ethanporcaro/eric-fulltext-meta huggingface dataset:
The Language Development of the Language Teachers in In-Service System
Author: Tsybaneva, Valentina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Language Acquisition,Inservice Teacher Education,English Teachers,Second Language Learning,English (Second Language),Skill Development,Language Proficiency,Curriculum Design,Language Tests,Diagnostic Tests,Needs Assessment,Cognitive Style

Working for the chair of the foreign language and methodology in Volgograd State Academy of Advanced Training and Retraining of Education Workers for about 4 years, the author has noticed that on the one hand, teachers of English have a reluctance to speak English in front of their colleagues (peers) while harboring an unwillingness to have any lessons for development of their linguistic competence. On the other hand, they are isolated while back at school and have little to no time, to work on improving their English. Despite the increase in number of courses aimed at the professional development of teachers of English, there remains a lack of availability of the ones designed for teachers' language development. Not only does the administration of the state schools feel that their employees will benefit more from courses with a goal of language development, but, teachers themselves realise the advantages of such courses. The main idea of this article then is to focus on the specially-designed course in In-Service Teacher-Training Academy that helps language teachers to advance their proficiency in English. [For the complete Volume 12 proceedings, see ED597979.]
Mexican Teachers&apos; Training Experiences, Perceived Needs and Interest in Inquiry-Based Teaching
Author: Roux, Ruth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inquiry,Teaching Methods,Secondary Education,Teacher Attitudes,Secondary School Teachers,Language Teachers,English (Second Language),Teacher Education,Faculty Development,Lesson Plans,Technology Uses in Education,Student Needs,Knowledge Level

The effective implementation of any educational reform is largely dependent on teachers' preparation. In the case of the National English Program in Basic Education (NEPBE), implemented in secondary schools in Mexico by the Secretariat of Public Education in 2009, teacher preparation strategies have been designed by both public and private higher education institutions throughout the country. Most strategies have been designed from the perspective of teacher educators and based on administration needs. Little attention has been given to the views, needs, and interests of teachers. Teachers are required to know how to analyze their learners' needs. However, no attempt is made to understand the teachers' perspectives on their own learning needs. This paper presents the results of a survey that examined the training experiences, perceived training needs, and interest in classroom research of 297 English language teachers of secondary school in northeast Mexico. Results indicated training experiences of teachers were limited to standalone courses. Other training strategies such as mentoring, peer observation, conferences, networking and conducting research, were not common among the teachers. Taking courses and conducting classroom studies were considered as training activities that have a high impact on teaching performance. Contents that were thought that would strengthen their teacher were related to: lesson planning; use of technology; the pedagogical approach of the NEPBE; and knowledge on how to identify students' needs. Little more than half of the participants considered that knowing how to identify and satisfy students' needs was most important for teaching English. A high percentage of teachers reported disposition to learn about inquiry based teaching. These results are the base on which a carefully-planned teacher training program should be designed. [For the complete Volume 12 proceedings, see ED597979.]
Mitigating Circumstances in Higher Education
Author: Achinewhu-Nworgu, Elizabeth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Academic Achievement,Barriers,Civil Rights,Educational Policy,Student Rights,Student School Relationship,Student Problems,School Policy,Universities

This paper explores the extenuating circumstances that have a direct impact on Higher Education students' academic progress. It looks at the rules and regulations of two Higher Education Institutions in the UK to determine whether they are in line with basic human rights policies. It also seeks to find out how students' educational progress has been affected by mitigating circumstances. The paper utilises case studies of students who have experienced difficult circumstances over which they had no control, and have therefore had extended interruptive periods in their education, which adversely affected their education progress. The paper also reviews the rules and regulations of the two institutions concerned. The findings from the analysis of the case studies and the two institutions' rules and regulations show that mitigating circumstances do have some negative impact on students' academic progress. The findings also show that educational institutions need to pay closer attention to basic human rights principles in helping students to progress. [For the complete Volume 12 proceedings, see ED597979.]
Pedagogical Training and Culture for Global Citizenship: Reflections for Its Creation
Author: García, Amelia Molina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Citizenship Education,Values Education,Global Approach,Foreign Countries,Elementary Schools,Secondary Schools,Democracy,Citizenship Responsibility,School Role

I would like to share some reflections concerning the results of several investigations in the field of training of values, citizenship, basic education (primary and secondary school), at national and international contexts. First, I shall present the context in which those researches took place, then I will go to some of the results and in my conclusion I will show the proposals for the construction of global citizenship. [For the complete Volume 12 proceedings, see ED597979.]
Historical Thinking in Difficult Times
Author: Dull, Laura J.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Privatization,Caring,Unions,Teachers,Educational Finance,Public Education,Educational Change,History Instruction,Global Approach,Teaching Methods,Historians,Cooperation,Instructional Innovation,Preservice Teachers,Performance Based Assessment,Educational Policy,Disadvantaged,Social Justice,Elementary Secondary Education,Persuasive Discourse,Common Core State Standards

Efforts to privatize education, eliminate teachers' unions, reduce spending on public education, and quantify student performance have demoralized teachers in the USA, and educators struggle to keep up with the many changes while still effectively teaching and caring for their students. Within these reforms, however, there is support for history education that prepares students to be globally competent citizens. This paper describes an innovative collaboration among teachers and historians and how it led to historical thinking promoted by common core and edTPA policies. In particular, the most marginalized students made powerful connections with the material, illustrating that education for social justice is still possible in these difficult times. [For the complete Volume 12 proceedings, see ED597979.]
Implications for the Development of the Individual through Teacher Training in Environments Where There Are Universal Processes of Development, Mediated by Virtual Interactions
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Computer Uses in Education,Higher Education,Distance Education,Teacher Education,Educational Change

The substantive question of this study is how to develop teachers, and for what, without falling into traditional patterns of behavior, but also without losing one's sense of direction and producing a kind of informational bulimia, where knowledge is regurgitated and undigested. The transmission of information, confronts current training processes with the challenge of building signs and symbols when signals are no longer controlled by the traditional pedagogic devices, using the blackboard, the classroom and the teacher's body, but by information technology and communication, including screens, smart phones, audio devices and electromagnetic waves. The engagement with elements outside the school, whether hunger, technology, or a combination of both, or other factors, requires that the school no longer look inwards and consider itself in isolation, creating the production of subjectivities by the discipline and control classes, legitimized by means of information and communication technologies. [For the complete Volume 12 proceedings, see ED597979.]
Reflective Ability as a Core Competence of Future Teachers
Author: Christof, Eveline
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Competencies,Preservice Teachers,Teacher Education,Foreign Countries,Professionalism,Reflection,Classroom Techniques

This paper focuses on the exploration of the development of reflective ability as a core competence of prospective teachers. How can reflection and discourse competence be developed by teacher students during their teacher education studies? Currently a method that is experimentally applied in the field of teacher education at the University of Innsbruck is being designed as a module for teacher education to stimulate students' reflective competence. By using the method of the Pedagogical Reflective Interview (Christof, 2009) processes of teacher students reflecting on pedagogical crisis situations can be explored. The aim is to develop a new module for teacher education in order to continue the professionalization of the teacher education studies. A new model of teacher professionalism favors teachers as reflective practitioners (Schön, 1991; Moore, 2007) Reflection and discourse ability is therefore one of the core competences of the teaching profession. The reflection of one's own educational action serves to develop a professional teaching self. This refers to a professional teaching self with the important ability to reflect continuously at the moment of educational action and in retrospect. Teacher students learn to apply the method of the pedagogical reflective interview (Christof, 2009) and also gain experiences as interviewees as they are researchers and respondents at the same time. An example shows how to apply this method in the field of teacher education. [For the complete Volume 12 proceedings, see ED597979.]
Resilient Competencies in the Comprehensive Educational Training for Engineering Students
Author: Corona, Lilia Benítez
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Resilience (Psychology),Engineering Education,Competency Based Education,Personality Traits,College Students,Young Adults,Risk,Trauma,Experience,Problem Solving,Reflection

This paper presents part of the research results: &quot;The development of resilient competencies through protective factors and risk in engineering students&quot;. Resilience is considered as a process, a becoming human that inscribes its development in an environment and writes its story in a culture (Jaramillo, 2004: 231). So Vanistendael (2006) identifies resilience as the competence to facing problems and to emerge stronger. The methodology used in the study was of mixed cut, significant results were rescued to find elements such as: Recognition, sense of life and positive interaction that impact on the comprehensive educational training of engineering student facing continuous changes caused by globalization. [For the complete Volume 12 proceedings, see ED597979.]
Political Formation of Citizenship in Young People from High School Level: A Comparative Study between Mexico and Germany
Author: Munguía Godínez, Isabel Guadalupe
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Cross Cultural Studies,Foreign Countries,Civics,Student Attitudes,Citizen Participation,Political Attitudes,Ethics,Social Values,Student Participation,Student Organizations,Comparative Education,Voting,Team Sports

This chapter presents an analysis on civic values in the Mexican and German youth population (high school education students), considering the set of capabilities and civic dispositions that mobilize young people of both countries, and which together reflect the calls &quot;civic virtues&quot;, with the purpose of knowing what characterizes the political formation of the youth citizenship in Mexico and Germany. The study is from a comparative perspective, which takes as its main methodological reference the classic text of George F. Bereday (1968) &quot;El método comparativo en pedagogía,&quot; displaying in this text the level prior to the comparison called &quot;juxtaposition,&quot; which is the simultaneous examination of various civic virtues among both populations. [For the complete Volume 12 proceedings, see ED597979.]
Peer Support: The Traits and Perceptions of Open Distance Learning (ODL) Students
Author: Segoe, Bobo
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Open Education,Peer Relationship,Foreign Countries,Teacher Education,Student Attitudes,Telecommunications,Computer Mediated Communication,Undergraduate Students,Synchronous Communication,Cooperative Learning

ODL is characterised by a more diverse range of practices than ever before. Some of the traditional print and correspondence models are still viable and in use, while alternative means of student support systems, such as peer support, have also been developed. The use of peer support as an integral part of distance taught courses raises interesting challenges to our thinking about design and student support. The design of peer support activities is integral to both student support and course content with new possibilities for ODL as a result. In this study, the researcher asserts that all aspects of peer support activities in an ODL institution should be encouraged in the sense of fostering high quality learning. With the advent of time, it is becoming clear that distance education (DE) students require much more than distance tuition and learning materials. In spite of the high quality of learning materials, most distance students generally seem to need more human support at some stage during their academic pursuit. [For the complete Volume 12 proceedings, see ED597979.]
Rethinking the Mission of Universities in View of Nationalist Revivals. Policy Brief. Number 10
Author: Noorda, Sijbolt
Date: 2017-07-00
Type: Opinion Papers
Subjects: Institutional Mission,Universities,Nationalism,College Role,Politics of Education,Reputation,Quality Assurance

Over decades the collaborative mode and an especially keen sense for the benefits of international cooperation have driven the agenda of individual universities and national higher education systems alike. With the motto &quot;internationalization in times of globalization,&quot; a range of positive connotations have entered university policies. Some observers however, see the present nationalist revival as the end of an era and predict that the theatre of the internationalizing university world will move away from North America and Europe to Asia, Africa and Latin America. The author makes the argument that nationalist policies are clearly the most visible expression of the new rule in the US and parts of Europe, however it should not be forgotten that this new rule enjoys strong support by the electorate. It clearly echoes disillusion and a sense of being left behind that reside with many. Others may have prospered in times of globalization, open economies and open borders. Many have seen no benefits and feel threatened. To them it is about time for a change, a new rule that will honour and protect the people that have been left out of the equation. This is where the nationalist revival links up with populist concepts and campaigns. Although pure and unadulterated populism is a much more sporadic phenomenon than popular opinion has it, many of its traits have become quite common and fashionable. The traditional narrative about higher education (widening access opens up a bright future both for the individual and for the community) has already lost much of its strength in view of inequalities in the labour market and fragmentation in society. The promise of a good job after graduation isn't true for all. The author of this policy brief suggests that a deeper rethinking of the mission of universities is called for in a time when fears of loss of major funding options and loss of market power are understandable. The question is raised: In the wake of all this, shouldn't universities seriously re-consider their research agendas and seek to re-balance them and re-frame their mission in teaching and learning? The author concludes by saying that new-style nationalist policies with their populist flavors are no doubt posing serious threats to higher education and research systems, menaces that shouldn't be underestimated and against which a vigorous defense is called for. At the same time, these new policies sound wake-up calls and offer compelling reasons for universities to rethink the social contract underlying higher education, the values driving individual institutions and the priorities of their agendas. This new social contract, with its renewed values and priorities, should inspire a new approach to quality assurance.
Closing the Equity Gap in Educational Attainment for Latinos
Author: Excelencia in Education
Date: 2017-00-00
Type: Reports - Research
Subjects: Achievement Gap,Educational Attainment,Hispanic American Students,College Students,Enrollment Rate,Academic Degrees,Graduation Rate

&quot;Excelencia&quot; in Education is a trusted information source on the status of Latino educational achievement, a major resource for influencing policy at the institutional, state, and national levels, and a widely recognized advocate for expanding evidence-based practices to accelerate Latino student success in higher education. The goal of &quot;Excellencia is accelerating Latino college completion to close equity gaps in degree attainment while increasing college completion for all. The nation can increase degree attainment for all, but closing the gap between Latinos and other groups requires an intentional and tactical strategy to accelerate Latinos' attainment. Excelencia in Education is tracking four measures of equity gaps to inform action: Latinos' growth in: (1) enrollment; (2) attainment; and Latinos' progress in: (3) graduation rates; and (4) completion rates. This analysis provides data tables to show the following: (1) While college &quot;enrollment&quot; overall has decreased, Latino enrollment has increased significantly over the past 6 years; (2) Latinos' degree &quot;attainment&quot; has grown significantly while overall degree attainment has increased more slowly over the past 6 years; (3) &quot;Graduation rates&quot; increased equally for White and Latino students over 10 years; therefore, the gap in educational attainment remained the same; and (4) Latino students' completion rates are higher than graduation rates and include more students, but still need to increase in order to close the gap in completion rates with others overall.
Effectiveness of Educational Development on the Basis of Intellectualization of Managerial Potential
Author: Nikolaevskaya, Olga
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Development,Higher Education,Systems Approach,Educational Administration,Intellectual Development,Educational Quality,Outcomes of Education,Management Development

The paper considers the modern higher education system that forms the intellectual potential of the nation. It is shown that the most promising way is to develop creating, searching and navigating thinking. It is concluded that it is these aspects that allow applying a systemic approach to the development of the managerial potential. [For the complete Volume 12 proceedings, see ED597979.]
Intellectualization of Education as a Priority of the State Development
Author: Blinov, Andrey
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Development,Public Policy,Foreign Countries,Social Change

The paper considers particulars of intellectualization of education as one of the state's important tasks. Basic features of the given process at the current stage of the development are highlighted. Ways of enhancing the participants' interest in education are proposed and the relating conclusions are made. Recommendations for carrying out an effective state policy in the development of education are given. [For the complete Volume 12 proceedings, see ED597979.]
Legislative History of Adult Education in the USA
Author: Chugai, Oksana
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Educational Legislation,Federal Legislation,Educational History,United States History,Educational Policy,Job Skills,Vocational Education,Land Grant Universities,Extension Education,Agricultural Education,Federal Programs,Poverty Programs,Higher Education,Elementary Secondary Education

In the article the involvement of Federal government into adult education is analyzed; the nature and extent of legislative measures taken in order to improve the quality of adult education in the USA is investigated. [For the complete Volume 12 proceedings, see ED597979.]
Higher Education in Puerto Rico
Author: Excelencia in Education
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Trends,Enrollment Rate,Educational Attainment,Educational Finance,Demography,Private Colleges,Public Colleges,Hispanic Americans,College Students,Teacher Student Ratio,Labor Force,Unskilled Workers

Hurricane Maria hit Puerto Rico, a U.S. commonwealth, almost two years ago (September 2017) and most educational institutions were severely impacted. Many are still recovering. As those on the island look to rebuild, it is important potential allies on the mainland are more aware of the enrollment and completion, funding patterns, and future challenges of higher education in Puerto Rico.