ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Teacher Education: Challenges and Ethical Dilemmas on an International Practicum
Author: Chan, Jenny
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Ethics,Developing Nations,Foreign Countries,Practicums,Nongovernmental Organizations,International Education,Partnerships in Education,Student Attitudes,Teaching Experience,Cultural Awareness,Program Descriptions

Interest is growing in the potential of international intercultural teaching practicums to connect students to international dimensions of education and to productively disturb the conceptions of teaching, diversity and culture that some pre-service teachers bring with them into their teaching. This paper reports on an international teaching practicum, wherein a cohort of pre-service students from Australia undertakes a three week practicum in schools and community-based settings in Johannesburg, South Africa. The practicum is part of an ongoing international project, which is now in its fourth year. It is supported by partnerships between universities in Australia and South Africa, and ongoing relationships with schools and NGOs in the host country. Using narrative-based inquiry methods, the authors inquire into the experiences of three cohorts of pre-service teachers who undertook the practicum from 2009-2011. They find that the pre-service teachers' experiences of this practicum in a developing country are usually positive, notwithstanding, or perhaps even because of, the ways in which the students have to grapple in deeply collegial ways with ethical dilemmas and other challenges.
Student Loan Default Literature Review
Author: McMillion, Robin
Date: 2004-12-22
Type: Information Analyses
Subjects: Student Loan Programs,Institutional Characteristics,Loan Default,Academic Achievement,Graduation Rate,Grade Point Average,Predictor Variables,Employment,Student Characteristics,Debt (Financial),College Students,Loan Repayment

Whereas many prior studies evaluated the association between borrower or institutional characteristics and default behavior, the general finding of most researchers today is that college success plays a bigger role in predicting who will default than either the background of the borrower or the type of institution attended. All else being equal, students who are successful in their studies tend to have lower default rates than those who are not. This is a hopeful finding in that loan repayment appears to hinge on factors that are at least partially under the control of the borrower, the school, or both. This literature review will cover research into the variety of factors which may play a role in defaults. A bibliography is included.
And, Out of Class Too: The Who, What, When, Where, Why, and How of Students Learning Together Outside of Class
Author: Jacobs, George M.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Cooperative Learning,Peer Relationship,Group Activities,College Students,Computer Mediated Communication,Synchronous Communication,Values,Skill Development,Educational Facilities,Heterogeneous Grouping

Students studying together inside their classrooms is widely advocated in the literature on teaching methodology. This paper provides a brief overview on the idea of students also studying together outside of class, either face-to-face or electronically. Such out of class student-student interaction offers many of the same benefits of in class collaboration. Teachers and students have for many years been organizing this student-student interaction, whether it is: organized by the educational institution, such as peer mentoring programs or special facilities; organized by teachers and instructors, such as in the case of group projects on which students are assigned to collaborate; or organized by the students themselves, for instance, two or more students who decide on their own to come together to study for an exam or to offer each other online feedback on their essay assignments. The paper's structure is based on answering the 5W and 1H questions about Out-of-Class Academic Collaboration, i.e., who, what, when, where, why, and how. Nineteen references are provided from practical, research, and theoretical works.
Linking between Learner Control and Self-Efficacy of Online Learners in a New Zealand Postgraduate Online Programme
Author: Taipjutorus, Widchaporn
Date: 2012-12-00
Type: Reports - Research
Subjects: Self Efficacy,Learner Controlled Instruction,Foreign Countries,Internet,Correlation,Graduate Students,Online Courses,Outcomes of Education

This paper describes a research-in-progress study on the link between &quot;learner control&quot; and &quot;self-efficacy&quot; of postgraduate students in an online programme at a New Zealand university. Even though students are familiar with computers and Internet usage, learning online may still pose a challenge, especially for inexperienced online learners. By enabling learners to control their own learning, their interactions increase along with their self-efficacy and a sense of belonging to the learning community, all of which contribute to better academic outcomes. However, few studies have looked at the link between &quot;self-efficacy&quot; of online learners and &quot;learner control&quot; in a real online setting. To do so, students in a postgraduate online programme embedded with &quot;learner control&quot; were selected as the sample group. The preliminary findings showed a positive relationship between these two variables, though not as strong as expected. Follow-up research is being undertaken with a larger sample group.
Profile of Minority-Serving Institutions in Texas: A Study of Historically Black Colleges and Universities and Hispanic-Serving Institutions. TG Research Report
Author: Fletcher, Carla
Date: 2010-00-00
Type: Reports - Research
Subjects: Educational Policy,Higher Education,Minority Groups,Black Colleges,Minority Group Students,Federal Aid,Financial Support,Hispanic American Students,College Students,At Risk Students,Loan Default,Loan Repayment,Student Loan Programs,Debt (Financial),Paying for College,Student Employment,Profiles

Minority-Serving Institutions are colleges that enroll a high percentage of minority students. Because minority populations have experienced disproportionate barriers to higher education, the federal government provides them with financial support through various titles of the Higher Education Act. MSIs include Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), as well as colleges and universities with high enrollments of Native Americans, Asian Americans and Native American Pacific Islanders, and Alaska Natives and Native Hawaiians. This report covers HBCUs and HSIs in Texas. The authors use the term Minority-Serving Institution, or MSI, to refer generally to either an HBCU or HSI. Referring to the group MSI will be understood to include all HBCUs and HSIs. (Contains 19 footnotes.)
Learning Support Policy in Australia (New South Wales) and New Zealand; Discourses of Influence
Author: Tearle, Kerri
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Inclusion,Barriers,Educational Policy,Public Schools,Academic Support Services,Children,Learning Problems,Disabilities,Discourse Analysis,Commercialization,Civil Rights,Human Capital,Academic Achievement,Foreign Countries

This paper presents a comparative discourse analysis of the learning support policy in New South Wales, Australia and New Zealand. The dominant discourses in both policies are identified and analysed in terms of how they determine the manner in which students experiencing difficulties with learning are included in schools. It is argued that the possibilities of inclusion are constrained by constructions of learning difficulties which in turn justify the models of support provided. Three types of discourses were identified in the two policy documents; &quot;inclusion discourses&quot; related to placement, rights and needs; &quot;historical discourses,&quot; that refer to a deficit model of disability, professionalism and human capital in education, and &quot;other discourses in education&quot; referring to external but implicit discourses of managerialism, marketisation and academic excellence. The analysis revealed that the policies not only construct students experiencing difficulties as &quot;deficit&quot; in comparison to other &quot;normal&quot; students but in constraining support to remediation they ultimately put forward powerful constructions of classroom teachers, &quot;normal&quot; students, support teachers and school executive. The study concludes that possibilities for inclusion under the current policy regimes in both countries are limited without reform at both a broad systemic level concurrently with localised solutions. (Contains 1 figure and 1 footnote.)
Instilling Literacy through Developmental Module Approach (DMA) Towards Orang Asli Pupils in Malaysia
Author: Dali, Mohd Hasani
Date: 2012-12-00
Type: Reports - Research
Subjects: Administrators,Teaching Methods,Curriculum Development,Foreign Countries,Disadvantaged,Literacy Education,Indigenous Populations,Indonesian,Language of Instruction,Second Language Learning,Elementary School Students,Achievement Gap,Academic Achievement,Interviews,Dropout Rate

Development of module has great impact on literacy today. This paper highlights the challenges and experiences of the researchers in an academic institution where the research project which initially began as part of an academic research initiative expanded to helping a marginalized community in need. Literacy pedagogy has to be relevant to the needs of the pupils who come from diverse contexts. As such there is a need for a method and module to design an appropriate pedagogy to improve literacy among these pupils. In this paper, we share the conception of instilling literacy by utilizing the Developmental Module Approach (DMA), an example of a systematic approach in improving literacy among a group of indigenous pupils specifically the Semai community from Terisu in Cameroon Highland, Pahang. In contrast, Malay Language is used as a medium in teaching across schools in Malaysia including elementary school of Orang Asli and a more significant second language use in the classroom by Orang Asli pupils. The finding has provided important insights for the development of the pedagogical module and may offer a clear understanding of reasons Orang Asli pupils lag behind in their academic attainment. Based on the interviews we found that among the problems faced in the Malay Language literacy are closely related to cultural and environment issues and how such disparities affect drop-out rate among Orang Asli pupils. The study is expected to provide input to the curriculum development center, educational administrators and teachers. (Contains 2 figures.)
Intercultural Competency of University Teachers as a Demand of Education in 21st Century
Author: Turturean, Monica
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Competence,Foreign Countries,Intercultural Communication,Teacher Competencies,Undergraduate Study,Definitions,Multicultural Education,Social Values,Values Education,College Faculty,Knowledge Base for Teaching,Educational Needs

Once with accession to the European Union, new requirements related to education at university level must be respected and promoted. Emphasis should be put on values such as tolerance, mutual respect, acceptance of otherness, and so on. These things imply that university teachers should possess multiple skills enabling them to promote among undergraduate students cultural values and intercultural communication, which leads to performance and progress for everyone involved in the educational system. But it is extremely difficult to achieve these goals if the intercultural competency is not correct defined or described. In this article we will try to discover the structure of intercultural competency in order to promote it among university teachers, for undergraduate students to achieve it, and to apply it in an educational context. (Contains 2 figures.)
Literature in English Studies: A Theory of How Teachers and Students in Singapore Secondary Schools Deal with the Subject
Author: Dass, Rozita
Date: 2012-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Secondary Schools,Foreign Countries,Content Analysis,Educational Change,Interviews,Focus Groups,Student Attitudes,Global Approach,Literature,Teacher Attitudes,Secondary School Students,Secondary School Teachers,Educational Policy,Grounded Theory,Social Influences,Political Influences,Cultural Influences

Recent research on Literature education in Singapore has highlighted the state of ambivalence of the Literature curriculum (Choo, 2004); suggested possibilities for its reconceptualisation, taking into consideration the environment and impact of globalisation (Holden, 2000; Choo, 2011); and considered the offering of alternative curricula (Poon, 2007). An exploration into the state of Literature as a subject in Singapore secondary schools in relation to this recent research was carried out, by considering the role of Literature in the current political, economic, social and educational climate. This paper presents the findings and analysis of students' perspectives, obtained through in-depth interpretivist case studies conducted at five sites, purposively selected to incorporate the range of school types in Singapore. Data collection methods included focus group interviews, written protocol and document analysis. Emergent themes included: the insignificant impact of local literature on the study of Literature, the low status and the lack of desirability of Literature as a course of study, which led to the formulation of four key propositions supporting development of theory on ways in which students deal with Literature in English studies in Singapore secondary schools. The findings drawn from original empirical data from students have implications for theory, policy and practice. (Contains 5 footnotes.)
Introducing Generation Y to the Wilderness
Author: Taylor, Nicole
Date: 2012-12-00
Type: Reports - Research
Subjects: Outdoor Education,Environmental Education,Young Adults,Influence of Technology,Generational Differences,Phenomenology,Learning Experience,Questionnaires,Interviews,Journal Writing,Content Analysis,Program Attitudes,Student Attitudes,Attitude Change,Ecology

Today's Western culture is characterized by high technology, time compression and a disconnection from the natural world. What happens when a group of young adult students who are firmly embedded within this world, embark on a 6-day unassisted wilderness experience? When divorced from the structural support of the everyday, and placed in an emotionally and physically taxing environment, one would imagine students would retreat to the security of the known world upon return. However, our study sheds new light on this phenomenon by revealing its antithesis. These students manifest a strong desire for a simpler life. What is the nature of the simpler life they envisage? What is its innate appeal? And what are the implications for those involved in Outdoor Education? Even if such a desire for a more primal existence were expressed, is it possible or probable, that this notion can be executed? Our research proposes that a necessary precursor for sustainable living and a deep attachment to the environment is for educators to provide experiences that strip back the superfluity of everyday life and introduce bare subsistence. This facilitates the transition into a heightened and more sensitive environmental ethic. (Contains 2 tables.
Making a Difference to Professional Experience: Giving and Getting Back
Author: Rawling, Sandy
Date: 2012-12-00
Type: Reports - Research
Subjects: Preservice Teachers,Elementary School Teachers,Cooperating Teachers,Student Teaching,Interpersonal Relationship,Communities of Practice,Caring,Teacher Effectiveness,Models,Professional Identity,Professional Development,Interviews,Personal Narratives,Foreign Countries

The paper reports on professional experience opportunities experienced by school leaver pre-service primary teachers. It will emphasise the experience of one pre-service teacher (PST) in particular, Anna. Recommendations highlighted could contribute to university preparation of pre-service primary school teachers particularly during professional experience programs. In this research study narrative inquiry a personal knowledge based approach to research was used as a method for understanding the experiences of PSTs. This paper will discuss Anna and her supervising teacher's development of a reciprocal relationship reflecting Noddings notion of Ethics of Care in a classroom where the NSW Quality Teaching Framework was utilised to inform practice. Findings from this study suggest that PSTs approaches to social and professional life opportunities are a consequence of growing up and being schooled during a time of rapid change and this is influencing their approach to developing teacher identity. The paper argues that the hierarchical Expert Model could be altered during professional experience to include what Wenger describes as a Communities of Practice approach. Combining both approaches might better support the professional development of the supervising teacher and PSTs. It has been concluded that current pre-service primary professional experience programs can be improved through recommendations made. (Contains 1 table.)
Educational Directory, 1937. Bulletin, 1937, No. 1. Part IV: Educational Associations and Directories
Author: United States Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Directories,Administrators,Libraries,Library Associations,Organizations (Groups),Philanthropic Foundations,Governing Boards,Religious Organizations,Jews,Catholics,Protestants,International Organizations,International Education,Parent Associations,Teacher Associations,Special Education,Professional Associations,National Organizations,Vocational Education,Extension Education,Adult Education,Womens Education,African American Education,Black Colleges,Guides,Higher Education,Postsecondary Education,Early Childhood Education,Elementary Secondary Education

This is the fourth part of the 1937 educational directory published by the Office of Education. This bulletin focuses on educational associations and directories. It contains the following: (1) American associations; (2) Educational foundations and boards; (4) International educational associations and foundations; (5) National congress of parents and teachers; (6) Executive officers of State Library Commissions; (7) State library associations; and (8) Educational and social directories. (Contains 1 footnote.) [For related reports see "Educational Directory, 1937. Bulletin, 1937, No. 1. Part I: State and County School Officers" (ED542527); "Educational Directory, 1937. Bulletin, 1937, No. 1. Part II: City School Officers" (ED542528); and "Educational Directory, 1937. Bulletin, 1937, No. 1. Part III: Colleges and Universities Including All Institutions of Higher Education" (ED542529). Best copy available has been provided.]
Public Affairs Pamphlets: An Index to Inexpensive Pamphlets on Social, Economic, Political, and International Affairs. Bulletin, 1937, No. 3. Revised
Author: United States Department of the Interior, Office of Education (ED)
Date: 1937-00-00
Type: Historical Materials
Subjects: Citizenship Education,Public Schools,Adult Education,Federal Aid,Meetings,Mass Media,Printed Materials,Democratic Values,Demonstration Programs,Program Descriptions,Program Development,Periodicals,Educational Principles,Educational Philosophy,Educational History,Indexes,Pamphlets,Publishing Industry,Discussion Groups,Political Issues,Public Affairs Education,World Affairs,Social Problems,Economic Factors,Federal Programs,Library Materials,Public Libraries,Experiments,Outreach Programs,Publicity,Program Effectiveness,Exhibits,Access to Information,Information Dissemination,Nonprofit Organizations,Clearinghouses,Bibliographies,Educational Resources

Last May the Office of Education organized a list of pamphlet material under the title "Public Affairs Pamphlets." While this tabulation was prepared primarily to meet the needs of the 10 public forum demonstrations then organizing programs of public discussion, it was widely used by libraries, forums of all kinds, social science teachers and professors, and adult education groups in all parts of the Nation. In fact, it was necessary to double the first printing order to meet the demand. Since the presentation of the first index to pamphlet materials, a new division has been added to the Office of Education. This division will be devoted to library service. It is the division's hope that this useful activity may be carried on from year to year as a function of the library division. Individual sections contain footnotes. [For related report "Public Affairs Pamphlets: An Index to Inexpensive Pamphlets on Social, Economic, Political, and International Affairs. Bulletin, 1937, No. 3, Supplement No. 1," see ED542532. Best copy available has been provided.]
Public Affairs Pamphlets: An Index to Inexpensive Pamphlets on Social, Economic, Political, and International Affairs. Bulletin, 1937, No. 3, Supplement No. 1
Author: Mills, Phyllis D., Comp.
Date: 1938-00-00
Type: Historical Materials
Subjects: Educational History,Indexes,Pamphlets,Publishing Industry,Discussion Groups,Political Issues,Public Affairs Education,World Affairs,Social Problems,Economic Factors,Adult Education,Federal Programs,Library Materials,Public Libraries,Experiments,Outreach Programs,Publicity,Program Effectiveness,Exhibits,Access to Information,Information Dissemination,Nonprofit Organizations,Clearinghouses,Bibliographies,Educational Resources

This publication supplements the first printed index of pamphlet material. It adds several hundred new titles, lists many publishers submitting their materials for the first time, and lists the numbers of pamphlets in Bulletin 1937, No. 3, which are no longer available. It is hoped that as the directors and organizers of forums and discussion groups become acquainted with the wide variety of pamphlets on questions of public interest, a similar use of pamphlet material will be made in urban as well as in rural groups. The data on pamphlets were provided by the publishers and the brief annotations which are descriptive and not evaluative were based upon a reading of the pamphlets submitted by the publishers. Individual sections contain footnotes. [For related report "Public Affairs Pamphlets: An Index to Inexpensive Pamphlets on Social, Economic, Political, and International Affairs. Bulletin, 1937, No. 3. Revised," see ED542531. Best copy available has been provided.]