ethanporcaro/eric-fulltext-meta huggingface dataset:
From &quot;Goal-Orientated, Strong and Decisive Leader&quot; to &quot;Collaborative and Communicative Listener&quot;. Gendered Shifts in Vice-Chancellor Ideals, 1990-2018
Author: Peterson, Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Goal Orientation,Masculinity,Content Analysis,Foreign Countries,Transformational Leadership,Gender Differences,Higher Education,Job Applicants,Femininity,Competition,Administrator Characteristics,Personnel Selection,College Administration,Decision Making,Women Administrators,Case Studies

Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine or feminine wordings have been used to describe the ideal Vice-Chancellor in these documents. The analysis reveals that a shift in the leadership ideal has taken place during the time period investigated. Before this shift, during the 1990s, the ideal Vice-Chancellor was described as competitive, bold, strong, tough, decisive, driven, and assertive. These wordings are still included in the job advertisements from the 2000s and the 2010s. However, a more communicative and collaborative leadership ideal also emerges during these decades. There is thus a significant shift in how the leadership ideal is described. This shift is analyzed from a gendered perspective, suggesting that the traditional masculine-biased leadership ideal has decreased in influence with the feminine, transformational leadership ideal acting as a counterweight. The article argues that the shift in leadership ideals, as constructed in the job advertisements, mirrors the increase of women Vice-Chancellors appointed in the Swedish higher education sector.
Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments
Author: Koehler, Karen E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Visual Impairments,Educational Technology,Technology Uses in Education,Tactile Adaptation,Computer Peripherals,Printing,Scientific Concepts,Concept Formation,Teaching Methods,Hands on Science,Blindness,Middle School Students,Misconceptions,Grade 8,Grade 7,Special Schools

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.
Science Instruction for Secondary Students with Emotional or Behavioral Disorders: A Guide for Curriculum Development
Author: Slemrod, Tal
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Secondary School Students,Emotional Disturbances,Behavior Disorders,High Stakes Tests,Special Education,Intervention,Curriculum Development,Guides,Disabilities,Science Teachers

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.
Lifelong Learning: An Organising Principle for Reform
Author: Brown, Tony
Date: 2018-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational Change,Economic Climate,Educational Policy,Foreign Countries,Policy Analysis,Adult Education

The idea of learning throughout life has been present in educational thinking since Plato. However, as a guiding principle for integrating educational efforts, it is a much more recent development. This paper canvasses the rise of interest in lifelong learning internationally as a policy initiative, an umbrella under which other learning policies can be accommodated; examines how interest ebbed in recent years; before considering why and how it should be reconceptualised in Australia. It looks at the experience of other similar countries, noting how some governments withdrew support for lifelong learning, resulting in a decline in adult participation, while in others the process of introducing policy change has been maintained and continues even under the strains imposed by the global financial crisis.
How a Blended Learning Environment in Adult Education Promotes Sustainable Development in China
Author: Yao, Chunlin
Date: 2018-11-00
Type: Journal Articles
Subjects: Blended Learning,Art Education,Adult Education,Sustainable Development,Gender Differences,Student Attitudes,Teaching Methods,Rural Areas,Educational Opportunities,Educational Policy,Foreign Countries,Futures (of Society)

The study adopts a semi-structured survey to examine the effects of a blended learning environment in adult education in promoting sustainable development. The study analyses the development of blended learning environments in China, and some challenges that China faces in sustainable development. Based on the analysis results, the study revealed that a blended learning environment could promote adult education development, reduce the development inequality between genders and geographically, as well as protect natural environments. A survey to adult learners verifies the aforementioned conclusion. Adult learners believe that a blended learning environment is an eco-friendly learning environment; it increases the opportunities for females and those living in rural areas to become educated and promotes their sustainable development. The research results may be beneficial for education policy makers and practitioners interested in sustainable development.
Women Rectors and Leadership Narratives: The Same Male Norm?
Author: Carvalho, Teresa
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Differences,Women Administrators,Foreign Countries,Personal Narratives,Leadership Role,Administrator Attitudes,Case Studies,Higher Education,Sex Role

This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014.
Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education
Author: O'Toole, John Mitchell
Date: 2018-00-00
Type: Journal Articles
Subjects: Periodicals,Science Education,Trend Analysis,Content Analysis,Teaching Methods,Instructional Innovation,Simulation,Humanities,Science Instruction,Relevance (Education)

All reviews are selective and this one restricts itself to content analysis of articles published between the beginning of 2005 and the end of 2014 in the premier, generalist, Science-education, research journals: International Journal of Science Education; Journal of Research in Science Teaching; Research in Science Education; Science Education, and Studies in Science Education. The analysis relies on coding of over 2000 abstracts in terms of research method, educational level, disciplinary context and research topic. Articles were tallied within each category for each journal to produce ranks indicating the relative output for that category. Presentation of results in two five-year spans (2005-2009 and 2010-2014) allows comment on variations in output across the ten years reviewed. Such broad reviews provide a useful spur to expert reflection while also mapping the field for novices attempting to enter it. A discussion of the themes of this Special Issue: Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education provides one example of such use. The paper closes with a comparison with existing reviews and suggestions for further work. This research literature has claims to wider relevance because of its location on the boundary between Science and the Humanities.
&quot;Indefensible, Illogical, and Unsupported&quot;; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics
Author: Lambert, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Learning Disabilities,Mathematics Instruction,Inquiry,Teaching Methods,Direct Instruction,Learning Strategies,Barriers

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to frame disability as diversity rather than deficit, I assert that students with Learning Disabilities can learn mathematics to the highest levels, and that these limiting mythologies hold them back.
The Sociality of Post-Truth: Neoliberal Culture and Its Rationality
Author: Sonu, Debbie
Date: 2018-00-00
Type: Journal Articles
Subjects: Neoliberalism,Politics of Education,Privatization,Whites,Males,Political Attitudes,Democratic Values,Negative Attitudes,Competition,Pathology

In her essay, Neoliberalism's Frankenstein, Wendy Brown (2018) unpacks with meticulous depth how the current neoliberal condition valorizes private venture by eroding trust in the meaning of the social. In an attempt to understand, like Michel Foucault (1977), the governing rationality that generates certain kinds of subjects and their conduct, Brown chooses as her object of study the recent hypervisibility of white male right political rage and the inconsequentiality of truth in the context of a liberal &quot;democratic&quot; nation, the United States. With key leaders now legitimizing bigotry as a form of 'greatness', white right rage is given permission to explode onto the scene, crushing political correctness, multiculturalism, plurality and all democratic values, crying liberty and freedom at the helm of hatred and anger. As said by Hannah Arendt (1951), &quot;being right has nothing to do with the objective truthfulness of the Leader's statements which cannot be disproved by facts, but only by future success or failure&quot; (p. 383). Thus, the only reassurance audiences need in a post-truth culture is the constant reassurance that he, the leader, is winning, winning, winning.
Improving EFL Learners&apos; Critical Thinking Skills in Argumentative Writing
Author: Nejmaoui, Nabila
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Thinking,Thinking Skills,Persuasive Discourse,Control Groups,Experimental Groups,Writing (Composition),Pretests Posttests,Writing Instruction,College Students,Foreign Countries,Scores,Essays,Skill Development

In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners' use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students' ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes.
Curriculum in the Post Truth Era: Is Truth Dead?
Author: Field, James Colin
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Misconceptions,Deception,Curriculum,Social Studies,Empathy,Educational Philosophy,Role of Education

&quot;Trump has discovered something about epistemology in the 21st Century. The truth may be real, but falsehood often works better&quot; (Scherer, M., &quot;Time&quot;, April 3, 2017). Ironically perhaps, I took what the Donald has discovered about Western epistemology in our age to be true, so my first cautious answer to the question posed in the title is a qualified yes: Truth might indeed be dead, or at least dying, in the same way that Nietzsche proclaimed, more than 100 years ago, that God is dead. I think it's important to note that Nietzsche wasn't proclaiming that God did not exist, rather, he was stating that his existence has ceased to matter in the sense of bringing order, commitment, and a sense of purpose to a secular society. So, the question for me is not does truth exist? That is, can we sort truth from lies, or the &quot;fake news&quot; from the factual reporting of important events, and from the false histories constructed through colonial, imperial, racist, or homophobic discourses? I do think that is a very important task, and a very real threat to living together in truth. Hanna Arendt (1948/1976) has provocatively asserted that the inability of the masses to sort the truth from lies is the primary condition for the rise of totalitarianism and the rule of strong men, &quot;and&quot; we might add, the election and possible re-election of Donald Trump. But that is another conversation that takes me away from my primary concern.
The Difference between EFL Students&apos; Preferred Learning Styles and EFL Teachers&apos; Preferred Teaching Styles in Saudi Arabia
Author: Alnujaidi, Sulaiman
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Cognitive Style,Teaching Styles,Student Attitudes,Teacher Attitudes,Foreign Countries,College Students,College Faculty

This study investigated the difference between EFL students' preferred learning styles (PLS) and EFL teachers' preferred teaching styles (PTS) in Saudi Arabia. The participants in this study were 130 EFL students and 102 EFL teachers. Felder and Silverman's learning/teaching style model was employed to identify students' learning styles as well as teachers' teaching styles. The study's results revealed that EFL students preferred the &quot;sensing,&quot; &quot;visual,&quot; &quot;active,&quot; and &quot;sequential&quot; learning styles. It was also found that EFL teachers preferred the &quot;abstract,&quot; &quot;verbal,&quot; &quot;passive,&quot; and &quot;global&quot; teaching styles. The study revealed a statistically significant difference between students' learning styles and teachers' teaching styles. These results showed that there was a mismatch between students' PLS and teachers' PTS and recommendations were proposed to bridge this gap.
The Use of the Communicative Language Teaching Approach to Improve Students&apos; Oral Skills
Author: Toro, Vanessa
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Communicative Competence (Languages),Teaching Methods,English (Second Language),Language Teachers,Elementary School Students,Teacher Attitudes,Feedback (Response),Foreign Countries,Second Language Learning,Second Language Instruction

The purpose of this study is to determine the use of the Communicative Language Teaching approach in the English classroom and the strategies and resources used by the teachers to improve students' oral skills. The participants were 6 English teachers and 105 students enrolled in the 2nd, 3rd, and 4th grades at a public elementary school in the city of Loja, located at the southern part of Ecuador. A mixed method approach was applied in this study. In order to collect the data, a questionnaire was given to the English teachers and class observations were carried out. The results obtained throughout this study reveal that modeling, repetition, pair and group work are the main strategies used by teachers to help students develop communicative competences. These strategies were frequently used but still not enough to promote active participation during classes. It is important to highlight that there is a variety of strategies besides the ones previously mentioned that can be incorporated to offer students more opportunities to orally produce the language. Additionally, teachers provide different kinds of feedback such as metalinguistic feedback and elicitation as a way to help students improve their oral skills.
Language Barriers among Taiwanese National Champions
Author: Chen, Ying-Ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Barriers,English (Second Language),Second Language Learning,Language Usage,Females,Competition,Foreign Countries,Communication Problems,Friendship,Services,Food Service,Psychological Patterns,Self Esteem

The study investigated experiences of archery national champions regarding their use of English language at the international athlete village. The slowly growing recognition of the issue in the language barrier was discovered. Three female elite archery athletes were selected that met the criteria for national champion status was based upon previous experiences of competing in the international games. The use of semi-structure interview technique was implemented to be the main method of gathering research data. The study identified several language barriers to communication difficulties. The findings indicated language barriers become issues and had debilitating effect in communication through English language.
Modelling the Information-Seeking Behaviour of International Students in Their Use of Social Media in Malaysia
Author: Bukhari, Sarah
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Information Seeking,Foreign Students,Social Media,College Students,Search Engines,Interpersonal Communication,Decision Making,Interaction,Student Behavior

Introduction: The understanding of the information-seeking behaviour of international students using social media is limited. Therefore, the purpose of this research is to model the information-seeking behaviour of international students when they use social media to find information. Method: A mixed method approach was employed to collect data from the literature. Semi-structured interviews were conducted with twenty international students of different demographic backgrounds and with eleven staff members who work with international students. Questionnaires were distributed to 205 international students from four universities in Malaysia. Analysis: Using the literature review and empirical data, we propose a model of the information-seeking behaviour of international students who use social media, as validated and verified from the questionnaire. Results: The information-seeking activities were identified as informal searching, deciding, interacting, following, verifying and saving. The sources were search engines, social media and face-to-face settings. However, social media are more dominant than search engines and face-to-face communication. The questionnaire validated the proposed model and demonstrated that demographic variables exert a significant effect on the information-seeking behaviour of international students as they use social media. Conclusion: This research enhances the previous models of information-seeking behaviour by adding the role of social media and provides valuable insights for international students, universities and higher-education institutions.