ethanporcaro/eric-fulltext-meta huggingface dataset:
From Playground Extremism to Neo-Nazi Ideology -- Finnish Educators&apos; Perceptions of Violent Radicalisation and Extremism in Educational Institutions
Author: Vallinkoski, Katja
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Teacher Attitudes,Violence,Ideology,Social Attitudes,Antisocial Behavior,Schools,Student Behavior

Purpose: The role of formal education is currently viewed as central in preventing violent radicalisation and extremism (VRE), however educators' understanding or competencies have not been developed accordingly. Therefore, this study investigates Finnish educators' perceptions of presumed manifestations of VRE among their students. Findings: Finnish educators confront ideologically and morally challenging situations, some of which include extremist features. They do, however, have difficulties in distinguishing VRE from other types of motives for hostile or violent rhetoric or behaviour, especially if students from societal minority groups are involved. Practical implications: False labelling may have negative consequences on students. Educators need VRE-related in-service training that focuses on increasing educators' knowledge and reflection on their VRE-related preconceptions and intuitive responses to these. Research limitations: We acknowledge the possible skewness of the survey data as responding may have felt appealing to those educators who have encountered VRE or who are interested or worried about VRE.
Making Sense of Montessori Teacher Identity, Montessori Pedagogy, and Educational Policies in Public Schools
Author: Gerker, Heather E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Preschool Teachers,Public School Teachers,Professional Identity,Educational Policy,Teaching Experience,Teacher Attitudes,Teacher Response,Public Schools,Teacher Administrator Relationship,Expertise,School Schedules

Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick's sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers' identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers' experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study's findings.
Social Science Education under Digital Conditions: The Role of Creativity in Media Practices on Social Networks
Author: Muschaweck, Isabelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Sciences,Professional Education,Electronic Learning,Creativity,Social Networks,Social Media,Digital Literacy,Multiple Literacies,Social Action

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education.
Taking the &quot;Terror&quot; out of &quot;Terrorism&quot;: The Promise and Potential of Fear-Reducing Education
Author: Sjøen, Martin M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Secondary School Students,Terrorism,Fear,School Safety,School Security,Resilience (Psychology),Prevention,Trust (Psychology),Governance,Democracy,Peace,Role of Education

Purpose: The purpose of this study is to explore how education can help students develop democratic resilience as a bulwark against terrorinduced fear, securitization, and possibly even extremism itself. Approach: This article presents findings from a qualitative study exploring security governance in Norwegian secondary schools. The empirical corpus draws on 16 semi-structured interviews with educators to explore their perspectives on security governance in schools. Findings: The securitization of education risks normalizing fear culture in schools. Trust can likely be used to prevent or reduce the emergence of such fear. This study explores educational narratives by analyzing how a combination of cognitive trust and emotional trust may help students to build democratic resilience against terror-induced fear. In this context, helping students develop more sophisticated understandings of the social world and ensuring trustful relationships is a promising peacebuilding and potentially de-securitizing approach to explore in education.
Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori Schools vs. Business-as-Usual Schools
Author: Lillard, Angeline S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Preschool Education,Equal Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools,Minority Group Students,Academic Achievement,Scores,Racial Differences,Social Cognition,Executive Function,Theory of Mind,Outcomes of Education

Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public Montessori schools in the northeastern United States at age 3; half were admitted and enrolled and the rest enrolled at other preschool programs. About half of the children were identified as White, and half were identified as African American, Hispanic, or multiracial. Children were tested in the fall when they enrolled and again in the subsequent three springs (i.e., through the kindergarten year) on a range of measures addressing academic outcomes, executive function, and social cognition. Although the Black, Hispanic, and multiracial group tended to score lower in the beginning of preschool in both conditions, by the end of preschool, the scores of Black, Hispanic, and multiracial students enrolled in Montessori schools were not different from the White children; by contrast, such students in the business-as-usual schools continued to perform less well than White children in academic achievement and social cognition. The study has important limitations that lead us to view these findings as exploratory, but taken together with other findings, the results suggest that Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.
Language Learning through Thought, Memory, Imagination, and Reading
Author: Manolescu, Dan
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Processes,Memory,Imagination,Learning Processes,Teaching Methods,Authors,History,Second Language Learning,Language Acquisition

The present article aims to estimate the value of language learning through a quick review of the learning process and with a focus on &quot;accumulated knowledge&quot; and &quot;the ability to learn.&quot; Following the opinions of researchers and linguists, we can also argue that the whole history of human culture--&quot;of intelligence and morality, folly and superstition, ritual, language, and the arts&quot;--is what makes us human. The development of language is presented in its relation to thought, and memory, with the concept of imagination added to enhance their prowess. In other words, we might say that the cultivation of imagination should be the chief aim of education. One major idea in this context is that we can learn a lot from history, where language has been used to preserve old traditions and customs, and simultaneously foster new ideas. Another seemingly debatable approach would be the idea that clarity in teaching and learning might have a significant impact on learners, and at same time function as a springboard for other academic skills. In conclusion, teachers should encourage students to be inspired and motivated to discover the powers of wonder and imagination. Reading would be the one of the best ways to experience magic because books can inspire teachers to cultivate the same human values and life lessons in our students.
Pivot of Pedagogy: How Minority Serving Institutions Adapted to the COVID-19 Pandemic
Author: Hill, Jerell B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,COVID-19,Pandemics,Educational Change,Reflection,Electronic Learning,Social Justice,Readiness,Teaching Methods,College Faculty,Administrators,Preservice Teachers,Teacher Education,College School Cooperation,Field Experience Programs

During the COVID-19 pandemic, issues regarding social justice, diversity, equity, inclusion, and respect were at amplified levels. Pacific Oaks College (PO) endeavored to keep its promise and maintain its mission and core values by connecting Culturally Sustaining Pedagogy (Paris, 2012) with Engaged Pedagogy (Florence, 1998) to leverage critical actions as real practice during distance learning. To explore how this occurred, the authors engaged in self-reflection practices by employing autoethnographic accounts. The overall goal is to examine the significance of community partnerships, students' online readiness, and instructional practices used to pivot practice during the pandemic. Preliminary findings indicate that PO's critical action to build strong community partnerships was successful. The &quot;COVID Slide&quot; (Kuhfeld et al., 2020) indicates that students may experience learning loss and elevated levels of depression and anxiety. This institution, faculty, students, and other constituents adapted its practices so that students could be provided opportunities to engage in research, internships, teaching practice, and fieldwork projects. Instructional systems (Fuhrman, 1990) that provide levels of support have become even more critical during distance learning. We sought to understand how instructional practices (Coburn et al., 2016; Desimone et al., 2002; Honig &amp; Hatch, 2004) that support students and value their communities and cultural assets address educational disparities experienced by students of color. The COVID-19 pandemic has impacted the evolution, design, and facilitation of teaching and learning. The most responsive college, one that invests in supporting inclusive and equitable online learning experiences, will be best prepared to adapt to the teaching approaches of the future. The implication for practice is to radically rethink teaching practices from examining the disruption of learning to intentionally include equity-focused teaching strategies.
Building a Culture of Compliance at Liberal Arts Colleges and Predominantly Undergraduate Institutions
Author: Jager, Beth
Date: 2023-00-00
Type: Journal Articles
Subjects: School Culture,Compliance (Legal),Liberal Arts,Undergraduate Study,College Administration,Federal Aid,Grants,Research,Research Administration,Role,Small Colleges

What barriers to compliance do research administrators face at liberal arts colleges and predominantly undergraduate institutions? What solutions can be offered to overcome these challenges? All academic institutions that receive government funding must abide by the same federally imposed rules and regulations for financial assistance, whether for student aid or sponsored projects. However, universally imposed grant requirements are fundamentally flawed because they assume that all colleges and universities operate with similar structures. Liberal arts colleges and predominantly undergraduate institutions must meet the same grant requirements imposed on larger institutions, but research administrators at these establishments often lack the infrastructure and institutional investment to effectively manage compliance. The existing literature recognizes that compliance with federal regulations requires capacity and additional financial resources. However, recent studies fail to address the challenges faced by research administrators at a micro level. Through a survey of the field, this project ultimately shows that a culture of compliance can be achieved through a shared commitment at the individual, institutional, and federal level.
Knowing, Doing and Being: Transferable Competencies for the Research Management Profession
Author: Williamson, Charmaine
Date: 2023-00-00
Type: Journal Articles
Subjects: Transfer of Training,Competence,Research Administration,Soft Skills,Foreign Countries,COVID-19,Pandemics,Professional Associations

This article focuses on the transferable (soft) skills articulated in a Research Management (RM) Professional Competency Framework (PCF). The Framework was developed, prior to COVID-19, from continentally anchored RM praxis in Africa. While the Southern African Research and Innovation Management Association (SARIMA) Framework (2016) includes nine key 'technical' competency areas for respective RM organizational levels (administrative, management and leadership), it is the RM transferable skills that have been brought to the forefront in the current complex COVID-19 environment. This article is therefore a timely focus on what RM practitioners offer as 'human-being' professionals and not only knowledgeable experts. The paper therefore contributes to novelty in terms of mindfully integrating the personal into the professional practice architectures, and, as such, reinforcing work-life integration based on what it means not only to &quot;know&quot; and &quot;do&quot; within a profession, but also to &quot;be&quot; a professional.
Understanding the Impact of the COVID-19 Pandemic on Research Administration in Canada
Author: Sharma, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Administration,COVID-19,Pandemics,Emergency Programs,Adjustment (to Environment),Educational Change,Barriers,Stress Variables,Productivity,Interprofessional Relationship,Professional Personnel,Work Environment,Teleworking

Like many services globally, the sudden work-from-home mandate due to the COVID-19 pandemic in 2020 disrupted research at Canadian post-secondary and affiliated organizations. Research administration professionals, who are an integral part of the research enterprise at these organizations, and who support and manage research activities were no exception and struggled to keep up with this challenging and unexpected situation. Not only adjusting in-house policies and procedures but research administrators were also swamped with distilling information received from external funders who were likewise adjusting their guidelines and policies for current and future funding programs. Moreover, the priority was to keep up with the COVID-19 special calls for funding that usually provided shorter response times. At the same time, research administrators were grappling with adapting to new online communication technology and finding the best ways to maintain work-life synergy. In this chaotic period of uncertainty, emotions were high, and communication was key. This study explores how research administration professionals in Canada adapted to this new reality and what lessons were learned. Through a national survey, the research administration community reflected on the following themes: i) Challenges experienced in setting up the new working environment; ii) Technostress; iii) Workload, productivity, and work-life balance; iv) Relationships among colleagues and with faculty, and v) Adaptability to the reality and future work culture desire. Results of the survey indicate that although Canadian research administration professionals experienced challenges due to abrupt shifts in their workplace, they were creative, resilient, and flexible enough to steer through this testing period. The inherent/acquired technological capabilities, efficient communications among coworkers and with faculty, and strategies they used during this time to stay productive and efficient helped most of them to adapt well to this situation. Some of them struggled to keep a work-life balance, especially those with young children, however, flexibility, control over their time, and proven productivity during this time inspired them to desire a remote and/or hybrid work culture even after the pandemic is over.
Writing Retreats: Creating a Community of Practice for Academics across Disciplines
Author: Wiebe, Natasha G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Workshops,Faculty Development,College Faculty,Publish or Perish Issue,Faculty Publishing,Academic Language,Writing for Publication,Universities,Intellectual Disciplines,Sense of Community,Motivation,Productivity,Cost Effectiveness,Interdisciplinary Approach,Foreign Countries

The writing retreat has been positioned as an effective response to the pressure to &quot;publish or perish&quot; in higher education. An academic writing retreat is a professional development event that allows scholars to immerse themselves in writing for publication and to receive on-site support for that writing. In 2012, the Office of Research and Innovation Services at the University of Windsor in Windsor, Ontario, Canada introduced a biannual writing retreat for faculty and staff across the disciplines. This program evaluation examines 252 retreat evaluations submitted between 2015 and 2019. Our goal is to identify what participants perceive to be the benefits of the retreats. A review of the international research literature suggests primary benefits of retreats include protected writing time and space, the development of a sense of community, increased motivation to write, increased productivity during retreats, and organizational investment in follow-up support. These findings are consistent with our study. However, the overarching benefit of our retreats lies in their development of a supportive community of writing practice that extends back to campus. Participants report their retreat experience is reshaping the ways that they write elsewhere, and that they are collaborating on projects with other retreat participants. This research contributes a Canadian example to a growing body of evidence that suggests retreats can help academic writers prioritize the task of writing over other conflicting demands. A unique contribution of the study is its cost-effective, flexible, interdisciplinary, day-away retreat model, which is an alternative to the discipline-specific, residential retreats within the literature.
Civic Education and Defensive Republicanism in France after the Assassination of Samuel Paty
Author: Szukala, Andrea
Date: 2023-00-00
Type: Journal Articles
Subjects: Citizenship Education,Case Studies,Models,Educational Policy,Foreign Countries,Homicide,Teacher Attitudes,Communities of Practice,News Reporting,Political Attitudes,Inclusion,Social Integration,National Security,Terrorism,Democracy,Laws,Immigration,Cultural Pluralism,Refugees,Islam,Conflict,Moral Values,Social Values,Behavior Problems,Student Behavior,Muslims,Student Attitudes,History Instruction,Cartoons,Secondary School Teachers,Secondary School Students,Freedom of Speech,Teaching Methods

Purpose: The Samuel Paty murder has generated a great response from the professional community and the world of education and schools in Europe and worldwide. In a unique way, civic educators expressed horror, sorrow, and solidarity with the family and with their French colleagues. The article is dedicated to Samuel Paty and the question of whether and how we as a community of international civic educators can learn from this terrible event. Design/methodology/approach: The article presents a case reconstruction using press and public documents attempting to disentangle the actors' positions, their stated intentions and contexts, and the following political intricacies of the case. Findings: The murder of Samuel Paty provoked a series of educational policy reactions that have paradoxical effects on civic education in schools, seen its intentions of political-social inclusion into a citizenship model. The case analysis documents the pitfalls of the instrumentalization of civic education for the securitization of societies.
Adolescents&apos; Learning of Civics in Linguistically Diverse Classrooms: A Thematic Literature Review
Author: Rinnemaa, Pantea
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Civics,Citizenship Education,Literacy,Multiple Literacies,Elementary Secondary Education,Prior Learning,Student Experience,Learner Engagement,Language Proficiency,Teacher Influence

Purpose: This article explores the interrelationship between second-language students' literacy development and civics learning in studies focusing on L2 students' civics learning. Design/methodology/approach: The conceptual framework and the analytical tool in this thematic literature review consists of a four-field model in which the four key components of a. literacy abilities, b. disciplinary literacy abilities, c. prior knowledge, and d. content-area knowledge are in focus. Findings: It is suggested that an interaction between the four components (a-d) could support the students' civics learning and literacy development. Civics teachers play a crucial role in making the content knowledge comprehensible. Second-language students' language- and content-related difficulties are better understood in connection to the civics tasks and activities that they work with in civics classrooms. Practical implications: This article addresses issues of continuous education in civics for teachers in L2 civics classrooms.
Civic Reasoning about Power Issues: The Criticality of Agency, Arena and Relativity
Author: Tväråna, Malin
Date: 2023-00-00
Type: Journal Articles
Subjects: Civics,Thinking Skills,Power Structure,Citizenship Education,Critical Thinking,Secondary School Students,Foreign Countries,Social Sciences,Concept Formation

Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science. Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues. Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena. Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed. Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education.