ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating Two Worlds: Learning through the Stories of Haudenosaunee Youth and Adults
Author: Bomberry, Michelle
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Canada Natives,Cultural Awareness,Indigenous Populations,Educational Experience,Holistic Approach,Indigenous Knowledge

Elaborating on this form of knowledge I will share the interconnectedness epistemology as a philosophical understanding for the Haudenosaunee community. Premising the The Kashwenta (Two Row Wampum Treaty) as a foundation, this paper will examine Six Nations' cultural connectedness through the Tree of Peace analogy and offer an understanding of the disconnected realities occurring at Six Nations of the Grand River Territory. Sixty-eight Six Nation youth and adults participated in discussions about educational experiences and related issues facing Six Nations youth. The themes were placed within the Haudenosaunee Creation Story's Tree of Peace's growth stages: Planting the Seeds/Germination, Supports, Branching Out, Threats, Fulfillment, and Journeying On. The participants' stories illustrate areas Haudenosaunee epistemology can contribute to holistic community strategies and approaches.
The Community-First Land-Centred Theoretical Framework: Bringing a &quot;Good Mind&quot; to Indigenous Education Research?
Author: Styres, Sandra D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Educational Research,Cooperation,Cultural Relevance,Models,Relationship,Community Involvement,Research Methodology,Physical Environment,Indigenous Knowledge

This article introduces an emergent research theoretical framework, the community-first Land-centred research framework. Carefully examining the literature within Indigenous educational research, we noted the limited approaches for engaging in culturally aligned and relevant research within Indigenous communities. The community-first Land-centred research framework was created by reflecting on how we engaged in research collaborations with Indigenous communities. This process of reflection led us to realize that within our research we had been developing a research framework that was culturally-aligned, relevant, and based on respectful relations that differed in important ways from other community oriented research framework. We articulate how we differentiate this framework from community-based approaches to research and discuss the community-first Land-centred research framework's foundational principles. We draw upon lessons learned through our various collaborations over the past seven years.
Higher Education Reforms and the Academic Profession from a Comparative Perspective
Author: Arimoto, Akira
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,College Faculty,College Students,Teaching Skills,Scholarship,Research,College Instruction,Knowledge Economy,Access to Education,Surveys,Productivity

In the 21st century, when the universalization of higher education demands diversified students to be more involved in study and rather than in learning, the ideal of scholarship is expected to transform toward both teaching orientation and study orientation, with a focus on the teaching and study process in the classrooms with a result of being a research, teaching and study nexus (R-T-S nexus). In reality, however, it is apparent that the scholarship of research orientation persists throughout the world. This paper attempts to shed light on the given theme by making analysis of the results gained from three international surveys on the academic profession. Higher education is defined by the mutual interaction among several important factors, including social change, knowledge development, the national government's higher education policy, and the academic profession's identity and initiative in the process of reacting to the effects of these factors. In this picture, the priority of reform converges to the teaching and study process in which academics' teaching ability and students' study ability are focal. The Humboldtian model is useful, not only for students at the stage of elite higher education in the second age, but also for the counterparts at the stage of universalization in the third age, although it needs to be modified so as to be suitable to the situation at the universal stage of higher education development. Comparison between academics' preferences in teaching and research orientations by country in the CAP survey reveals that convergence on the research orientation has increased, at least in advanced countries. The universalization of higher education will need more of a teaching orientation among academics worldwide, to support students' study and so the current trend toward a research orientation must necessarily be confronted in the context of R-T-S nexus in many countries, especially in Japan.
The Academic Profession and University Governance Participation in Japan: Focusing on the Role of Kyoju-kai
Author: Yonezawa, Akiyoshi
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Higher Education,Governance,Teacher Participation,Teacher Role,Surveys,Comparative Analysis,Decision Making,Legal Problems,Teaching (Occupation),Organizational Culture,Universities,Multiple Regression Analysis

The dominant role of Kyoju-kai (the professoriate) in university governance in Japan is now facing a critical examination as part of university reforms in response to global competition. What are the determinants of the characteristics of participation in university governance by individual faculty members? In what way does the organizational structure, such as the professoriates at Japanese universities, influence the participation patterns? This article first establishes an analytical framework for the examination of the role of the professoriate of Japanese universities, applying the arguments of McNay (1995) and Ehara (2010). Secondly, the structure of faculty participation in university governance in Japan is examined through analysis of recent survey data on the academic profession in Asia. Thirdly, through a comparative analysis this paper examines how dominance of decision making by the Kyoju-kai or the faculty committees and boards does not necessarily assure a sense of participation among faculty members. Based on the examination above, the author discusses how the legal protection of Kyoju-kai in Japanese universities does not necessarily assure collegium-type university governance, but may lead to a bureaucracy that satisfies neither institutional managers nor faculty members. Finally, the author discusses the significance of the above points in the broader context of the historical transformation of the characteristics of university governance in Japan, and argues for the necessity of further comparative studies based on a precise understanding of the historical and organizational contexts of universities and higher education systems.
Educational Quality and Egalitarian Educational Structures: A Multi-Nation Multi-Variate Analysis
Author: Cummings, William K.
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Equal Education,Access to Education,Multivariate Analysis,Track System (Education),Achievement Tests,Models,Predictor Variables,Measures (Individuals),Reading Achievement,Global Approach,Least Squares Statistics,Regression (Statistics)

The degree of equality in the delivery of education is an important dimension of variation. Some nations believe that the provision of a highly stratified system enhances quality, at least for the minority who are able to gain entry to the elite academic stream. In contrast, other nations prefer a more egalitarian approach to education where all students attend a common school devoid of ability streams until well into their secondary level studies (Levin, 1978); the egalitarian approach is believed to be just and fair. But does it enhance quality? While there are a number of studies that explore the academic consequences of tracking and/or streaming within particular national systems, there are relatively few studies that explore this question across several national systems. The recent OECD supported PISA studies (2010 a and b) enable a cross-national analysis; but the official reports from OECD primarily provide bivariate analyses of these relations whereas a multivariate approach taking into account several system level variables is preferred. In this paper we define egalitarian education, examine its historical origins, specify its contemporary correlates, and drawing on multinational data seek to determine if the single nation findings are replicated in a wider group of countries. Additionally we will focus on the position of Japan and the sub-group of rapidly developing Asian economies relative to other countries.
Competence-Based Quality Assurance of University Education Lessons Learnt from the OECD-AHELO Feasibility Study
Author: Fukahori, Satoko
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Quality Assurance,Educational Quality,Educational Assessment,College Faculty,Models,Outcomes of Education,Accountability,Benchmarking,Global Approach,Competence,Teacher Role,Scoring

The discourse that an educated workforce is essential for a prosperous and sustainable economy in a knowledge-based society has invited heightened policy interest in higher education. In effect, many industrialized countries are approaching, or have already reached universal access, with the majority of their age cohorts enrolling in higher education. This drastic expansion of higher education has invited new challenges to the system, particularly in relation to quality assurance. The focus of this paper is to explore models of quality assurance in the age of higher education expansion. In particular, this paper will focus on the Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study carried out by the Organization for Economic Cooperation and Development (OECD). The study serves as a compelling model for improving the quality of higher education in two respects. Firstly, the AHELO Feasibility Study is a model showing how learning outcomes assessment can serve as an action scheme to engage faculty in generating a common understanding of competence frameworks. Secondly, it is a model showing that competence frameworks can be shared among diverse universities if they are sufficiently abstract, but also that abstract competence frameworks can be articulated into concrete learning outcomes that are attainable for students within a given timeframe, and assessable by faculty through the use of relevant assessment tools. The experience of participating in the AHELO Feasibility Study demonstrated that external learning outcomes assessments can help faculty in reaching substantive and tangible understanding of the competence framework, and in substantiating attainable and assessable learning outcomes from the abstract competences. Such shared understanding is indeed the foundation of competence-based quality assurance.
Inequality of Higher Education in China: An Empirical Test Based on the Perspective of Relative Deprivation
Author: Hou, Liming
Date: 2014-03-00
Type: Journal Articles
Subjects: Equal Education,Higher Education,Disadvantaged,Foreign Countries,College Students,Student Attitudes,College Admission,Admission Criteria,Surveys,Educational Opportunities,Social Differences,Social Change,Institutional Characteristics,Regression (Statistics),Geographic Regions,Quotas

The primary goal of this paper is to examine what makes Chinese college students dissatisfied with entrance opportunities for higher education. Based on the author's survey data, we test two parameters which could be a potential cause of this dissatisfaction: 1) distributive inequality, which emphasizes the individual's dissatisfaction caused by unequal quota distribution; and 2) relative deprivation, which emphasizes the individual's dissatisfaction caused by social comparison relative to a reference group. Results show that relative deprivation has a significant effect on individual's dissatisfaction compared to unequal quota distribution. As a conclusion, college students' dissatisfaction was caused by the fact that they realized they could not get a fair distribution comparison to their reference groups. Individual subjective valuation gradually becomes an important standard of judging educational inequality, that makes educational inequality more complex to be resolved. Considering the ingrained household registration system and admission policy, we propose that individual's relative deprivation will probably persist or even worsen during the period of social transition.
Disparities between Schools in Japanese Compulsory Education: Analyses of a Cohort Using TIMSS 2007 and 2011
Author: Matsuoka, Ryoji
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Compulsory Education,Educational Change,Socioeconomic Background,Academic Achievement,Family Characteristics,Academic Ability,Public Education,Private Education,Correlation,Elementary School Students,Junior High School Students,Cultural Capital,Teacher Expectations of Students,Teaching Styles,Homework,Achievement Gap,Mathematics Achievement,Models,Comparative Analysis,Cohort Analysis,Predictor Variables

Japanese compulsory education had been praised because of its equality around the early 80s. However, since the third wave-educational reform that began in the 1980s and still persists, it has been pointed out that there are disparities between schools in terms of students' socioeconomic background and academic performance. Although there have been studies assessing relationships between students' family background and academic ability between types of schools (e.g., private and public), how the disparities emerge between schools has not been investigated with nationally representative data collected in Japan. This study therefore attempts to empirically provide evidence of disparities between schools in elementary and lower secondary education by analyzing an age cohort at two points of time. Using fourth grade data from &quot;The Trends in International Mathematics and Science Study&quot; (TIMSS) 2007 and eighth grade data from &quot;TIMSS&quot; 2011, the study first assesses (1) whether a school-composition of students' cultural capital (school-CC) shapes teachers' expectations for student achievement and (2) whether teachers' expectations relate to their teaching approach, which is measured as the frequency of homework assignments given to their students. After these two relationships are tested at the school level, the study investigates, through a multilevel regression analysis, (3) whether teachers' expectations and teaching approach are associated with students' academic performance in mathematics so as to reveal how school-CC-disparities relate to the achievement gap between schools. Findings of this study indicate disparities between schools in terms of school-CC, the degree of teachers' expectations, the frequency of homework assignments and math-achievement in eighth grade, while some disparities between schools are found at the fourth grade level. The findings also show that teachers' expectations are associated with eighth grade students' academic performance; that is, the degree of teachers' expectations partly explains the achievement gap between schools.
Educational Strategies of Highly Educated Chinese Women Married to Japanese Men: A Preliminary Study on Child Raising in Japan
Author: Shikita, Keiko
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Attainment,Marriage,Educational Strategies,Case Studies,Empowerment,Social Influences,Cultural Influences,Semi Structured Interviews,Cross Cultural Studies,Spouses,Child Rearing

The past two decades have witnessed a dramatic increase in cross-border marriage in Southeast and East Asia largely as a result of increased population mobility as people move for work, study, lifestyle or even marital reasons. Japan is no exception with a substantial increase in the number of cross-border or &quot;international marriages&quot; taking place since 1990. The pattern of international marriage is highly gendered, with Japanese men very much more likely than Japanese women to marry a foreign spouse. It also reflects post-colonial and on-going power relations in the region, with women from China, the Philippines and Korea, in that order of magnitude, making up the majority of foreign brides marrying Japanese men. These cross-border marriages are leading to an increasing number of mixed heritage families living and &quot;doing education&quot; in Japan. Taking a case study approach, this paper explores in depth the educational strategies of three highly educated Chinese women vis-a-vis their children; all married to Japanese men and living in Japan. It seeks to understand the expectations, desires, and lived experiences of these women in the sociocultural domain of childrearing and education. A key conceptual framework is that of agency in the face of sociocultural constraint. Two sets of interrelated questions will be addressed. What do these women hope for their children in terms of formal education and transmission of cultural heritage and how do they set about realizing their aims? In what way does the immediate familial sociocultural environment set limits upon this? By focusing on highly educated Chinese women, a group of women motivated by strong cultural and socioeconomic forces to maximise the possibilities of their children's education, we are able to see clearly this interaction of agency and constraint.
Reform of the Educational Finance System as the Foundation of Compulsory Education
Author: Suetomi, Kaori
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Financial Support,Compulsory Education,Educational Change,Educational Needs,Equal Education,Accountability,Educational Administration,Institutional Autonomy,Administrative Organization,Elementary Schools,Junior High Schools,Comparative Analysis,Efficiency,Federal Legislation,Educational Legislation

The conditions required for a reform of the educational finance system as the foundation of compulsory education are 1) devolution to schools and introduction of national standards in order to deal with &quot;individual equality&quot; while compensating for the insufficiency of &quot;aspectual equality,&quot; and 2) dealing with educational needs not guaranteed within the framework of the public schools. As well, within the context of funding cuts focused on efficiency, the implementation of accountability for schools and educational finance is essential for plentiful compulsory education finance.
Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course
Author: McDonald, Paige L.
Date: 2014-11-00
Type: Journal Articles
Subjects: Blended Learning,Cooperative Learning,Communities of Practice,Reflection,Abstract Reasoning,Medical Education,Physicians,Critical Thinking,Journal Writing,Allied Health Occupations,Taxonomy,Thinking Skills

This article discusses a learning partnership among faculty and students to influence reflective practice in a blended course. Faculty redesigned a traditional face-to-face (FTF) introductory physician assistant course into a blended course to promote increased reflection and higher order thinking. Early student reflective writing suggested a need for learner familiarization with levels of learning, types of reflection, and levels of reflective practice and for revision of writing prompts to encourage greater depth and breadth of reflection. This article presents results from an analysis of students&apos; writings prior to and after the learning intervention and revision of writing prompts. Writings from Week 1 and Week 8 of the course were analyzed for level of reflective practice, depth and breadth of reflection, and depth of higher order thinking. Results indicate an increase in level, depth, and breadth of reflection post-intervention. Results also indicate an increase in occurrences in higher order thinking post-intervention. Findings suggest that purposive course design, combined with instruction on reflection and appropriate reflective prompts, can influence breadth and depth of reflection and higher order thinking in a blended course.
Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps, and Future Directions
Author: Costello, Ellen
Date: 2014-11-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Allied Health Occupations Education,Allied Health Personnel,Teaching Methods,Technological Literacy,Computer Simulation,Communication Skills,Computer Software,Teamwork,Interprofessional Relationship,Information Science,Records (Forms),Information Storage,Information Management,Online Courses

Changes in the U.S. Healthcare System along with the need for institutions of higher education to prepare a work force ready to address the challenges of today and tomorrow have highlighted the need to incorporate technology in its broadest sense as part of the student learning experience. In health professional education, this becomes challenging as programs have traditionally relied on face-to-face instruction along with internship experiences which provide hands on patient care. In addition, learning activities that incorporate higher order critical thinking must be incorporated in order to meet competency based professional expectations as well as expectations in the work place environment. This article will address current technology use in health professional education programs and identify opportunities to incorporate technology to enhance the student learning experiences with emphasis on the critical thinking, communication, and psychomotor skills required of today&apos;s health professional graduate.
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties
Author: Swanson, H. Lee
Date: 2014-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Learning Problems,Pretests Posttests,Learning Strategies,Word Problems (Mathematics),Grade 3,Elementary School Students,Comparative Analysis,Control Groups,Experimental Groups,Visual Stimuli,Verbal Communication,Resource Materials,Short Term Memory,At Risk Students,Learning Disabilities,Visual Aids,Spatial Ability,Standardized Tests

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that gradually increased the number of irrelevant propositions within word problems. Children in Grade 3 (N = 193) were randomly assigned to one of five conditions: materials + verbal strategies (e.g., underlining the question), materials + verbal + visual strategies, materials + visual strategies (e.g., correctly placing numbers in diagrams), materials only-no overt strategies, and an untreated control. Compared to children with MD in the control condition, posttest outcomes for children with MD on standardized measures improved significantly under verbal + visual conditions, whereas posttest scores on the experimental problem-solving measures improved under the materials-only condition. Those strategy conditions found least effective made substantial demands on children's working memory capacity. The authors discuss benefits and limitations of strategy instruction.