ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is Diverse Enough? How &quot;Intentionally Diverse&quot; Charter Schools Recruit and Retain Students
Author: Jabbar, Huriya
Date: 2018-12-10
Type: Journal Articles
Subjects: Charter Schools,Student Recruitment,School Holding Power,Student Diversity,Administrator Role,Equal Education,Social Influences,Socioeconomic Status,Racial Segregation,Marketing,Minority Groups

School choice has the potential to be a tool for desegregation, but research suggests that choice more often exacerbates segregation than remedies it. In the past several years, hundreds of 'intentionally diverse' charter schools have opened across the country, potentially countering the link between charter schools and segregation. Yet, these schools raise important questions about choice, segregation, and equity. For instance: how do leaders of diverse charter schools prioritize diversity in decisions about location, marketing, and recruitment? What are the implications of these diversity efforts for equity, especially within competitive and marketized educational contexts? We explore the concrete recruiting and marketing strategies schools used to build and retain their diverse communities, drawing on qualitative data from New Orleans, LA and Minneapolis-St. Paul, MN. We identify key strategies used by school leaders, but also note that many strategies were ad-hoc and experimental. Furthermore, we note that schools often did not articulate their goals for diversity, making them susceptible to external pressures that might refocus attention away from equity and diversity, or allow groups with more power to shape agendas within the school. Finally, we find that gentrification and widening economic inequities threatened schools' efforts to recruit and maintain a diverse student body. We discuss implications for leaders of diverse charter schools and other leaders seeking to diversify their student bodies, as well as policymakers and charter authorizers.
Literacy, Lifelong Learning and Sustainable Development
Author: McKay, Veronica
Date: 2018-11-00
Type: Journal Articles
Subjects: Literacy,Lifelong Learning,Sustainable Development,Learning Activities,Program Descriptions,Empowerment,Adult Learning,Racial Segregation,Foreign Countries,Social Change,Student Attitudes,Literacy Education,Outcomes of Education,Family Relationship,Friendship,Health,Knowledge Level,Health Behavior,Child Rearing,Child Health,Income,Social Integration

Sustainable Development Goal (SDG) 4 calls on countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Sub-goal 4.6 aims to ensure that all youth and a substantial proportion of adults of both genders achieve literacy and numeracy, with literacy being regarded indispensable not only for the achievement of SDG 4 but also for the other 16 SDGs, specifically those relating to health and wellbeing, gender equality, active citizenship, income generation and responsible consumption and production. However, the potential of achieving literacy can only be reached if it is approached from a lifelong learning perspective; therefore literacy learning activities should be offered as part of a lifelong learning framework. This article describes how the Kha Ri Gude Literacy Campaign in South Africa, conceptualised within a lifelong learning framework, extended its literacy curriculum to engender agency and empowerment among the national target of adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. It examines how, through conceptualising literacy curricula content around the (local, national and international) development goals, it is possible to use literacy instruction as a catalyst to effect transformation and social change. The article draws on the mixed methods approach followed by the research to show learners' perceptions of the social, economic and developmental opportunities afforded by literacy acquisition.
Applicability of the Learning Organisation Idea to Universities in Kenya
Author: Sarange B., Abenga Elizabeth
Date: 2018-12-10
Type: Journal Articles
Subjects: Universities,Classification,Barriers,Organizational Change,Foreign Countries,Organizational Culture,Organizational Climate,College Faculty,Work Environment,Entrepreneurship,Accreditation (Institutions),Strategic Planning,Reputation,Quality Assurance,Research,Educational Administration,Instructional Effectiveness,Employee Attitudes,Relevance (Education),Educational Legislation

The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning organisation concept and practice is voiced more in the developed nations than in the developing ones, more so, Africa. Further, the learning organization appears to be more practical in entrepreneurial organisations than in the educational enterprise. This is evidenced by the dearth of literature still seeking to establish whether the learning organization idea is relevant to universities specifically in Kenya, and also Africa. This article examines the concept of the learning organisation to elucidate the key components in relation to universities in the Kenyan context. The review is pegged on Ortenblad and Koris' typology of the learning organization. Literature review of existing prior works on the components of the learning organization and their relevance to universities, and a reflective discussion based of applicability of key characteristics of a learning organisation in public universities in Kenya is made. The review found the four-point typology limited and a fifth component identified as beneficial toward universities' reflection on their organisational learning status. The learning organisation idea was found relevant for universities in Kenya but needs to be applied thoughtfully and in cognisance of the unique nature of its operations and include the key consumer (university student bodies) perspective in the multi-stakeholder contingency approach. The highly mechanistic learning structure, practices that encourage negative learning, lack of research focusing on internal concerns and emphasis on formal courses at the exclusion of learning at work are obstacles that stand in the way of transformation of universities in Kenya into learning organisations.
The Relationship between Orientation and Rhythm Ability of Children Doing Karate
Author: Peker, Alper Tunga
Date: 2018-12-10
Type: Journal Articles
Subjects: Correlation,Physical Activities,Foreign Countries,Psychomotor Skills,Tests,Performance,Skill Development,Adolescents

The aim of this study is to determine the relationship between orientation and rhythm ability of children doing karate. Children who do karate from Turkey participated in the study. Their age is 14.60 ± 0.82 years; height, 1.60 ± 0.06 m and weight, 53.40 ± 7.01 kg. 20 numbered medicine ball run tests and sprint test with given rhythm were used to determine orientation and rhythm ability of the subjects. The study showed that their rhythm ability affected their orientation performance (p&lt;0.05). Rhythm ability (r=0.456) displayed a positively significant relationship (p&lt;0.05). In conclusion, the rhythm ability affected the orientation performance of the children. It is expected that the orientation ability will develop when the rhythm ability is developed.
Redefining Black Students&apos; Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm
Author: Davis, Julius
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Success,Student Attitudes,African American Students,Racial Factors,Racial Bias,Whites,Social Justice,Social Bias,High Achievement,Student Interests

Julius Davis is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University. His research and scholarly interest focus is on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Davis opens this article with a poem in which M.K. Asante speaks of two sets of notes. Davis writes that the poem eloquently captures the dichotomy of the racial reality Black students face inside and outside of mathematics spaces. Though mathematics is typically considered completely objective, race-neutral, and culture-free, Black students often learn in White institutional space. White teachers dominate the field of mathematics, another signifier of a White institutional space. In addition to being taught by White teachers, Black students learn that White men created mathematics, and the purpose for learning mathematics is to get a high-paying job in White institutions. These assertions make up the crux of the Euro centric paradigm that pervades school mathematics and only serve White interests. These assertions do not lead to liberatory outcomes for Black people. In a liberatory paradigm, Black students must be taught to think communally and must be part of the process of developing institutions and systems to support the economic, political, social, and cultural advancements of their people. Thus, as Asante explains in his poem, Black students must take two sets of notes: one to pass the test and another to learn how to use mathematics to support liberation for themselves and their people. In this essay, Davis describes and critiques the Eurocentric paradigm that pervades mathematics education. He explains how the paradigm situates Black student success and high achievement to be aligned with the interests and standard of whiteness. Davis then describes key elements of the paradigm shift in mathematics education focused on successful and high achieving Black students and liberation. He redefines success and high achievement in mathematics by aligning it with a liberatory paradigm. Davis asserts that for liberatory outcomes to be achieved, the expectations, preparation, and definitions of success and high achievement must be connected to the larger goal of Black liberation in mathematics education and society. This liberatory paradigm is grounded in a diasporic view of Black history in mathematics, culture, values, and interests.
Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children
Author: Yilmaz, Atike
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Play,Social Behavior,Student Behavior,Mild Intellectual Disability,Special Schools,Interpersonal Competence,Academic Ability,Self Control,Aggression,Behavior Problems,Antisocial Behavior,Foreign Countries

The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the general screening model. A simple random sampling type was used when constructing the sample group. To determine school social behavior, the School Social Behavior Scale (SSBS) was used. Physical education and play lessons were applied for two hours per week for 24 weeks with the purpose of obtaining data from these scales when applied to participants. The study sample group included 20 mild-level intellectually disabled children (14 boys, 6 girls), aged seven to nine years, who were trained at the Special Education and Rehabilitation Center that serves the County of Kocaeli, in the district of Izmit, Turkey. According to the results of the SSBS, we found a statistically significant difference (p &lt; 0.05) between the social competence of present persons' interpersonal relations, self-control, and academic skills, and the aggressive-nervous persons in the sub-dimensions of negative social behaviors, in favor of the test group. However, no significant difference (p &gt; 0.05) in the antisocial-aggressive and destructive-demanding sub-dimensions was observed. We found that 24-week physical education and playing practices applied to mild-level intellectually disabled children had effects on children's school social behavior.
Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework
Author: Burkinshaw, Paula
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Women Faculty,Gender Differences,Leadership Role,Political Attitudes,Fees,Compensation (Remuneration),Sex Fairness,Equal Opportunities (Jobs),Personal Narratives,Teacher Attitudes,Gender Discrimination,Foreign Countries,Social Justice,Universities

Debates on the absence of women in senior organizational roles continue to proliferate but relatively little attention is paid to the Higher Education (HE) context in which women in leadership roles are seriously under-represented. However, higher education is now central to UK political discourse given the growing controversy around student fees, vice chancellors' remuneration' and Brexit. This paper draws on a collaborative research study on the experiences of 105 senior women leaders across 3 UK Universities, which elicited accounts of constraints, successes and career highlights. Our research findings present empirical insights that expose the continuing gender inequalities most notable in senior Higher Education roles. Women's accounts include stories of diverse experiences, on-going discriminatory practices and a failure to recognise the embedded gendered inequalities that continue to prevail in these institutions. Through a critical interrogation of the narratives of female professors and building on insights from a seminal paper by Broadbridge and Simpson a conceptual framework is offered as a heuristic device to capture critical and reflexive data in future studies of equality and inequality in leadership roles.
Reflection in Language Teaching: A Comparison between Preservice and Experienced Teachers of English
Author: Kayapinar, Ulas
Date: 2018-12-10
Type: Journal Articles
Subjects: Preservice Teachers,Experienced Teachers,English Teachers,Comparative Analysis,Reflective Teaching,Elementary School Teachers,Differences

Teachers' ability to reflect on their performances or reflective teaching has been commonly used and accepted in the educational contexts. However, it has not become a content item or a course in educational curricula so far. For this reason, reflective abilities of teachers or preservice teachers cannot be measured, and there is limited feedback on their reflective performances in the teaching and learning process. The purpose of this study is to provide evidence of reflection and reflective skills of preservice teachers of English (PTE) along with experienced teachers of English (ETE) by measuring the use of reflection in different settings such as classroom settings, colleagues and management settings. Reflection-oriented reactions of ETE and PTE to possible complexities or problematic situations were scored by using Teacher Reflection Scale to reveal if they are reflective practitioners or not. The data were collected from 298 volunteer PTE and 293 ETE. Statistical analyses give evidence that ETE participants reflect more than PTE participants. Among PTE, participants mostly reflect in classroom and colleagues' settings, but not in management settings. Besides, ETE participants also reflect in classroom settings, but not in collegial setting. They prefer to reflect within management setting. Compared to PTE, there is evidence that more ETE in teaching and learning environments reflect on their practices.
Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces
Author: Hassinger-Das, Brenna
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Urban Planning,Urban Areas,Child Development,At Risk Persons,Young Children,Early Childhood Education,Equal Education,Games,Holistic Approach,Physical Activities,Community Programs,Outdoor Education,Signs,Foreign Countries,Low Income Groups,Food,Health Promotion,Retailing,Informal Education

Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this &quot;other 80%&quot; for the benefit of children's development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday &quot;trapped&quot; experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions. [For the corresponding grantee submission, see ED586364.]
An Application of Hofstede&apos;s Cultural Dimension among Female Educational Leaders
Author: Bissessar, Charmaine
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Administration,Cultural Influences,Women Administrators,Females,Foreign Countries,Leadership Styles,Administrator Characteristics,Participative Decision Making,Transformational Leadership,Socialization,Gender Issues,Power Structure,Collectivism,Individualism,Masculinity,Femininity

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); uncertainty avoidance index (UAI); masculinity/femininity (MAS); and long-term orientation versus short-term orientation (LTO); are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede's five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country's particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education.
Achieving LLL with the Sustainable Development Goals: What Is Needed to Get Things Done?
Author: Duke, Chris
Date: 2018-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Sustainable Development,Adult Education,Adult Learning,Nongovernmental Organizations,Educational Policy,Public Policy,Policy Formation,Foreign Countries,Politics of Education,Social Action

The need for individual, community and institutional lifelong learning grows and changes with turbulent social, political and economic change. The national adult education non-government organisation (NGO), Adult Learning Australia, can influence the course of policymaking and ultimately the national culture through diverse activities within or started through #YOLL2018.
The Role of Fairy Tales in Affective Learning: Enhancing Adult Literacy and Learning in FE and Community Settings
Author: Kole, Karly
Date: 2018-11-00
Type: Journal Articles
Subjects: Teaching Methods,Fairy Tales,Adult Literacy,Adult Education,Writing Skills,Cognitive Ability,Language Skills,Creative Writing,Literary Styles,Figurative Language,Foreign Countries

This paper explores the role of fairy tales in relation to literacy, affective learning, self-authoring and narrative quest. The study examines fairy tales in the context of the New Literacy Studies with regard to improving cognitive, linguistic and creative writing skills for adult literacy learners.
&apos;Culture&apos;, &apos;Context&apos;, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries
Author: Miller, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Entrepreneurship,Educational Policy,Educational Change,Retrenchment,Principals,Federal Aid,Educational Finance,Educational Innovation,Marketing,Cultural Context,Foreign Countries,Leadership Role,Gender Differences,Fund Raising,Preferences

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the &quot;Nature of School Leadership&quot;. The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; &quot;national culture&quot; and &quot;national context&quot; significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.