ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a Model of University-Regional Surroundings Collaboration in Mexico, and Surely Latin America
Author: García Galván, Rodolfo
Date: 2020-00-00
Type: Journal Articles
Subjects: School Community Relationship,Foreign Countries,Institutional Characteristics,Cooperation,Strategic Planning,Educational Philosophy,State Universities,School Policy,Administrative Organization

This study aimed to examine the institutional and organizational characteristics of Mexican state public universities' outreach with the surrounding area, by identifying and comparing best practices to design a new model for collaboration with the environment. The central question was: &quot;What are the regulatory foundations for the planning and educational philosophies that underpin the outreach approaches of public universities in Mexico?&quot; In methodological terms, this research was of a qualitative nature, and used institutional documents as its main data. It was a documentary review of regulations, planning documents, educational models, and organizational structure of the nine universities considered. Qualitative evidence was collected through deductive content analysis, on the basis of preconceived theoretical and conceptual precepts that guide the search for and analysis of documentary information. One key finding was that the regulations of the institutions examined did acknowledge the importance of strengthening ties between the university and the regional surroundings but were ambiguous in their definition of collaborative activities. In most universities, outreach was seen as a support for teaching and research, and its importance was not acknowledged. This is why it is necessary for universities to make promoting economic and social development a substantive function, to be reflected in specific regulations for outreach. Similarly, greater visibility is needed in organizational structures to position outreach within universities' roles and activities.
Aggressive School Communities: Transformation of Coexistence through Artivist Education Methods
Author: Holguin-Alvarez, Jhon
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Aggression,Foreign Countries,Student Behavior,Art Education,Activism,Sustainability,Victims,Grade 5,Grade 6,Program Effectiveness

The coexistence allows the adaptation of the aggressors and assaulted in school communities through artistic interaction techniques. Due to its transformational value, artivist education allows students to be involved in raising awareness of their environment as well as themselves. For this reason, the interest of the research was to determine the benefits of artivism in school coexistence. Three studies based on sustainability, school exchange and meaning analysis were carried out in 80 fifth and sixth grade primary students. Measurement scales and the log of experiences were used, from whose data it was obtained that there was greater sustainability of direct and democratic coexistence from the fourth month of experimentation with activities based on artivist education (Experiment 1), as well as effects on school exchange with greater emphasis on the democratic component (Experiment 2). The conclusions of the research invited to deduce that artivist education allowed coexistence to be made more sustainable through the strategies that subjects adopted from their peers, in turn, direct interaction allowed to propose a formative process of adaptation between assaulted and aggressors. As a contribution, the research highlights the adoption of new forms of student interaction with power groups to the extent of how and how they establish acceptability behaviors in the shared context.
A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning
Author: Sturm, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Social Media,Handheld Devices,Telecommunications,Faculty Development,Teacher Collaboration,Pedagogical Content Knowledge,Active Learning,Coaching (Performance),Feedback (Response),Networks,Social Studies,Communities of Practice

Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators' discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice.
Development of EFL Teachers&apos; Pedagogical Content Knowledge through Action Research in a Master&apos;s Program
Author: Gomez, Julio Cesar
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Longitudinal Studies,Action Research,Masters Programs,Teacher Education Programs,Language Teachers,Pedagogical Content Knowledge,Teaching Methods,Needs Assessment,Socialization,Intervention,Case Studies,Student Attitudes,Masters Theses,Teaching Experience,Foreign Countries,Student Characteristics

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master's program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students' needs.
Teaching the Syllabus at the Community College
Author: He, Yuemin
Date: 2020-08-00
Type: Journal Articles
Subjects: Course Content,Course Descriptions,Community Colleges,Student Needs,Two Year College Students,Student Attitudes,Course Objectives,English Curriculum,College Instruction

Reacting directly to the fact that even the best syllabus is worthless to the student who does not read it, this essay draws inspiration from research of the past decade, especially from the learning-focused syllabus concept that was introduced by three researchers at the University of Virginia, and uses a questionnaire to gauge our community college students' needs. It suggests specific methods to build the bridge between course content instruction and syllabus teaching. Ultimately, it contributes to the discussion of several important syllabus-related questions: How can instructors use the syllabus as a pedagogical tool to build a strong student rapport? How can instructors balance the syllabus to build a positive academic atmosphere and fulfill course requirements? What are the ways to make the syllabus exemplary for student learning? What standard practices can be established in college syllabus education? The essay aims to increase student autonomy and community and student success, which is the goal of community college education.
Re/Coding Global Citizenship: How Information and Communication Technologies Have Altered Humanity and Created New Questions for Global Citizenship Education
Author: Swarts, Gabriel P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Educational Technology,Technology Uses in Education,Social Change,Technology Integration,Information Technology,Government Role,Corporations,Internet

In the broadest sense, the concept of global citizenship education (GCE) includes many facets of a rapidly changing world and concepts in education. The information and communication technology (ICT) advances of the last few decades have created opportunities for educational connection and interaction through digital spaces at all levels, local and global. In linking technology with global citizenship, neither GCE nor ICTs can be assumed to be mutually progressive and/or mutually beneficial. In recent years, governments have moved to centralize ICT technologies exacting more control over their use for surveillance, including the weaponization of ICTs for strategic gains. This complicates the work of GCE scholars and practitioners in unforeseen ways as centralized control limits decentralized interactions. ICT concepts and philosophical stances are explored and defined to address how GCE scholars and practitioners can reimagine and reframe the tenets of the field within this informational world. Key topics discussed include complications of GCE in the infosphere, digital citizenship &amp; GCE, and teaching GCE in the age of &quot;inforgs&quot; &amp; digital identities.
The Challenges and Opportunities of Visually Impaired Students in Inclusive Education: The Case of Bedlu
Author: Belay, Mulat Alebachew
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Visual Impairments,Foreign Countries,Elementary Secondary Education,Public Schools,Barriers,Students with Disabilities,Grade 8,Student Attitudes,Program Effectiveness,Peer Relationship,Peer Influence,Teacher Competencies,Student Needs,Teacher Role,Teacher Education,Language of Instruction,English (Second Language),Educational Environment,Social Influences,Psychological Patterns,Educational Finance,Educational Quality

Despite many efforts invested in for the successful implementation of inclusive Education in public primary and secondary schools in Ethiopia, there are still numerous challenges facing this area. This paper describes the challenges and opportunities in an inclusive education of a visually impaired student, Bedlu. In undertaking the study, a case study design was employed. In order to examine the thoughts of Bedlu, he was interviewed about his experiences at his school and in his class. In addition, his school and classroom setting was observed. Content analysis was done on the transcriptions of the interview data and the field notes. The findings show that even though there are some opportunities that support inclusive education, these opportunities do not guarantee their implementation effectively. The interview results indicated that inadequate budget, lack of necessary materials, absence of qualified professionals, shortage of professional growth, and development trainings were some of the major factors that hinder the full implementation of inclusive education. It was also concluded that the challenges outweigh the opportunity on the full implementation of inclusive education. As a recommendation, strong collaboration among stakeholders, non-governmental organizations along with the concerned bodies, training offered for professional teachers in special needs education, and appropriate budget allocation in order to realize the effective implementation of inclusive education were suggested.
&quot;You&apos;re Almost in This Place That Doesn&apos;t Exist&quot;: The Impact of College in Prison as Understood by Formerly Incarcerated Students from the Northeastern United States
Author: Binda, Hilary
Date: 2020-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Correctional Education,Higher Education,Liberal Arts,Self Esteem,Self Efficacy,Interpersonal Relationship,Leadership Qualities,Program Effectiveness,Educational Quality,Difficulty Level,Teacher Attitudes,Discussion (Teaching Technique),College Faculty,Professional Personnel,Adult Education,Transformative Learning,Social Justice,Males

This qualitative study examines the immediate and lasting impact of liberal arts higher education in prison from the perspective of former college-in-prison students from the Northeastern United States. Findings obtained through semi-structured interviews with formerly incarcerated people are presented in the following three areas: self-confidence and agency, interpersonal relationships, and capacity for civic leadership. This study further examines former students' reflections on the relationship between education and human transformation and begins to benchmark college programming with attention to the potential for such transformation. The authors identify four characteristics critical to a program's success: academic rigor, the professor's respect for students, discussion-based learning, and respectful relationships between college and prison personnel. This study contributes to the growing field of scholarship on the benefits of prison higher education beyond those captured by studies of high-level data, such as the rate of return to prison.
Quality and Feature of Multiple-Choice Questions in Education
Author: Jia, Bing
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Choice Tests,Test Items,Item Response Theory,Secondary School Students,College Students,Difficulty Level,Guessing (Tests),Goodness of Fit,Item Analysis

The quality of multiple-choice questions (MCQs) as well as the student's solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students' performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US and China in secondary and higher education were chosen. Item difficulty and discrimination were determined using item response theory statistical item analysis models. Results were as follows. First, only a few guessing behaviors are included in MCQ exams because all data fit the two-parameter logistic model better than the three-parameter logistic model. Second, the quality of MCQs depended more on the degree of training of examiners and less on middle or higher education levels. Lastly, MCQs must be evaluated to ensure that high-quality items can be used as bases of inference in middle and higher education.
What Do International Students Need? The Role of Family and Community Supports for Adjustment, Engagement, and Organizational Citizenship Behavior
Author: Chai, Dae Seok
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Acculturation,Student Attitudes,Student Adjustment,Student College Relationship,Educational Experience,Family Role,Social Support Groups,Learner Engagement,Social Integration,College Students

This study aimed to investigate the relationships between perceived family support and community support and the organizational citizenship behavior of international students in U.S. higher education institutions. It also examined the mediating effects of cross-cultural adjustment and engagement on the relationships. Data were collected from 1,436 international students in one university located in the southwestern United States. Building on previous studies that have used a top-down managerial approach, this study used a noninstitutional/person-based approach to validate two guiding theories (spillover theory and job demands-resources model) and related former empirical studies. The results help stakeholders visualize a holistic picture of the international student experience. Such knowledge enables higher education institutions to make data-driven decisions about how to strategically prioritize resources to assist international students.
Self-Efficacy of Primary School Teachers in Mathematics Teaching: A Comparative Research on Teacher Training Program Products
Author: Rahayu, Lina Puspitaning
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Self Efficacy,Mathematics Instruction,Teacher Effectiveness,Teacher Education Programs,Teacher Competencies,Program Effectiveness,Mathematics Achievement,Preservice Teacher Education

This research aims at comparing the self-efficacy of primary school (SD, &quot;Sekolah Dasar&quot;) teachers who had taken teacher training program (PPG, &quot;Program Pelatihan Guru&quot;) on Mathematics teaching and vice versa in which it was seen from the personal belief subfactors in teaching Mathematics and the expectation of mathematics teaching outcomes. This research employed quantitative approach with comparative research design. In addition, the samples were 198 alumni of Primary School Education Program at one of the universities that held PPG in Indonesia. The data analysis was processed by SPSS version 23. Based on the calculation of T-test result, it has been indicated that there were no significant self-efficacy differences between primary school teachers who had taken PPG on mathematics teaching and vice versa. Therefore, the results of this research concluded that self-efficacy was an important variable in a pedagogical competence as it could influence the way teachers managed the classroom in order to attain maximum students' achievement.
Principal Leadership in the Implementation of Effective School Management
Author: Sunaengsih, Cucun
Date: 2019-04-00
Type: Journal Articles
Subjects: Principals,School Administration,Leadership Effectiveness,Public Schools,Foreign Countries,School Effectiveness,School Culture,High Achievement,Elementary School Teachers,Professional Development,Technology Integration,Teacher Administrator Relationship,Participative Decision Making,Recognition (Achievement),Problem Solving,Institutional Mission,Integrity

This research aims at describing the implementation of effective school management based on the principal leadership in one of Public Primary Schools in Sumedang Regency, West Java, Indonesia. The principal who implemented effective school management had the potential to produce high-achieving young generation because the school scope could optimize its function as an educational institution that carried out economic, humanitarian, social, political, cultural, and educational functions. One aspect that could support the implementation of effective school management was the principal leadership in making decisions, communicating, directing and developing the staff, solving problems and evaluating school activities. The data were collected through questionnaires, interviews and documentation studies. Furthermore, the results proved that the principal leadership was one of the main factors in implementing effective school management in terms of technology, school culture, information systems, and organizations.
Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil
Author: Kopish, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Foreign Countries,Teacher Education Programs,International Educational Exchange,Partnerships in Education,Critical Theory,Competency Based Education,Preservice Teachers,Course Content,Program Effectiveness,Cooperative Learning,Technological Literacy,Intercultural Communication,21st Century Skills,Story Telling,Videoconferencing,Virtual Classrooms

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership's collaborative activities toward the development of pre-service teachers' global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers' development of global competencies and ability to employ emerging technologies for learning and offers implications for practice.
Contemplation for Educators: Theoretical, Ethical, and Practical Dimensions Drawn from the Catholic Intellectual Tradition
Author: Polizzi, Joseph A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Catholics,Ethics,Church Related Colleges,Institutional Mission,Reflection,Intellectual Development,Teacher Education,Humanism,Moral Values,Instructional Leadership,Educational Administration,Religious Factors

Catholic colleges and universities educate thousands of teachers and school administrators every year to be at the forefront of teaching and leading. The mission and vision of Catholic colleges and universities is unique in higher education while sending their graduates forth into every sector of the wider world. We explore the contribution of the Catholic intellectual tradition (CIT) for colleges of education at Catholic colleges and universities. In this particular piece, we mine the tradition's emphasis on contemplation to cultivate and inform a practice of reflection for aspiring educators.