ethanporcaro/eric-fulltext-meta huggingface dataset:
MOOC Quality: The Need for New Measures
Author: Hood, Nina
Date: 2016-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Teaching Methods,Educational Technology,Technology Uses in Education,Educational Quality,Quality Assurance,Course Content,Learning Activities,Instructional Design,Evaluation Methods

MOOCs are re-operationalising traditional concepts in education. While they draw on elements of existing educational and learning models, they represent a new approach to instruction and learning. The challenges MOOCs present to traditional education models have important implications for approaching and assessing quality. This paper foregrounds some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs.
The Two Solitudes of Educational Policy and the Challenge of Development
Author: Murgatroyd, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Outcomes of Education,Evidence Based Practice,Neoliberalism,Educational Change,Policy Formation,School Effectiveness,Global Education,Public Education

Policy makers are challenged to improve educational outcomes, manage scarce resources and secure public acceptance of their initiatives to provide quality, relevant and effective education. In making decisions they are pulled between competing ideologies about the process and purposes of schooling. This paper explores these ideologies and suggests tensions between them. The paper also suggests a way forward for those seeking to established evidence based, context sensitive policies and practices.
Sustainable Development Begins with Education
Author: Uvalic-Trumbic, Stamenka
Date: 2016-00-00
Type: Journal Articles
Subjects: Sustainable Development,International Organizations,Access to Education,Program Effectiveness,Equal Education,Goal Orientation,Educational Objectives

This article builds on the report of a meeting of the Memory and Future Club of the Association of Former UNESCO Staff Members held in February 2016 to discuss the impact of UNESCO's work on Education for All. It also derives from the authors' personal perspectives on the important contribution that the EFA campaign has made and could make to the overall goal of making education a vehicle for the sustainable development of our world. We celebrate its successes and explore its challenges.
University Service-Learning Partnership with a Foreign Government: A Case Study
Author: Guseh, James S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Universities,Federal Government,Government School Relationship,Partnerships in Education,International Cooperation,Public Agencies,Case Studies,Theory Practice Relationship,Public Policy,Student Placement,Learning Experience,College Students,Masters Programs,Public Administration Education,Student Attitudes,Reflection

The purpose of this research is to assess the process of establishing, implementing, and evaluating an international service-learning (ISL) partnership between an American university and a foreign government. The partnership is between North Carolina Central University and the Civil Service Agency of Liberia. In order to facilitate an in-depth examination of the program, a case study methodology was employed. Many Liberian government agencies have benefited from the services that students have provided through ISL. A reflection of this ISL partnership shows that the partnership impacts teaching by providing real-world examples or cases, as well as demonstrating the nexus between theory and practice. The services students provide can also serve as a source of research for faculty and students. The career outlook of student participants is also broadened beyond the national level to international affairs. Moreover, while many ISL programs focus on one broad field of study, such as nursing, the university-government ISL partnership assigns students to different government agencies with different policy foci, such as health policy and government budgeting. As such, students can be placed in diverse agencies which in turn can provide diverse experiences, when shared among themselves, can further broaden their global perspectives and enrich teaching, research, and service at institutions participating in ISL.
Learning for Development from within and beyond the Reef: Early Implementations of Open Distance Learning and Use of Open Educational Resources (OER) for the Teaching of English in a Small Island State
Author: Kruse Vaái, Emma
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Teacher Effectiveness,Distance Education,Online Courses,Sustainability,Foreign Countries,Elementary School Teachers,Teacher Improvement,Phonetics,Phonemic Awareness,Grammar,Childrens Literature,Creative Writing,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials

The following article examines the beginnings of open distance learning and use of OER by the National University of Samoa Faculty of Education to address an identified national need for more teachers and to improve their quality. It highlights related challenges in the training of teachers and how different and new modes of learning are not always immediately acceptable and effective for the learners. It also discusses different perceptions related to ODL and OER and the need for policy developments at national and institutional levels for an integrated approach that can lead to sustainability.
Living and Learning in the Here-and-Now: Critical Inquiry in Literacy Teacher Education
Author: Crawford-Garrett, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Methods Courses,Preservice Teachers,Preservice Teacher Education,Time Perspective,Literacy Education,Critical Thinking,Migrant Workers,Immigration,Social Justice,Racial Relations,Perspective Taking,Relevance (Education),Undergraduate Students,Neoliberalism

In this paper, we utilize practitioner research to consider what happened in two literacy methods courses when we positioned students as human beings in the present rather than solely as future teachers. We first situate our work within the current sociopolitical context of the U.S., making the argument that critical literacy education is more urgent now than ever. We then consider the ways in which a &quot;here and now&quot; positioning afforded deep engagements into two localized inquiries--one on migrant labor and immigration and the other on racial justice past and present--and illustrate that these experiences offered our students opportunities to view the world from a multiplicity of perspectives and to develop sociopolitical awareness. We conclude by arguing that literacy teacher education must undergo a dramatic shift, one that positions pre-service teachers as critically-conscious human beings and emphasizes inquiries that attend to the lived reality of the moment.
Towards Inclusive Education: A Case Study of IGNOU
Author: Chaudhury, S. V. S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Open Universities,Higher Education,Equal Education,Access to Education,At Risk Students,Disadvantaged Youth,Social Stratification,Distance Education,Student Characteristics,Geographic Location,Disabilities,Correctional Education,Minority Group Students,Females

Towards the end of the Eleventh Five Year Plan (2007 -2012), India catered to about 20 per cent of those in the age group 17 to 24 years. However, to achieve the threshold level of about 30 per cent by 2020, and address concerns that perpetuate inequalities in opportunities to higher education, the Government of India (GoI) formulated positive discrimination policies. Establishment of Open Universities in general and Indira Gandhi National Open University (IGNOU) in particular was one such positive step in this direction. Since 1987, IGNOU has been striving for inclusive education and reach to all groups to meet their educational needs. As a result of its dedicated efforts, at the end of 2012, it had reached 639 out of 659 districts in the country, including those in the red corridor (with a large concentration of Naxalite and Maoist extremists) passing through the States of Andhra Pradesh, Chhattisgarh, Jharkhand, Maharashtra, Odisha, and West Bengal. IGNOU has been successfully imparting education and training to the socially, economically, physically and/or geographically disadvantaged, in addition to women, minorities and jail inmates. Our results show that participation of rural women is particularly encouraging in all programmes but the dropout rate of these groups is rather high and the success rate comparatively low.
Exploring the Growth of a College-Community Partnership
Author: Rosenthal, Irene
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Programs,Partnerships in Education,Colleges,Literacy Education,Nonprofit Organizations,Refugees,Inquiry,Active Learning,Grants,Graduate Students,Cooperative Learning,Instruction,Educational Assessment,Instructional Materials,Teacher Education Programs,Educational Benefits,Internship Programs,Service Learning,Immigrants,Needs Assessment,Tutoring,Remedial Programs,Outcomes of Education

The conditions that supported the development of a highly successful collaborative partnership between a college literacy program and a nonprofit center for refugee children are discussed. This three year partnership produced three inquiry-based projects, grant opportunities and increased collaboration among graduate literacy students, center teachers, and staff in the areas of instruction, assessment and material collection. It is argued that these collaborations are necessary for institutions of higher learning in general and teacher preparation programs in particular.
&quot;To See How Far I Can Go&quot;: Benefits of &quot;Fun&quot; in Encouraging Civic Engagement and Building Self-Efficacy among New York Community College Students
Author: Naish, Paul D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Citizen Participation,Student Participation,Volunteers,Service Learning,Student Attitudes,Program Effectiveness,Recreational Activities,Social Capital,Student Development

Community Days, an innovative initiative to foster community service and civic engagement at the City University of New York's new Guttman Community College, encourages students to perform volunteer work around the city. What makes the program unique are opportunities for students to take self-directed excursions and enjoy free resources in the city--activities not usually associated with service-learning. Including a component that the students identify as &quot;Fun Day&quot; in a program dedicated to volunteer service strengthens the program and increases the enthusiasm of the participants. This essay examines reflections completed by the students after participating in Community Days, considering their initial expectations and apprehensions, their experiences in unfamiliar environments, and the connections they draw between community service and &quot;fun.&quot; These reflections suggest that the two program components reinforce one another in building social capital. Independently navigating unfamiliar areas of the city challenges them and builds their sense of autonomy and control. Successfully completing new challenges, however simple--whether serving meals in a soup kitchen or riding the Staten Island Ferry--gives them an experience of earned success. Because Guttman allows the students agency to decide how (and ultimately if) they will participate, they take full possession of their accomplishments.
One Happy Union: Infusing Community-Based Learning Projects through Online Instruction
Author: Lee, Jason W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Web Based Instruction,Online Courses,Instructional Design,Educational Quality,Student Centered Learning,Active Learning,Student Projects,Integrated Curriculum,Electronic Learning

Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while supporting the belief that criteria such as reinforcement, evaluation, feedback, and motivation (Berge, 2010) can be achieved through congruent CBL and online instruction. The theoretical basis for the projects identified in this work adhere to the tenets of quality online design, which are student-centered, and evoking principles of project-based learning (PBL), anchored instruction and situated learning.
The Trouble with Niceness: How a Preference for Pleasantry Sabotages Culturally Responsive Teacher Preparation
Author: Bissonnette, Jeanne Dyches
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Social Justice,Educational Philosophy,Multicultural Education,Culturally Relevant Education,Literacy Education,Teacher Educators,Preservice Teachers,Teaching Methods,Transformative Learning,Reflective Teaching,Whites,Sociocultural Patterns,Critical Theory,Race

Because few teacher education programs are truly rooted in the philosophical aims of multicultural and social justice education (Asher, 2007; Banks, 2008; Hayes &amp; Juarez, 2012; Miller, 2014), many pre-service teachers (PSTs) remain unpracticed--and unable--to teach in culturally responsive ways (Sleeter, 2012). But what structures and forces bear the culpability for the long documented shortcomings of this preparation? And how can literacy teacher educators honor their commitment to preparing practitioners capable of teaching &quot;all&quot; children? Here, the author postulates the ways in which teacher education programs' preference for niceness functions as an iteration of Whiteness that obstructs attempts to actualize culturally responsive teacher preparation, tending specifically to the complicity of audit culture, pre-service teachers, teacher educators, and curricula and instruction. In an effort to disrupt and ultimately dismantle the culture of niceness, the author offers successful approaches to training PSTs for teaching in culturally responsive ways, including displaying sociocultural vulnerability, modeling and creating opportunities for critical reflection, and collaborating alongside PSTs to craft a transformative curriculum.
Public Scholarship within an Urban School District: A Community and University Partnership Approach to Service-Learning
Author: Booker, Angela
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Service Learning,College School Cooperation,School Community Relationship,At Risk Students,Summer Programs,Grade 9,Partnerships in Education,College Faculty,State Universities,Schools of Education,Extension Education,Social Justice,Community Role,Program Effectiveness,Scholarship,High School Students

This article reports on a collaborative partnership, based in principles of public scholarship and designed to serve local, at-risk or high-risk youth. The program is a six-week summer service-learning initiative in the Sacramento, California, area developed for transitioning 9th grade students through a multi-agency partnership. The project organizes the university to draw students who often do not make it to college toward a trajectory of high school completion and college enrollment. In addition, the article details opportunities, particularly for junior faculty, to establish local relationships that inform and support ongoing research, create sustainable opportunities to engage in more complex methodological work, and position faculty to participate in public discourse about the role of universities.
Outside the Margins: Promotion and Tenure with a Public Scholarship Platform
Author: Hutchinson, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Promotion,Tenure,Scholarship,College Faculty,Citizen Participation,Outreach Programs,Research Universities

Engagement and outreach scholarship has been encouraged among faculty to address the challenge of bringing university resources to meet the needs of society. However, a divide persists, especially apparent at research-focused universities, between the encouraging rhetoric about engagement and the actual reward structure through the promotion and tenure process. This article culls the literature on engaged scholarship to explore this divide, tracing the origins, evolution, and principles for success involved in linking scholarship to community needs in the context of a research-focused institution. The article advocates a two-pronged approach to garner support and respect for this research platform.
Engaging Sharp-Leadenhall: An Interdisciplinary Faculty Collaboration in Service-Learning
Author: Falk, Audrey
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Service Learning,Interdisciplinary Approach,African American Community,Anthropology,Inquiry,College Students,Teacher Collaboration,Outcomes of Education,Course Descriptions

This article reports on an interdisciplinary collaboration in the context of service-learning. Faculty members from the disciplines of family studies, anthropology, and media production worked collaboratively to develop and implement service-learning projects involving their classes and Sharp-Leadenhall, one of the oldest historically African-American communities in Baltimore City, Maryland. The authors argue that collaborative, interdisciplinary service-learning can respond to complex, real-world problems more fully than can be achieved through single-course, single-discipline service-learning. Additionally, this approach to service-learning provides faculty an opportunity to model interdisciplinary inquiry for students.
Community-University Engagement via a Boundary Object: The Case of Food Mapping in Columbus, Ohio
Author: Clark, Jill K.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Relationship,Research Projects,Barriers,State Universities,Information Systems,Maps,Food,College Faculty,College Students,Success,Case Studies

Interest continues to increase in respect to developing viable public and highly collaborative scholarship. Yet often community and university partners face significant barriers relating to diverse motivations of individual partners and different desired outcomes. The aim of this manuscript is to contribute to the scholarship on community-university engagement by including the concept of a &quot;boundary object&quot; as a vehicle to drive practice. The boundary object is a shared space, or resource, which may be tangible or abstract, and is co-created by the community and university. The object allows various partners to develop a consensus on the object itself while maintaining individual motivations, outputs, audiences and eventual outcomes. Using this concept to address common pitfalls of community-university engagement, we document the case of the Food Mapping Team, a partnership of faculty, research staff, students and community groups in Central Ohio. Through our analysis, we offer tenets to successful use of boundary objects and general recommendations for public scholarship.
Dual Certification in General and Special Education: What Is the Role of Field Experience in Preservice Teacher Preparation?
Author: Kent, Andrea M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Certification,Teacher Education Programs,Curriculum,Undergraduate Study,Elementary Education,Special Education,Program Implementation,Inclusion,Cooperating Teachers,Teacher Role,Barriers,Administrators,Surveys,Focus Groups,Teaching Methods,Program Effectiveness,Attitude Measures,Mixed Methods Research,Interviews

The purpose of this study was to determine the effectiveness of a field component that was merged with a new teacher preparation curriculum so that at the completion of the program the undergraduate candidates could be recommended for both K-6 general and special education certification. An examination of the data reveals that the program is challenging to implement, especially in terms of scheduling logistics, but beneficial to the preparation of new teachers. The intense field experiences allowed preservice teachers to face the challenges of meeting a diverse population of students in the areas of academics, culture, and socioeconomic status. Candidates were completing the program in an authentic context with a practical view of the realities of teaching in classrooms today.
A Model for Community Partnerships in Mathematics
Author: Forrest, Bradley
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Education,Partnerships in Education,Models,High Schools,College School Cooperation,Faculty Development,College Readiness,Pedagogical Content Knowledge,Communities of Practice,Teacher Collaboration,Teacher Workshops,Calculus,Advanced Placement Programs,Scholarship

This article describes a partnership involving a college and its surrounding public high schools in order to offer a model for transforming professional development initiatives into collaborative, reciprocal community engagement opportunities. This ongoing partnership addresses the shared goal of improving the mathematical college readiness of high school students through a three-part program focused on teacher content knowledge. The partnership is based on sustained, open dialogue in which the expertise of all participants, collegiate mathematics professors and high school mathematics teachers, are equally valued and imperative to achieving program outcomes.
Jigsaw Research Communities: Coordinating Research and Service across Multiple Courses to Serve a Single Community Partner
Author: Cross, Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperative Programs,Community Surveys,Research Projects,School Community Programs,Scholarship,Service Learning,Undergraduate Students,Graduate Students,College Faculty,Institutional Survival,Nonprofit Organizations,Justice,Delivery Systems,Case Studies,Educational Practices,Criminal Law,Fund Raising,Community Benefits,Research Skills,Interpersonal Relationship,Social Networks,Coordination,Partnerships in Education,Pretests Posttests,Qualitative Research,Statistical Analysis,Interviews,Content Analysis,Observation

This article describes a public scholarship project in which two faculty members worked together to integrate service-learning and research into multiple courses to benefit a single community partner. The project linked undergraduate students, graduate students, and faculty in a broad-based research endeavor that contributed to the survival and growth of a nonprofit court monitoring organization and ultimately improved the delivery of justice. The authors provide an overview of the project, treating it as a case study in the development of multi-course mass research projects, drawing inspiration from the jigsaw classroom method. The approach developed uses elements from a number of high-impact educational practices. Guided by faculty expertise and directed by active coordination, students engaged in research and service tasks that had been divided into manageable pieces and distributed across multiple courses to complete an original, collaborative, and groundbreaking piece of public scholarship for the community partner. Simultaneously, students pursued varied learning outcomes related to the project in courses involving criminal justice practice, nonprofit management, diversity awareness, and community involvement.