ethanporcaro/eric-fulltext-meta huggingface dataset:
Third Space Strategists: International Students Negotiating the Transition from Pathway Program to Postgraduate Coursework Degree
Author: Benzie, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Interviews,Transitional Programs,Student Adjustment,Foreign Countries,Graduate Students,English (Second Language),Second Language Learning,Cooperation,Learning

Pathway programs exist to prepare students for progression into university degrees but the transition experience for many students may not be as smooth as is suggested by the notion of the pathway. While attending a pathway program and at the beginning of their university degree, students may be in a third space, a liminal space where they engage in a complex process of becoming. They are required to negotiate a world shaped by different, and often conflicting discourses. In this productive space, identities can be explored and interrogated providing the potential for cultural adaptation and exchange. Using the &quot;third space&quot; to understand the student experience of transition, this paper examines interview responses from a group of postgraduate coursework international students as they complete a pathway program and begin to study in a degree program. Participants are found to be third space strategists as they translate their previous ways of learning, collaborate with other students, and reflect on their English language development. In some ways, these students demonstrate a better understanding of the cultural process of adjustment than the institution in which they study. These insights from students can inform curriculum design both in pathway and disciplinary contexts leading to the development of more relevant orientation and teaching programs.
The Views of International Students Regarding University Support Services in Australia: A Case Study
Author: Roberts, Pam
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Student Surveys,Focus Groups,Student Attitudes,Foreign Students,Educational Experience,Delivery Systems,Organizational Culture,College Students,Costs,Services,Access to Information,Foreign Countries,Social Integration,Student Adjustment,Social Isolation,Well Being,Barriers,Safety,Health Services,School Security,Academic Support Services,Statistical Analysis

This paper reports on a study aimed at developing an improved understanding of the support needs of international students. Using a case study approach at one Australian university, a three stage data collection process was adopted: interviews with key support service providers in the university, student focus groups, and a large-scale survey. Emphasis was placed on identifying the issues that are significant to international students in terms of their study experience, the services they consider as valuable and the factors that contribute to take-up. The findings reveal that, while most respondents felt that the range of support services provided is appropriate, current services could be improved by offering a more student-centred service structure and delivery. Issues identified as influencing service use include the institutional culture, perceived importance and awareness of services, the quality of information provided about those services, ease of access, timeliness of service provision and cost.
Under-Resourced, Undervalued, and Underutilized: Making the Case for Teachers in Refugee and Emergency Contexts
Author: West, Amy R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Teacher Recruitment,Teacher Selection,Teacher Certification,Incentives,Faculty Development,Teacher Motivation,Emergency Programs,Cost Effectiveness,Intervention,Social Status,Professional Recognition,Teacher Persistence,Emergency Shelters,Educational Facilities,Disadvantaged Environment,Educational Resources,Qualitative Research,Field Studies

Teachers are a critical resource for children in refugee and emergency settings. Yet few studies have examined what motivates or demotivates teachers, especially in refugee and emergency contexts. In this article we explore the key findings from field research conducted in Algeria and Ethiopia by the American Institutes for Research (AIR) as part of a study for the Office of the United Nations High Commissioner for Refugees (UNHCR). The findings are organized according to seven critical factors: teacher recruitment, selection, and deployment; the teaching environment; certification; professional development; incentives; management structures; and, status and social recognition.
Progressive Educational Development in Thailand: A Framework for Analysis and Revision of Curriculum Development, Classroom Effectiveness, and Teacher Performance Evaluations
Author: Carter, Jason Lee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Curriculum Development,Teacher Evaluation,Teacher Effectiveness,Adult Education,Educational Change,Content Analysis,Cultural Influences,Educational Administration,English (Second Language),Language Proficiency,Teacher Attitudes,Change Strategies,Journal Articles

As the ASEAN Economic Community (AEC) is soon to become a reality for Southeast Asia, Thailand is literally at the center of this radical change in politics, culture, business opportunities, but most especially in education. Never before has another change in the region ever forecast such a major impact on the &quot;Land of Smiles,&quot; but never before has Thailand faced an alteration of such magnitude and found itself at a major disadvantage. Countries throughout the region are making massive sweeping changes in their educational systems to try and prepare their coming generations with the skills and abilities they need to compete not only in the AEC, resulting in dramatic nationwide changes that is already increasing their global competitiveness status. Thailand, however, seems to be moving in the opposite direction, as the research will show, most poignantly in adult higher education. As the young adults entering the college and university stage of their educational development comes into fruition at the same time as the AEC is set to begin, how can these young people be expected to impact and lead their country into the future when--as the research, again, will show--their educational system seems to be taking a backward turn? How, then, can Thailand face this reality and forego its own preconceived notions and prejudices so that true, lasting educational progress can be made, yet avoiding the typical knee-jerk response of saying something is being done without actually doing anything? What are the nuances of previous hindrances compared with progressive models for improvement? How can competency and quality be selectively and accurately measured for effective change and, again, avoid saying something and never doing anything? This report will cover such issues and establish a framework for validating not the curriculums themselves, but the manner in which curriculum is presented, utilized, and evaluated in a mode that is legitimate and productive for competing on the world stage, and not sliding backwards.
Documenting Student Engagement Using an Intention/Reflection Exercise during an Advanced Pharmacy Practice Experience
Author: Fierke, Kerry K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Pharmaceutical Education,Pharmacy,Study Abroad,Intention,Summative Evaluation,Formative Evaluation,College Students,Teacher Attendance,Student Attitudes,Educational Objectives,Goal Orientation,Outcomes of Education,Progress Monitoring,Foreign Students,Writing Assignments

The article shares the outcomes of a practice called Intention/Reflection (I/R) when applied to a group of ten students in a five-week course involving an international advanced pharmacy practice experience. Developed by the authors and founded on a combination of theoretical principles, this practice is unique because of the blend of formative and summative activities. I/R activities account for learning goals established by the instructor but also promote the mindful creation of a student's own personal set of learning outcomes. In this practice, prior to any learning experience (which could be as long as a semester or as short as a single class session), students respond to questions that help them identify their individual learning goals and how this knowledge gain will help them. A similar set of questions at the end of the experience is meant to help the student understand the effect of the experience, and connect the students' intention with their learning outcomes. The results show two benefits from the learning process. First the students are able to monitor their own learning and track what they want to learn as well as how they learned it. Second, the practice appears to help students identify new distinct personal learning outcomes and a way to achieve them.
International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy
Author: Gray, Julie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,International Schools,Faculty Development,Trust (Psychology),Role,Statistical Analysis,Principals,English (Second Language),Second Language Learning,Language of Instruction,Teacher Attitudes,Private Schools,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Measures (Individuals),Organizational Culture,Correlation

We explored the role of enabling school structures, trust in the principal, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America. While the majority of these schools shared an &quot;American&quot; curriculum that was taught predominantly in English, we found that local culture and school norms affected the development of professional learning communities (PLCs) in each school and country accordingly. As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study.
Federal Policy to Local Level Decision-Making: Data Driven Education Planning in Nigeria
Author: Iyengar, Radhika
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Regulation,Program Design,Program Implementation,Management Information Systems,Information Utilization,Grantsmanship,Educational Planning,Educational Policy,Strategic Planning,Local Government,Decision Making,Proposal Writing,Information Literacy,Elementary Secondary Education,Foreign Countries

This article discusses the implementation of local level education data-driven planning as implemented by the Office of the Senior Special Assistant to the President of Nigeria on the Millennium Development Goals (OSSAP-MDGs) in partnership with The Earth Institute, Columbia University. It focuses on the design and implementation of the Conditional Grants Scheme-Local Government Areas (CGS-LGA). CGS-LGA is an active federal policy programme in Nigeria aimed at transforming education policy into practice by providing technology and training to local, decision-makers to create local level plans based on data and then identifying the funding gaps for implementation of the plans. This article discusses the importance of the use of data in planning and in substantiating grant applications, as well as how CGS-LGA was introduced into Nigeria, and lessons learnt from the introduction of the program. A literature review provides information on the development of data-driven planning, and important components of such planning: development of data systems, importance of information to reform education practices, linking information through data to build accountability, and data-driven decision-making.
Australian Curriculum Implementation in a Remote Aboriginal School: A Curriculum Leader&apos;s Search for a Transformational Compromise
Author: Parkinson, Chloe
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Curriculum Implementation,Transformational Leadership,Beginning Teachers,Indigenous Populations,National Curriculum,Curriculum Development,Small Schools,Ethics,Educational Change,Cultural Context,Experience,Cultural Pluralism,Indigenous Knowledge,Institutional Mission

This paper examines the trial implementation of the Australian Curriculum in a remote Aboriginal school. It was a school that at the time was beginning to achieve successes with the development of dual-knowledge, transformational outcomes based curriculum that had its justification in the Northern Territory Curriculum Framework. Drawing on the work of van Manen (1990) this paper uses lived experience as the methodology. It deals with an early-career teacher's struggle to remain faithful to her employer-directed task of introducing the Australian Curriculum while providing space for the Aboriginal world the school had a responsibility to serve. The discussion is placed within the context of national curriculum development and implementation in Australia. In scrutinizing this teacher's experience, the paper attempts to examine the broad question of the capability of small schools serving Aboriginal communities to implement national curriculum reform. It then details the issue as not simply a question of compatibility and resourcing but also a complex one of ethics. The experience contributes to the field by highlighting the struggle faced by those teachers caught between governmental reforms and the desires of Aboriginal communities for meaningful inclusion of cultural content within the curriculum.
Improving Outcomes for Refugee Children: A Case Study on the Impact of Montessori Education along the Thai-Burma Border
Author: Tobin, Tierney
Date: 2015-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,Refugees,Questionnaires,Teacher Student Ratio,Teaching Methods,Montessori Method,Models,Personal Autonomy,Student Needs,Individualized Instruction,Control Groups,Scores,Student Improvement,Statistical Analysis,Child Development,Student Centered Learning,Family Characteristics,Student Attitudes,Parent Attitudes,Motor Development,Problem Solving,Communication Skills,Social Development,Preschool Children,Preschool Education

There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on-one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p &lt; 0.05) in our underpowered sample.
Education through Movies: Improving Teaching Skills and Fostering Reflection among Students and Teachers
Author: Blasco, Pablo Gonzalez
Date: 2015-00-00
Type: Journal Articles
Subjects: Films,Reflection,Teaching Methods,Instructional Effectiveness,Psychological Patterns,Teacher Improvement,Medical Education,Humanistic Education,Faculty Development,Discussion (Teaching Technique),Feedback (Response),High Schools,Higher Education,Secondary School Teachers,College Faculty,High School Students,College Students

Learning through aesthetics--in which cinema is included--stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual version of storytelling. It enhances emotions and therefore sets up the foundation for conveying concepts. Movie experiences act like emotional memories for developing attitudes and keeping them as reflective reference in the daily activities and events. To foster reflection is the main goal in this cinematic teaching set. The purpose is not to show the audience how to incorporate a particular attitude, but rather to promote their reflection and to provide a forum for discussion. In this paper, the authors relate their experiences in cinematic teaching, particularly the effectiveness of the movie-clip methodology, in which multiple movie clips are shown in rapid sequence, along with facilitator comments while the clips are shown. The movie clip method can improve faculty teaching and stimulate their professional growth. Teachers seldom think about themselves and usually lack the time to disclose their feelings. However, they use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This methodology offers a special environment for fostering open-hearted discussions, helps teachers improve their self-knowledge, and develop closer relationships with colleagues and students through the affective domain. In this paper the authors want to share the methodology and a summary of their experiences in teaching. Although the authors' field is mostly medical education they have also had some cinematic teaching experience with other audiences, and consequently they want to share with a extensive community of educators. An Appendix is included at the end, with a collection of movie scenes the authors frequently use in medical education.
What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Pre-Service Teachers
Author: Lee, Bridget
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Art Education,Predictor Variables,Beliefs,Values,Student Attitudes,Student Surveys,Factor Analysis,Creativity,Self Efficacy,Barriers,Content Analysis,Qualitative Research,Statistical Analysis,Likert Scales

Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider &quot;pre-service&quot; teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this study, we administered the &quot;Teaching with the Arts&quot; survey to 160 pre-service teachers. Survey results suggest that, although pre-service teachers value the arts, it is not related to their future plans for the use of arts in the classroom. Pre-service teachers' perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of plans for future use, with implications for policy and practice.
&quot;I&apos;m a Writer. But I&apos;m an Artist, Too. Look at My Artist&apos;s Notebook&quot;: Developing Voice through Art and Language
Author: Leigh, S. Rebecca
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 2,Writing (Composition),Artists,Language,Student Empowerment,Freehand Drawing,Childrens Art

This paper examines how elementary children develop voice in a classroom where art and language have equal import from four different contexts: group, guided, table, and independent shares. Specifically, this paper highlights one child in particular: Rebecca, a writer who discovers art as a way of knowing and develops a greater appreciation for her love of writing. My dissertation study took place in a second grade classroom, a ripe context to study a multimodal approach to learning, since many modes of knowing often lose their status (e.g., art) to more privileged ones (e.g., language) as learners progress in the elementary grades. This article investigates how one child develops voice through art and language and serves as an exemplar of how multiple ways of knowing and contexts in which to learn can positively influence children's sense of self as artist, writer, and meaning maker.
Innovating Schools through Dialogic Arts-Based Practice: Ingredients for Engaging Students with a Whole New Mind
Author: Snyder, Kristen
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Pilot Projects,Story Telling,Painting (Visual Arts),Youth Programs,Art Education,Creativity,Middle School Students,Educational Innovation,Inquiry,Active Learning,Action Research,Foreign Countries

While the &quot;scientific&quot; debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.
A River Runs through It: Art, Geology and Life on the Upper Mississippi
Author: Henderson, Lynette K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Art,Geology,Interdisciplinary Approach,Student Projects,Middle School Students,Visual Literacy,Studio Art,Literacy,American Indians,Summer Programs,Photography,Art Activities,Student Research,Writing (Composition),Integrated Curriculum,English Language Learners

This article presents a pilot interdisciplinary project for middle-school students including visual literacy, studio art, English-language literacy, geology and the study of indigenous groups. The location of the pilot was in the upper Midwest, along the Mississippi river bluffs of St. Paul, Minnesota. English-as-a-Second Language (ESL) students from a Title I school joined a six week summer program, where they examined the banks and bluffs of the Mississippi river, effigy mound sites, and made visits to the Science Museum of Minnesota and the Minneapolis Institute of Art. This curriculum investigates &quot;place&quot; and effects of time, with the intent to increase students' knowledge of local history, and their placement within the socio-cultural context of a river-city. Students took digital photographs, created mixed-media art, conducted computer research and wrote about their experiences. Teachers agreed that this combination of learning strategies was a rich interdisciplinary experience for students. This article describes the various components and resources for such interdisciplinary curriculum, with emphasis on skill-building, knowledge acquisition and exploring connections.