ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Because We Can&quot;: Pluralism and Structural Reform in Education
Author: Glatter, Ron
Date: 2017-03-00
Type: Journal Articles
Subjects: Educational Change,Governance,Educational Administration,Educational Practices,Constitutional Law,Administrative Organization,Decision Making,Educational Legislation

This article revisits a major paper published a decade ago by the political scientist Christopher Pollitt about the highly activist approach to the reform of public services taken in England in recent years. In education, the pace has accelerated since that paper appeared. The weaknesses of the current structures and processes resulting from this reforming zeal are enumerated. A particular focus is placed on the technocratic and market-oriented features of the current context, and their significance in the light of the moral, social, and cultural issues that lie at the heart of schooling. It is argued that analysts of educational governance pay insufficient attention to the distinctive characteristics of the British constitution and their impact on changes in structure and process within education, leading not just to a democratic deficit but also to a paucity of pluralism.
Developing Academic Literacies through Understanding the Nature of Disciplinary Knowledge
Author: Clarence, Sherran
Date: 2017-03-00
Type: Journal Articles
Subjects: Higher Education,Case Studies,Literacy,Intellectual Disciplines,Academic Discourse,Foreign Countries,Writing Instruction,Literacy Education,Epistemology,Knowledge Level

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
The Useful Past in Negotiation: Adolescents&apos; Use of History in Negotiation of Inter-Group Conflict
Author: Goldberg, Tsafrir
Date: 2017-07-00
Type: Journal Articles
Subjects: Adolescents,Historical Interpretation,Conflict Resolution,Arabs,Jews,Reflection,Intergroup Relations,History Instruction,High School Students,Epistemology,Information Sources,Immigration,Genealogy,Extracurricular Activities,Death,Transformative Learning,Teaching Methods,Foreign Countries

Much of the concern with young people's historical knowledge centres on factual attainment or disciplinary skills. However, relatively little attention is paid to the relevance that young people attribute to history and how they use the past, and various social representations of history, to relate to the present. Research in this realm tends to emphasize the impact of collective memory narratives on individuals, rather than individuals' agency in using them. In this article, I will examine the ways 155 Jewish and Arab Israeli adolescents related the past to the present as they discussed the Jewish-Arab conflict and its resolution. Discussants made diverse references to the past: from family history, via biblical allusions and collective memories, to formal, schooling-based historical documents. Individuals used these references to the past to negotiate the present and future of inter-group relations. Furthermore, they made strategic use of references to others' narratives. Thus historical knowledge and collective narratives, which are usually perceived as constraining and structuring learners' perceptions, can be seen as repositories of resources and affordances.
Student Engagement in High-Stakes Accountability Systems
Author: Cavendish, Wendy
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,High Stakes Tests,Accountability,Educational Legislation,Federal Legislation,State Standards,Standardized Tests,Evidence Based Practice,Teacher Role,Test Wiseness,Urban Schools,Barriers,Graduation,Equal Education

In a nationwide effort to create standardized performance criteria, there has been an emphasis on testing data as the strict measurement of teacher and student success or failure (Volante &amp; Sonia, 2010). These testing accountability systems, developed under No Child Left Behind (2001), were based on assumptions that high-stakes assessments modeled on state standards would lead to improved academic performance and increased graduation rates. However, the authors of this commentary maintain that the emphasis on high stakes testing is not supported by evidence as state-by-state accountability reports have noted negligible change in achievement and graduation rates in states requiring high-stakes testing for graduation (Volante &amp; Sonia, 2010). They contend that the emphasis on testing has forced teachers to narrow the curriculum to test-taking strategies in core subject areas while simultaneously deemphasizing the arts and other enriching subjects (e.g., Barlow, 2003) that can promote &quot;student engagement,&quot; defined as a connection to school in affective, cognitive, and behavioral domains (Finn, 1989). The authors argue that student engagement is potentially stifled in the current education model that emphasizes high-stakes testing and accountability systems in urban schools. As decreased student engagement is related to a decreased likelihood of graduation and consequently severely limited postsecondary education and employment opportunities (National Research Council, 2004). They suggest that facilitating student engagement in high-stakes environments may be key to improving student outcomes and the importance of considering student voice, and championing student creation and collaboration.
The Swedes and Their History
Author: Olofsson, Hans
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,European History,Adults,Nationalism,Cultural Influences,Educational History,Democracy,Comparative Analysis,Peace,War,Early Adolescents

The aim of this article is to analyse adolescents' views of Swedish history. A small number of adults were also included in the study. The analysis shows that, regardless of the age of the informants, Sweden is portrayed as an exception from the world through its legacy of a long peace (in spite of a war-torn distant history) and through its enjoyment of progress, democracy and prosperity. We interpret this as a result of a history culture in which schools as well as other institutions produce a common, conflict-free history, which may be challenged in an emerging neonationalist era.
Why National Narratives Are Perpetuated: A Literature Review on New Insights from History Textbook Research
Author: Grever, Maria
Date: 2017-07-00
Type: Journal Articles
Subjects: Literature Reviews,History Instruction,Textbook Research,Educational Resources,Holistic Approach,Historical Interpretation,Barriers,Trend Analysis,Narration,Foreign Policy,Textbook Content,Relevance (Education)

National narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history education, albeit in ways that differ from how the topic was used fifty years ago, it is important to gain a greater understanding of the underlying structures and mechanisms of these narratives in history textbooks. After outlining the historical interconnectedness of the emerging nation states and history teaching, this review article explains the complexity of the history textbook as an educational resource. Next, we identify some current problems and challenges in history textbook research. We continue by discussing promising research trends related mainly to national narratives, such as the analysis of images, the use of digital tools, and studies of the autonomy of textbook narratives and of history textbooks in relation to other media. Another recent reorientation is textbook research that uses a &quot;holistic approach.&quot; By this we mean studies that examine the history textbook as a whole: composition, periodization, visual intertextuality and chapters that do not at first glance appear to focus on national history. These studies offer new insights and explanations for the perpetuation of national narratives in history textbooks.
Student Achievement Outcomes of Immigrants and English Language Learners in an Urban Classroom: A Case Study of Great Strides and Hope
Author: Adams, Benedict Lazarus
Date: 2017-00-00
Type: Journal Articles
Subjects: English Language Learners,Immigrants,Outcomes of Education,Academic Achievement,Interviews,Focus Groups,Writing Assignments,Transcripts (Written Records),High School Students,Teacher Role,Teaching Styles,Case Studies,Educational Strategies,Educational Practices,Teaching Methods,Observation

This study entailed understanding how urban teachers supported a population of immigrant students (from non-English speaking countries) and English Language Leaners (ELLs) as well as how teachers made sense of and carried out instruction for this group of students in an urban classroom. The author's ultimate goal as a teacher educator was to translate what he had learned from this study into principles and practices to be shared with new teachers. After several setbacks related to finding a suitable site, the author received permission to conduct the research in an urban high school within five miles of a large Midwestern state capitol. The population in this school district was dense and homogenous, with huge housing and other socio-economic disparities between the rich and poor. Data for this study was collected via classroom interactions, interviews, focus groups, field notes, informal conversations, and numerous student artifacts such as written assignments, presentations, student work, and grades. The author identified this commentary as a case study of great strides and hope because the findings shed light on how scholars and practitioners can find a means toward more equitable outcomes for ELLs and immigrants. The results imply that teacher educators could be better equipped to provide new urban teachers with appropriate tools, skills, and best practices for supporting immigrants and ELLs in their unique learning challenges in order to function in the American social, economic, and political environment. The author aruges that concurring with Clarkson (2009) the issue of effective urban teacher preparations (UTPs) cannot be underestimated.
Integrating Comparative Research on Global Instructional Practices in Pre-Service Early Childhood Education Science Course Instruction
Author: Medlin, Dorene
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teaching Methods,Global Approach,Early Childhood Education,Science Education,Educational Practices,Planning,Cultural Differences,Student Diversity,Cultural Awareness,Foreign Countries,Qualitative Research,Group Discussion,Curriculum Design,Interviews

The purpose of this study was to determine the impact of internationalizing a curricular component of the class on preservice teachers. By realigning course objectives and including a content specific Albany State University internationalization initiative framework, the project evaluated the impact on preservice teacher knowledge of culturally relevant pedagogy. The early childhood education candidates, eligible for degrees in Early Childhood Education, researched educational practices on an international level and applied specific practices to instructional planning and delivery. The research question was: How do early childhood instructional practices in other countries align to early childhood instruction in Albany, Georgia?
A Global Integration: Internationalizing a Public Speaking Course
Author: Lyons, Florence A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Public Speaking,Fundamental Concepts,Introductory Courses,Study Abroad,Global Education,Student Satisfaction,Teacher Attitudes,Course Evaluation,College Students,Place Based Education,Teaching Methods,Instructional Effectiveness

Institutions of higher education around the world have responded to the challenge of globalization by internationalizing their curricula. Incorporating elements of cross-cultural examination to a freshman Fundamentals of Public Speaking class proved to be an important first step toward globalization for this speech professor. In the class, students were placed in groups of 5 or 6, and each group selected a theme regarding study abroad and places abroad. Each group member examined an aspect of the group's selected theme in a 2-3-minute speech. The act of integrating a global component into the Fundamentals of Public Speaking course broadened the students' knowledge concerning a country and its cultures as well as encouraged them to participate in the university's study abroad program. Through this process, important course goals can be reached while infusing an internationalization component. Both professors and students benefit without an excessive amount of extra work on the part of students or professors.
Internationalizing Courses: A Faculty Development Process
Author: Osakwe, Nneka Nora
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Faculty Development,College Faculty,Curriculum Development,Global Approach,Higher Education,Program Development,Workshops,Conferences (Gatherings),Journal Articles

A core strategy for campus internationalization lies with well-trained faculty who can embody international and intercultural learning into their courses. Because over 90% of US students do not study abroad, the urgency to internationalize courses is even greater now than ever. Few research publications focus on course internationalization process and practical pedagogy for achieving success for students' international and intercultural learning, especially in minority serving institutions. This article describes the process and outcome of a course-internationalization project at Albany State University, Georgia. The purpose of the project was to develop the skills, knowledge and professional competencies of faculty to impact students' international and intercultural perspectives. The professional development process involves a five-phase model that culminates in the publication of outcomes by faculty members who implemented the course internationalization project funded by Title III. The process, outcomes, and challenges discussed in this article will guide other institutions who plan to engage in similar projects.
&quot;I Was Born in the Reign …&quot;: Historical Orientation in Ugandan Students&apos; National Narratives
Author: Holmberg, Ulrik
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,World History,War,Political Issues,Knowledge Level,Secondary School Students,Writing Assignments,Geographic Regions,Value Judgment,History Instruction,Foreign Policy,Personal Narratives

In 2012, Uganda celebrated 50 years as an independent state following more than half a century under colonial rule. Since independence, Uganda has experienced a period of political turmoil and civil war within its constructed colonial borders. Given these historical experiences, what do students find important about their nation's history and what history do they relate to when asked to explain their contemporary society and envisage possible futures? This article argues that Ugandan students' historical orientation is informed by and dependent on these students' local contexts. Furthermore, those students adopting a retrospective approach to history, compared with those applying a prospective approach, made more sophisticated judgements about the past. The study on which this article is based explores 219 narratives written by 73 Ugandan upper secondary students. The narratives were elicited through written responses to three assignments and were designed to capture different approaches to history, specifically &quot;prospective&quot; and &quot;retrospective&quot; approaches. Participants originated from two distinct regions: central and northern Uganda. The empirical results show how different approaches to history influence the students' narratives. For instance, value judgements about past developments were more common among students applying a retrospective approach. Students from northern Uganda were generally more inclined to tell a story of decline.
Flemish Students&apos; Historical Reference Knowledge and Narratives of the Belgian National Past at the End of Secondary Education
Author: Van Havere, Timo
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,European History,History Instruction,Secondary Education,Undergraduate Students,Essays,Writing Assignments,Political Issues,Popular Culture,Knowledge Level,Misconceptions

Since the early nineteenth century, western governments have expected history education to play a vital role in the formation of a national identity and the pursuit of national cohesion, by fostering shared knowledge and a shared (master)narrative of the national past. This article reports on a qualitative study that examines which narratives young adults construct about their national past, to what extent those narratives are underpinned by existing narrative templates, whether they reflect on the fact that the national past can be narrated in different ways, and to what extent they share a common reference knowledge. The study addresses the Flemish region of Belgium, a case characterized by a specific context of a nation state in decline, wherein diverse and often conflicting historical narratives coexist in popular historical culture and where the national past is almost absent from history education. A total of 107 first-year undergraduate history students were asked to write an essay on how they saw the national past. The influence of both history education and popular historical culture was reflected in the reference knowledge as well as in the (absence of) templates that students used to build their essays. Templates were not critically deconstructed, although some students nevertheless were able to discern and criticize existing &quot;myths&quot; in the national past.
Tracing Academic Literacies across Contemporary Literacy Sponsorscapes: Mobilities, Ideologies, Identities, and Technologies
Author: Wargo, Jon M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Academic Discourse,Literacy Education,Literacy,Sociolinguistics,Writing Instruction,Case Studies,Foreign Countries,Technology,Ethnography,Longitudinal Studies,High School Students,College Students

Locating itself broadly within the &quot;sociolinguistics of mobility&quot; (Blommaert, 2014) and taking heed of Stornaiuolo and Hall's (2014) call to &quot;trace resonance&quot; in writing and literacies research, this article works to trace academic literacies across the emerging &quot;literacy sponsorscapes&quot; (Wargo, 2016a) of contemporary culture. Despite its variance and recent resurgence (Lillis and Scott, 2007), academic literacies continues to be reduced to: (1) an instrumentalist and pragmatic pedagogy, and (2) the ability to navigate academic conventions and practices of higher education (Lea and Street, 1998), in particular the writing classroom (Castelló and Donahue, 2012). This centred focus, however, is limiting, and silences the more innocuous and less tangible sponsors of academic literacies: &quot;mobilities,&quot; &quot;ideologies,&quot; &quot;identities,&quot; and &quot;technologies.&quot; Set against the backdrop of globalization, and grounded in two case studies, this article considers how academic literacies are not an &quot;and&quot; but an &quot;elsewhere&quot;, thereby emphasizing the importance of sociolinguistic space in academic literacy development. In it, we chart new directions for scholarship and underscore how ideologies shift with mobilities (Pennycook, 2008; Pennycook, 2012), are indexed by identities (De Costa and Norton, 2016; Hawkins, 2005), and extend through technologies (Lam, 2009; Rymes, 2012). By outlining a &quot;literacy sponsorscapes&quot; framework for studying academic literacies, this article highlights the purchasing power of seeing academic literacies not solely as a field or set of practices, but rather as a locating mechanism for studying a range of hybridized repertoires that are shaped and constituted by the physical and social spaces that contemporary youth inhabit.
Mobility and Academic Literacies: An Epistolary Conversation
Author: Blommaert, Jan
Date: 2017-03-00
Type: Journal Articles
Subjects: Literacy,Learning Processes,Discourse Analysis,Technology Uses in Education,Handheld Devices,Information Transfer,Electronic Learning,Applied Linguistics,Academic Discourse,Sociolinguistics

This article explores the implications of a mobilities perspective for the conceptualization, teaching, and study of academic literacies. Mobility has come to serve as a catalyst for rethinking scholarly work in a variety of fields--most provocatively, the assumed stability as well as uniformity of what is studied and the location and products of acts and actors of study. The concept of academic literacies aligns with a mobilities perspective in its challenge to a still-dominant conception of &quot;literacy&quot; as singular, universal, uniform, and stable. However, in recognition that any attempt to define mobility, academic literacies, or &quot;mobility and academic literacies&quot; may itself be antithetical to the inherent mobility of all concepts, including &quot;mobility&quot; and &quot;academic literacies,&quot; this exploration takes the form of an epistolary conversation whose movement--its turns, eddies, currents--may illustrate both the potential directions and navigational challenges of taking a mobilities perspective on academic literacies.
Tracing Interacting Literacy Practices in Master&apos;s Dissertation Writing
Author: Kaufhold, Kathrin
Date: 2017-03-00
Type: Journal Articles
Subjects: Graduate Students,Masters Theses,Writing (Composition),Literacy,Case Studies,Writing Processes,Content Analysis,Research Universities,Foreign Countries,Business Administration Education,Time Management,Self Management,Entrepreneurship,Mentors,Supervisor Supervisee Relationship,Ethnography,Interviews,Observation

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.