ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Traditional Learning Materials with Those Created with Instructional Design and Universal Design for Learning Attributes: The Students&apos; Perspective
Author: Fenrich, Peter
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Vocational Education,Student Attitudes,Instructional Materials,Access to Education,Mixed Methods Research,Postsecondary Education,Foreign Countries,Program Effectiveness,Educational Technology,Technology Uses in Education,College Students

There are foundational universal design for learning (UDL) principles that support accessibility and inclusivity that can be incorporated into instructional materials. Creating instructional materials that are accessible and inclusive is a comparatively new challenge that is gaining awareness. A problem is that most professors do not know how to design for accessibility and inclusivity. Universal design for learning is also referred to as universal instructional design. This paper discusses the instructional design and UDL principles designed into instructional materials that were created to teach piping trades students how to solder and braze copper pipe. A summative quantitative and qualitative analysis was conducted to determine whether the students felt that the new materials had more instructional design and UDL attributes than the original materials. The findings showed that there were significant differences between the instructional design and UDL attributes of the new materials as compared to the original materials. There were no significant differences between some of the attributes. [For the complete Volume 16 proceedings, see ED586117.]
Teachers and Education for Global Citizenship in a Mexican University
Author: Navarro-Leal, Marco Aurelio
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Education Programs,College Faculty,Global Approach,Citizenship Education,Questionnaires,Teacher Attitudes,Comparative Analysis,Higher Education

Since the turn of the century, universities have to cope with demands of internationalization; and more recently to cope as well with demands to educate for global citizenship, especially after the United Nations Secretary-General's Global Education First Initiative (GEFI) launched in September 2012. This paper reports an experience of training teachers to promote these aspects in a Mexican university. More precisely, to explore how far a group of university teachers, that were trained to promote internationalization, were from the main principles of global citizenship education. Their answers to a questionnaire specially designed for this purpose, were compared with the answers of a group of teachers, from the same university, who have not been trained in the mentioned matter. A test &quot;U&quot; of Mann-Whitney showed a significant difference between the two sets of answers, from which some reflections are derived and related actions are suggested for training university teachers. [For the complete Volume 16 proceedings, see ED586117.]
Comparative Analysis of Educational Systems in Japan and Bangladesh
Author: Mustary, Mashraky
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Education,Educational Practices,Educational Objectives,Educational Policy,Government Role,Childrens Rights,Federal Legislation,Educational Legislation,Compulsory Education,Access to Education

This paper evaluates the educational systems of Japan and Bangladesh. The educational systems of both countries intend to provide quality education to their students. The Japanese educational system is inclined toward global trends, striving to produce citizens who are aware of current changes around the world. The Bangladeshi system, under the Madrasah education scheme, aims to provide their students with sufficient information to face the world. The similarities of the two educational systems lie in the input of the governments in facilitating the systems that provide education to children who have come of age. The foundations of the systems are rooted in the cultural practices of the respective countries, along with the provision of the staff and government policies that guide the work in the schools. The differences between the two systems are defined by their policy directives. The policy directive in Bangladesh is based on the UN Child Rights Convention which ensures that the rights of children form the major area of consideration. The policy is geared towards the cultivation of human values. It works as a basis for a system that is available, universal, science oriented and one that seeks to counter all problems. The Japanese education system is based on its national laws as well as the Constitution. It provides for free compulsory education for all the children in relation to their abilities. The law sets policies geared towards creating moral and able members of the society. This paper argues that the government of any country should lay emphasis on education, as it forms the basis of a country's economy and helps to shape students into responsible, competent global citizens of the future. [For the complete Volume 16 proceedings, see ED586117.]
&quot;CHAT&quot;-ting up Anatheism in Search of Authentic and Credible Religious Memories
Author: Potgieter, Ferdinand J.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: World Views,Cultural Pluralism,Teaching Methods,Religion,Beliefs,Religious Factors,Cultural Context,Religious Education,Credibility,Relevance (Education)

This paper explores Anatheism as a pedagogically justifiable theory for teaching our learners how to acquire new memories about life- and worldview diversity, as well as religious diversity, and also how to accompany each other so that whosoever wants to, may return home to a more credible God after they might have started to doubt the credibility of their original faith. It demonstrates how Cultural-Historical Activity Theory (CHAT) can be used to teach the tenets of Anatheism in order to help learners transform such religious doubts and memories. [For the complete Volume 16 proceedings, see ED586117.]
Untapped Talent: The Costs of Brain Waste among Highly Skilled Immigrants in the United States. Report in Brief
Author: Batalova, Jeanne
Date: 2016-12-00
Type: Reports - Research
Subjects: Economic Impact,Immigrants,Underemployment,Taxes,Wages,Census Figures,College Graduates,Unemployment,Language Proficiency,English (Second Language),Racial Differences,Ethnicity,Educational Attainment,Intellectual Disciplines,Job Skills

This study estimated the economic penalty that immigrant underemployment imposes, both in forgone earnings and tax payments, using U.S. Census Bureau data to analyze demographic characteristics and estimate the forgone earnings and taxes at federal, state, and local levels. It focuses on three groups of workers: (1) Immigrants who are foreign-educated college graduates; (2) Immigrants who are U.S.-educated college graduates; and (3) U.S.-born college graduates. The research produces findings nationally, as well as for seven states that include a mix of traditional immigrant destinations (California, Florida, New York, and Texas), a relatively new destination state (Washington), and two industrial states that have recently sought to attract skilled immigrants (Michigan and Ohio). Findings indicate that the underemployment of immigrant college graduates results in tens of billions of dollars in forgone earnings and taxes annually, which in turn affects our economy at every level by lowering productivity and consumer demand. Given that skills and education degrade over time if not put to productive use, brain waste can also have long-term detrimental effects on foreign-born workers. Highly skilled immigrants who cannot fully utilize their skills are less likely to earn family-sustaining wages and achieve financial stability for themselves and their families. Finding a way to tap underutilized skills would have a positive impact on national and local economies. [For the full report, see ED586143.]
Untapped Talent: The Costs of Brain Waste among Highly Skilled Immigrants in the United States
Author: Batalova, Jeanne
Date: 2016-12-00
Type: Reports - Research
Subjects: Economic Impact,Immigrants,Underemployment,Taxes,Wages,Census Figures,College Graduates,Unemployment,Language Proficiency,English (Second Language),Racial Differences,Ethnicity,Educational Attainment,Intellectual Disciplines,Job Skills

This study estimated the economic penalty that immigrant underemployment imposes, both in forgone earnings and tax payments, using U.S. Census Bureau data to analyze demographic characteristics and estimate the forgone earnings and taxes at federal, state, and local levels. It focuses on three groups of workers: (1) Immigrants who are foreign-educated college graduates; (2) Immigrants who are U.S.-educated college graduates; and (3) U.S.-born college graduates. The research produces findings nationally, as well as for seven states that include a mix of traditional immigrant destinations (California, Florida, New York, and Texas), a relatively new destination state (Washington), and two industrial states that have recently sought to attract skilled immigrants (Michigan and Ohio). Findings indicate that the underemployment of immigrant college graduates results in tens of billions of dollars in forgone earnings and taxes annually, which in turn affects our economy at every level by lowering productivity and consumer demand. Given that skills and education degrade over time if not put to productive use, brain waste can also have long-term detrimental effects on foreign-born workers. Highly skilled immigrants who cannot fully utilize their skills are less likely to earn family-sustaining wages and achieve financial stability for themselves and their families. Finding a way to tap underutilized skills would have a positive impact on national and local economies. [For the report in brief, see ED586142.]
The Birth of a &quot;New&quot; Theory of Education and Its Application in Comparative Education Studies
Author: van der Walt, Johannes L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Educational Theories,Ethics,Educational Researchers,Role,Educational Philosophy

Educationists are constantly in need of theory to help them explain the phenomena with which they concern themselves, in this particular case, with education systems. In the early stages of their careers as scholars, education system experts avail themselves of existing theories to explain the phenomena observable in education systems. At a later stage in their careers they begin developing the need to develop their own custom made theories since they find their own theories to serve their purpose more accurately. This paper relates how such a relatively &quot;new&quot; theory, the social space and ethical function and/or action theory, has recently emerged, and how it has so far been applied in practice. [For the complete Volume 16 proceedings, see ED586117.]
Economic Transformation and Emancipation through Active Citizenship Education
Author: Arendse, Agnetha
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Economic Change,Citizenship Education,Social Change,Racial Segregation,Democracy,Racial Differences,Intervention,Civil Rights,Citizen Participation,Foreign Countries,Educational Change,Curriculum Development

The transition from apartheid to democracy necessitated radical transformation within the South African political, socio-economic and education landscape. Black and coloured students were only fit for unskilled or semi-skilled occupations resulting in under-qualified and poorly trained professionals. Since the inception of democracy, there was a need to respond to the needs of a modern democratic South African society. The need for economic transformation emerged from the inheritance of an economy built on exclusion due to racial division and inequalities. There was a need for curriculum and economic intervention to include fundamental principles of citizenship education to promote human rights, democracy and active citizenry. This paper discusses the manner in which active citizenship education can bring about economic transformation in a modern developing democracy in South Africa. Through a conceptual framework, the paper also demonstrates the evolution of citizenship with the notion of critical emancipation through active citizenship education. [For the complete Volume 16 proceedings, see ED586117.]
Fertility Myths and Community College Drop Outs for Black Community College Students
Author: Hollis, Leah P.
Date: 2015-10-01
Type: Speeches/Meeting Papers
Subjects: Two Year College Students,Community Colleges,Dropouts,African American Students,Misconceptions,Pregnancy,Sexuality,Access to Health Care,Sex Education,Contraception,Social Influences,Literature Reviews,Influences,Interpersonal Relationship,Knowledge Level,Mass Media Effects,Academic Persistence

Few studies examine the association between community college students' risky sexual behavior, unplanned pregnancy, and the subsequent withdrawal from school. Further, students' nonchalant attitudes and lacking access to health care and information about contraceptive use may exacerbate the problem. Hence, comprehensive sexuality education can assist black community college students to make sound contraceptive decisions and to avoid unplanned consequences. Given the lack of empirical research on the connection between unplanned pregnancy and student retention for black community college students, this content analysis using Krippendorf's procedures (1980) develops themes from 100 articles and reports on sex education, relationship status, social norms, and contraceptive use. The resulting analysis using social ignorance theory (Ungar, 2008) shows that nonchalant attitudes regarding sexual practices and social norms influence risky sexual behavior for black community college students, which can be associated with unplanned pregnancy and eventually withdrawing from school.
Studying Abroad: A Case Study of Chinese International Mobility
Author: Mankowska, Anna
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Study Abroad,Foreign Students,Asians,Student Mobility,Migrants,Human Capital,College Students,Student Motivation,Employment,Travel

This paper discusses the topic of educational mobility among students from China. The main aim of the paper is to analyse the reasons why Chinese youth migrate and to indicate the direction of their migration. The paper contains qualitative analysis of UNESCO and OECD educational reports and of Chinese government documents, as well as statements by Chinese students on online forums (an analysis of online statements and comments was taken), in which they indicate the motives for their migration. Two main categories of travel motives have been distinguished. The first category is directly linked with the prospect of gaining human capital, and the second with trends in consumerism. [For the complete Volume 16 proceedings, see ED586117.]
International Perspectives for Research on Child Abuse and Neglect
Author: Moradi Sheykhjan, Tohid
Date: 2015-07-16
Type: Speeches/Meeting Papers
Subjects: Child Abuse,Child Neglect,Child Labor,At Risk Persons,Violence,Sexual Abuse,World Problems,International Cooperation,Prevention,Intervention,Children,Adolescents

The purpose of this article is to find out the significance of international perspectives for research on child abuse and neglect. Child abuse is not a new phenomenon. Increased international communication and exposure has brought awareness in many that child abuse is a phenomenon intrinsic to all human society since the beginning of time. Abuse of children and adolescents is a complex international problem that seems to defy simple analysis and easy answers. We need to raise the public's awareness of the devastating effects of child abuse. Survivors of child abuse and neglect may be at greater risk for problems later in life such as low academic achievement, drug use, teen pregnancy, and criminal behavior that affect not just the child and family, but society as a whole. This includes the worst forms imaginable of child labor, involvement in armed conflict, exposure to female genital mutilation, child marriage, being sold into slavery, or being solicited over the internet. Whereas individual studies often use different definitions of the term, the results cannot be compared with each other and there is no universal standard exists for optimal child care or for child abuse. Most international communities have tended to focus only upon societal, or extra familial, abuses to children. In many others, the focus has been on issues relating to child labor, beggary, prostitution and marriage. In some more developed countries, attention has turned toward more intra-familial abuses and issues. Moreover, many abused and neglected children never come to the attention of government authorities or individuals who can make efforts to protect a particular child. It is clear that a significant number of children will remain at high risk for experiencing violence and other negative outcomes. Given all of this information, it is hoped that national and international partnerships will continue to make efforts to improve service availability and quality to children across the world.
Reflecting on a University Partnership Project in Underprivileged South African Schools
Author: Jacobs, Lynette
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,College School Cooperation,Partnerships in Education,Access to Education,Disadvantaged Youth,Interviews,Administrator Attitudes,Program Effectiveness,Documentation,Rural Areas

Over many years, universities that offer teacher education programmes have been in partnerships of different kinds with schools. Not only are schools sites of research for faculty members, but student teachers get workplace experience during practicums. In the postmodern world, there is emphasis on amelioration at grassroots level, instead of only at systems level. The sentiment is that school-university partnerships should benefit schools as much as their higher education partners. In this paper, we reflect on the first seven years of a university-school partnership project. The purpose of the partnership was in part to improve the school results of potential students from underprivileged feeder areas towards access to higher education programmes. Looking back, some successes can be claimed, as the relative success of learners in the project schools has improved notably. Still, the project has to find ways to remain financially sustainable, and to expand the project to ECD and primary schools, in particular to improve numeracy and literacy skills of young children. [For the complete Volume 16 proceedings, see ED586117.]
Centralizations and Autonomies: The Delimitation of Education by The Hungarian Government
Author: Rónay, Zoltán
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Politics of Education,Centralization,Academic Freedom,Educational Trends,Institutional Autonomy,Governance,Civil Rights,Professional Autonomy,Public Education,Government Role

Hungary is on the road towards an illiberal state. On this journey, the Hungarian government, with the Parliament at its service, is reinterpreting the concept of fundamental rights. Under the slogan of effectiveness, new regulations are being adopted which secure more power, influence, rights, and tools for the state. This paper aims to present this trend from the perspective of education. I will present the most important new legal institutions, the chancellery, and consistory, as well as the constitutional right of the government to regulate by decree the operational and financial matters of HEIs, the central direction of schools, and the ministerial approval of pedagogical programs. [For the complete Volume 16 proceedings, see ED586117.]
Education at the Crossroads: Inclusive Education for the Global Refugee Crisis
Author: Moradi Sheykhjan, Tohid
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Inclusion,Refugees,Disadvantaged,Access to Education,Civil Rights,Educational Indicators,Barriers,Conflict,Crisis Management,Peace,Health,Land Settlement,Standards,Teacher Education,Educational Planning,Educational Policy,Human Resources,Educational Finance,Social Change,Educational Attainment

The global refugee population continues to climb and the number of refugees across the globe is at an alarming high and is expected to continue to rise for the foreseeable future. Access to education is a basic human right and is linked to poverty reduction, holding promises of stability, economic growth, and better lives for children, families, and communities. Refugee children and adolescents remain amongst the most marginalized groups in education. Refugee children and youth have frequently missed substantial amounts of schooling due to the effects of conflict. The lack of high quality and protective education for refugees stands in the way of meeting education for all goals, of achieving durable solutions, and of sustainable development and reconstruction of home and host countries. Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve education for all. However, Collecting regular, reliable and disaggregated education statistics on refugees are notoriously complex meaning that education indicators for this sub-group can be difficult to estimate. Education indicators for refugees may not be included in either the statistics of the refugee's country or the country hosting the refugees itself. The World is witnessing the largest refugee crises in decades. Crisis and conflict are among the biggest obstacles to ensuring inclusive and equitable quality education for all. However, education is a human right with important implications for health, livelihood, and peace building in contexts of conflict and crisis. We need to make changes to the way we respond to the changing landscape of the displaced, particularly refugees. Education is one of the most prominent needs of displaced refugees. Therefore, it is necessary to explore the global refugee crisis creating hurdles in the field of education for achieving success in inclusive education all around the globe. The objective of this paper is to point out the obstacles and elaborate challenges in education with special reference to inclusive education for the global refugee crisis.
Organizational Cynicism Levels of Teachers in Secondary Schools in Turkey
Author: Korkut, Ali
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Secondary Schools,Teacher Attitudes,Secondary School Teachers,Institutional Characteristics,Gender Differences,Teaching Experience,Educational Attainment,Negative Attitudes,Trust (Psychology),Teacher Surveys

This study aimed to determine the organizational cynicism levels of teachers working in public and private secondary schools in Turkey in terms of various variables. In this descriptive study based general survey model, data were collected by the Organizational Cynicism Scale (OCS). The sample of this study was determined by using &quot;cluster sampling&quot; method and it included a total of 262 teachers; 182 teachers for public secondary schools and 80 teachers for private secondary schools in Diyarbakir. Data were analyzed using descriptive statistics, t-test, One-Way Variance Analysis (ANOVA) and Kruskal-Wallis test. The findings of the study revealed that the overall level of organizational cynicism for teachers was found at 'Somewhat Agree' level. In addition, school type, gender, seniority and level of education were found as sources of significant differences. Teachers in public secondary schools and male teachers have higher means than their counterparts. Cynicism levels increase as the years pass and tend to decrease especially after a seniority of 15 years. Based on these findings, in-service training sessions to reduce possible causes for organizational cynicism can be organized for school administrators and teachers in public and private schools.