriculum that directly meets employers' and students' needs in key economic drivers in the State of Colorado. Moving beyond the standard industry advisory councils used in many, especially professional programs, the institution has consulted with industry leaders &quot;prior&quot; to building facilities and developing curriculum to ensure industry needs are met. As MSU Denver faculty collaborated with their industry partners, they worked to embed both content and skills throughout the curriculum to ensure alumni were prepared for this 21st Century workplace. Additionally, MSU Denver has honored past experience and on the job training of employers and employees in a way that many four-year institutions have resisted.
Citizenship Education in Italian Textbooks. How Much Space Is There for Europe and Active Citizenship?
Author: Albanesi, Cinzia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,High School Students,Textbook Content,Content Analysis

Purpose: In this article we investigated how the Italian school curricula incorporated European and national recommendations concerning European and Citizenship education, analysing how much and which kind of space is devoted to Europe and active citizenship in Italian high school textbooks. Design/methodology/approach: We selected a sample of bestseller textbooks of different disciplines (History and English as a Second Language) for secondary (lyceum and technical) school students (18 years old), including books explicitly designed for citizenship education, and analysed them using a mixed methods approach (quantitative analysis, and thematic content analysis). Findings: We argue that the current European recommendations on citizenship education are far from being incorporated in the architecture and the contents of textbooks used in Italian secondary schools. We identified some shortcomings which should be addressed to increase the capacity of textbooks to form young European citizen. Practical implications: The opportunities that the EU offers to young people to practice active citizenship and supporting the acquisition of critical and reflective skills beyond formal knowledge deserve more attention.
Different Expectations in Civic Education: A Comparison of Upper-Secondary School Textbooks in Sweden
Author: Arensmeier, Cecilia
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Citizen Participation,Foreign Countries,Textbooks,Comparative Analysis,Social Studies,Equal Education,Track System (Education),Voting,Democratic Values,Vocational Education,Academic Education,Citizenship,Social Differences,Thinking Skills,Textbook Selection,Content Analysis

Purpose: The aim of the article is to examine civic education in Sweden with regard to equality, by comparing curricula and textbooks for social studies in different tracks in upper-secondary school. Method: The study is based on qualitative text analysis, with quantitative features. The analysis maps themes covered, the extent and depth of thematic coverage, and amount of emphasis on conceptual understanding and analytical training. Findings: The results point to some similarities between the tracks; limited attention is given to democratic values and civic engagement, apart from voting. Clear differences are found in amount of information and complexity. The most basic textbooks target the vocational track, while (some of) the textbooks for the academic track have an elaborated focus on complex conceptual understanding and analytical training. Practical implications: The findings indicate different expectations in civic education. Vocational students receive more limited opportunities to develop civic abilities, which might negatively affect the exercise of citizenship and increase political inequality.
Gaining a Fuller Picture of Sex Trafficking in Manitoba: A Case Study of Narrative-Based Research Utilizing &apos;Low Tech&apos; Thematic Analysis
Author: Chrismas, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Abuse,Slavery,Crime,Personal Narratives,Research Methodology,Interviews,Experimenter Characteristics,Researchers,Data Analysis,Research Problems,Doctoral Dissertations

This article explores narrative-based, person-centered research, carried out by the author for his PhD dissertation, titled &quot;Modern Day Slavery and the Sex Industry: Raising the Voices of Survivors and Collaborators While Confronting Sex Trafficking and Exploitation in Manitoba, Canada.&quot; The article describes interview dynamics considered and accounted for, including positionality of the researcher and the narrative-based research methodology. The author provides detailed description of the grounded, inductive, &quot;old school,&quot; low technology data analysis process used, some of the challenges encountered, and recommendations for similar studies in future. The key challenges arose from the positionality of the researcher and the need to protect the participants from potential repercussions. The recommendations relate to the relevance of narrative-based research, limited transferability of the results of such research, and the value of a more open-ended interviewing style.
A Vehicle for Post-National Transformation or an Instrument for Interstate Cooperation? European Integration in Slovakia&apos;s Secondary Education Textbooks
Author: Šulíková, Jana
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,History Instruction,Geography Instruction,Social Change,Foreign Countries,Civics,Content Analysis,Role of Education,Case Studies,International Cooperation,Textbook Selection

Purpose: In light of the public resistance towards the deepening of European integration (EI) and the role that education is anticipated to have in supporting the process, this paper examines the conceptualisation of EI in lower secondary textbooks for History, Geography and Civics. Specifically, the paper asks whether EI is conceived of as a vehicle for the post-national transformation of Europe or as an instrument for interstate cooperation. Design: Drawing on the insights of EI theories and content analysis, the paper adopts a qualitative approach. Applying this approach, the textbooks currently used in Slovakia's lower secondary schools are analysed as a case study. Findings: The findings are inconclusive with regard to the research question. Indeed, while the sources are positive about EI, the findings suggest some problematic aspects in terms of how the textbooks analysed conceive the nature of the integration process. Research implications: The approach taken in this paper could be replicated on a larger scale in other countries. Practical implications: Curricula and textbook designers ought to consider how to include a critical discussion on the deepening of EI in secondary education.
European Identity and Citizenship in Estonia: Analyses of Textbooks and Theoretical Developments
Author: Haav, Kaarel
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizenship,Foreign Countries,Textbooks,Textbook Evaluation,Civics,Citizenship Education,Social Studies,Democracy,Citizen Participation,Curriculum Development,Controversial Issues (Course Content)

Purpose: This article aims at elaboration of a relevant framework for European identity and citizenship. On this basis, comparative studies like ICSS, Estonian curricula, civic syllabuses and textbooks will be critically reviewed. Methods: The framework relies on former studies on democracy and education. The work also draws on normative materials for European citizenship, comparative empirical and critical studies. The conceptual system relies on the literature on basic sociological and semiotic concepts. This framework is used for analyses of the Estonian civic education system. Findings: The most general concepts like individual, society, culture, social actors and structures are defined as mutually inclusive. This has enabled to address complex and controversial social issues and achieve the aims of European identity and active citizenship. The Estonian curricula, civic syllabuses and textbooks herald democratic ideals, but fail to provide for them relevant concepts. They focus on empirical and normative descriptions of main political institutions. The books hardly describe how could active citizens evaluate and influence these institutions. Their content avoids complex and controversial issues like hierarchical power relations and social inequality and fails to describe both the hierarchical public administration and the system for public participation in Estonia. All this rather hinders students' political literacy, critical thinking and active participation.
Learning about the European Union in Times of Crisis: Portuguese Textbooks&apos; Normative Visions of European Citizenship
Author: Piedade, Filipe
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship,Textbooks,History Instruction,English (Second Language),Critical Thinking,Textbook Evaluation,History,Grade 10,Grade 11,Grade 12,Secondary School Students

Purpose: To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL). Design/methodology/approach: The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of the selected school subjects. Findings: EFL textbooks have a residual approach to EU topics that is mainly focused in students' mobility. History textbooks, while containing a significant amount of information about the EU, present it mainly in a nonconfrontational perspective and do not prioritize the development of students' critical thinking about the EU. Our data also points to a predominance of national level citizenship related content, with European citizenship being briefly and normatively presented to the students. Research limitations/implications: EFL is attended by almost 100% of students in the academic track of secondary education, but History is a curricular subject only available to 25-30% of the students; as such, our findings refer to a specific group. Practical implications: Textbooks should include more information about the actual problems and challenges of the EU to foster the development of students' critical thinking about the EU.
Teaching about the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks
Author: Eriksen, Kristin Gregers
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Minority Groups,Democracy,Cultural Pluralism,Social Studies,Indigenous Populations,Power Structure,Teaching Methods,Elementary School Students,Textbooks,Content Analysis,Vocabulary,Language Usage,Form Classes (Languages),Hidden Curriculum,Social Bias,Politics,Social Change,Educational Practices

Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multiculturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Method: Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. Findings: The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Practical implications: Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice.