ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting Global and Local Relationships with the &apos;Kibung Framework&apos;
Author: Joskin, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Outcomes of Education,English Curriculum,Secondary School Students,Curriculum Implementation,Teaching Methods,Guidelines,Educational Practices,Educational Change,Case Studies,Faculty Development,Foreign Countries,Educational History,Constructivism (Learning),English Teachers,National Curriculum,Comparative Analysis,Pidgins,Administrator Attitudes,Teacher Attitudes

This paper examines the relationships between global education policies at global and local levels that have driven the outcomes-based curriculum reform into Papua New Guinea (PNG). It reports on evidence from a qualitative case study that investigated the implementation of the outcomes-based English curriculum into two lower secondary schools in Port Moresby, PNG. Data were collected from 10 teachers and 90 students through classroom observations, document analysis, field notes, structured interviews, post-observation interviews, and focus group discussions. Findings revealed challenges in the implementation of the global curriculum reform agenda as there was little alignment between policy intentions and classroom practices. Thus, findings also highlighted a need for collaborative professional development programs to help sustain the curriculum changes required for classroom implementation. A co-constructed approach called the 'Kibung Framework' is presented in this paper as a strategy to assist with the implementation of mandated global curriculum policies into local practices.
Pilipinx Becoming, Punk Rock Pedagogy, and the New Materialism
Author: Romero, Noah
Date: 2019-00-00
Type: Journal Articles
Subjects: Race,Teaching Methods,Music,Immigrants,Self Concept,Foreign Policy,Racial Bias,Social Change,Power Structure,Foreign Countries,Musicians,Discourse Analysis,Risk,Gender Differences,Females,Acculturation,Popular Culture

This paper employs the new materialist methodology of diffraction to probe the entanglements of matter and discourse that comprise the assemblage of Pilipinx becoming, or the ways by which people are racialized as Pilipinx. By methodologically diffracting Pilipinx becoming through the public pedagogy of punk rock, this research complicates standard stories of Pilipinx identity to provoke more generative encounters with the Pilipinx diaspora in Oceania. As new materialist theory holds that social life is produced by aggregations of related events, it rejects the notion that ontological becoming is dictated by immutable systemic or structural realities. This application of new materialist ontology contributes to understandings of relationality by demonstrating how Pilipinx identity emerges out of processes of relational becoming comprised of co-constitutive discourses, movements, and materialities of human and nonhuman origin. This approach troubles conceptions of Pilipinx becoming which propose that Pilipinx bodies are racialized through the imposition of colonial mentalities and broadens these theorizations by approaching Pilipinx becoming as a relational process in which coloniality plays a part. This relational conceptualization of Pilipinx becoming is informed by how punk rock, when framed as a form of education, complicates dominant understandings of the contexts, conditions, and capacities of Pilipinx bodies. In so doing, it demonstrates how public pedagogies and alternative approaches to education transform affect economies which produce the material conditions of gendered and racialized oppression.
&quot;Wantok&quot;-Centred Framework for Developing Citizenship
Author: Fitoo, Billy
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Schools,Citizenship Education,Foreign Countries,Principals,Rural Schools,Peace,Teacher Attitudes,Student Attitudes,Guidelines,Creoles,Teaching Methods,Democratic Values,Self Concept,Spiritual Development,Cultural Influences,Christianity,Indigenous Knowledge,Indigenous Populations,Social Values

This paper presents a framework for developing citizenship education in the Solomon Islands. By drawing on a qualitative study conducted with 24 students, 20 teachers, and four principals in four rural and urban schools in the Solomon Islands, this study reveals that &quot;wantok&quot;-centred relationships are a unifying symbol that holds the family unit, clan, tribe, church members, and people with the state. In order to strengthen &quot;wantok&quot; relationships that create a peaceful coexistence in the Solomon Islands, this article proposes a &quot;wantok&quot; framework to underpin the development of citizenship education in the Solomon Islands. It introduces three domains: democratic, spiritual, and cultural, which are all centred on the notion of relationality. It demonstrates how relationality is central to the &quot;wantok&quot; framework by connecting people through the pijin language, and cultural, spiritual, and democratic values. This article concludes by demonstrating how this framework can promote &quot;wantok&quot;-centric identities, values, and relationships in both the formal and non-formal education sectors in the Solomon Islands
The Importance of Strengthening Relationality: Experiences of Women Living with Visible, Physical Disabilities in Rural Papua New Guinea
Author: Yenas, Alice
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Physical Disabilities,Rural Areas,Disability Discrimination,Gender Discrimination,Social Attitudes,Cultural Influences,Self Concept,Social Bias

This article reports on research that explored the views and experiences of daily life for five women living with visible, physical disabilities in a rural setting in Papua New Guinea. The findings show that women with disabilities experience discrimination not only because of their disability and gender-, but also because of the attitudes, assumptions, and beliefs about disability and gender which generate discriminatory practices and social structures, which together worked to silence women with disabilities. This contributes to the work around disabilities and relationality in the Pacific. It puts forward an argument for a focus on building relationships and making connections to enhance understanding and reduce marginalization of women with disabilities. This opposes the traditional approach which has focussed on addressing the material and /physical needs that result from the disability itself. A focus on relationality is argued to encourage inclusion and social participation for women with disabilities at their local communities.
Relational Cultural Identity and Pacific Language Education
Author: Kennedy, Juliet
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Secondary School Students,Pacific Islanders,Ethnic Groups,Malayo Polynesian Languages,Native Language,Second Language Learning,Spiritual Development,Heritage Education,Second Language Instruction,Native Language Instruction,Cultural Maintenance,Teaching Methods,Language Maintenance,School Community Relationship,Correlation,Social Justice

This article investigates how two Pacific language programmes in secondary schools outside of the broader region of Auckland, New Zealand, enabled an exploration, celebration, and deepening of va (relational space) through language, and contributed to identity construction of students of Samoan and Tongan heritage. As the relational lens is rarely applied to language education, this study contributes to a new perspective of language education and identity research. It does so by looking at the complexity of va in relation to language education and demonstrates how examining language education through the perspective of va helps us to understand the relationship between language development and our physical, spiritual, cultural, and intellectual being. Findings show how Pacific language education can provide opportunities for students to develop relational Oceanic identities by strengthening connections in the va between community, one's own language and other Oceanic peoples. In supporting construction of cultural identity, this small-scale study emphasizes benefits of providing heritage language programmes in secondary schools to promote culturally sustaining pedagogies which value and develop knowledges of home and school.
Addressing Social, Emotional Development, and Resilience at the Heart of Teacher Education
Author: D'Emidio-Caston, Marianne
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Teacher Education Programs,Social Development,Emotional Development,Preservice Teachers,Teacher Competencies,Coping,Teacher Characteristics,Caring,Self Evaluation (Individuals),Interpersonal Competence,Social Environment,Teacher Educators,Teacher Role

Teacher education has found new direction in the demonstrated need for social-emotional development as a focus in our public schools. This article chronicles historic approaches to social-emotional development with references to various fields of study, leading to the recent consensus on what knowledge and skills define an appropriate education for the 21st century. A case study of one teacher education program that successfully integrates a focus on social-emotional learning is presented, using telling cases taken from teacher candidates' fieldwork and thesis projects. Additional evidence of successful preparation of teachers who attend to the social-emotional development of their students in their own classrooms is also presented. Teacher education programs interested in deepening and expanding a focus on social-emotional development will find both supporting theory and effective practices to obtain that outcome.
Relational Positionality and a Learning Disposition: Shifting the Conversation
Author: Fasavalu, Talitiga Ian
Date: 2019-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Ethnic Groups,Foreign Countries,Ethnography,Researchers,Pidgins,Cultural Differences,Creoles,English (Second Language),Concept Formation,Indigenous Knowledge,Personal Autonomy,Story Telling,Grounded Theory,Learning Strategies,Critical Incidents Method,Student Attitudes,Metacognition,Stereotypes,Athletes,Migration,Personal Narratives,Teacher Leadership,Learning Processes,Educational Experience,Higher Education,Foreign Students

In the complex and diverse region of Oceania, researchers often work across more than one cultural understanding. Thus, a researcher's position with regard to their research requires careful ongoing negotiation because position, when understood through relationality, is fluid. Negotiating position requires acute reflexivity of the researcher but also offers opportunities for ongoing development and agency. In this article, we use the literature of relational positionality and autoethnographic methodology to discuss two researchers' deliberate re-positioning in relation to their field of education, focusing on deliberate self-change and the application of new conceptual learning. The context is Pasifika education, a space which sits between different knowledge systems as the education of Pacific-origin people in Aotearoa New Zealand. The article demonstrates how storying can support new understandings which, in turn, can help negotiate positionality. The argument draws on data from a conference tok stori session that illustrates the potential of storying to expose, re-value and then reweave positionality through relational activity.
Relationality and Radical Democracy: The Possibilities of Postcolonial Citizenship in Myanmar
Author: Choo, Liyun Wendy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Postcolonialism,Citizenship Education,Buddhism,Political Attitudes,Self Concept,Religious Factors,Cultural Influences,Nationalism,Indigenous Knowledge,Urban Youth,Young Adults,Ethnic Groups,Minority Groups,Photography,Citizenship Responsibility

Western liberal conceptions of democratic citizenship require the state to be &quot;neutral&quot; by separating the political from the social. However, this is often at odds with the realities of socio-political organization in many former colonized countries. In this paper, I draw on empirical data from photo-elicitation interviews with eight Buddhist youth in Yangon to illustrate the socio-political realities of everyday citizenship and citizenship education in Myanmar. Findings show that, for Buddhist participants, their political identity as Myanmar citizens and their religious identity as Buddhists are deeply enmeshed. Rather than force-fit postcolonial states into the Western democratic model, I propose that the notions of relationality and radical democracy offer a means of indigenizing democracy and draws on Myanmar's Buddhist democracy to illustrate the political potential of relationalism.
Using Adoption and Perceived Characteristics of Fertilizer Innovations to Identify Extension Educational Needs of Florida&apos;s Residential Audiences
Author: Warner, Laura A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Innovation,Educational Needs,Extension Education,Gardening,Best Practices,Personality Traits,Merchandise Information,Soil Science,Social Media,Learning Strategies,Water Quality,Housing,Ownership,Adults,Citizen Participation,Water Pollution

The objective in this study was to explore factors that shape how residents manage their home landscapes, and we applied Rogers' (2003) Diffusion of Innovations to understand fertilizer practices and implications for Extension programming to address non-point source pollution. Data were drawn from a statewide survey of 1,197 Floridians. We identified the extent to which Floridians were using 10 residential fertilizer best practices, how Floridians' perceived characteristics of fertilizer innovations related to adoption, and evaluated how the educational needs pertaining to fertilizer use differed among non-innovative and innovative individuals. Respondents were most engaged in practices such as reading fertilizer packages and labels to apply the correct amount and least engaged in soil testing to inform fertilizer applications as well as asking their landscape professional about training. Floridians perceived the five characteristics of fertilizer best practices at a moderate level overall, and of these, characteristics, compatibility, trialability, and relative advantage predicted adoption. Innovative individuals were more interested in learning from colleagues, neighbors, and public organizations such as Cooperative Extension and government organizations. They were also more interested in learning by visiting an Extension office or through social media than those who were non-innovative. This study may inform policy-making such as local landscape ordinances and planning of Extension behavior change programs.
The Interaction of Learning Style on Measures of Successful Intelligence in Secondary Agriculture Students Exposed to Experiential and Direct Instruction
Author: Baker, Marshall A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Secondary School Students,Agricultural Education,Experiential Learning,Direct Instruction,Correlation,Measures (Individuals),Instructional Effectiveness,Rural Areas,Geographic Isolation,Weather,Intelligence

Understanding the teaching and learning paradigm is a relentless search for educators. Because individual students bring their own learning style preferences to the learning environment, teachers are asked to consider and even adjust their teaching to these preferences to improve student learning. In Kolb's (1984) experiential learning theory, learners have preferences for how they grasp and transform information. These considerations have implications for students' success, or lack thereof, in the classroom. This study determined the interactions that existed between learning style and successful intelligence of secondary agricultural education students. No statistically significant differences were found regarding teaching approaches and students' preferred method of grasping information. However, statistically significant interactions were identified related to students' preferences for transforming information and performance on an analytical assessment. Recommendations point to infusing variability in the classroom, especially in how students are asked to transform the information they have grasped previously. Further research should focus on the motivational outcomes resulting from experiential instruction delivered to students of varying learning styles.
Beauty, Bees, and God: The Fibonacci Sequence as a Theological Springboard in Secondary Mathematics
Author: Brahier, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Instruction,Catholics,Religious Education,Mathematical Concepts,Concept Formation,High School Students,Numbers,Philosophy,Aesthetics

The author seeks to use the limited contact time they have with students to engage them not only in academic pursuits but also in a discussion of the divine mission of humans. Since this can be difficult to meaningfully do in a math class, the author is continually searching for meaningful, engaging points of contact between mathematics and theology. These points of contact can serve as launching points for engaging students in dialogue about the Catholic faith, thereby giving an opportunity to intentionally accompany students on their own faith journeys. The author finds the Fibonacci Sequence to be a topic that not only piques students' interest about sequences and series but also serves as a springboard to theological discussion. In this article, the author will provide a brief historical background to the Fibonacci Sequence, an explanation of how it can be used in a high school math classroom, and an exploration of three different theological touchpoints that the Fibonacci Sequence offers.
Defining Catholic Higher Education in Positive, Not Negative, Terms
Author: Rizzi, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholics,Religious Education,Higher Education,Self Concept,Church Related Colleges,History,Cultural Education,Theological Education,Universities,Scholarship,Teaching Methods,Institutional Mission,Interdisciplinary Approach

Debates about Catholic higher education in the United States sometimes focus too much on what Catholic colleges and universities should not do, rather than what they should do. This article attempts to reframe those debates away from the negative expressions of Catholic identity (i.e., denying guests a right to speak on campus based on their level of agreement with Catholic teaching) and toward more positive expressions, like promoting scholarship on Catholic history, culture, and theology. It reviews some key academic literature that approaches Catholic identity from this positive, proactive perspective, and attempts to categorize that literature into common, identifiable themes.
Remembrance of a Christian Brothers&apos; Education
Author: Valadez, James R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholic Schools,Males,Single Sex Schools,High Schools,High School Students,High School Teachers,Educational Objectives,Institutional Mission,Poverty,At Risk Students,Disadvantaged Youth,Program Effectiveness,Religious Education,Social Justice,Community,Altruism

This study describes the experiences of a group of individuals who attended a southern California Catholic boys' high school, and the men who taught them. The goal of this study was to relate a narrative that explained how an education, steeped in the Christian Brothers' mission provided a quality education for the poor, and shaped the lives, perspectives, and values of the graduates. The narrative, reported through a social perspective inspired by Catholic Social Teaching (CST) and the philosophical writings of Jacques Maritain and Alasdair MacIntyre, showed how the graduates received a quality education from the Brothers and absorbed a strong sense of Catholic virtue, including a commitment toward social justice, an understanding of role of building and sustaining community, and an appreciation for giving back to society. Cathedral High, a small Catholic high school in Los Angeles, is an embodiment of MacIntyre's belief that small communities, dedicated to upholding moral virtue and civility offer the possibility of reforming a society currently mired in individualistic and materialistic pursuits. A further implication is that Catholic schools, with their well-documented record for providing effective education for the poor, should remain an educational option for low-income families.
A Case Study Analysis among Former Urban Gifted High School Dropouts
Author: Camper, Bradley M., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academically Gifted,Dropouts,Urban Schools,High School Students,At Risk Students,Educational Environment,Environmental Influences,Student Characteristics,Family Influence,Parent Influence,Peer Influence,Community,Ideology,Experience,Influences

The dropout social problem has been the focus of researchers, business and community leaders, and school staffs for decades. Despite possessing significant academic high school capabilities, some gifted students drop out of school. The research problem for this study includes how and why former gifted urban high school students chose to drop out. The conceptual framework for this case study is Bronfenbrenner's (1996) human ecology theory. The purpose of this study was to gain an understanding of what led former gifted urban students to drop out of high school. Using purposive sampling, four participants, two men and two women, were selected for semistructured interviews. The sample included an African American, a Filipino, a Caucasian, and a Haitian/Cuban/Syrian. Their ages ranged from 38-77 years old. The semistructured interviews were analyzed using first, second, and pattern coding. The resulting themes were (a) family discord, (b) school not interesting, (c) no role model, and (d) minimum family participation. The former gifted high school students' dropout experiences were rooted in the microsystem perspective of the human ecology theory. The implications for social change from this study's findings may help inform those who manage and teach gifted programs about the mindsets of students in gifted services.
Assessing the Relationship between the Positive Behavior Interventions and Supports Framework and Student Outcomes in High Schools
Author: Freeman, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,High School Students,Program Implementation,Fidelity,Student Behavior,Suspension,Attendance,Academic Achievement,Discipline,Grade Point Average

The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. This study extends the current literature by exploring typical measures of academic achievement (i.e., GPA) rather than focusing upon only standardized assessments and by examining student-level rather than school-level aggregate outcomes. Notably, results from the current study focus entirely on high school settings and demonstrate desired changes in student-level outcomes in a large sample.