ethanporcaro/eric-fulltext-meta huggingface dataset:
Postcolonial Emotionalism in Shaping Education: An Analysis of International School Choice in Sri Lanka
Author: Wettewa, Virandi
Date: 2016-00-00
Type: Journal Articles
Subjects: School Choice,Language of Instruction,Mixed Methods Research,International Schools,Curriculum,English (Second Language),Second Language Learning,Cultural Pluralism,Case Studies,Language Proficiency,Private Schools,Cultural Capital,Competition,Neoliberalism,Foreign Policy,Foreign Countries,Questionnaires

This research explores the proliferation of a newer kind of independent &quot;international&quot; schools that has grown in popularity in an otherwise proscribed private education system. These schools provide both foreign and local curriculums in the English medium for a majority of local students. By welcoming students from all ethnic and religious backgrounds, international schools facilitate an agency for multiculturalism. However, the double-edged sword of business and education means that these schools are restricted to a minority that can afford the high fees. In this paper, it is argued that English continues to be perceived as a reminder of colonial rule, a driver of social stratification and a destroyer of tradition contrary to a global language that is omnipresent in contemporary society. The study attempts to outline the reasons behind international school popularity and unpack some of the anxieties that this education system has given rise to in recent times. It looks at the government concerns as well as various stakeholder consternations of providing a &quot;global education for local students&quot; via a mixed method research conducted in four contrasting case studies. This paper contributes to the debates on private school choice and cultural capital; the verdict being that English proficiency and foreign credentials allow for a competitive edge in neo-liberal times yet grounding oneself in the local culture is of paramount importance if education is to be truly international.
Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers
Author: Ersanli, Ceylan Yangin
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,English Curriculum,Journal Writing,Statistical Significance,Achievement Gains,Teacher Workshops,Gender Differences,Student Teacher Attitudes,Pretests Posttests,Attitude Measures,Mixed Methods Research,Foreign Countries,Statistical Analysis,Nonparametric Statistics

Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.
Gendered Poverty and Education: Moving beyond Access to Expanding Freedoms through Microfinance Policy in India and Australia
Author: Voola, Archana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Financial Support,Poverty,Gender Differences,Interviews,Educational Objectives,Social Influences,Public Policy,Equal Education,Cultural Differences,Entrepreneurship,Gender Bias

Microfinance has been recognized globally as a poverty alleviating strategy and particularly as a gender equality enhancing approach. There have been immense, intense and nuanced debates in the field of international development, feminist studies and comparative social policy regarding the role of microfinance in addressing gendered poverty. This paper provides an account of these debates and the conceptual and theoretical perspectives underpinning them. These debates are used as a way to frame the dominant understandings of the relationship between gendered poverty and education in the context of microfinance policies and practices. These global discourses are interrogated against particular representations of the same by consumers of microfinance. In other words, employing narratives of 27 in-depth interviews with consumers of microfinance and their kin from India and Australia, the paper highlights how global discourses are contested in the local everyday lives of poor women and men. By doing so, the paper calls for re-casting educational goals, in poverty alleviation and gender equality strategies, as moving beyond access for women to expanding freedoms of women and men.
Muscle Strength and Flexibility without and with Visual Impairments Judoka's
Author: Karakoc, Onder
Date: 2016-00-00
Type: Journal Articles
Subjects: Athletics,Muscular Strength,Visual Impairments,Males,Differences,Physical Development,Physical Characteristics,Statistical Analysis

The aim of this study was to examine muscle strength and flexibility of judoka with and without visual impairments. A total of 32 male national judoka volunteered to participate in this study. There were 20 male judoka without visual impairments (mean ± SD; age: 19.20 ± 5.76 years, body weight: 66.45 ± 11.09 kg, height: 169.60 ± 7.98 cm, sport age: 6.20 ± 1.15 years). There were 12 male judoka with visual impairments (mean ± SD; age: 24.50 ± 4.06 years, body weight: 75.58 ± 22.49 kg, height: 173.50 ± 7.23 cm, sport age: 8.08 ± 1.44 years). Judoka were also assessed on several strength measurements including standing long jump, right hand grip, left hand grip, vertical jump, leg strength, sit-up and push up, and flexibility with sit and reach. We found significant differences between with and without visual impairments in leg strength, left and right hand grip and push-up (p&lt;0.05). On the other hand, there was no significant difference between with visual and without impairments in vertical jump, sit-up, flexibility, and standing long jump (p&gt;0.05). In conclusion, it is considered that visual impairment issue does not have negative effects on physical development and muscle power performance levels for ones doing judo sport because elite active athletes' training levels are close to each other.
From Extraction to Knowledge Reproduction: The Impact of Australia&apos;s Development Awards on Uganda and Mozambique
Author: Amazan, Rose C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Awards,Foreign Countries,Economic Development,Qualitative Research,Scholarships,Futures (of Society),Food,Security (Psychology),Public Health,Energy,Financial Support,Higher Education,Educational Finance,Alumni,Labor Force Development,Graduates,Employer Attitudes,Program Descriptions,Change Agents,Employment Level

With the renewed emphasis on higher education as an agent for development and economic growth, Australia has joined other Western countries in contributing to increasing the intellectual workforce of Africa[1]. While Australia has provided scholarships to Africans for more than three decades, since 2005, the Australian Government has dramatically increased its commitment to invest in Africa's future by providing a series of development awards scholarships for Africans to advance their learning in priority areas including agriculture, food security, water and sanitation, public health, energy and resource management. These scholarships are the largest component of Australia's total aid to Africa. However, very little empirical research has been done to determine the impact of Australia Africa Long Term scholarship awards (AALT). This paper examines this new African intellectual workforce by presenting qualitative data from alumni engaging in this new flow of knowledge mobility. Experiences of public health graduates of Australia scholarship awards from Uganda and Mozambique will be discussed. Overall, we argue that that the Australia Africa scholarships program has a positive impact on alumni and is viewed favourably by Alumnis' employers and their alumni's families. However, there are many challenges and struggles which can impede alumnis' success in bringing forth the change they might envisage. Some of these factors include: finding a job at a suitable level, implementing their new knowledge, using their new skills and, generally, reintegrating into their home country (both socially and professionally).
Globalization, English Language Policy, and Teacher Agency: Focus on Asia
Author: Hamid, M. Obaidul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Public Policy,Language Usage,English (Second Language),Second Language Instruction,Language Teachers,Language Proficiency,Teacher Role

This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an &quot;Asian language.&quot; It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education environment with limited expertise, skills and policy support. We locate the paper in language policy and planning (LPP) within which the concept of micro-level agency provides a critical lens. We draw on insights from several Asian countries including Bangladesh, India, Indonesia, Japan, Malaysia, Pakistan and Vietnam. We argue that while English teachers are found to exercise their agency to meet changing demands of English proficiency, this agency can be seen as the result of what we call &quot;policy dumping&quot; at the macro-level--i.e. education policymakers not paying due attention to the requirements of policy implementation but dumping down policies to educational institutions and English teachers for their implementation. We conclude the paper by suggesting implications for English language policies in Asian countries that respond to globalization and the dominant discourses of English in a globalized world.
An Application of &quot;The Two Cultures&quot; to Environmental Education
Author: Ashmann, Scott
Date: 2007-00-00
Type: Journal Articles
Subjects: Environmental Education,Humanities,Art Education,Language Fluency,Values Education,Educational Philosophy,Influence of Technology,Interdisciplinary Approach,Fused Curriculum,Integrated Curriculum,Educational Practices

Over the past few decades, it has become evident that the natural environment is an entity that humans need to better understand. Environmental education is defined here as the teaching and learning of, and about, nature and human interaction with nature. Traditionally, the environment has been researched and taught about in a piecemeal fashion--studies and instruction in the sciences (hydrology, land cover, soil, atmosphere, etc.) were completely separate from social issues related to the environment. However, a new approach to conducting research has permeated environmental studies whereby a &quot;systems&quot; approach (or a more-holistic view) is utilized that combines ideas and approaches from the sciences and humanities. Some schools are beginning to implement this approach by organizing environmental curricula in a &quot;systems&quot; or holistic manner. This paper provides an application of C.P. Snow's ideas in thinking about how to develop curriculum and teaching strategies that transcend the piecemeal approach (and the corresponding cultures associated with each discipline) and provide a deeper understanding for students of not only the elements of the environment, but also the ways in which they interact and their relationship to social issues.
E=mc[superscript 2] and Other Artistic Equations: Encouraging the Complementary Skills of Einstein and of Picasso through Redefinition
Author: Dezember, Mary
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Methods,Surveys,Questionnaires,Student Surveys,STEM Education,Art Activities,Sciences,Artists,College Students,Cultural Influences

C.P. Snow calls for communication between the &quot;two cultures&quot; of arts and humanities and science and mathematics so that, globally, humanity can survive and prosper. This paper suggests that when individuals begin to identify with both &quot;cultures,&quot; they will be less tolerant of such polarity within education and society and will begin to foster and even expect a mending of this fractured societal persona. My thesis comes from the results of a questionnaire answered by 55 of my students--members of the &quot;science and mathematics culture,&quot; for they attend a science, engineering, and technology research institution. The results of this survey strongly suggest that teaching non-dualism, non-oppositional or complementary dualism--meaning differences that work together for a whole, such as illustrated by the yin yang symbol--is validating for many students. Survey results also show that most students feel that the scientific and artistic aspects within their personalities are balanced or close to balanced; many answers suggest that students are seeking a resolution of this breach in their education and in society. Some surprising results emerged from the survey, such as revealing that an almost equal number of students considered themselves &quot;predominantly artistic&quot; as do those who consider themselves &quot;predominantly scientific.&quot; Results also articulate further redefinition is needed in each of the &quot;two cultures&quot; for their equal validity in society. Specifically, most likely from educational and societal training that begins when young, students do not recognize the transformative value of the socio-political impact of art and do not understand that artists are often technicians of social change.
Virtual Learning Worlds as a Bridge between Arts and Humanities and Science and Technology
Author: Dunning, Jeremy
Date: 2007-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Higher Education,Partnerships in Education,Computer Science Education,Computer Simulation,Simulated Environment,Laboratories,Game Theory,Artificial Intelligence,Intelligent Tutoring Systems,Teaching Methods,Cognitive Style,Resource Units,Measurement,Vignettes

Science and technology, when applied to educational excellence, have become part of the arts and humanities of tomorrow. The interactive multimedia technology tools available to educators today provide an opportunity to build into the distance or traditional course through learning objects, highly interactive experiential exercises that allow the instructor and the student to obtain an accurate image of the student's level of understanding of the content throughout the course. The instructor can not only determine that a student does not understand some aspect of the content of the course, but may also determine exactly what part of the content the student fails to comprehend. Of more importance is the fact that students may also get an immediate and accurate map of their own mastery of the content. To create absorbing and successful traditional, blended, and online classes, a broader cooperative design structure that is as much art as technology is required. In this paper the concepts involved in the creation of course materials, through a cooperative partnership between Indiana University, ITT Educational Services, Inc. (the parent company for the 93 ITT Technical Institutes across the United States), Pearson Learning Solutions, and Arjuna Multimedia, are explored. They have resulted in a technological teaching environment in which sophisticated interactive computer technology may be incorporated into any classroom or distance course to provide the most effective learning experience. These techniques apply equally well in courses in arts and humanities and science and technology. Such tools as virtual worlds, laboratory simulations, game theory-based exercises, artificial intelligence systems, and intelligent tutors have been applied to several hundred courses in 17 countries with excellent results. The focus of this paper is on the pedagogical approaches considered and utilized in these cooperative course production partnerships.
Music: A Bridge between Two Cultures
Author: Espinosa, Alma
Date: 2007-00-00
Type: Journal Articles
Subjects: Mathematics,Computer Science,Humanities,Social Studies,Interdisciplinary Approach,Singing,Teaching Methods,Music Education,Musical Instruments

Certain aspects of European art music occupy a middle ground between the two cultures described by C. P. Snow almost fifty years ago. Analogies exist not only between mathematics and the ratios underlying musical notation and intervals (i.e., the distance between pitches) but also between computer science and counterpoint (simultaneous melodies): in both cases there is a precise syntax of individual parts within the whole. Music's relationship to the humanities and social sciences is also of considerable interest to bridging Snow's two cultures; trends in music, especially opera, have sometimes seemed to herald events in the social, political, and economic realms. These and other correspondences suggest that rigorous classroom instruction in music, with an emphasis on its links to other disciplines, should be required throughout the school years and on into the undergraduate core. Such a policy, if implemented, might well help future generations to bridge the divide between Snow's two cultures.
Contemporary Art, Science, Ecology, and a Critical Pedagogy of Place
Author: Graham, Mark A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Sciences,Educational Methods,Art Activities,Ecology,Social Problems,Artists,Art Products,Environmental Education,Natural Resources,Place Based Education

In contemporary life and education, the local is marginalized in favor of large-scale economies of consumption that are indifferent to ecological concerns. The consequences of neglecting local human and natural communities include a degraded habitat, loss of wilderness, alienation, rootlessness, and lack of connection to communities. Place-based education responds to this indifference to local ecological concerns by grounding student learning in the experiences of their own lives, communities, and regions. Critical place-based pedagogy broadens the scope of place-based learning by incorporating critical theory into the curriculum of the local. This article describes a critical pedagogy of place as a prelude to describing contemporary art that is involved with ecological and social issues. Works of contemporary artists that are responsive to the ecology of local places and culture will be explored as examples of collaboration between artistic and scientific approaches. These artists suggest possibilities for the educator to create a critical pedagogy about place and to resist the isolation of the classroom from vital issues of community and ecology. The intersection of critical theory, place-based learning, and art education provides a robust framework for the theory and practice of education concerned with ecological issues.
Balancing Act: Bridging the Traditional and Technological Aspects of Culture through Art Education
Author: Lawton, Pamela Harris
Date: 2007-00-00
Type: Journal Articles
Subjects: Art Education,Cultural Education,Visual Arts,Influence of Technology,Technological Advancement,Educational History,Interdisciplinary Approach,Fused Curriculum,Educational Practices

This paper addresses the benefits of connecting and balancing education in the visual arts and in technology through discussion of actual examples. This balanced connection accomplishes three goals: to further advance and enhance quality of life, to cultivate humane and ethical behaviors, and to initiate global dialogue on issues that matter among people from diverse cultures, languages, countries and ethnicities. The visual arts and technology are mutually dependent upon one another. In fact, much of yesterday's technology is today's fine art. Two excellent examples of this are printmaking and photography. Printmaking techniques were once used to simultaneously print text and image, to spread religious doctrine and communicate important information to the literate as well as the illiterate. Photography, a less labor intensive process than printmaking, replaced it, and is another example of a technological advance that is used for scientific, commercial and fine art purposes. Technology is a boon to the arts in that it presents artists with another set of tools in which to express their creative vision and make it easily accessible to a broader audience. The arts need technology to grow, flourish, and meet the changing aesthetic tastes and needs of an increasingly global society. Technology needs art to envision possibilities, to make it more palatable, more humane and to raise questions about the effects of technological advances on our values, morals, ethics and natural environment. Through a balanced education, that connects the arts and technology, placing equal weight on the importance of each within the curriculum, teachers can encourage both right and left-brain thinking. In this way we secure for ourselves a future in which our imaginations are unbounded and creativity translates into a well thought out and carefully planned reality that ensures the health and happiness of future generations.
Preferential States of the Dichotomy of Human Nature: Art and Science
Author: Legaspi, John G. Thomas Amador
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Art Education,Sciences,Teaching Methods,Cultural Influences,Educational Methods,Art Products,History,Human Body,Brain

It is essential that the roots of the division in western culture presented by CP Snow's &quot;Two Cultures&quot; be examined in order to view their many present day ramifications and solutions. The purpose of this paper is to explore the dichotomy of our artistic and scientific origins biologically, socially, economically, spiritually and emotionally. This will also bring into question the validity of these preferential attitudes. Is this division an empirical shared realty or more of a perceived orchestrated reality? By examining these origins and the subsequent paths leading to the contemporary state in western culture one may perhaps be able to focus on the benefits of striking a balance between the arts and sciences in our educational systems as well as in our daily lives. This reflection on our dual nature hopes to shed some light on the principals of our universal connections and solutions in our multi-layered human existence. As a visual artist and art educator, I will also illustrate this division or lack thereof throughout past and contemporary art examples. The culture that Snow talks about carries itself many questions as to exactly who he is talking about. The multiplicity in our society is so diverse that it is hard to classify Snow's definition of culture. For the sake of this paper I will try to loosely target the mainstream of western culture. A familiar eastern axiom speaks of the parts of a whole as being crucial aspects to a complete unity. It is prefaced by the prudent warning that no part is greater than their sum. If the arts and the sciences analogously are the parts to a complete scope of humanity, segmenting and elevating one over the other will fragment our perspective and render humanity's heirs unfortunately incomplete.