ethanporcaro/eric-fulltext-meta huggingface dataset:
A Short History of K-12 Public School Spending in British Columbia, 1970-2020
Author: Ellis, Jason
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Elementary Secondary Education,Foreign Countries,Educational Finance,Expenditures,Neoliberalism,Public Schools,Trend Analysis,Unions,Educational Legislation,Educational Policy

This article looks at fifty years' worth (1970-2020) of public K-12 education expenditure data from the Canadian province of British Columbia. It asks if spending has increased or decreased in this period and examines the causes and correlates of spending changes. Previous research has tended to assume that spending has decreased during this &quot;neoliberal&quot; period. However, historical and empirical research in this article gives a much different picture. K-12 public education spending in British Columbia -- adjusted for inflation -- is 250 percent higher in 2020 than it was in 1970. Meanwhile, enrolment in 2020 is only 110 percent of 1970 enrolment. The main cause of spending growth is increase in the number of teachers the system employs, which depended in no small part on the British Columbia Teachers' Federation (BCTF)'s successful attempts to negotiate class size and composition rules. Other causes of spending growth are provincial and district spending priorities. Successive provincial governments have tried to rein in education spending by legislating cost controls on district spending and teacher contracts but have seldom achieved reductions for long. Spending increases and attempts at cost control are at best only linked partially to governing party ideology, with right-wing and left-wing provincial governments both initiating years of increases and cutbacks. More empirical research is needed, especially into spending's effects on educational equity and quality, to complete the picture of education finance in British Columbia.
Class Size and Teacher Work: Research Provided to the BCTF in Their Struggle to Negotiate Teacher Working Conditions
Author: Laitsch, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Class Size,Teaching Conditions,Literature Reviews,Educational Research,Foreign Countries,Unions,Teacher Student Relationship,Individualized Instruction,Classroom Techniques,Research Utilization,Elementary Secondary Education,Learner Engagement

This paper presents an update of a 2010-literature review on class size research completed as background in preparation of an affidavit on class size provided by the lead author in the case of &quot;British Columbia Teachers' Federation v. British Columbia,&quot; argued before the Supreme Court of British Columbia in 2010, appealed ultimately to the Supreme Court of Canada and ruled on November 10, 2016. We find that smaller classes can improve teacher-student interactions and individualized instruction, decreasing time spent on discipline issues, leading to better student behaviour, attitude, and efforts. Smaller classes generally have greater advantages for younger students, and effects are more observable in class sizes of less than 20. Small classes may shrink achievement gaps, decrease dropout rates, and increase high school graduation rates, and appear to enhance academic outcomes, particularly for marginalized groups. Researchers have detected class size effects many years later. Small classes have been found to boost teachers' morale and job satisfaction. While some studies have found effects at the secondary and post-secondary level, results are generally inconclusive at this level. Finally, some researchers have argued that class size reductions are an inefficient use of funds which might be better spent elsewhere in the system. The paper concludes with a brief reflection on the process of providing this research for Supreme Court case.
Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership
Author: Alonso-Yanez, Gabriela
Date: 2021-00-00
Type: Journal Articles
Subjects: Systems Approach,Educational Change,Urban Schools,Public Schools,Foreign Countries,Instructional Leadership,Principals,Assistant Principals

The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: (1) complexity thinking in education, which has recently focused on school system change; and (2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.
An Interactive Multimedia Model for a &quot;Big Questions&quot; Course: Innovations in Teaching and Learning
Author: Cherkasova, Evgenia V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Teaching Methods,Web Sites,Computer Games,Educational Change,Course Descriptions,Instructional Design,Educational Environment,Open Educational Resources,Learning Processes,Educational Trends,Trend Analysis,Humanities,Student Centered Learning,Futures (of Society),College Faculty,Program Descriptions,Higher Education

This paper presents a course design model created in response to the pedagogical challenges inherent in a 'Big Questions' course in the humanities. We conceptualize the model as an Open Dynamic Educational Project (ODEP), namely, a carefully designed learning environment--physical, intellectual, and digital--which comprises &quot;both&quot; a collection of growing multimedia resources &quot;and&quot; a dynamic community of learners who contribute to this collection and to the learning process as a whole. Methodologically, an ODEP aims at the ideals of &quot;significant learning&quot; and &quot;deep learning&quot; and makes use of digital technologies--in our case a website and a computer game--in order to enhance a student-oriented course design. As we discuss the role of digital aids we also touch on the new educational trend of &quot;gameful learning&quot;, its potentials and possible shortcomings. Based on theoretical findings in conjunction with our practice of transforming a Big Questions course into an Open Dynamic Educational Project, we suggest a number of future trajectories.
Exploring Educator Values Alignment Strategies in an Intervention Context: The Emergence of the Beacon Strategy
Author: Kalogeropoulos, Penelope
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Teaching Methods,Values,Alignment (Education),Teacher Expectations of Students,Educational Strategies,Learner Engagement,Intervention,Teacher Leadership

Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention, and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator's values. In part it involves the educator being able to recognize their own values and clearly communicating these values to students. Originality/Value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students' sets of values.
Creative Connections: Using Black Cultural Resources to Challenge Constructions of Gender in Life and in Texts
Author: Kabba, Florence
Date: 2015-00-00
Type: Journal Articles
Subjects: African Americans,Cultural Activities,Gender Issues,Social Change,Language Usage,Books,Clubs,Adults,Music

Recent research indicates that in many college English classrooms, faculties continue to rely on New Critical approaches to teaching literature that focus analysis on the formal qualities of a text (Addington, 2001; Barrow, 2009; Bialostosky, 2006). Teachers using this method rarely invite students to bring their life experiences into their interactions with texts and each other. This leads us to wonder how much is lost when the cultural knowledge students bring into the classroom is rejected because of teaching approaches that do not recognize, as reading reception theorists such as Bleich (1975), Fish (1980), and Rosenblatt (1995) have, that reading is a profoundly social act. In contrast to formal institutions of learning, adult reading groups provide greater opportunities to explore how readers bring their cultural backgrounds to bear on their interaction with texts. The purpose of this paper is to investigate how the members of a Black woman book club drew from shared cultural and linguistic resources to make intertextual connections between a mystery novel, &quot;Buying Time&quot; (Young, 2009), which details the travails of a disbarred lawyer, who is married to a materialistic &quot;gold digging&quot; woman, and iconic Rhythm and Blues (R&amp;B) songs. The following research question guides this study: What cultural and linguistic resources did the participants draw upon during the book discussion and how did this enhance their understanding of the gender issues raised in the text?
Feeling Good and Functioning Well in Mathematics Education: Exploring Students&apos; Conceptions of Mathematical Well-Being and Values
Author: Hill, Julia L.
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Education,Well Being,Student Attitudes,Values,Educational Experience,Guidelines,Grade 8,Mathematics,Correlation,Foreign Countries

Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understood, and intersection between students' values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values. Design/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis. Findings: Findings supported the MWB framework and confirmed an alignment between students' values and well-being in mathematics education. Originality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas that aim to improve student well-being, and highlights congruences and discordances between well-being and values.
Helping Students Learn beyond the Bounds of Their Imagination: Lessons from a Global Citizenship Practicum
Author: Kornelsen, Lloyd
Date: 2015-00-00
Type: Journal Articles
Subjects: Practicums,Citizenship Education,Teaching Methods,Learning Processes,Global Approach,Trust (Psychology),Personal Autonomy,High School Students,Foreign Countries,Educational Experience,Outcomes of Education,Learner Engagement,Teacher Student Relationship,Student Attitudes,College Faculty,Teacher Attitudes

The author revisits a global citizenship practicum he co-facilitated in 2003. His interviews with former participants show differences in what he and his teaching colleague remember and what students remember, revealing three critical teaching functions for facilitators of global citizenship practicums: fostering autonomy and independence, encouraging critical engagement, and being trusted elders. Implications for student learning and teaching practice extend to any situation where teachers want to cultivate a sense agency, independence, and critical outlook; for when teachers want students to learn beyond the bounds of their imagination.
Education Quality Assessment in China: What We Learned from Official Reports Released in 2018 and 2019
Author: Yin, Danqing
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Compulsory Education,Educational Assessment,Values Education,Reading Achievement,Mathematics Achievement,Science Achievement,Art Education,Music Education,Physical Education,Health,Educational Indicators

Purpose: This article intended to introduce the recent Chinese compulsory education quality assessment. Design/Approach/Methods: The article summarized education policy documents relevant to the recent Chinese compulsory education quality assessment, especially from the three reports: &quot;The Chinese Compulsory Education Quality Monitoring Report,&quot; &quot;The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning,&quot; and &quot;The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health.&quot; Findings: The article examined the development of Chinese education quality assessment in the context of the nation's pursuit of holistic education. It first reviewed a brief history of the education quality monitoring work in China that bore the fruits of a few recent reports. Second, findings and the framework of the assessment are demonstrated. Finally, I discuss the significance, limitations, and special issues of the assessment. Originality/Value: The article is among the earliest to present findings of the recent quality assessment in Chinese compulsory education in English critically.
Mathematical, Mathematics Educational, and Educational Values in Mathematical Modeling Tasks
Author: Dede, Yüksel
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematical Models,Values,Social Justice,Altruism,Individualism,Educational Objectives,Cultural Differences,Semantics,Content Analysis,Problem Solving,Foreign Countries

Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, and openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model-eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.
Education Informatization 2.0 in China: Motivation, Framework, and Vision
Author: Yan, Shouxuan
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Technology Uses in Education,Educational Technology,Technology Integration,Information Technology,Technological Advancement,Artificial Intelligence,Blended Learning,Internet,Models,Governance

Purpose: This article aims to shed light on a latest education informatization policy blueprint in China, titled &quot;Education Informatization 2.0 Action Plan,&quot; which was promulgated by the Ministry of Education in China on April 18, 2018. Design/Approach/Methods: The study is an analytical policy review based on the policy documents, theoretical discussion, and development of practice. Findings: This new Chinese education informatization policy was driven by three factors: the promotion of education informatization 1.0 in China, the requirement of education modernization toward 2035, and the response to &quot;Wisdom Education.&quot; The framework for action can be summarized as &quot;One Goal, Three Tasks, and Eight Actions.&quot; The main features involve innovation-driven development rather than technology-driven development, committing to the expansion of digital educational resources rather than the digital presentation of textbooks, and aiming at improving teachers and students' information literacy rather than the applied skills of information technology. The future vision of the plan involves building new models on talent cultivation, education service, and education governance. The new models on talent cultivation involve establishing &quot;Wisdom Teaching&quot; mode, learning mode, and intelligent learning environment supported by artificial intelligence technology. The new education service models entail building the admission and sharing mechanism of quality educational resources based on National Network for Education and the public service platform and system for educational resources by means of the cloud computing and artificial intelligence. The new education governance models involve achieving precise, flat, and humanized education governance. Originality/Value: This article entails expounding the motivation, framework for action, main features, and vision of the education informatization 2.0 in China, which will be helpful for learning and understanding the current background, stage, and future path of China's education informatization.
The Mathematics Learning Attributes Valued by Students in Eastern China
Author: Tang, Hengjun
Date: 2021-06-00
Type: Journal Articles
Subjects: Factor Structure,Mathematics Education,Student Attitudes,High School Students,Junior High School Students,Elementary School Students,Foreign Countries,Factor Analysis,Values,Classification,Memorization,Concept Formation,Learning Processes,Teaching Methods,Cultural Influences,Reliability,Item Analysis,Mastery Learning,Measures (Individuals),Instructional Program Divisions,Attitude Change

Purpose: Given that prior research has confirmed that students' mathematics values significantly affect their mathematics learning, understanding how students' values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students' learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown-Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students' mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed different degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students' values. Originality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students' values undergo changes in the course of their schooling are important information for educators seeking to foster students' learning.
Alchemical Creation: The Art of Transformation in D.H. Lawrence&apos;s &quot;St. Mawr&quot;
Author: LaRubia-Prado, Francisco
Date: 2015-00-00
Type: Journal Articles
Subjects: Authors,Novels,Creativity,Animals,Literary Devices,Power Structure,Self Concept,War,Psychological Patterns,History,Literary Criticism,Color

This paper explores a creative interpretation of D. H. Lawrence's novel &quot;St. Mawr.&quot; Throughout the centuries, and across cultures, the presence of a distinctive horse (or horses) in a literary text--and more recently in films -- results in what appears to be an unvarying outcome: the restoration of equilibrium and wholeness in situations where balance and a sense of totality has been lost. Powerful illustrations of this phenomenon in Western and Eastern cultures are the medieval epic poem &quot;El Cid,&quot; Heinrich von Kleist's &quot;Michael Kohlhaas,&quot; Leo Tolstoy's &quot;Kholstomer,&quot; Girish Karnad's &quot;Hayavadana,&quot; Akira Kurosawa's &quot;Kagemusha,&quot; or the recent theater hit (originally written as a novel) &quot;War Horse,&quot; by Michael Morpurgo. D.H. Lawrence's &quot;St. Mawr&quot; (1924) belongs to this tradition, but whereas in the previously cited texts the relevance of the horse pertains to other themes--such as power, collective identity, the role of performance in human life, or the tragedy of war--the distinctiveness of Lawrence's text lies in the horse's centrality in the psychological transformation of one individual: Lou Witt. I am currently working on a book-length project that will include the cited texts and others showing, from a transcultural and trans-temporal perspective, how the centrality of horses in literature and film systematically responds to the same causes. Clearly, authors throughout history have validated what V. A. Kolve says about the uses of the horse in the Middle Ages, namely, that it is a &quot;central image&quot; through which human nature can be explored. [This article is reprinted with permission from the editors and author from a 2014 issue of &quot;The D.H. Lawrence Review.&quot;]