ethanporcaro/eric-fulltext-meta huggingface dataset:
A Tale of a Discursive Shift: Analysing EU Policy Discourses in Irish Adult Education Policy -- From the &quot;White Paper&quot; to the &quot;Further Education and Training Strategy&quot;
Author: Shannon, Denise
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Educational Policy,Discourse Analysis,Language Usage,Equal Education,Lifelong Learning,Skills,Inclusion

This article discusses some of the main findings of a Critical Discourse Analysis of two landmark documents in Irish adult education: Learning for Life: The White Paper on Adult Education (DES, 2000) and the Further Education and Training Strategy (SOLAS, 2014) (from here on referred to respectively as the White Paper and the FET Strategy). The diachronic approach taken by this inquiry permits an exploration of the ways in which language in policy documents has changed over time, particularly in terms of how policy addresses educational inequality. It is in this way that the notion of a discursive shift could be explored, setting this change in language in starker relief. Policy as discourse shapes the formation of this inquiry so the article briefly explicates the approach taken to a Critical Discourse Analysis. Considerations of methodological nationalism widened the focus to consider the influence of European Union (EU) policy discourses specifically in Irish policy formation and these discourses in the statecraft of the EU and nation states. It is from this perspective that the Irish story is also a European one, so the article analyses how the White Paper and the FET Strategy were framed by the EU policy discourses of 'lifelong learning' and 'skills' respectively. As part of this analysis, this article considers the significance of the redefinition of the notion of 'inclusion' to 'active inclusion' and the sharpening of 'evidence based' discourse in policy resourcing of adult education provision. Finally, the article briefly elaborates on the authors' experience of this research and the value of Critical Discourse Analysis as a normative force and a tool for advocacy.
50 Years of AONTAS: Developments in the Field of Adult Education in Ireland as Reflected in the Contents of &quot;The Adult Learner and Its Antecedent Journals&quot;
Author: Golding, Barry
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Learning,Educational Change,Educational Trends,Social Change,Professional Associations,Periodicals,Journal Articles,Media Research

Our article was commissioned by AONTAS, The National Adult Learning Organisation in Ireland. Using a critical and independent 'outsider' perspective, we analyse and examine the contents of The Adult Learner journal (ALJ), published in Ireland by the Adult Education Organisers' Association (AEOA) and later with AONTAS1 between 1985 and 2017. We also include an analysis of an antecedent journal, A Review of Adult Education, first published by AONTAS in 1971 and briefly reissued in 1979-80. As well as identifying trends in content and authorship in all 39 journals across almost five decades, our analysis also provides a window into the establishment of AONTAS, its journals, editors and editorial boards. Like the 50-year retrospective review of the Australian Journal of Adult Learning (Harris and Morrison, 2011) this review sought to identify evidence in the journal of recurrent and changing issues in adult education in the context of massive political, economic and social changes that have swept across the island of Ireland, and the increasingly interconnected and networked world during this period. It also sought to identify suggested methods of addressing these issues through policy and practice developments. Whilst we identify some things that are well known to AONTAS, journal readers and sectoral insiders, other less obvious trends emerge through our systematic, longitudinal, comparative and critical qualitative and quantitative analysis.
The National Further Education and Training (FET) Learner Forum: The Benefits and Challenges of Transforming Learner Voice into Policy Change
Author: Dowdall, Leah
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Students,Individual Power,Discussion Groups,Public Policy,Educational Policy,Policy Formation,Data Use,Decision Making,Foreign Countries

This article is a reflection on the National Further Education and Training (FET) Learner Forum (NFLF). It uses the NFLF as an example of learner voice in practice, retracing the history of the NFLF as a means of reflecting on some of the benefits and challenges of bringing learner voice into public policy. The article outlines educational debates on learner voice processes alongside public policy debates around the role of qualitative data in decision-making processes to expose the differing perspectives on what learner voice processes should look like. It explores how these debates have shaped the NFLF and addresses what this has meant to learner voice in Irish FET.
Reclaiming University Adult Education: A Freirean Approach to Widening Participation and Tackling Educational Inequality
Author: Moreland, Rosemary
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Adult Education,Access to Education,Student Participation,Equal Education,Nontraditional Students,Nontraditional Education,Educational Benefits,Lifelong Learning,Barriers,Transformative Learning

University Adult Education previously played an important role in enabling nontraditional adult students to access third level study. Renewed government efforts in the United Kingdom to tackling educational inequalities focus primarily on schools, although the widening participation strategy places an onus on universities to play their part. This paper highlights research with learners engaging in university Adult Education and examines their learning journeys. The paper argues that resourcing universities and colleges to provide educational pathways for adults to re-engage with education has wider long-term and inter-generational benefits for families and communities and thus makes an important contribution to tackling educational inequalities.
Science Fiction Literature in the Classroom: A Final Frontier for Multicultural Education?
Author: Hollar, James L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Fiction,Literature,Adolescents,African American Students,Hispanic American Students,High School Teachers,High School Students,Minority Group Students,Multicultural Education,Elective Courses,Correlation,Imagination,Race,Discussion (Teaching Technique),Secondary School Curriculum,Futures (of Society)

In this article, the author recounts his mission: a voyage into the &quot;strange&quot; world of American high school, specifically the science fiction elective classroom. His mission is one of curricular intervention to transform how students, particularly those of color, envision their own futuristic missions. The study strives to serve the too often miseducated and undereducated students of color, particularly adolescent African American and Latino/a students. Science fiction is nothing if not a place for the imagination. But what teachers see too often in these courses is a narrowing of the imagination based on what many deem as canonical in terms of authors and themes. This article presents an effort to help convince teachers that such continued lack of imaginative vision merely repeats the mistakes of exclusion that have been made in countless classrooms, textbooks, and curricula. Teachers must question where this way of understanding the relationship between the present and the future comes from. Two central questions guide the author's project: (1) How is the future constructed in science fiction curricula and classrooms, and how does this representation exclude students of color as well as discussions surrounding race and racism? and (2) To what extent can a &quot;multiculturalized&quot; speculative fiction course interrogate the structuring of both the race-erased classroom and the future it constructs by enabling the agency of students of color to envision their own futures within these spaces? To investigate these notions of how students of color are encouraged (and discouraged) to think about their future, this study takes place in two science fiction classes during the spring semester of 2012 at a high school located in a medium-sized city in Wisconsin. The study's findings prove to be emblematic of how science fiction is allowed to remain so segregated in terms of gender and race. Stated simply, certain students are expected in such classrooms and certain &quot;others&quot; are not. These expectations are expressed by both teachers and students and are then reflected in classroom discussions and materials.
Creating an LGBTQ+-Affirming Locker Room: Education for Prevention
Author: Iida, Paul Chamness
Date: 2019-00-00
Type: Journal Articles
Subjects: LGBTQ People,Recreational Facilities,Athletes,Athletics,Social Bias,Educational Environment,Student Diversity,Elementary Secondary Education,Postsecondary Education,Higher Education,Program Effectiveness,Student Needs

Society is seeing a steady increase in the visibility of LGBTQ+1 individuals in the public, and the general workplace is becoming, at least partially, more supportive, with increasing protections and benefits for the LGBTQ+ community. However, even with this progress, homophobia continues to run rampant in the area of team sport and exercise. The development of clear diversity educational procedures at professional sport organizations, universities, and other educational institutions will help to increase diversity awareness for a safer and more welcoming sport environment where all LGBTQ+ athletes can feel secure and be respected. This article proposes that athletics in educational settings should establish an active educational program that is used to truly educate athletes to prevent discrimination rather than as punishment after such an incident takes place. Although each educational program should be established according to the individual needs of the institution, the authors propose that these programs be based on eight principles, provided in the article, that were inspired by Banks et al. (2001). Banks' original 12 essential principles were created in an effort to encourage improvement in policies and practices in educational settings in terms of their relationship to racial/ethnic diversity. The focus of these principles was K-12 schools and general applicability related to these schools. However, with some revision to fit this context, the authors propose a similar set of principles as a guideline for athletic programs in educational settings, both secondary and tertiary institutions, to create an environment that is welcoming of LGBTQ+ athletes. Although the eight principles provided in this article are based on solid research found in the field of multicultural education, there is a need for research to explicitly examine how athletic programs work to foster a positive environment for all of their athletes. What measures have these programs taken to promote an LGBTQ+-friendly environment? To what extent do they work? What are their shortcomings? To what extent are the needs for gay, lesbian, and transgender athletes similar and different? How can athletic programs meet these needs most effectively? These are questions that remain unanswered and for which empirical evidence is still needed.
Existentialist Theory in the Pedagogy of Paulo Freire: Its Implications for Adult Education Policy and Practice in Ireland
Author: McKillican, Alex
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Theory,Adult Education,Educational Policy,Educational Practices,Foreign Countries,Philosophy,Adult Students,Adult Literacy,Adult Educators,Teacher Student Relationship,Student Development

This paper examines and critiques existentialist interpretations of being within Paulo Freire's educational theory. The principle supposition of the paper is that through engaging in adult education, the adult learner can heighten their understanding of their lives, metaphysically. The paper also posits that adult education can develop the will; this notion is vitally important as it is by the will which the individual human being loves and according to that love, decides. This has major implications for the adult learner socially, politically, and spiritually.
School Performance, Accountability, and Waiver Reforms: Evidence from Louisiana
Author: Dee, Thomas S.
Date: 2019-09-00
Type: Journal Articles
Subjects: School Effectiveness,Accountability,School Turnaround,Educational Change,Educational Legislation,Federal Legislation,Outcomes of Education,Academic Achievement,Educational Policy,State Standards,Performance Based Assessment,Needs Assessment,Elementary Secondary Education,Educational Quality

States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated &quot;Focus Schools&quot; that contribute to achievement gaps. We examine the performance effects of such &quot;differentiated accountability&quot; reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3 years, Louisiana's Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings reflect policy reform fatigue and poor quality of implementation at the state and local level.
Connecting with Educators from Abroad via Zoom: A Powerful Teaching Method
Author: Morgan, Hani
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Developing Nations,Foreign Countries,Technology Uses in Education,Technology Integration,Cross Cultural Studies,Videoconferencing,Social Studies,Teacher Education,Computer Mediated Communication,Cultural Differences

One of the author's goals was to teach his students how to use an innovative instructional method with their future students to promote understanding of different cultures. He also wanted to increase their interaction with people from a culture different than their own, because his university is located in an area that lacks the cultural diversity of large urban cities. Another goal he had was to start a project that involved working with a developing country. He knew that technology was being used to educate students in third world countries and wanted to see how effective this form of teaching could be. This study explored several theories involving transformational education. The study was designed to integrate technology to promote this method of teaching.
Refugees with or without Papers: Stories of Persecution, Flight, &amp; Resettlement of Two Bilingual Educators
Author: Hones, Donald F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Immigrants,Citizenship,Personal Narratives,Asians,Latin Americans,Land Settlement,War,Violence,Experience

In this article, two co-authors share their immigrant stories of persecution and flight to the U.S. Txerthoj Vang is a refugee from Laos who supported the U.S. as part of the Hmong secret army during the Vietnam era. Mayra Pasayes is an immigrant from El Salvador who fled that country's civil war during the 1980s. Though they each faced a high level of violence in their home country, Txerthoj was granted official refugee status, while Mayra was not and only later obtained residency. The granting, or denial, of asylum to each would have major impacts on their lives and their perspectives. They each continue to support refugees with or without papers in their work as educators in public schools. Their individual stories mirror those of hundreds of thousands of others who fled Laos and El Salvador during the 1970s and 1980s, running from crisis and war, taking arduous journeys, and resettling, with or without official status, in the U.S.
Exploring Topic Effect on Syntactic Complexity of English Writings
Author: Bi, Zhou
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Syntax,Difficulty Level,Persuasive Discourse,Essays,Writing (Composition),Native Speakers,Second Language Instruction,Second Language Learning,English (Second Language),Writing Evaluation

This paper aims to explore topic effect on syntactic complexity in Chinese EFL learners' and English native speakers' writings. To this end, the paper examined 600 argumentative essays on two topics, using 14 measures of syntactic complexity to investigate whether there is significant difference in topic effect on EFL writings and ENS writings. Four dimensions are included in these 14 syntactic complexity measures, which are &quot;length of production unit,&quot; &quot;amount of subordination,&quot; &quot;amount of coordination and degree of phrasal sophistication.&quot; Results showed strong topic effect on both Chinese EFL writers and ENS writers in terms of &quot;length of production unit&quot; and &quot;particular structure.&quot; The topic effect differs in &quot;amount of coordination&quot; in that the Chinese EFL group produced different amount of coordination in the two topics, while the ENS group did not show significant difference in this aspect.
Mental Health Benefits of a Service-Learning Group Drumming between College Students and Children with Autism Spectrum Disorder
Author: Litchke, Lyn Gorbett
Date: 2019-07-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Service Learning,Music Activities,Musical Instruments,Program Effectiveness,Mental Health,College Students,Summer Programs,Stress Management

Growing numbers of universities are developing service-learning community music-making interventions. However, there has been little research into their efficacy and effect on overall mental health for students. This study explored whether 4-weeks of dyadic group drumming could improve depression, anxiety, stress, social resilience, and enjoyment among 19 college students partnered with children with Autism Spectrum Disorder (ASD). A paired sample t-test revealed significant findings on two subscales of the Perceived Stress Scale: 1) handling unexpected events, t(18) = 2.535, p=0.021 and 2) controlling important life experiences, t(18) = 2.364, p=0.030. Documented expressions by the students in the summative reflection noted: expressed joyfulness in the experience with their child and musicality of program; personal growth; stress reduction; and professional impact on their future careers. Overall, these findings indicate that a service-learning group drumming experience between college students and children with ASD leads to enhanced psychological states. Perhaps adding service-learning projects of this nature to college courses can alleviate the growing number of mental health issues faced by today's college students. It may also provide universities with unique opportunities to offer complementary service-learning as an additional form of non-stigmatizing therapy, lessening the demand on counseling services.
A Participatory Co-Creation Model to Drive Community Engagement in Rural Indigenous Schools: A Case Study in Sarawak
Author: Minoi, Jacey-Lynn
Date: 2019-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Rural Schools,Elementary Schools,Foreign Countries,Tribes,Cultural Influences,Community Involvement,Cultural Relevance,Games,Play,School Community Relationship,Empathy,Problem Solving,Role Playing,Research Methodology,Elementary School Students,Indigenous Knowledge,National Curriculum

This paper presents the formulated 'play-to-engage' model for indigenous community engagement that incorporates factors in cultural protocols and game design thinking. The hybrid model of the participatory co-creation model was formulated in the study that had been rolled out in two rural primary schools in West Borneo. These schools are located in remote villages, away from urban amenities, and technological affordances and resources are limited. There are more than twenty culturally-diversed indigenous tribes in Borneo. Although it is a known fact that indigenous cultures, including those in Borneo, have many cultural protocols and distinctive custom practices, it is still a challenge for researchers who work with such communities to understand, adhere to and follow the cultural protocols. The model looks at incorporating gameplay and culture protocols to drive community engagement. Since play is universal, the creation of a trustworthy partnership between the community and researchers was established through the use of play during the engagement process. Narratives captured in the study represented reflection, problem solving and creativity in the interactions with the indigenous communities, based on the developed indicators of the 'play-to-engage' model.
Deep-Learning Practices in the Hispanic-Serving and Minority-Serving Context
Author: Archiopoli, Ashley M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Service Learning,Case Studies,College Students,Hispanic American Students,Minority Group Students,Institutional Characteristics,Learner Engagement,Outcomes of Education,Program Implementation,Universities

This paper details a semester-long service-learning project implemented at a Hispanic-serving and minority-serving university. This case study serves as a guide for future service-learning projects to be implemented in various disciplines at similar institutions. Over two semesters, students enrolled in two different service-learning courses in the communication studies discipline worked collaboratively across courses to present a healthy-eating event to the university community. The authors (re)designed courses to provide students with a learning experience that emphasized core lessons from the discipline of communication, while simultaneously employing the tenets of service-learning. Through this learning process, students engaged in deep learning constituted in the student-led activities of researching, planning, executing, and evaluating the event. The paper concludes with a section about future applications that discusses how similar projects can be implemented at similar institutions and in other disciplines.
A Study to Determine the Impact on Attitude and Skills When Integrating Service-Learning for Pre-Service Educators
Author: Shouman, Dina
Date: 2019-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Student Attitudes,Service Learning,Preservice Teachers,Social Development,Program Effectiveness,Altruism,Social Responsibility,Skill Development,Self Efficacy

This article presents the results of a study regarding the effect of social learning on undergraduate students in the School of Education at the Lebanese International University, Beirut Branch in the education course Teaching of Reading. An electronic questionnaire was conducted before and after intervention to assess changes in students' self-perception towards helping their community, helping others in need, having sense of responsibility towards their community, sensing the need for community service, knowing that community service and that they themselves can make a difference, having the willingness to participate in community service, and believing that community service would impact them positively. Students also filled personal reflection papers regarding educational and professional skills associated with developing social responsibility competence after participating in a course that included service-learning. This study showed that service-learning had a positive impact on pre-service teachers personal outcome and self-efficacy, social outcome, and learning outcomes.