ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategizing Inclusivity in Teaching Diverse Learners in Higher Education
Author: Awang-Hashim, Rosna
Date: 2019-06-00
Type: Journal Articles
Subjects: Educational Strategies,Inclusion,Student Diversity,Faculty Development,Communities of Practice,Individualized Instruction,Student Educational Objectives,Technology Integration,Culturally Relevant Education,Cooperative Learning,Individual Differences,Professional Continuing Education,Public Colleges,Foreign Countries,College Faculty,Teacher Attitudes,Cultural Differences

Purpose: As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase student participation. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology: Participants comprised nine academicians (six men and three women) who emerged from natural retention along the iterative cycles on community of practice (CoP) participation. This study adopted CoP as the theoretical lens and methodological tool to understand the strategies higher education practitioners have devised for their inclusive teaching and learning practices in response to diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories--strategies and challenges. Later, according to prevalence and frequency counts, the strategies were analysed against the challenges reported and finally the strategies were reduced to major themes. Findings: Three major themes emerged which reported on the inclusive strategies conceived by the participants. The themes were inclusive/differentiated assessment which suggested that creating differentiated assessment that were inclusive in nature could provide equal opportunities for each and every student to participate. The second theme, motivation and goal strategies revealed that students were diverse in their goals for learning. Hence, a variety of motivational strategies such as including students' voice, providing them with a clear rationale for studying and fostering relatedness were deemed suitable to address these differences. The final theme, inclusive pedagogy suggested a variety of accommodation to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students' differences. Significance: The findings have implications for faculty professional development, classroom teaching practices employing inclusive pedagogy in higher education institutions and the use of CoP as a framework for such developments.
Finding a Balance in Education: Immigration, Diversity, and Schooling in Urban America, 1880-1900
Author: Zervas, Theodore G.
Date: 2017-02-00
Type: Journal Articles
Subjects: Educational History,Urban Schools,Urban Education,Immigrants,Student Diversity,Educational Change,Educational Practices,Teaching Methods,Ethnic Groups,Educational Needs,Industrialization,Progressive Education

When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America's historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America's metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.
Students as Designers of E-Book for Authentic Assessment
Author: Raja Hussain, Raja Maznah
Date: 2019-06-00
Type: Journal Articles
Subjects: Books,Electronic Publishing,Performance Based Assessment,Foreign Countries,Cooperative Learning,Graduate Students,Design,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers

Purpose: The purpose of this study is to examine the elements that determine students' success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology: Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students' e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings: The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance: The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.
Enhancing School-Home Communication through Learning Management System Adoption: Parent and Teacher Perceptions and Practices
Author: Laho, Nora S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Adoption (Ideas),Integrated Learning Systems,Parent Attitudes,Teacher Attitudes,Computer Mediated Communication,Rural Schools,Internet,Access to Information,Incidence,Technology Integration,Parent Background,Family Income,Educational Attainment,Teaching Experience,Elementary Schools,Middle Schools,High Schools

Communication is an integral component for establishing a strong school community. Learning management systems (LMSs) present new opportunities for communication and collaboration among teachers, students, and parents. This study examined parents' and teachers' perceptions and use of a newly adopted LMS for school-home communication in a rural K-12 school district. Findings indicate that most families have internet access and that parents and teachers are comfortable using digital tools to communicate. Although new tools are available, more traditional resources like email and phones continue to be used most frequently for bidirectional communication. However, results demonstrate that the LMS may provide value as a one-stop location for resources and information.
Beliefs of Life Cycle in the Cultural Life of Ethnic Minorities in Northwestern Vietnam in Current Context
Author: Loi, Le Van
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beliefs,Minority Groups,Culture,Birth,Death,Cultural Activities,Marriage,Hmong People,Ethnic Groups,Ceremonies

Beliefs of Life cycle (or life cycle - related beliefs) of ethnic minorities in the Northwestern region of Vietnam are the beliefs related to the lives of people in this region from birth to death which carried out through basic rituals such as: the rituals in childbirth, marriage, funeral and rituals of treatment, etc. The beliefs of life cycle plays an important role in the cultural life of ethnic minorities: helping people have psychological balance before the steps of birth - old age - sickness - death in the human life; a place that aspires for a peaceful, happy life and maintains the emotional attachment between generations and with the community; a place that preserves many cultural values with humanity, morality, ethic values and unique artistic values, contributing to the cultural nuances of ethnic groups in the Northwestern region. In the current context, the life cycle beliefs of ethnic minorities in the Northwestern region are having a strong recovery, creating conditions for good cultural values of this kind of beliefs to promote the role in cultural life of ethnic minorities. However, the tendency of recovery both prolix and expensive rituals and miscellaneous cultural features, unsound customs as well as outdated habits are posing many challenges, requiring effective solutions to preserve and promote the good cultural values in this kind of beliefs of ethnic minorities in the Northwestern mountainous region of Vietnam in the current context.
From Implication to Naming: Reconceptualizing School-Community Partnership Literature Using a Framework Nested in Social Justice
Author: O'Connor, Michael T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,School Community Relationship,Partnerships in Education,Equal Education,Elementary Schools,Secondary Schools,Universities,Health Services,Counseling Services,Disadvantaged,Journal Articles,Concept Formation

Given the current political context in the United States, the increased explicit and implicit othering of marginalized communities, and the related societal fracturing--often along ideological lines--this article calls for educators to support and participate in school-community partnerships explicitly framed through a lens of social justice to address inequalities and injustice in education and beyond. In making this call, we provide a framework for the explicit naming of social justice within the formation and implementation of school-community partnerships. We do so based on a literature review of extant literature on school-community partnerships illustrating that partnership research, specifically in education, often implicitly suggests social justice ends as opposed to explicitly naming them. Based on this literature review and our framing of partnerships, we encourage researchers and practitioners alike to adopt the regular, explicit naming of social justice in school-community partnership work to ensure that our efforts strive toward justice for all, and especially for those communities and students who are systemically marginalized.
Scholar-Administrators as Change Agents
Author: Janke, Emily M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Scholarship,Administrators,College Administration,Change Agents,Educational Change,Social Change,Administrator Role,Change Strategies,Organizational Change,Professional Associations,Interdisciplinary Approach

Flexibility and readiness to change are not necessarily valued or recognized traits in higher education. Yet higher education is in a period of dramatic change, because of rapid change in scholarship and society. With this change in mind, I reflect here on the role and effect of scholar-administrators as agents of change.
Value Configuration in Higher Education -- Intermediate Tool Development for Teaching in Complex Uncertain Environments and Developing a Higher Education Value Framework
Author: Wawrzinek, David
Date: 2017-07-00
Type: Journal Articles
Subjects: Higher Education,Visualization,Problem Solving,Decision Making,Models,Teaching Methods,Educational Psychology

This conceptual paper addresses the issue of value creation in the field of higher education and presents a new theoretical perspective by assigning the Service Dominant Logic (SD-logic) and developing a higher education value framework, consisting of ten &quot;foundational premises&quot; for a better understanding of higher education phenomena. Furthermore, based on the theoretical findings this paper presents the Empirical Research Map as a holistic, intermediate learning- and teaching-tool that provides a navigational aid through the entire socio-scientific empirical research process and visualizes all interlinked research steps on a single DIN-A-3-sheet. The empirical research process is affected by high complexity and thus uncertainty. Students have to make many decisions and have problems in anticipating long-range and secondary effects. From a didactic perspective, the Empirical Research Map facilitates making important decisions, the anticipation of long-range and secondary effects and therefore provides additional value to researchers, teachers and students in the social sciences.
Tackling Grand Challenges: Community Engagement and Collective Impact in Public Problem Solving
Author: DePrince, Anne P.
Date: 2019-06-00
Type: Journal Articles
Subjects: Community Involvement,Problem Solving,School Community Relationship,Cooperation,Partnerships in Education,Higher Education,Barriers,Social Problems,Social Change

In recent years, grand challenge initiatives have emerged nationally with the goal of addressing large, multidisciplinary public problems. The advent of university-led grand challenge initiatives offers an important opportunity to reflect on how institutions of higher education design, implement, and orient externally relevant activities at a time of public skepticism. With a focus on public problem solving, grand challenge initiatives offer a way to re-engage the public's imagination and faith in higher education, depending on what these initiatives reflect about institutional values, practices, and work. We use this reflection opportunity to review early approaches to university-led grand challenge initiatives. We then propose that two frameworks should merge explicitly into grand challenge initiatives to guide public problem solving: community engagement and collective impact. Finally, we offer the establishment of a grand challenge initiative at the University of Denver (DU) as an example of the integration of community engagement and collective impact frameworks into the organization and implementation of institution-wide, publicly-engaged work.
Urban Partnerships to Address Health Literacy in High Need Populations
Author: Keller, Abiola O.
Date: 2019-06-00
Type: Journal Articles
Subjects: Partnerships in Education,Knowledge Level,Homeless People,African Americans,Adults,Program Effectiveness,Skill Development,Community Programs,Agency Cooperation,Health Education,Literacy,Low Income Groups,Literacy Education,Intervention

Low health literacy disproportionately affects racial and ethnic minority communities and lower-income socioeconomic groups. To address this critical determinant of health inequity, two nonprofit organizations, Repairers of the Breach, a day shelter for individuals experiencing homelessness, and Bread of Healing a neighborhood-based clinic serving individuals with low incomes, partnered with researchers at Marquette University to implement and evaluate an evidence-supported health literacy program. The partnership delivered the curriculum in seven one-hour sessions over seven weeks. The program attendees were predominantly African American men and women from 19-73 years old. Most participants had formal education ranging from elementary school to some college. Forty individuals attended at least one class and 14 attendees completed 4 or more classes. Program completers demonstrated gains in confidence and topic knowledge. Most interviewees reported a personal/family need for the program, acceptability of the group format, and the ability to learn the skills they needed for self-care. The project used a successful collaboration between community-based organizations serving vulnerable populations and an urban academic institution to demonstrate the necessity, feasibility, acceptability, and effectiveness of formal health literacy education in adults with low incomes or who are experiencing homelessness. Urban and metropolitan serving institutions can work in partnership with community to address low health literacy in high need populations.
The Impact of Teaching Oriental Music Using Blended Learning Approach
Author: Edward, Chamila Nishanthi
Date: 2019-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Music,Music Education,Blended Learning,Pretests Posttests,Control Groups,Experimental Groups,Foreign Countries,Grade 10,Grade 11,Instructional Design,Academic Achievement,Educational Technology,Secondary School Students

Purpose: The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students' competency. The study is conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology: The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings: The findings of the experiment indicated that students who have studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68±1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance: This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.
Teacher Practices in the Acquisition of English among Asian Immigrant English Language Learners
Author: Mustafa, Mazlina Che
Date: 2019-06-00
Type: Journal Articles
Subjects: Teaching Methods,English Language Learners,Immigrants,Foreign Countries,Early Childhood Education,Young Children,Case Studies,Asians,Asian Culture,Early Childhood Teachers,English (Second Language),Second Language Learning,Teacher Attitudes,Acculturation,Enrollment

Purpose: The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children's English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology: The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings: Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance: The central significance of the finding is that through the exploration of New Zealand early childhood teachers' beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers' beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers' beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children's cultural backgrounds.
Checking Your Analytic Performance Rubrics for a Halo Effect
Author: Sheppard, Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Correlation,Bias,Student Evaluation,Scores,Discussion,English (Second Language),College Students,Second Language Instruction

In this research note, the author checks for correlations between different dimensions in an analytic rubric used for scoring discussion performance. Highly correlated dimensions can be cause for concern that the different aspects of performance are not well defined or not adequately observed. The author's analysis showed some weak to moderate correlations, leading to adjustments in how the rubric will be applied. Meanwhile, the author describes how to check for correlations between rubric dimensions and suggests this method as a successful activity for teachers and assessment committees.