ethanporcaro/eric-fulltext-meta huggingface dataset:
Lento or Presto? Subnational Government Capacities and the Pace of Implementation of Contentious Policies
Author: Rojas, Javier
Date: 2021-08-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Educational Policy,Government Role,Educational Quality,Human Resources,Educational Finance,Educational Change,Educational History,Politics of Education,Barriers,Federal Government,State Government,Performance Based Assessment,Unions,Power Structure,Government Employees,Taxes,Resource Allocation,Budgets,Police

Mexico's implementation of mandatory teacher assessments in 2013 was part of a group of federal reforms aimed at enhancing the quality of state-run education. The reforms elicited strong opposition from key stakeholders. Building on the idea that policy capacities are the set of capabilities necessary to perform policy functions, we examine the effect of subnational government capacities on the pace of implementation of the mandatory teacher assessment in Mexico, a country with one of the most powerful teachers' unions in the world. After conducting statistical analyses based on panel data encompassing information on subnational government capacities from 2015 to 2017, we find that while subnational governments' human resources and fiscal capacities are associated with higher proportions of evaluated teachers, repressive capacities do not seem relevant for this purpose. Our research offers valuable lessons for policy makers in terms of recognizing adequate resource allocation and predicting the speed of policy implementation, even in contexts of significant opposition.
Opportunities, Challenges, Tools and Helpful Relations. Development of a Model of How to Foster Reflections in Higher Education
Author: Scholkmann, Antonia
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Reflection,Higher Education,Learning Activities,Problem Based Learning,Foreign Countries,College Students,Barriers,Competence

This paper presents a model which can be used to help teachers to design pedagogical opportunities for meaningful reflections in higher education. Within the PBL Future initiative of Aalborg University, we worked with a group of students from different study programmes and levels. In a three-semester long process these students engaged in a series of reflective activities aimed at helping them become more aware of their professional competence developments. In an iterative process we analysed their reactions to and interactions with a set of given reflective tasks (both face-to-face and online), and with the research team. We summarise our insights into the complex dynamics of reflective processes in a model which conceptualises reflections as taking place as interplay between opportunities, challenges, tools and helpful relations, and with inspiration from the outside world.
(Re)Writing the Middle East: Tension, Engagement, and Rhetorical Translanguaging
Author: Moghabghab, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Writing Research,Educational History,Arabs,Rhetoric,Writing (Composition),Discourse Communities,Ideology,Culture Conflict,Scholarship

The countries that make up the Middle East have intersecting though distinct and internally complex historical, economic, and linguistic histories. Disparate colonial histories and postcolonial legacies, the religious and socio-political positioning of Arabic as a regional language, and the influences of globalization and translanguaging create nuanced and multilayered multilingualisms that challenge any articulation of overarching models and methods for the teaching and research of writing in the region. At the same time, the Middle East is currently in the throes of economic and political unrest combined with violence and interspersed war in several countries; tensions that have marked the region for many years and are often reflected in the work of the region's writing teachers and scholars. In this ecology, the writing classroom and the discipline of rhetoric and composition become potential discursive spaces where these tensions are played out and encountered critically. As teachers and researchers of writing adapt their rhetoric and practices to create discourse communities using critical language pedagogies and postdigital rhetorics, they engage with the past and present ideological, cultural, economic, and political tensions of the region. Taking the larger tensions and characteristics of the region into consideration, writing scholarship in the Middle East complicates assumptions and renegotiates Western paradigms as it revisits, encounters, and engages complex colonial and linguistic histories and political and socio-cultural realities.
The Power of Problem Based Learning beyond Its Didactic Attributes
Author: Simboeck, Elisabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,COVID-19,Pandemics,Blended Learning,Conventional Instruction,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Foreign Countries,Biological Sciences,Science Instruction,College Science,Science Laboratories,Program Implementation,College Students,College Faculty

Hybrid courses with a focus on practice-orientated education and self-guided learning phases are on the rise on the higher education sector. Disciplines in Life Sciences implicate a high degree of practical laboratory expertise. The University of Applied Sciences (UAS) in Vienna, Austria, has thus been endeavoured offering students a high qualitative education integrating hybrid courses based on PBL principles, which consist of on-site (including the transmission of necessary background and practical laboratory training) and off-site (including self-study phases) sessions. As practical laboratory units are central in those courses, the restrictive measures, including the transition to a complete online teaching format due to the first COVID-19-pandemic lock-down, had severe effects on the implementation and the quality of the curriculum. According to surveys made specifically to address this problematic situation, it can be concluded that on-site practical units are fundamental for certain disciplines such as Life Sciences.
Writing Instruction and Writing Research in Denmark
Author: Kabel, Kristine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Writing Research,Content Area Writing,Elementary Secondary Education,Educational Trends,Language Arts

In Denmark, the educational context for children's first encounter with formal writing instruction is compulsory school, in Danish termed &quot;grundskolen&quot; (&quot;foundational school&quot;), which is mandatory and comprises the first ten years of schooling (students aged 6-15). Hereafter, students shift to vocational or general upper secondary school in new institutional settings, with the majority of students (80 percent) choosing general upper secondary school (students aged 16-18). In recent years there has been an increased awareness among teachers and teacher educators of the need for supporting students' subject-specific writing within the entire range of K-12 school subjects. Actually, in neighboring Norway, it has been a prerequisite since 2006 that each school subject considers writing as one of five basic competences, a development also supported by developmental and research projects on how each school subject may support students' writing (e.g. Berge et al.). In the Danish educational system, similar attention has not--as of yet--been paid to subject-specific writing -- despite the growing awareness of its importance
Educators&apos; Perspectives on Factors Impacting STEM Achievement in Rural Indigenous Student-Serving Schools
Author: De Mars, AnnMaria
Date: 2022-02-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Rural Schools,Indigenous Populations,Teacher Attitudes,Holistic Approach,Culturally Relevant Education,Teacher Qualifications,Curriculum,Instruction,Educational Technology,Financial Support,At Risk Students,American Indian Students,Elementary Secondary Education

This study addressed the question, &quot;What factors do experts perceive as impacting STEM achievement of students in rural schools with predominantly Indigenous students?&quot; A thematic analysis of interviews with 40 educators with a depth of experience identified six major themes: holistic STEM education, inclusion of local culture in STEM education, highly qualified staff, STEM curriculum and instruction, technology, and STEM funding. These themes were interrelated. Holistic education demanded more individualized curriculum and required more highly qualified staff who could adapt the curriculum and integrate technology with traditional knowledge, but these educators were harder to hire and retain due to low funding. It is emphasized that efforts to raise STEM achievement of Indigenous students attending rural schools should be embedded within consideration of the larger system, including the academic, emotional, and cultural experiences of students and financial, technological and human resources available.
Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West
Author: Anthony-Stevens, Vanessa
Date: 2022-02-00
Type: Journal Articles
Subjects: Indigenous Populations,Mentors,Minority Group Teachers,American Indians,Critical Theory,Race,Cultural Influences,Indigenous Knowledge,Teacher Education Programs,Culturally Relevant Education,Racial Bias,Social Justice,Social Influences,Geographic Regions,American Indian Students,Teacher Recruitment,Teacher Persistence,Rural Areas,Tribes,Elementary Secondary Education,Land Settlement

This article explores the power of Indigenous teacher mentorship as essential to address &quot;the change in point of view&quot; long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning--practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing.
Rethinking Equity and Justice in Rural Organizations: Implications for Policy and Practice
Author: Azano, Amy Price
Date: 2022-02-00
Type: Journal Articles
Subjects: Equal Education,Educational Change,Social Justice,Rural Areas,Guidance

In this policy brief, the authors describe the steps they took in a rural education organization to rethink equity and justice and create meaningful and sustainable change at a policy level. The authors begin by providing context about who they are as rural educators and scholars and how their positionalities and experiences informed their approach to engaging in equity and justice issues in rural spaces. The authors then introduce questions that informed their work over the past 18 months; how they responded to these questions in their organization; and offer policy and practice implications for other rural-facing organizations and institutions.
Race, Repair, and Youth Participatory Action Research in One Rural School
Author: Thompson, Carol
Date: 2022-02-00
Type: Journal Articles
Subjects: Rural Schools,Racial Relations,Youth Programs,Participatory Research,Action Research,Best Practices,Interaction,Program Effectiveness,Teacher Role,Student Role,Student Research,Student Leadership,Racial Bias,Racial Discrimination,School Culture,Elementary Secondary Education,Teacher Attitudes,Student Attitudes

This qualitative study examines the progress of a rural New Jersey school in addressing longstanding racial conflict after implementing a Youth Participatory Action Research project two years prior. Here we take up the thread as students continued to develop activities meant to increase awareness of ongoing issues, and as adults used professional development time to model best practices in managing racialized interactions. Eight teachers and staff not originally involved and nine students who had been directly involved were interviewed and a student focus group conducted. All participants agreed that progress had been made though issues around curriculum and discipline remained. Both the adults and the students engaged in considerable self-reflection about their roles. Adults reported the impact of hearing the students' voices on school practices, and students discussed how their roles as researchers and peer leaders had contributed to their standing as experts.
Moving into Critical Spaces: Making Meaning of One Rural Educator&apos;s Experiences Working with Latinx Immigrant Students
Author: Oudghiri, Stephanie
Date: 2022-02-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Attitudes,Immigrants,Hispanic American Students,Rural Schools,Critical Theory,Race,Aggression,Racial Bias,Caring,Elementary School Students,Undocumented Immigrants,Teacher Student Relationship

This research highlights the experiences of one rural educator in a Midwestern elementary school. Initially grounded in Swanson's middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, specifically undocumented Latinx students, through an ethic of care. As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces. Guided by Clandinin and Connelly's (2000) narrative form, through the description (telling) and reflection (retelling), the author makes meaning of racial biases, microaggressions, and the exclusion of undocumented Latinx students.
Promising Practices in African American Rural Education College Transitions and Postsecondary Experiences
Author: Crumb, Loni
Date: 2022-02-00
Type: Journal Articles
Subjects: African American Students,Rural Schools,Transitional Programs,Postsecondary Education,Secondary Education,College Readiness,Student Needs,Teacher Attitudes,Administrator Attitudes,Barriers,Intervention,African American Teachers

The purpose of this article is to provide an overview of the practices proposed by the contributing authors across multiple disciplines that may help to improve the educational and professional experiences of African Americans in rural spaces. The authors discuss promising practices in secondary and postsecondary education and conclude with critical perspectives from African American educators and educational leaders in rural spaces.
Just Southern: Navigating the Social Construction of a Rural Community in the Press for Educational Equity
Author: Sutherland, Daniella
Date: 2022-02-00
Type: Journal Articles
Subjects: Rural Schools,Rural Education,Geographic Regions,Equal Education,Place Based Education,Social Capital,School Districts,Educational Benefits,Racial Bias,Sense of Community

Rural communities in the Southern US are shaped by a legacy of racial oppression carried out through educational systems, in tandem with contemporary policies that perpetuate the marginalization of minoritized students. In this qualitative, revelatory case study, we examine the experiences of rural, southern school leaders who are tasked with ensuring educational equity. Using critical place-based leadership and bonding/bridging theory, we examine the social construction of belonging in a rural southern community, and the implications for equity-centered educational leadership. We find the community maintains tight-knit bonding capital that is rooted in land ownership and racial exclusion, which is conceptualized as southernness. Educational leaders who develop bridging capital were best positioned to shift community perceptions necessary to enact educational equity.
&quot;Does It Identify Me?&quot;: The Multiple Identities of College Students from Rural Areas
Author: Cain, Elise J.
Date: 2022-02-00
Type: Journal Articles
Subjects: Identification (Psychology),Rural Schools,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Sexual Orientation,Rural Areas,Student Attitudes,Student Experience,Place of Residence,Undergraduate Students,Social Bias,Racial Bias,Gender Bias

The understanding of identities is an important component to understanding students and their experiences in educational contexts, especially in postsecondary education. There is limited information about the identities of college students from rural areas because this student population is often neglected as a distinct group in higher education literature. This article details a study utilizing narrative inquiry to explore the identities of three college students who graduated from high schools in rural areas. The findings suggest that these students' races and ethnicities, genders and biological sexes, and sexual orientations were their salient social identities. Rurality was not a prominent identity, but their perceptions and experiences were shaped by their rural backgrounds. Rural students' places of origin and their multiple identities, therefore, should not be ignored within P-20 education.
A Decision Tree Approach to Predict the Online Information Search Performance of 8-13 Year Old Students in French-Speaking Belgium
Author: Kumps, Audrey
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Searching,Search Strategies,Information Retrieval,Information Literacy,Student Characteristics,Reading Skills,Computer Literacy,Gender Differences,Age Differences,Elementary School Students,Secondary School Students,Grade 3,Grade 4,Grade 5,Grade 6,Student Behavior

In French-speaking Belgium, one of the new tasks of the teacher will be to develop the informational skills of learners. Therefore, the main purpose of this research is to identify the variables that affect the performance of online information retrieval so that teachers can plan appropriate teaching activities. The statistical Classification and Regression Tree (CART) technique was used to characterize the activity of 260 students aged 8 to 13 according to their results in three search tasks. The results show that certain navigational strategies, as well as the different individual characteristics of the participants in our study, can be considered as key factors that modulate performance. The different findings from our analyses allow us to put forward concrete avenues for the mastery of this skill in an educational context.
Predictive of Perceived Learning: Academic Motivation and Attitudes to Mobile Learning
Author: Turan, Serhat
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Student Attitudes,College Students,Telecommunications,Handheld Devices,Computer Uses in Education,Athletic Coaches,Physical Education,Athletics,Recreation,Learning Motivation

In this research, it was aimed to determine the predictive power of academic motivation and attitudes towards mobile learning on perceived learning in sports science students. 416 (197 female+219 male) sports science students were included in the research, which was conducted in accordance with the correlational survey model. In the research, &quot;Perceived Learning Scale&quot;, Academic Motivation Scale&quot; &quot;Mobile Learning Attitude Scale&quot; and &quot;Personal Information Form&quot; were used as data collection tools. Data were analyzed with descriptive statistics, Pearson correlation and Regression analysis. When the findings of the study were examined, positive moderate and significant relationships were found between perceived learning and academic motivation in sports science students (p&lt;0.05), and positive low-level significant relationships were found with mobile learning (p&lt;0.05). In addition, it was determined that academic motivation and attitude towards mobile learning positively predicted learning (p&lt;0.05). As a result, if perceived learning is desired to increase in a positive way, this research has shown that academic motivation and mobile learning are important variables that can affect this.
Adaptation of Edwin Gordon&apos;s Primary and Intermediate Measures of Music Audiation Test to Turkish and Validity Reliability Study
Author: Esmergül, Pelin
Date: 2022-01-00
Type: Journal Articles
Subjects: Music Education,Test Validity,Foreign Countries,Ability,Skills,Elementary School Students,Kindergarten,Cognitive Processes,Listening Comprehension Tests,Receptive Language,Children,Early Adolescents,Age Differences,Music

Musical perception is a fundamental of music teaching. Even if it's considered as a field concerning institutions providing vocational musical education, it takes a part in every person's life even consciously or unconsciously. Issue of choosing or determining individuals who has the talent on music is mostly faced at aptitude tests. Musical perception tests which has been developed with the developed technology as an alternative to conventional methods in order to use the time and energy efficiently has a great value. This research aims the applicability of the Primary Measures of Music Audiation and Intermadiate Measures of Music Audiation tests in Turkey, which was developed by Edwin Gordon, after performing the validity and reliability. Thus, it aims to be an alternative to the tests used in Turkey for measuring the musical perception or musical talent. In line with this objective, applications were performed in two separate school and level which were Azmi Ertugrul Primary School and Turgut Özal Intermediate School. Applications were done in accordance with the original test and within a class hour. Each test is divided into two subtests such as tonal and rythm test, including 40 items. As a result, applicability of these tests in Turkey, after calculating KR-20 reliability coefficient, relationship against scores, material distinctiveness, material analysis, descriptive analysis, criterion validity and validity of these tests which have application examples in abroad, Primary Music Audition Test for 6-10 age group, Intermediate Music Audition Test for 11-14 age group were found to be successful in recognition of students who are talented or not and also the applicability of such in Turkey.