ethanporcaro/eric-fulltext-meta huggingface dataset:
What Adult Learners with Dyslexia Can Tell Us about the &apos;Temperature&apos; of Adult Learning
Author: Elftorp, Petra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Dyslexia,Adult Learning,Experience,Adult Education

This paper draws on the qualitative findings of a PhD study which focused on the lived experiences of adult learners with dyslexia in Ireland. Semi-structured interviews were conducted with 14 adult learners with dyslexia in 2014 and these findings, with particular relevance to adult learning in the recently restructured Further Education and Training (FET) sector, are discussed in this paper. The findings relate to the struggle the adults have experienced throughout their lives and the support and accommodations they need as adult learners. Finally, recommendations are made in relation to creating a more equitable FET sector for adults with dyslexia.
Slaying the Dragon: Junior Model United Nations Curriculum Designing for Middle School Teacher Candidates
Author: Hollstein, Matthew S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Geography Instruction,Correlation,Foreign Countries,Social Change,Economic Change,Educational Change,Citizenship,Teacher Role,Teacher Educators,Case Studies,Teacher Attitudes,Middle School Teachers,International Organizations,Student Attitudes,Preservice Teachers,Global Approach,Teaching Methods,Simulation,Political Science,Educational Strategies

The Republic of South Korea is a nation that has seen dramatic changes in its economic and educational systems over the course of the last 50 years. These circumstances present unique views of citizenship and the roles that teachers and teacher educators play in this process. This study presents two case studies, one a classroom teacher and the other a teacher educator. It examines their views of social studies and geography education, the process of training new citizens, and offers insights into what the dynamic relationship between the two offers future educators and teacher educators.
Positive Youth Development and Resilience amongst Early School Leavers
Author: O'Sullivan, Dan
Date: 2018-00-00
Type: Journal Articles
Subjects: Dropouts,Resilience (Psychology),Adolescents,Young Adults,Youth Programs,Stereotypes,Social Discrimination,Depression (Psychology),Drug Use,Foreign Countries,Dropout Programs

This study examines Early School Leaving (ESL) and resilience in young people aged 15-20. It explores effects of negative internalised stereotypes on Early School Leavers (ESLs). Three Positive Youth Development (PYD) programmes were used to challenge these stereotypes in one Youthreach centre. 19 participants recruited from a Youthreach centre participated in the programmes including: Research Action Project (RAP), GAISCE, and Canoeing Skills. A cycle of discrimination, depression and drug use were important issues affecting the lives of ESLs.
LINC Programme: Enabling Leadership for Inclusion through an Innovative Competency-Based Blended Adult Continuing Professional Learning Programme
Author: Breen, Fintan
Date: 2018-00-00
Type: Journal Articles
Subjects: Competency Based Education,Blended Learning,Professional Continuing Education,Inclusion,Early Childhood Education,Disabilities,Coordinators,Adult Learning,Foreign Countries,Program Evaluation

In 2015, an Interdepartmental Group (IDG) examining mechanisms to support access to the Early Childhood Care and Education (ECCE) programme for children with disabilities recommended the creation of a role of Inclusion Coordinator in early years' settings. LINC, an innovative competency-based adult continuing professional learning programme, is a Level 6 Special Purpose Award designed to enhance the inclusion of children with additional needs in early years' settings with graduates becoming Inclusion Coordinators. This paper provides a background and overview of the LINC Programme, examines the adult learning methodology employed and outlines the tools adopted for measuring its success.
Breaking the Cultural Silence Imposed upon Refugees, Asylum Seekers and Migrants: A Snapshot of the Current Faith-Based Project in Tigers Bay (North Belfast)
Author: Steel-Hawthorne, Isobel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Migrants,Community Programs,Religious Organizations,Community Cooperation,Fear,Self Esteem,Empowerment,Cultural Differences,Transformative Learning,Story Telling,Adult Education

This case study tracks an established collaborative partnership between faith-based organisations and the local community of North Belfast. The initial stages of the project of implementing a welcome day, a cultural food and activities fest day and an Ulster University led Unblocking Potential programme. This set the scene for social cohesion and community integration through emancipatory praxis. The next stage of the project is to engage the group in theatre dramatising their experiences and disseminating the shared learning throughout the local community. Through the delivery of our programmes we identified issues around fear, low self-esteem and the lack of mechanisms within the wider community to empower participants to confidently engage more meaningfully within their own community and the wider community bringing a new dynamic to transformational cultural diversity work.
Herbal Medicine: An Adult Education Response to Mental Health
Author: O'Brien, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Education,Mental Health,Medicine,Adult Educators

Adult education is concerned with the redistribution of resources and the recognition of rights held by citizens and to have these rights respected (Honneth, 1995). Mental health is an important domain of rights that are disrespected and unprotected by the state. This article reflects on herbal medicine as a practice in adult education in response to the mental health needs of citizens. It argues that adult educators need to pay more attention to the limitation of biomedicine in the defining and treatment of mental health. Herbal medicine has potential to offer adult educators a critically reflexive space, to critique issues of power, medicine and wellbeing.
&apos;Tracing Our Roots: Imagining Our Future&apos;: Lessons to Learn from the Life Histories of Adult Educators in the Republic of Ireland (1970-2010)
Author: Maunsell, Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Educators,Adult Education,Biographies,Teacher Attitudes,Educational Attitudes,Lifelong Learning,Teacher Role

This article seeks to provide a contextual backdrop to this edition's focus on analysing the changes from the perspective of policy and practice since 2010, through presenting the findings of an in-depth analysis of the life histories of six adult educators, working in the field of adult education in the Republic of Ireland in the decades leading to 2010. Through the reflections of these six adult educators, this article offers the opportunity to trace the roots and legacies of the field and imagine the future, as they had envisioned it, at that given juncture in time.
A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
Author: Hodgkinson-Williams, Cheryl Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Shared Resources and Services,Culturally Relevant Education,Equal Education,Inclusion,Politics of Education,Foreign Countries,Economic Factors,Costs,Educational Change,Instructional Materials,Educational Practices

At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as &quot;parity of participation&quot;. Drawing on her concept of social justice, we suggest a slight modification of Fraser's framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser's (2005) concepts to identify whether these social changes are either &quot;affirmative&quot; (i.e., ameliorative) or &quot;transformative&quot; in their economic, cultural and political effects in the Global South education context.
Changing Our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
Author: Lambert, Sarah R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Open Education,Shared Resources and Services,Educational Practices,Definitions,Critical Theory,Equal Education

This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.
Reviewing Academic Motivation Levels of Students Study in Different Faculties in Terms of Certain Variables (Sakarya University Case)
Author: Keskin, Özlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,College Students,Universities,Athletics,Age Groups,Gender Differences,Comparative Analysis,Learning Motivation,Measures (Individuals)

Entirely 1325 students participated in this research that was conducted to specify the differences between motivation levels of students in terms of age, gender, class and department variables. 'Academic Motivation Scale' that is seven points Likert scale was developed by Karaguven (2012) was used as the data collection tool in this research that was performed by screening model. Descriptive analyses were applied in data T-test was applied in independent groups to determine whether there were differences based on gender and age ranges. One Way ANOVA Test was conducted to specify the differences based on classes and departments. There was found statistically significant differences (p&lt;0,01) between academic motivation sub-dimensions were evaluated based on age range, gender, classes and departments. It is thought that associating these differences with different variables will be beneficial to determine the sources of the differences. Because there are several internal and external factors that positively and negatively affect the motivation level. Eliminating problems by founding the factors can contribute to increasing the motivation level of students and accordingly, the success rate increases as well.
Future Proofing Higher Education in the Pacific with Open and Flexible Learning
Author: Naidu, Som
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Futures (of Society),Pacific Islanders,Access to Education,Universities,College Role,Case Studies,Educational Opportunities,Educational Policy,Open Education,Educational Practices,Educational Resources,Foreign Countries

Affordable access to higher education is a major challenge for small Pacific island nations. The University of the South Pacific which is owned and governed by twelve island nations in this region plays a special role in meeting this challenge. In its fiftieth year, a few recent developments at USP provide a useful case study for how this challenge can be addressed to provide affordable access to educational opportunity for residents of twelve Pacific Island nations in various stages of development. The island nations served by the University of the South Pacific are spread over 33 million square kilometers of the Pacific, with several official languages and many more indigenous languages, and use seven distinct currencies. As USP celebrates its fiftieth year in 2018, it has embarked upon two specific initiatives that will enable the university to map out a pathway for the future of education for the next generation and within the context of current and new strategies for the design and implementation of meaningful education throughout the member nations. These initiatives are the development of a &quot;flexible learning policy&quot; and an &quot;Open Education Resources&quot; policy. Taking pages from the fields of Technology, Education (Learning and Teaching), and Design, these two USP policies seek to &quot;future proof&quot; the university for the next generation and others after that. Being future proofed means being able to stand the test of time in the face of changing contexts and challenges. University policies are most effective when they are designed to withstand and accommodate prospective changes in the educational landscape. These policies reflect agreed-upon principles that will withstand social and political changes. This paper is a commentary on the content of these policy initiatives around flexible learning and open education practices, their values and principles.
Governance of Open Universities--A Few Observations on Trends in Asia
Author: Kaushik, Madhulika
Date: 2018-00-00
Type: Journal Articles
Subjects: Governance,Open Universities,Educational Trends,Foreign Countries,Curriculum Design,Educational Finance,Budgeting,Money Management,College Admission,Admission Criteria,Qualifications,Teacher Placement,Research,Government Role,Federal Government,Distance Education

Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.
Eliciting In-Service Teachers&apos; Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
Author: Mtebe, Joel S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Human Resources,Teacher Attitudes,Self Efficacy,Technology Integration,Teaching Methods,Faculty Development,Secondary School Teachers,Computer Uses in Education

The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers' competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country's efforts towards developing an industrial economy.
Enhancing ICT Adoption and Use through Change Leadership: Technology Stewardship Training for Caribbean Agricultural Communities of Practice
Author: Gow, Gordon
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Communities of Practice,Developing Nations,Action Research,Course Descriptions,Pilot Projects,Foreign Countries,Partnerships in Education,Socialization,Educational Objectives,Outcomes of Education,Information Technology,Technology Integration,Professional Development,Community Needs,Leadership Role,Educational Resources,Educational Technology

: Beginning in 2012, the University of Alberta in partnership with others has been undertaking participatory action research in Sri Lanka and, since 2017, in the Caribbean to foster inclusive innovation through a Joint Education and Training Initiative (JETI). The JETI is developing and testing a set of open educational resources on &quot;technology stewardship&quot; for resource-constrained organizations and communities in developing countries. The approach is a unique combination of social learning centred on communities of practice with action research methods intended to foster self-determination through improved &quot;informational capabilities&quot; as the primary outcome of development. In this article, we describe the learning objectives, design, observations, and initial outcomes of a pilot technology stewardship training course offered at the University of the West Indies in March 2018. Future plans and considerations for expanding technology stewardship training are discussed in the summary.
Reflecting on the Impact of the Open Education Movement
Author: Conole, Gráinne
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Shared Resources and Services,Electronic Publishing,Textbooks,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Barriers,Teaching Methods,Design,Models,Technology Integration

This paper critiques the rise and impact of the open education movement, focusing in particular on Higher Education. It considers the impact of adopting more open practices on learning, teaching and research. In terms of the impact on learning it describes three aspects: Open Educational Resources, e-textbooks and Massive Open Online Courses. In terms of the impact on teaching it describes three frameworks which can guide the design process: the 7Cs of Learning Design framework, the SAMR model and the ICAP framework. Finally, it considers the impact on research. The paper concludes by considering the barriers and enablers associated with adopting more open practices.
English Language Teachers&apos; Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis
Author: McAlinden, Maggie
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Empathy,Intercultural Communication,Constructivism (Learning),Grounded Theory,Discourse Analysis,Foreign Countries,Professional Identity,Foreign Students,College Faculty,Teaching Methods,Teacher Attitudes

English language teaching is intercultural in nature, and like all human activity, involves emotion and emotional understanding. Empathy is a means through which people can understand and express concern and care for one another. This article focuses on findings from a qualitative study that explored intercultural empathy in a culturally and linguistically diverse educational setting in Australia. A constructivist grounded theory research design was combined with Critical Discourse Analysis to develop theory inductively. An interpretation of the data as Discourse found connections and tensions in participants' conceptions of themselves as empathic, interculturally effective teachers.
Inside the Mentors&apos; Experience: Using Poetic Representation to Examine the Tensions of Mentoring Pre-Service Teachers
Author: McDonough, Sharon L.
Date: 2018-10-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Preservice Teacher Education,Faculty Development,Teacher Role,Stress Variables,Emotional Response,Poetry,Teacher Educators,Teacher Collaboration,Cooperating Teachers,Foreign Countries

The supervision and mentoring of pre-service teachers during professional experience is complex work that requires a range of skills and capacities. Professional development for this work has traditionally been limited, however, and mentor teachers report experiencing tensions in their work stemming from their roles as both supporter and assessor of pre-service teachers. Despite the central role that mentors play in professional experience, their voices are underrepresented in the literature. In this paper, I draw on interview data to examine teachers' experiences as mentors and the tensions they experience. I use poetic representation to illuminate the tensions and emotions of mentoring and present seven poems that provide insight into these tensions. I argue that poetic representation of interview data provides an opportunity to connect with the experience of being a mentor and offer suggestions for teacher educators to work collaboratively with mentor teachers to explore the dimensions of their role.