ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ethics of Critical Inquiry: Educational Research Informed by Parrhesia
Author: Roof, David J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Ethics,Inquiry,Rhetoric,Bias,Philosophy,Praxis,Justice,Risk,Epistemology,Humanism,Critical Thinking

The intent of this paper is to examine the interplay of ethics and critical inquiry. We situate our thinking within a truth-telling philosophical position, specifically Foucault's analysis of parrhesia (truth telling) and associated concerns. Central to our writing is a belief in educational research contributing to social good and positive change. The emphasis is on the ethical responsibilities of critical methodologists informed by the notion of parrhesia. We argue that parrhesia, as an alternative approach to critical inquiry reorients the subjectivity of the truth-teller. Critical inquiry guided by parrhesia emphasizes the development of critical consciousness in that it requires praxis, one that involves actions and dialog. It elevates the commitment to engagement over self-interest, and is informed by principles of equity and justice through actions. This involves courage and risk taking, key commitments of parrhesia. In our paper, we examine the implications of courage and risk taking in the context of educational research. We conclude with a discussion of the significance of an educational research framework informed by parrhesia.
Truth-Telling, Ritual Culture, and Latino College Graduates in the Anthropocene
Author: Gildersleeve, Ryan Evely
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Hispanic Americans,Higher Education,College Graduates,Ceremonies,Graduation,Community Colleges,Research Methodology,Researchers,State Universities,College Athletics,Disproportionate Representation,Citizen Participation,Political Attitudes,Self Concept,Educational Philosophy,Spanish,Epistemology,American Indians

This article seeks to trace the cartography of truth-telling through a posthuamanist predicament of ritual culture in higher education and critical inquiry. Ritual culture in higher education such as graduation ceremony produces and reflects the realities of becoming subjects. These spaces are proliferating grounds for truth telling and practical wisdom. Using Latino graduation ceremonies as a backdrop, the ritual transforms the Latino college student into the Latino college graduate via the ritual practice of the Latino graduation ceremony represents parrhesia in the actual process. The cartography of truth-telling illustrates how critical methodology and methodologist can engage in parrhesia.
Inclusive Education: A Case of Beliefs Competing for Implementation
Author: Meltz, Adrienne
Date: 2014-08-00
Type: Journal Articles
Subjects: Inclusion,Jews,Judaism,Community Schools,Caring,Religious Factors,Economic Climate,Religious Education,Qualitative Research,Beliefs,Educational Practices,Foreign Countries,Special Education,Semi Structured Interviews,Sense of Community,Disabilities,Stakeholders,Case Studies

The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category--religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin's theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.
Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine
Author: MacDougall, Margaret
Date: 2012-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Medical Students,Student Research,Medical Education,Foreign Countries,Questionnaires,Curriculum Design,Instruction

This survey-based study investigates the plausibility of the existence of a research-teaching nexus specifically within the context of supervised senior undergraduate medical student research. This particular nexus is defined in terms of benefits to teaching arising a) directly, through the supervisor designing the research environment as a pedagogical tool to enhance student learning and b) indirectly, through curriculum revisions arising from student research. Informed by the writings of Marcia B. Baxter Magolda and Ron Barnett, survey questions were designed to measure evidence for higher forms of learning and preparation for a supercomplex world. Supervisors were also invited to reflect on curriculum re-design as a product of student research. The study findings confirm the potential of supervised student research as an effective pedagogical tool in medical education. Nevertheless, there is scope for developing a more cohesive research-teaching nexus through improving supervisor training to provide the necessary rationale for mainstreaming student research.
Mentoring Beginning Teachers: Bridging the Gap between Pre-Service Training and In-Practice Realities
Author: Wasonga, C. O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Mentors,Transitional Programs,Career Readiness,Teacher Competencies,Relevance (Education),Teacher Placement,Experienced Teachers,Supervisor Qualifications,Andragogy,Supervisory Methods,Cooperative Learning,Barriers,Educational Benefits

Research on quality and relevance of pre-service teacher training programmes has found out that their products are ill-prepared for service delivery in schools. This is because there seems to be a disconnect between the college curriculum and the job in-practice. Given the critical nature of teacher input in the teaching-learning chain of curriculum implementation, many authorities have recommended that teacher preparation for primary, secondary, and tertiary education be restructured to address the anomalies to suit the dynamic educational environment. Available literature indicates that inadequacy in teacher training programmes is not unique to any particular state, county, or region. Several scholars, task-forces, and commissions of inquiry have suggested viable approaches for improved teacher training quality but there has been minimal progress. It is therefore necessary to come up with in-service options that would bridge the gap in question. One such in-built mechanism is mentoring that would take place either formally or informally in schools. Both the mentor and the protégé gain hence, wholesomely, improved service delivery to pupils for quality education.
Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry
Author: Mincer, Andi Beth
Date: 2012-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Preferences,Opinions,Audience Response Systems,Physical Therapy,Allied Health Occupations Education,Mixed Methods Research,Focus Groups,Likert Scales,Student Surveys,Doctoral Programs

Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduatelevel courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered their learning. A Likert-type survey was constructed based on focus group outcomes and was offered to the entire population of physical therapy students at our institution. Results indicated that PRS was perceived to be useful for examination preparation, application of concepts, facilitation of discussion, and immediate feedback. Participants perceived cost and technical issues, including lack of faculty technical expertise, as problematic. Students exhibited a strong preference for ungraded in-class quizzes, followed by provision of these quizzes to students for later study. This unique mixed-method design maximized the use of online technology for obtaining both qualitative and quantitative outcomes.
Secondary School Teachers' Experiences of Teaching Pregnant Learners in Limpopo Province, South Africa
Author: Matlala, Sogo F.
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teaching Experience,Pregnant Students,Secondary School Students,Qualitative Research,Semi Structured Interviews,Student Needs,Health Needs,Identification,Academic Persistence,Problems,Teacher Student Relationship,Parent Teacher Cooperation,Sex Role

This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1) identification of pregnant learners; (2) continuation of pregnant learners' school career; (3) dilemmas related to school-attending pregnant learners; (4) support of school-attending pregnant learners; (5) gender in pregnancy caretaking; and (6) communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.
Reconceptualizing the Role of an Educational Researcher: A Critical Multicultural Educator's Perspective
Author: Schoorman, Dilys
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Researchers,Experimenter Characteristics,Role Perception,Multicultural Education,Educational Research,Doctoral Programs,Critical Theory,Teacher Characteristics,Scholarship,Classification,Curriculum Research,Praxis,Communities of Practice,Advocacy,Consciousness Raising,Accountability

Critical multicultural educators' concerns about the oppressive and/or emancipatory potentialities of curriculum extend to the preparation of educational researchers. By framing one's scholarly life as curriculum, this personal phronesis of the author's scholarly journey as a multicultural teacher and researcher, highlights the implications for the knowledge construction process in the preparation of researchers as leaders for social justice. A personal and collective agenda for re-conceptualizing research as a public good is offered.
The Comparison of Emphatic Tendencies of the Management Department Students
Author: Belli, Emre
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Empathy,Statistical Significance,Gender Differences,Affective Measures,Physical Education,Administrator Education,Age Differences,Cohort Analysis,Institutional Characteristics,College Students,Student Attitudes,Foreign Countries,Statistical Analysis

The aim of the current research is to make a comparison between the university students majoring at the department of sport management at Kafkas University and Atatürk University in terms of empathy level. For data collection, &quot;Emphatic Tendency Scale&quot;, which was developed by Dökmen (1994) and which included 20 items, was administered to a total of 463 participants consisting of 174 female and 289 male students. For data analysis, SPSS 16 programme was used for statistical procedures such as frequency analysis for demographic information, independent sample t-test for the comparison of empathy level of gender and university and one-way Anova and Tukey for the comparison of empathy level in terms of age and grade. The results of the study revealed that there were statistically significant differences in gender and empathy level (p = 0.028), age and empathy level (p = 0.026), grade and empathy level (p = 0.039).
Epistemology as Education: Know Thyself
Author: Tubbs, Nigel
Date: 2016-00-00
Type: Journal Articles
Subjects: Epistemology,Educational Theories,Self Concept,Philosophy,Metacognition,Mastery Learning,Role of Education

In his Introduction to this Special Edition of &quot;Education Sciences,&quot; Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by &quot;local&quot; epistemologies--feminist, queer, post-colonial, postmodern and others--which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be &quot;other&quot;. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps, remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This &quot;otherness&quot; of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations. With this in mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed.
Fostering Creativity in the Classroom for High Ability Students: Context Does Matter
Author: Tan, Liang See
Date: 2016-00-00
Type: Journal Articles
Subjects: Creative Development,Academic Ability,High Achievement,Academically Gifted,Secondary School Students,Context Effect,Creative Thinking,Creativity Tests,Cohort Analysis,Comparative Analysis,Scores,Prediction,Multiple Regression Analysis,Classroom Environment,Ecological Factors,Hypothesis Testing,Single Sex Schools,Foreign Countries,Statistical Analysis

Researchers have argued for the importance of the classroom context in developing students' creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT). A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP) volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i) IP students showed a greater increase in scores over time when compared to Express students; (ii) when Programme and PSLE (Primary School Leaving Examination) were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii) flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.
Performing Critical Work: The Challenges of Emancipatory Scholarship in the Academic Marketplace
Author: Garvey, Jason C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Praxis,Scholarship,Higher Education,Qualitative Research,Statistical Analysis

Critical scholarship in the social sciences usually focuses on the social sphere outside of the academy. However, for higher education researchers, critical research is often undertaken within and for the academy, which in turn may endanger one's career if the dominant power structures are threatened. How might we enact and perform critical research within the academy when the academy itself is our focus? In this piece, we script our dramaturgical relationship with critical theories, to question the meaning of these paradigms in our own work and in our field (of education) as well as to explore the potentials of and limits to the use of critical theories and paradigms that may move beyond critical.
How One Teacher, Two Students with Visual Impairments, and a Three-Year R &amp; D Project Could Change How All Students Learn Science
Author: Urquhart, Vicki
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Visual Impairments,Research and Development,Scientific Concepts,Science Teachers,Research and Development Centers,Chemistry,Secondary School Science,Assistive Technology,Partnerships in Education,Accessibility (for Disabled)

You probably recognize this standard definition of a comet: &quot;a relatively small extraterrestrial body consisting of a frozen mass that travels around the sun in a highly elliptical orbit.&quot; Add an accompanying photograph or diagram, and students &quot;get&quot; what a comet is, right? Science textbook publishers expect students to understand science concepts by describing them using content-specific vocabulary, but for some students, that is a huge roadblock. A student who is blind or who has a visual impairment likely has never seen a comet, either in a night sky or in a photograph, and even when a teacher provides an additional colorful description about &quot;fire balls&quot; and &quot;tails,&quot; it does not always help. How, then, do students with visual impairments learn scientific concepts? And, what can a science teacher do to ensure all students, including those with visual impairments, are learning? Seeking answers to these questions, two entities--McREL, an education research and development organization, and Edinboro University of Pennsylvania--partnered on a three-year collaboration to design, develop, and test resources for general education science teachers and teachers of students with visual impairments in grades 6-12. The result was a 3-part framework, &quot;Visualizing Science with Adapted Curriculum Enhancements&quot; (ACE). With a direction set, the developers recruited science teachers of students with visual impairments to participate in the study. Most teacher participants had no prior knowledge of how to address the needs of their students with visual impairments, but during the process, everyone learned. What follows is the story of a high school chemistry teacher who jumped into this project blindfolded, literally.
Institutional Factors That Affect Black South African Students' Perceptions of Early Childhood Teacher Education
Author: Steyn, M. G.
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Characteristics,Early Childhood Education,Blacks,Career Choice,Vocational Interests,Qualitative Research,Student Surveys,Student Attitudes,Student Experience,Focus Groups,Interviews,Enrollment Influences,Student Costs,Student Adjustment,Student Recruitment,Academic Persistence,Performance Factors,Case Studies,College Students

Black students account for over 72% of enrollments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enroll in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrollment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education.
Indigenous Social Justice Pedagogy: Teaching into the Risks and Cultivating the Heart
Author: Shirley, Valerie J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Social Justice,Risk,Youth,American Indians,American Indian Languages,Qualitative Research,Early Adolescents,Epistemology,Tribally Controlled Education,Foreign Policy,Observation,Focus Groups

As Indigenous communities envision their future, it is without question that the Indigenous youth play a significant role in sustaining their Indigenous lifeways and communities. They will no doubt be faced with the responsibility to navigate socio-cultural, environmental, political and economic issues while simultaneously preserving their Indigenous knowledge systems. Educators have the capacity to prepare youth for the responsibility of understanding colonialism and to begin the process of helping youth understand such tactics to protect Indigenous land, people, languages, and culture. When Indigenous youth are provided with the necessary knowledge, skills and analytical tools to navigate this future undertaking, they will be prepared to be protectors and change agents for their Indigenous communities; which, in turn, reflects nation-building. In this article, I will provide an overview of Indigenous social justice pedagogy and explain its role in Indigenous nation-building efforts. In addition, I will draw on experiences of engaging Diné youth (ages 12-14) in a decolonizing process and discuss what it means to teach from an Indigenous social justice framework that invokes critical inquiry with individual and collective action.
Picturing Obama: Race, High School Students and a Critical Methodology of the Visual
Author: Smith, William L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Minority Group Students,Racial Factors,Political Issues,Presidents,African Americans,Critical Theory,Race,Research Methodology,Qualitative Research,Case Studies,High School Seniors,Low Income Groups,Interviews,Photography,Pictorial Stimuli,Educational Environment,Experience

I draw on methodological findings from a case study on how high school students of color make sense of dominant narratives of race and politics in the Obama American Era. Incorporating literature from critical race theory, visual research methods, and the writings of cultural scholar Stuart Hall, I draw conclusions from this inquiry project as a means for offering a practical instantiation of critical race research through the use of visuals and a new avenue for considering Foucault's notion of parrhesia in qualitative inquiry.