ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership in Social Movements: The Case of &quot;Ojo con tu Ojo&quot;
Author: Valls, Rosa
Date: 2017-07-00
Type: Journal Articles
Subjects: Leadership,Activism,Social Change,Qualitative Research,Foreign Countries,Leadership Qualities,Experience,Interviews,Observation

Leadership has been a topic of much interest in the analysis of social movements. Drawing from qualitative fieldwork, this article analyses the leadership that was developed by Ester Quintana, who was the last victim to be injured by a rubber bullet during a demonstration in Barcelona (Spain). Together with her friends and other people, Quintana created the &quot;Ojo con tu ojo&quot; movement (Watch out for your eye). Specifically, the article explores the relevance of Quintana's prior experiences in participatory and dialogic movements and identifies the way that she transferred this knowledge to &quot;Ojo con tu ojo&quot; as the key to the success of the movement. In only 12 months, &quot;Ojo con tu ojo&quot; achieved something that other similar social movements in Spain had not achieved in the past: a legislation change that bans the use of rubber bullets by the police.
&quot;We Don't Talk about Undocumented Status… We Talk about Helping Children&quot;: How School Leaders Shape School Climate for Undocumented Immigrants
Author: Crawford, Emily
Date: 2017-07-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Educational Environment,Elementary Secondary Education,Urban Schools,Administrator Role,Academic Achievement,Student School Relationship,Student Participation,Student Needs,Interviews,Observation,Hispanic Americans,Principals,Assistant Principals,Cultural Pluralism

The racial/ethnic tensions, policies, and practices in society can be mirrored in spaces and institutions like schools. In schools, sociopolitical discourses can be reproduced and protected in institutional policies. One way K-12 leaders can initiate change and limit marginalization of students is by creating a school environment that accepts and integrates students regardless of legal status. This study investigates how K-12 school leaders influence the school climate to enhance receptiveness for undocumented students and the children of undocumented immigrants. Study findings come from a Conversation/Talk Analyis (CTA) of nine school leaders in K-12 schools in two urban districts in Texas along the U.S.-Mexico border. Findings demonstrate that leaders acted to increase students' performance, sense of belonging at school, and their integration and participation in school as paths to producing a welcoming school climate. Leaders' talk revealed they used practices and strategies to reduce barriers between home and schooling cultures.
The Task of Reviewing and Finding the Right Organizational Change Theory
Author: Alase, Abayomi Oluwatosin
Date: 2017-07-00
Type: Journal Articles
Subjects: Organizational Change,Organizational Theories,Transformational Leadership,Change Agents,Systems Approach,Educational Change

Organizational change is probably the singular most important undertaken that many organizations wish they could do to affect their productivities/profitability performances. This review paper will highlight some of the well-known theories and approaches to organizational change. In the late 1990s and early 2000s, America had one of the best economies in decades and many of her citizens were able to benefit from it both financially and educationally; the economy (and educational aspirations) grew expeditiously and lifted millions of Americans out of poverty. These economical and educational turnarounds were achieved due in part to innovative and transformational leaders who understand that in order for businesses to grow, organizational change has to be an integral part of the process. However, the issue now is that there seems to be too many complex and confusing change theories that profess to have the remedies for &quot;fixing&quot; the organizational problems. Ideally, however, this review paper will try to highlight the essentials of the selected organizational change and leadership theories and simplify them by making them accessible and understandable. Additionally, this review will try to ease some of the confusions of the theories and potentially help guide the change agents to the appropriate organizational change theories.
The Nigeria Teachers Social Studies Training Curriculum and Sustainable Development Goals: A Content Analysis
Author: Ifegbesan, Ayodeji P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Sustainable Development,Content Analysis,Curriculum,Foreign Countries,Schools of Education,Economic Factors,Course Descriptions,Teacher Education Programs,Program Content

The concept of sustainable development has become a widely used construct that is incorporated into virtually all disciplines and discourses. The implementation and achievement of sustainable development goals in the management of our environmental resources cannot be realized without education, especially at a formal level. Teacher training institutions (colleges of education and faculties of education in universities) are expected through their courses to engage and create awareness of sustainability issues using their training programs. This paper, therefore, presents a content analysis of sustainability themes and concepts in the College of Education Social Studies curriculum in Nigeria. This is with the ultimate goal of exploring how any noticed gaps that could inhibit the promotion of education for sustainable development through teacher training can be filled so that the post-2015 sustainable development goals may be better achieved.
People, Pope and Planet: A Hermeneutic and Spectacle Analysis of &quot;Laudato Si'&quot; for Global Citizenship Educators
Author: Gaudelli, William
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Hermeneutics,Climate,Clergy,Catholics,Educational Practices

Global citizenship education presents a number of challenges for educators, including the wide variety of texts available to be studied. I explore &quot;Laudato Si',&quot; Pope Francis' 2015 statement on global warming and human development. &quot;Laudato Si'&quot; includes contents that are broad, connective, and significant/relevant, making it a strong candidate for inclusion in global citizenship education. I examine the text via two theoretical inquiries--hermeneutics and spectacle--to recommend instructional practices appropriate to this text and many similar ones. The pedagogical recommendations focus on supporting teachers engaged in global citizenship education.
Images of Africa: A Case Study of Pre-Service Candidates' Perceptions of Teaching Africa
Author: Kim, Hannah
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Student Attitudes,Foreign Countries,Misconceptions,Social Studies,Stereotypes,World History,History Instruction,Teaching Methods,Classification,Undergraduate Students,Methods Courses,Physical Geography,Western Civilization,Interviews,Teacher Attitudes,Freehand Drawing,Course Content,Global Approach,Teacher Education

As much as the history and study of Africa have been incorporated into social studies curricula, Africa is still a region that is prone to misperceptions and misconceptions. Social studies teachers could provide students with an alternative image, but what if they only perpetuate misperceptions of Africa? This case study examines preservice candidates' perceptions of Africa and categorizes their responses to determine what one group of future social studies teachers imagines when asked to think about Africa. The results show that stereotypes and misperceptions overwhelmingly pervade candidates' thoughts despite years of study. This work has critical implications on the ways in which we prepare pre-service candidates to teach world history and global studies and how we can help pre-service candidates reflect on their own cultural assumptions and the construction of knowledge.
Constructing Israeli and Palestinian Identity: A Multimodal Critical Discourse Analysis of World History Textbooks and Teacher Discourse
Author: Osborn, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Jews,Arabs,World History,Textbooks,History Instruction,Discourse Analysis,Comparative Analysis,War,Conflict,Cultural Awareness,Self Concept,Identification (Psychology),Social Studies

This research critically evaluates the depiction of Israelis and Palestinians in World History textbooks and World History teachers' instructional discourse. Employing a Multimodal Critical Discourse Analysis methodology, this study offers a comparison between written narratives and spoken discourse in order to analyze the portrayals found in classrooms. This research found that Israelis and Palestinians are almost entirely depicted in relation to war and conflict. This establishes parameters for the ways in which either population can be characterized while obscuring substantive recognition of both communities' diversity and cultural identities.
Differentiating Instruction for Large Classes in Higher Education
Author: Turner, Windi D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Large Group Instruction,Research Universities,Instructional Innovation,Instructional Effectiveness,Teacher Surveys,Teacher Attitudes,Qualitative Research,Statistical Analysis,Definitions,Teaching Methods,Educational Practices,Educational Strategies,Barriers,College Faculty

In response to the diverse needs of individual students--their unique abilities, interests, learning styles, and cultural backgrounds--K-12 teachers have been using differentiated instruction, supported by research, for decades. While positive results have been shown in K-12 education, the literature to support differentiated instruction in higher education to meet the diverse needs of college students remains inconclusive. To contribute to the literature in this area, this exploratory and qualitative study examined the use of differentiated instruction at a large research institution situated in the southeastern United States with a focus on courses with enrollment of 50 students or more. The participants included 20 instructors teaching large classes within 11 departments and two schools of an academic college that encompasses the arts, humanities, and social and human sciences. The findings suggest that differentiated instruction in large classes at a research university is challenging. Moreover, instructors teaching large classes need a better understanding of differentiated instructional strategies and how to implement them.
Developing a Learner-Centered Curriculum for a Rural Public Health Program
Author: Njoku, Anuli
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Public Health,College Faculty,Instructional Design,Teaching Methods,Program Development,Health Personnel,Student Centered Curriculum,Disadvantaged,Diseases,Teacher Collaboration,Course Descriptions,Audience Response Systems,Program Descriptions,Workshops

Rural communities, compared with their urban counterparts, have higher rates of disease and adverse health conditions, fueling disparities in health outcomes. This encourages the need for effective curricula to engage students and enable them to address such disparate health outcomes as imminent health professionals. Incorporating learner-centered teaching strategies, such as collaboration and power-sharing, into public health (PH) courses can enhance student learning and help faculty enable future health professionals to address needs of rural, underserved populations. Successfully engaging students to explore issues related to rural health disparities in their education, research, and training can thereby advance PH practice. This paper describes the collaborative efforts of five PH faculty, an instructional designer, and administrators to develop a learner-centered curriculum for a newly launched PH program in a rural Midwestern United States (US) university.
The Future of the Teaching Profession from the Perspective of Students with a Major in Education
Author: Céspedes, Jensy Campos
Date: 2017-07-00
Type: Journal Articles
Subjects: Futures (of Society),Educational Trends,Teaching (Occupation),Preservice Teachers,Student Teacher Attitudes,Education Majors,Teacher Characteristics,Student Characteristics,Family Involvement,Community Involvement,Educational Change,Curriculum Development,Profiles,Mixed Methods Research,Foreign Countries,Questionnaires

The article offers the results obtained in a study where, through the application of a survey and the development of a discussion forum with students from education majors, information about their perceptions with regard to four axes related to the future of the teaching profession was obtained, as follows: the teacher profile, the student characteristics, the participation of the family and the community in the education process and the curricular changes. From the study, it can be observed that the family and the community are perceived as the organizations with greater trends towards change as a consequence of the technological development and the globalization processes of societies, whilst the teacher profile, the concept of student, of school and curricula, tend to remain within the status quo. The perceptions shown by the future teachers who participated in the study demand relevant changes in the training processes of the education professionals.
Initiation into Teaching from the Perspective of Primary School Teachers: Differences between Newly Qualified and Experienced Teachers
Author: Rodríguez, Ruth Cañón
Date: 2017-07-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Beginning Teachers,Elementary School Teachers,Experienced Teachers,Foreign Countries,Preservice Teacher Education,Inservice Teacher Education,Educational Needs,Teaching Experience,Teacher Motivation

This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement. Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings. Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.
Diagnosis of the Skills of the Master's Degree: Case Study at the University Pablo of Olavide
Author: Olmedo, Eva Ordóñez
Date: 2017-07-00
Type: Journal Articles
Subjects: Skill Analysis,Masters Degrees,Case Studies,Questionnaires,Educational Needs,Lesson Plans,Educational Quality,Educational Improvement,Mixed Methods Research,Competency Based Education,Concept Formation,Sociometric Techniques,Administrator Surveys,Minimum Competencies,Degree Requirements,Foreign Countries

The work team of the Postgraduate Studies Centre (henceforth CEDEP) of Pablo de Olavide University (henceforth UPO) has submitted a questionnaire in order to identify the training needs of the directors of the master's degrees which are implemented in The UPO during the academic year 2016/2017. This article aims to analyze how the lessons are planned and how the acquisition of the competencies defined in each master's degree are achieved, in order to assess the current situation and propose solutions for university quality improvement. This research presents a mixed design: quantitative and qualitative non-experimental descriptive through a questionnaire. Further to the study analysis conducted, the need to create a manual of recommended practice to arrange curricula by competencies at the master level is presented, as 62.16% of the participants reflect a great lack of knowledge about the theoretical description of the competencies classification and 73% support a complementary material need for the design of the curriculum.
Internet and People with Intellectual Disability: An Approach to Caregivers' Concerns, Prevention Strategies and Training Needs
Author: Chiner, Esther
Date: 2017-07-00
Type: Journal Articles
Subjects: Internet,Intellectual Disability,Caregiver Attitudes,Developmental Disabilities,Questionnaires,Safety,Risk,At Risk Persons,Training,Family Attitudes,Foreign Countries,Likert Scales,Prevention,Statistical Analysis

The aim of this study was to explore caregivers' views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members' responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.
Can the Integration of a PLE in an E-Portfolio Platform Improve Generic Competences?
Author: Galván-Fernández, Cristina
Date: 2017-07-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolio Assessment,Courseware,Usability,Minimum Competency Testing,Achievement Gains,Questionnaires,Database Management Systems,Likert Scales,Competency Based Education,Skill Development,Predictor Variables,Technological Literacy,College Students,Student Satisfaction,Foreign Countries

The study analyzes the improvement in generic competences through e-portfolio/PLE platform and didactic planning. The new version of the platform, Digital Folder, contains utilities for students and teachers and some PLE components that help the learning process through e-portfolios. Didactic planning is compared for students from the University of Vic and the University of Barcelona, with a total of 61 participants. A questionnaire has been applied for measuring the use of functions and how much these functions aid in the improvement of the generic competences (reflection, planning and selection of information). The results confirm that the most helpful functions for students are: the Schedule, the Academic tasks, the Teacher's portfolio and Dialogue with the teacher. However, the implication of these functions in the improvement of the competences depends on didactic planning overall for reflection on learning.
Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville
Author: Guerra-Martín, María Dolores
Date: 2017-07-00
Type: Journal Articles
Subjects: Academic Achievement,Questionnaires,College Faculty,Intervention,Meetings,Tutoring,At Risk Students,Nursing Education,Program Design,Program Evaluation,Academic Failure,Program Effectiveness,Statistical Analysis,Likert Scales,Student Attitudes,Foreign Countries

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =0.000, rf = 0.30), improving the information about courses (p &lt; 0.001, d = 2.01), the information comprehension (p &lt; 0.001, d = 0.85) and the strategies to improve academic performance (p &lt; 0.001, d = 1.37). The intervention group students' response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.
Telling Active Learning Pedagogies Apart: From Theory to Practice
Author: Cattaneo, Kelsey Hood
Date: 2017-07-00
Type: Journal Articles
Subjects: Active Learning,Theory Practice Relationship,Student Projects,Problem Based Learning,Inquiry,Discovery Learning,Teaching Methods,Comparative Analysis,Content Analysis,Student Centered Learning,Classification,Constructivism (Learning),Case Method (Teaching Technique),Literature Reviews

Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy's theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.