ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perspectives on Learners with Reading and Writing Difficulties in Mainstream Government Primary Schools in Mauritius
Author: Veerabudren, Sattiavany
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Reading Difficulties,Writing Difficulties,Learning Disabilities,Students with Disabilities,Disability Identification,Intervention,Knowledge Level,Teacher Characteristics,Correlation,Public Schools,Educational Needs,Inservice Teacher Education,Inclusion,Foreign Countries,Mainstreaming

Background: Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools. Aim: The aim of the study was to describe the perspectives of mainstream primary school teachers in Mauritius about learners with RWD and inclusive education. Setting: The data collection took place at the respective schools selected for the study. Methods: A total of 100 teachers from randomly selected schools in Zone 2, an area with urban and rural schools in Mauritius, were recruited to complete a questionnaire. Results: The results show that almost all participants had encountered learners with RWD, but they had no training in RWD or specific learning disorders. Thus, participants had inadequate perspectives about the causes, identification and intervention of RWD. By far, the majority of participants viewed special education schools as the best learning environment for learners with RWD and inclusive education as detrimental to learners with RWD. However, the same number of participants (81.8%) agreed that extensive teacher retraining will facilitate the integration of learners with RWD in regular schools. Younger participants were more interested in training and more experienced teachers tended to view learners with RWD more positively. Conclusion: The study supports the need for in-service training of mainstream primary school teachers in RWD and inclusive education and to include the topics in the curriculum of future teachers.
Swimming against the Tide: Comparative Lessons from Government Efforts to Prohibit Private Supplementary Tutoring Delivered by Regular Teachers
Author: Bray, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Education,Supplementary Education,Tutoring,Foreign Countries,Comparative Education,Government Role,Politics of Education,Barriers

Private supplementary tutoring, widely known as shadow education, has become a global phenomenon. It has a range of providers, including commercial companies, university students desiring extra pocket money, and regular school teachers who provide tutoring as a sideline activity. This paper focuses on the last category. Governments are commonly ambivalent about the existence of shadow education, and may especially disapprove of regular teachers providing private supplementary tutoring in part because they fear that the teachers will neglect their main duties. With such matters in mind, some governments have attempted to prohibit teachers from providing private tutoring. However, such prohibitions are difficult to implement. This paper analyses situations in Korea, Mauritius, Kenya and England in order to derive comparative lessons from experience. It demonstrates the importance of wider contextual factors including alignment of macro-level aspirations with the micro-level perspectives of families finding themselves in increasingly competitive environments.
Establishing Rigor and Quality in Doctoral Programs through Program Assessment
Author: Finch, Maida
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Doctoral Programs,Program Evaluation,Difficulty Level,Program Effectiveness

This essay describes the development and implementation of a CPED-grounded program assessment system and the ways in which it contributes to quality assurance in Ed.D. programs broadly. We begin by articulating program quality and describing the contextual factors that guide our approach to program assessment. Next, we overview major components and processes of our program assessment system. Specific emphasis is placed on describing the development and evaluation of program effectiveness based on CPED-influenced student learning outcomes. We then briefly describe how we leverage an existing learning management system to implement program assessment efficiently, and outline continuous monitoring and improvement efforts that are based on our program assessment work. Finally, we describe our experiences with academic program review and discuss lessons learned and suggestions to promote program rigor and success.
Building Critical Inquiry in the Online EdD: Examining Successes &amp; Challenges
Author: Ludwig, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Doctoral Programs,State Universities,Inquiry,Distance Education,Program Effectiveness,Communities of Practice

In this essay, we apply Garrison et al.'s (2000, 2003) framework for critical inquiry in online learning to a review of a cohort-based online EdD at a large public research-intensive university. We examine the technological, pedagogical, and organizational successes and challenges we have experienced and encounter in building and sustaining critical inquiry in a fully online doctoral program. Includes considerations for faculty and administrators in developing and managing online EdD programs committed to engaging in critical inquiry and reflection.
Forward Momentum: Providing Supportive Space for EdD Students&apos; Dissertation Progression through Weekly Online Writing Sessions
Author: Maldonado, Laura G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Postsecondary Education as a Field of Study,State Universities,Writing (Composition),Electronic Learning

This article describes online writing sessions developed for a CPED Community College Leadership education doctorate EdD program at a research-intensive, land-grant university. Sessions were introduced during the summer of 2020 after the existing executive, face-to-face program shifted entirely to online delivery due to the COVID-19 pandemic. The purpose of the writing sessions was to support students in the EdD, who are practitioners, with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via online video conferencing. Although this program offering is in early implementation, initial feedback suggests the writing sessions supported students' dissertation progression and established a sense of community and social support in an online environment. This model could benefit online, hybrid, and face-to-face EdD programs in supporting writing progression. Design, delivery, and lessons learned are shared for the benefit of EdD programs as we continue to navigate program delivery impacts from the pandemic.
The Role of Private Tutoring in Admission to Higher Education: Evidence from a Highly Selective University in Kazakhstan
Author: Hajar, Anas
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tutoring,College Freshmen,Selective Admission,Access to Education,Student Characteristics,Student Experience,Barriers,Student Attitudes,Intellectual Disciplines,Incidence,Costs,Student Motivation

The present mixed-methods study explored first-year undergraduate students of a highly selective university in Kazakhstan's perceptions of having private tutoring (PT) and how far it had helped them gain a place at this university. The quantitative data were collected through a close-ended questionnaire from 144 participants to understand their socioeconomic backgrounds and PT experiences over the previous two years, in terms of the scope, types, costs and the subjects studied in the PT they had received. The subsequent qualitative data were collected through interviewing 8 participants to capture in detail the perceived impact of PT on their overall achievement. The study found that 86 out of 144 participants (60%) had received PT. Most of them (72%) had sought PT as an enrichment strategy to obtain higher scores in high-stakes examinations and thus secure a place at that university. Some participants explained the disadvantages of PT, including the financial burden on their families and it being a potentially unfair advantage in a competitive context. The findings of the study are instructive for educators and policy makers in Kazakhstan in revealing the limitations of schooling in the public sector. The pedagogical implications and areas for ongoing research are suggested.
A Typology for Catalyzing Pedagogical Change: Fostering Multiple Pathways through SoTL
Author: Little, Deandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Learning Processes,Organizational Culture,Cost Effectiveness,Educational Development,Educational Research,Case Studies,College Faculty,Classification,Program Development,Faculty Development,Private Colleges,Liberal Arts,Undergraduate Students

Building on ecosystem models that examine individuals' development within professional environments (Roxa, 2014; Hannah &amp; Lester, 2009), we explore how campus centers for educational development and research can provide a range of experiences for faculty to learn about scholarship of teaching and learning (SoTL), conduct individual or collaborative -- and sometimes multi-institutional -- SoTL, and go public with their work. Using extended case studies of colleagues who have become increasingly more active in SoTL, we created a typology of the experiences that supported their development. The case studies illustrate that offering a variety of educational development options at different institutional levels and with different time commitments enables developers to meet faculty where they are -- and to provide growth opportunities for deepening SoTL commitments. Our typology can help educational developers prioritize among potential programs by considering the cost-benefit analysis not only for individual faculty but also for micro-, meso-, and macro-level institutional cultures.
Chinese Migrant Parents&apos; Educational Involvement: Shadow Education for Left-Behind Children
Author: Peng, Baiwen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migrants,Parent Role,Rural Areas,Parent Participation,Elementary School Students,Parenting Styles,Private Education,Social Mobility,Cultural Influences,Confucianism,Urban Areas,Grade 4,Grade 5,Grade 6,Parent Attitudes,Student Attitudes,Teacher Attitudes,Tutoring

As rural people keep migrating to cities in China over the past few decades, tens of millions of children have been left behind by their parents. In this study, I investigated how Chinese migrant parents involve in their left-behind children's education through the theoretical lens of concerted cultivation and the accomplishment of natural growth. I drew on qualitative data from left-behind children, migrant parents and teachers collected at a rural primary school in Sichuan Province. Most migrant parents involved in this study migrated to a less developed area in Tibet. Their voices are a valuable addition to the literature that has so far focused on those going to developed cities. It was found that shadow education is a major channel through which the parents involved in their left-behind children's education. The parents could 1) exercise concerted cultivation and variously use shadow education, 2) hope to meaningfully involve but were constrained by multiple barriers, or 3) exercise natural growth and leave their children to themselves. I interpreted these patterns with a view to China's evolving culture, ideology and social structures. I conclude by discussing sociological implications of these patterns, and theoretical contribution to the literature.
Becoming a Teacher in Higher Education: Creating an Academic Development Program to Catalyse Doctoral Students&apos; Professionalization
Author: Misic, Gorana
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Doctoral Programs,Doctoral Students,Humanities,Social Sciences,Program Descriptions,Professionalism,Teaching Methods,Learning Processes,Pedagogical Content Knowledge,Reflective Teaching,Educational Principles,Program Development,Professional Development,Foreign Countries,Accreditation (Institutions),International Cooperation

This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber &amp; Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development.
Japanese Students&apos; Perceptions of the Role That Shadow Education Plays in Competition in Education
Author: Fülöp, Márta
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Tutoring,Competition,Mental Health,High School Students,College Students,Test Preparation,Test Coaching,Supplementary Education

The relationship between shadow education and competition has been discussed and studied widely by educational experts and policy makers in Japan. One major topic has been the role that shadow education plays in social inequality by creating winners and losers. Another is related to competition and students' psychological health; and a third concerns the cause-and-effect relationships between cram/preparatory schools and competition. The present paper focuses on students' perspectives and describes an empirical study carried out with 211 Japanese senior high school students and 145 university students. The students answered open-ended questions about their cram/preparatory school attendance, and were asked to describe how they perceived the relationship between cram/preparatory schools and competition. The free descriptive answers were content-analysed and categorized. The majority of the respondents not only saw a relationship between the two but also listed a number of functions that increased students' competitive advantage. Educational experts' and sociologists' common criticism that shadow education has detrimental effect on fairness or equal chances in education was hardly at all expressed. Relatively few students expressed doubts or emphasized the negative or harmful side of cram/preparatory school attendance and competition. The results call the attention to the importance of studying different aspects of shadow education more in-depth from the direct &quot;users'&quot; i.e, the students' perspective as well.
Years of Innovation and Change: Reflections from the Editorial Board and Insights from &quot;RMR&quot; Journal Content
Author: Roundtree, Aimee Kendall
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Administration,Periodicals,Journal Articles,Change,Research,Diversity,Cooperation,Innovation,Professional Education,Futures (of Society)

Innovation abounds in research administration (RA) and RA research. Members of the editorial board of the &quot;Research Management Review&quot; (&quot;RMR&quot;) have borne witness to many of these changes over their combined decades of experience, and the journal's content has reflected and inspired growth in the profession and its scholarship. In this piece, the journal's board members reflect on past changes and project future directions in the field of RA and the content of &quot;RMR&quot;. Text mining of the content from all issues of &quot;RMR&quot; helped to illustrate and reveal the trends observed by the editorial board.
Learning from Each Other: Expanding and Deepening International Research on Shadow Education
Author: Gyori, János Gordon
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Education,Tutoring,Supplementary Education,Educational Research,Research Methodology,Foreign Countries,Global Approach,Comparative Analysis

Research on private supplementary tutoring, widely known as shadow education, has a long history but only gathered intensity during the present century. This research has shown much diversity in the scale and nature of shadow education, but further mapping and analysis is needed to reduce gaps in understanding and to keep up with changes. The collection of articles in this special issue of the journal presents insights from parts of Africa, Asia and Europe; and this introductory essay juxtaposes these insights with Hungarian research. The domain of shadow education has many tensions, with both positive and negative implications for individuals, families, the field of education, and societies as a whole. International research helps with understanding these tensions, and in due course with appropriate action to address them. In the process, much can be learned from counterparts in different systems, countries and cultures, not only about the nature and impact of shadow education but also about methodological approaches to research.
An Approach to an Online EdD in Community College Leadership Program
Author: Harrington, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Doctoral Programs,Community Colleges,Leadership,College Administration,Curriculum Development,Asynchronous Communication,Synchronous Communication,Access to Education,Teaching Methods,Computer Mediated Communication

The purpose of this article is to provide an example of how an EdD in Community College Leadership program is offered in an online format. First, the benefits of online programs, including increased access and flexibility for working professionals and higher levels of diversity among the student body are discussed. Then, several strategies to promote connection among students and to facilitate a supportive, engaging learning environment virtually are shared. For example, the value of using a cohort model, a carefully designed curriculum with assignments that have practical value, and a balance of synchronous and asynchronous learning activities are described. Finally, the important role of and strategies for incorporating models and mentors into an online doctoral program are discussed.
Accessibility Matters: Universal Design and the Online Professional Practice Doctorate
Author: Chapman, Lindsey A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Programs,Access to Education,Electronic Learning,College Faculty,Doctoral Students,Special Education,Student Attitudes,Teacher Attitudes,Program Design,Program Development,Program Implementation,Program Evaluation

Online doctoral programming geared toward working professionals can provide unprecedented flexibility in terms of time and place that affords greater access to a broader student demographic. At the same time, online learning poses its own unique set of challenges and limitations for students with and without disabilities. Universal Design (UD) is a framework built around the idea of proactively identifying and removing barriers to learning in the environment, pedagogical practices, and materials. In this essay, we highlight the necessity and relevance of UD to online doctoral programs and share insights related to its use in our program from faculty and student perspectives.
Using REDCap Application in Tracking and Evaluation of Occupational Health Questionnaires for Animal Care and Use Program
Author: Layton, Dusty
Date: 2021-00-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Questionnaires,Animals,Test Construction,Risk Assessment,Universities,Scientific Personnel,COVID-19,Pandemics,Computer Use

An occupational health program and personnel safety are essential components of an animal care and use program. This paper describes the development and implementation of an online occupational health risk assessment and screening process for personnel involved in the animal care and use program at the University of South Alabama. The COVID-19 pandemic necessitated a change from pre-pandemic operating procedures to reduce public health risks to personnel and provided an opportunity to convert from a paper-based process to an online platform powered by REDCap. The transition from a paper to digital format provided opportunities to create efficiencies and standardized best practices in screening, evaluating, and monitoring health risks assessments. The database and forms developed in partnership between the Occupational Health Program and the REDCap@USA team are enabling more streamlined and efficient data collection to support program and regulatory requirements within the institution. Academic institutions and non-profit organizations interested in developing or enhancing online health risk assessments and monitoring may consider utilizing REDCap and adapting the OHP process described in this article.
From Then to Now: Elementary Students&apos; Perceptions of Gender Equity in History and Today
Author: Whitford, Alyssa
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Sex Fairness,Student Attitudes,Critical Literacy,Females,Literacy Education,Social Studies,Feminism,Sex Role,Sex Stereotypes,Gender Differences,History,Citizenship Education,Democracy,Teaching Methods

This study investigates how elementary students think about women's experiences before and after participation in a literacy- and social studies- based intervention. This unit took place over three weeks and utilized critical literacy practices, or the use of literacy activities to support critical thinking about gender equity. Specifically, the study examines student perceptions of women's contributions and rights in history and contemporary society. The findings of this study demonstrate that students' initial perceptions of women's contributions tended to be limited to stereotypical roles centered on caretaking. They also demonstrated a general belief that gender-based inequity has existed only in the past. After participating in the intervention, students were far-more likely to describe women in counter-stereotypical roles and to recognize contemporary, on-going inequity. These findings indicate that critical literacy practices may provide important resources for supporting democratic citizenship with young students, as students were more able to identify and critically discuss systems of gender-based oppression and inequity. This study contributes to an understanding of how students think about women's rights and gender equity over time and describes specific activities that can be used to challenge stereotypical views of women's roles and rights and also provides options for further teaching about inequity.