ethanporcaro/eric-fulltext-meta huggingface dataset:
Awareness of Climate Change and Sustainable Development among Undergraduates from Two Selected Universities in Oyo State, Nigeria
Author: Agboola, Omowunmi Sola
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Climate,Ecology,Sustainable Development,Knowledge Level,Student Surveys,Likert Scales,Access to Information,Experience,Role of Education,Gender Differences,Stakeholders,Training,Empowerment,Curriculum Development,Hypothesis Testing,Questionnaires,Statistical Analysis

This study investigated awareness of climate change and sustainable development among undergraduates in two universities: University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State of Nigeria. This was aimed at increasing the knowledge of undergraduates on climate change and sustainable development. The study adopted a survey design. The population for the study consisted of 300 hundred undergraduates in University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State, Nigeria. The students were selected using purposively random sampling technique. A 45-item each with Likert type response format titled ''Awareness of Climate Change and Sustainable Development among Undergraduates Students'' tagged ACCSDUS were administered. Data obtained were analyzed using simple percentages and t-test. The results showed that undergraduates possessed high level of awareness on the concept of climate change, have access to the sources of information and factors of personal experience, public sources and education greatly influence their awareness. The results further showed that there was no significant difference in the level of climate change and sustainable development awareness in term of gender (t = 0.733 &gt; 0.05). There is a significant difference in the level of awareness of undergraduates on the concept of climate change based on school ownership (t = 0.013 &lt; 0.05). The study concluded that climate change education should be structured and embedded in the curricula of schools at all levels and that training, re-training, empowerment or enlightenment of the public and stakeholders in climate change should be carried out without bias, discrimination or marginalization of any form.
Teacher Disempowerment in the Education System of Ecuador
Author: Fajardo-Dack, Tammy M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Teacher Role,Teaching (Occupation),Teacher Empowerment,Educational History,Gender Issues,Technology Uses in Education,Privatization,Academic Standards,Student Needs

A profound and systemic education change requires taking into consideration the several factors that intervene, particularly, and most importantly, the role of the teacher. Ecuador, since 2009 has been immersed in constant changes to achieve an educational transformation; however, nothing has been invested in the professional development of teachers, instead, all efforts and funds have been assigned to create more directions for teachers to follow. This article paper focuses on the role of teachers in the education system in Ecuador. It reviews the objectives of revalorizing the teaching profession within the literature of teacher empowerment with the purpose of critically analyze if what is written in official documents is what is happening in reality in the country. Moreover, it examines the role of Ecuadorian teachers in terms of the factors that have led to their disempowerment: feminization, technologization, deskilling, intensification, and privatization.
Evaluation of Sensory Skills among Students with Visual Impairment
Author: Saleem, Suhib Saleem
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Impairments,Foreign Countries,Blindness,Sensory Training,Evaluation,Mainstreaming,Likert Scales,Auditory Perception,Tactual Perception,Visual Perception,Olfactory Perception,Sensory Experience,General Education,Special Education,Questionnaires,Statistical Analysis

The purpose of the study was to evaluate the sensory skills among students with visual impairment (SVI). The sample contained of 30 students with blind and low vision enrolled in mainstreaming programs at general education schools at Najran in Kingdom of Saudi Arabia. A sensory skills scale was developed. The scale consisted of 20 items was distributed on four domains related to skills of touch, hearing, taste, and smell. The scale was applied on the sample of study by collaboration with teachers of SVI. The results showed that the degree of possessing sensory skills of visually impaired students was moderate. Moreover, there were significant differences in the skills of touch, taste and smell in favor of low vision students and in the skills of hearing in favor of blind students.
Going Back to the Basics: Demonstrating Care, Connectedness, and a Pedagogy of Relationship in Education
Author: Owusu-Ansah, Anthony
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preadolescents,Teacher Effectiveness,Adolescents,Teacher Student Relationship,Middle School Students,Caring,Ethics

Without question, it is imperative in today's era of standards, accountability, and performance assessment, that teachers are skilled in content knowledge and pedagogical strategies. However, the humanistic side of education is equally important for effective teaching and learning. As such, educators need to be reminded of the importance of demonstrating care and connectedness in their classrooms and schools. The current research summary provides literature related to the concepts of care and connectedness and shares strategies for demonstrating care and connectedness in our classrooms and schools. The paper serves as a call to action to all educators, especially those who teach young adolescents, to find a way back to the basic principles of education. Teachers need to exhibit care by adapting their teaching to meet the needs of all students while building connections and positive student-teacher relationships at all levels of education and in all learning environments.
Toronto: A New Global City of Learning
Author: Hamlin, Daniel
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Pluralism,Global Approach,School Choice,Educational Change,Educational Policy,Immigrants,Immigration

Toronto, Canada, is emblematic of a new stratum of global cities. Unlike many world capitals, the city has gained stature only over the past half century, having successfully post-industrialized into a new economy and become a major world centre for immigration. Paradoxically, education has emerged as both a major driver of change and a divider of social well-being in the city. To interpret this paradox, we discuss: (1) how Toronto is a node in a global education policy network, particularly as an exporter of equity-oriented reforms; (2) how the city's own school system reflects ongoing tensions between forward-looking ideals and its own historical legacies; and (3) how goals of integration are being challenged by new pressures for educational differentiation, which are themselves driven by competing conceptions of multiculturalism and movements for school choice.
An Assessment of the English and Maths Skills Levels of Prisoners in England
Author: Creese, Brian
Date: 2016-11-00
Type: Journal Articles
Subjects: Institutionalized Persons,English Instruction,Mathematics Skills,Foreign Countries,Recidivism,Correctional Rehabilitation,Numeracy,Comparative Analysis,Literacy,Qualitative Research,Statistical Analysis,Virtual Classrooms

Although the direct links between education and reducing recidivism in prisoners are problematic, there is little argument that education is a factor in promoting reintegration and rehabilitation. There is a current focus in prison education on education for employment, and yet there are no recent or unambiguous data about the skills levels of the prison population. The most often quoted figures are both 15 years out of date and deeply flawed in terms of their comparisons with the general population. This article sets out a new study that takes the mandatory initial assessments carried out on every new prisoner between August 2014 and July 2015 and compares them with the national Skills for Life survey conducted in 2011. This provides us with some hard facts about the English and maths skills of the past year's intake of prisoners. The conclusions argue that while the numeracy skills of prisoners are better than previously understood, the cohort has extremely poor literacy skills, and addressing these needs should be a priority for government.
The London Geography Alliance: Re-Connecting the School Subject with the University Discipline
Author: Standish, Alex
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Partnerships in Education,College School Cooperation,Elementary Secondary Education,Workshops,Mixed Methods Research,Curriculum Development,Faculty Development,Pedagogical Content Knowledge,Field Studies,Teacher Improvement,Questionnaires,Interviews,School Visitation,Focus Groups,Outcomes of Education

The London Geography Alliance was established to provide a network of subject-based support to primary and secondary schools, by linking teachers and university lecturers. Workshops and fieldwork were conducted over a 17-month period to address different aspects of the geography curriculum. The effects of the project were evaluated using qualitative and quantitative methods. Primary school teachers improved their knowledge of geography and their confidence to identify and facilitate geographical learning. Secondary school teachers enhanced their subject knowledge, developed new ideas, schemes of work and resources for teaching, and improved their use of fieldwork techniques. The project showed how teaching in schools can be improved through making links to university disciplines.
College Higher Education in England 1944-66 and 1997-2010
Author: Parry, Gareth
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Policy Analysis,Institutional Characteristics,Classification,Educational History,Educational Practices,Educational Development,Educational Change

As a contribution to the history of higher education in English further education colleges, two policy episodes are sketched and compared. Both periods saw attempts to expand courses of higher education outside the universities. In the first, ahead of policies to concentrate non-university higher education in the strongest institutions, efforts were made after 1944 to recognize a hierarchy of colleges, with separate tiers associated with different volumes and types of advanced further education. In the second, soon after unification of the higher education sector at the beginning of the 1990s, all colleges in the further education sector were encouraged to offer higher-level programmes and qualifications, with a reluctance or refusal on the part of central government to plan, coordinate, or configure this provision. The two episodes highlight very different assumptions about what types of institutions should be involved in what kinds of higher education. They are a reminder too of how short is the policy memory on higher education within modern-day governments and their agencies.
Dancing with Eyes Wide Open: On the Role of Nostalgia in Education
Author: Halpin, David
Date: 2016-11-00
Type: Journal Articles
Subjects: Reflection,Transformative Learning,Educational Policy,Traditionalism,Educational Practices

Nostalgia rightly elicits suspicion, even derision, for to give oneself up to longing for something from the past runs the risk of compromising one's capacity to act effectively in the present. But this does not make nostalgia, &quot;by definition,&quot; either sentimentally reactionary or wistfully unreflective. On the contrary, in the education context and elsewhere, it can be the exact opposite, though its influence, which is legitimate, particularly when articulated through the optic of tradition, needs to be constrained and justified by good argument and, where relevant, sound empirical research.
Expanding the English Medical Schools: The Politics of Knowledge Control
Author: Salter, Brian
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Schools,Medical Education,Medical Students,Educational Development,School Size,Public Policy,Educational Policy,Governance,Program Implementation,Universities,Educational Change,Government Role

Since 1997 there have been two concerted attempts to expand the number of medical school students in England: by increasing the size of existing medical schools, and by creating new medical schools. These initiatives have been a direct result of government policy, although policy implementation was delegated to the state apparatus. They also led to a struggle between higher education interests and the General Medical Council for knowledge control. The aim of this article is to offer an analytical framework for this conflict, and to draw attention to consequent shifts in university governance and the epistemological framing of higher education.
Theory, Evaluation, and Practice in Widening Participation: A Framework Approach to Assessing Impact
Author: Hayton, Annette
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Higher Education,Access to Education,Student Participation,Cultural Capital,Sense of Community,Institutional Evaluation,Program Effectiveness,Program Evaluation,Outcomes of Education,Social Capital,Youth Agencies

The English higher education (HE) system is deeply stratified, with younger students from more privileged backgrounds comprising the majority of the student population. Over the last 15 years considerable investment has been made to widen participation but attempts to evaluate these initiatives and demonstrate impact have presented a major challenge for the HE sector. This paper explores the development and application of a framework for evaluating and researching university-led interventions. Drawing largely on the theoretical work of Bourdieu it provides a basis for designing and evaluating programmes and activities to develop student cultural capital and habitus, and foster agency and a sense of belonging in HE settings.
Managing the Student Experience in English Higher Education: Differing Responses to Market Pressures
Author: Temple, Paul
Date: 2016-04-00
Type: Journal Articles
Subjects: Educational Experience,Commercialization,Foreign Countries,Tuition,Institutional Characteristics,Research Universities,College Administration,Administrative Organization,Organizational Culture,Student Needs,Educational Change,Educational Policy,Collegiality,Employment Potential,Outcomes of Education,Higher Education,Reputation,Income,Case Studies

This paper reports on recent research aimed at assessing how the management of the undergraduate student experience in English higher education is changing in the light of the new tuition fee regime introduced in 2012, as well as other government policies aimed at creating market-type pressures within the higher education sector. A distinction was observed between the research-intensive universities studied--defined here as institutions where research income comprised 20 per cent or more of total turnover, with correspondingly strong positions in published research-based rankings--and universities largely dependent on income from teaching, with weaker market positions. Broadly speaking, the latter group were responding to market pressures by centralizing services, standardizing procedures, and strengthening management controls over teaching processes. The research-intensive universities tended to work within existing institutional cultures to respond to students' needs. Organizational change here usually took the form of creating more coherent functional groupings of student services, rather than comprehensive reorganizations. It appears to us that these different responses to a changed environment point to the creation of two distinct English university types, one strongly managerial with &quot;student as customer&quot; orientations, and a smaller group with less centralized, more collegial cultures.
By Addressing Life Trajectories and Political Violence, Human Rights Education Can Overcome Radicalizing Narratives
Author: Ubachs, Frank
Date: 2016-11-00
Type: Journal Articles
Subjects: Civil Rights,Violence,Political Attitudes,Teaching Methods,Attitude Change,Prosocial Behavior,Freedom,Conflict,Antisocial Behavior,Social Justice,Foreign Policy,Religious Factors,Terrorism,Foreign Countries,Critical Thinking

As the needs and interests of young people are shifting under the influence of demographics and other social developments, &quot;new stories&quot; have started to attract many that undermine the human rights narrative and nurture radical attitudes. This has consequences for human rights education (HRE). As competing narratives have gained a foothold in major target audiences of HRE, the latter has to realize it is facing an uphill battle. The evidence suggests that HRE can no longer rely on the mere transfer of knowledge and that the &quot;story of human rights&quot; needs to be told in completely new ways. If HRE aims to change attitudes to be more inclusive and respectful, and to promote a struggle for justice, it has to make its story heard and win people over. Here HRE faces a central dilemma: how to promote fundamental freedoms while including the freedom not to subscribe to these same values? Instead of conceptual persuasion, emphasis should be put more on the affect, and relate to people's lived experiences. Crucially, HRE has to be prepared to make room for the discussion of the paradoxes of political violence. By making clear that it has vital relevance for its audience and can better answer the question of what someone should meaningfully do in life, HRE can change the narrative.
Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)
Author: Brown, Chris
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Transitional Programs,Communities of Practice,Elementary School Teachers,Secondary School Teachers,Teacher Collaboration,Literacy Education,Science Education,Research Methodology,Instructional Design,Educational Research,Faculty Development,Program Effectiveness,Workshops,Academic Achievement,Scores

The Haverstock Primary to Secondary Transition Project was designed to improve the experience of transition to secondary school for vulnerable pupils in Camden (London). The project used lesson study to help primary and secondary practitioners work collaboratively, to develop effective cross-phase pedagogical approaches to teaching English/literacy and science. This paper has three specific aims in relation to the project. First it reports on how a design-based research (DBR) method was used to tailor the lesson study approach to the Camden context in order to maximize its benefits and ensure its sustainability and scalability. Second it illustrates how a DBR approach to impact assessment led to a radical rethink and understanding of how impact might be measured with regard to projects that involve joint practice development. Specifically, collaborative approaches to practice development rely on more iterative, evolving approaches to understanding and collecting baseline data, developing strategies, and understanding the goals to be reached. Finally, it provides initial data on the impact of the DBR-led lesson study approach.
Multilingualism and Language Learning: The Rome City Report
Author: Menghini, Michela
Date: 2016-09-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Educational Policy,Foreign Countries,Urban Areas,Educational Practices,Teaching Methods,Second Language Instruction,Cultural Pluralism,Intercultural Communication,Interviews,College Students,Student Attitudes,Program Descriptions,Italian,Government Role,Questionnaires,Stakeholders

This article illustrates the findings on multilingualism related to the educational sphere in the city of Rome, within the scope and theoretical framework of the international project LUCIDE (Languages in Urban Communities--Integration and Diversity for Europe). Particularly, it describes the type of linguistic and cultural support offered to plurilingual citizens and the language teaching practices that have emerged from the study of the University of Rome &quot;Foro Italico&quot; Unit, as presented in the Rome city report (Evangelisti, et al., 2014; Menghini, 2015). The symbolic and pragmatic uses of languages, their status, and their visibility in educational practices are particularly highlighted, as part of the challenges related to the city authorities' approach to multilingualism, particularly for the educational field. The role of public and private institutions, and their interaction in language learning practices and in the educational support for plurilinguals and foreigners in Rome are investigated and considered in light of the national language and education policies and guidelines. The article's conclusions indicate some possible steps for improvement in educational practices at city level, to better support plurilingual citizens and to effectively face the challenges of multilingualism.
Transnational Partnerships in Higher Education in China: The Diversity and Complexity of Elite Strategic Alliances
Author: Montgomery, Catherine
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Higher Education,International Cooperation,Institutional Cooperation,Documentation,Social Differences,Cultural Differences,Political Issues,Global Approach

Transnational partnerships between universities can illustrate the changing political,social, and cultural terrain of global higher education. Drawing on secondary data analysis of government educational statistics, university web pages, and a comprehensive literature review, this article focuses on transnational partnerships with particular reference to China in order to illuminate the diversifying relationships between networks of global universities. International partnerships develop in historical, geographic, social, and cultural contexts and the analysis of Chinese universities' partnerships across different social, cultural, and geopolitical contexts indicates that, even within the elite groups of universities, transnational partnerships are diverse and complex.This article aims to demonstrate that the spread of internationalization in the form of transnational partnership is not uniform but is influenced by complex contextual factors,some of which are accentuating inequalities in the system.