ethanporcaro/eric-fulltext-meta huggingface dataset:
Race and Participation in International Experiential Learning: Case-Based Exemplar of a Habitat-University Partnership in El Salvador
Author: Pulsifer, Kenzie
Date: 2020-01-00
Type: Journal Articles
Subjects: Race,Service Learning,Partnerships in Education,Foreign Countries,Universities,International Cooperation,Females,Developing Nations,Developed Nations,Critical Theory,Advantaged,Voluntary Agencies,Student Volunteers,College Students,Travel,Housing Needs,Consciousness Raising,White Students

International experiential learning (IEL) has various pedagogical concerns associated with the colonial and racialized lineage underlying its Global South engagements. Drawing on critical race theory, White privilege, and globally engaged learning research as they inform IEL, this case-based study of &quot;northern&quot; participant perceptions of their experiences in a partnership between Habitat for Humanity in El Salvador and a Canadian university focuses on a &quot;catalytic moment&quot; in El Salvador. That is, a unique situation arose which prompted participant women of color (WoC) to share distinct insights and counter-stories from their positions, providing an opening for deeper attention to race for all of the participants and, we believe, for IEL practice more broadly. And in this context, the host partners saw opportunities for IEL participation both North and South to be strengthened through greater diversity in team composition and in associated host-community learning and relationship development.
Examining International Education Research and Practice through a Queer Theory Lens
Author: Capobianco, Stephen Louis
Date: 2020-01-00
Type: Journal Articles
Subjects: LGBTQ People,International Education,Educational Research,Educational Practices,Inclusion,Higher Education

In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of international education for all by discussing implications for practice and recommendations for future areas of research.
Addressing Misperceptions of Underprepared Students: A Case Study at a Public American University
Author: Sachar, Cassandra O'Sullivan
Date: 2019-00-00
Type: Journal Articles
Subjects: Misconceptions,Public Colleges,College Preparation,College Faculty,Teacher Attitudes,College Students,Student Attitudes,College Readiness,Academic Ability,Faculty Development,Student Experience

This study examines faculty/staff perceptions of underprepared students as well as the experiences of these students in the college setting. Understanding that this crucial population has poor retention, we sought to understand who they were and how the faculty/staff felt about them in an effort to better serve them. While most students surveyed believed their professors wanted them to succeed and were interested in their learning, they also offered insight into areas where faculty could further assist their progress. Faculty/staff revealed both positive and negative feelings about underprepared students, often acknowledging feelings of helplessness when working with them. Through data analysis of surveys from both populations, we identified key areas of focus on which to build a professional development model. By bridging gaps in faculty/staff understanding through a faculty networking approach, we are working together to become more student-ready in addressing student needs wherever they fall, thus promoting student success and retention.
Promoting Intercultural Competence in Professional Spaces: Education Abroad Experiences in England for Social Studies Preservice Teachers
Author: McGregor, Ian M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Study Abroad,Social Studies,Foreign Countries,Preservice Teachers,Internship Programs,History Instruction,World Views,Professional Identity,Secondary Schools,Museums,Student Journals,Student Development

This article presents a qualitative case study of U.S. social studies pre-service teachers (PSTs) interning in England. We explore how these experiences influence their teaching and their orientation towards culture and cultural difference, and how the structure of education abroad programs are designed to support growth in cultural competence and orientations towards teaching history. Participants are enrolled in a teacher education program that affords social studies PSTs an opportunity to study abroad in England post-student teaching. For this study the developmental model of intercultural sensitivity (DMIS) provided the conceptual frame to explore intercultural competence as it presents a continuum of ethnocentric to ethnorelative perspectives (Hammer &amp; Bennett, 2003). Using this conceptual framework, data were collected from 32 social studies PSTs representing three annual cohorts who participated in the education abroad program from 2015-2017. Data from weekly student journals were captured and qualitatively analyzed. Participants wrote journal entries prior to departure, while abroad, and upon reentry to the United States in response to instructor generated prompts. Three broad themes emerged across the data: (1) living and interning in English society challenged facets of PSTs' cultural identity and professional practices, (2) PSTs more critically examined their orientation towards social studies education as a discipline, and (3) PSTs expanded their awareness of broader educational issues and concerns. Implications offer insight to how education abroad programs impact pre-service social studies teachers' pedagogical practices.
The Concept of Education (&quot;Bildung&quot;) as a Cultural Heritage: Transcultural Traditions and Perspectives
Author: Sander, Wolfgang
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Background,Individual Development,Independent Study,Educational Theories,Christianity,Judaism,Islam,Confucianism,Buddhism,Religion,Cultural Differences,Western Civilization,Non Western Civilization

This article is based on a theoretical study about the concept of Bildung in world society. The concept of &quot;Bildung&quot; (in German) refers to a special dimension of education. It focuses on personal development and self-education and is not utilitarian. The study, which investigated different traditions of thinking about education in the sense of &quot;Bildung,&quot; begins with German and European educational theories from the nineteenth and twentieth centuries. Next, older Christian traditions in Europe, pre-Christian concepts in the European ancient world, and educational thinking in Judaism and the Islamic world were analyzed. Confucius was also examined as an educational thinker. Finally, the study investigated educational traditions in Buddhism and Hinduism. Findings clearly show that the ideas connected with this concept of &quot;Bildung&quot; are represented in different cultural traditions within and beyond Europe. The concept of &quot;Bildung&quot; seems to constitute a common cultural heritage of humankind since at least the Axial Age. This concept can therefore contribute to an overlapping consensus in world society as defined by John Rawls: a consensus endorsed by conflicting religious, philosophical, and moral doctrines--each from its own point of view.
Georgia&apos;s Senior Citizen Tuition Waiver Program: Current Status, Web Presence, and Web Content
Author: Ariail, Donald L.
Date: 2020-01-00
Type: Journal Articles
Subjects: Older Adults,Tuition,Adult Students,Paying for College,Web Sites,Publicity,Enrollment,Labor Force Development,State Colleges

Senior citizens are becoming a larger and more significant part of the workforce as they desire to work longer. Companies have found these individuals bring valuable skills to the workplace; however, they frequently need to update those skills or pursue new degrees. Since 1976, Georgia has had a law granting senior citizens tuition waivers in the state's public higher education institutions, thus allowing them the ability to take courses to update their skills. This study assessed the current status of the tuition waiver program by reviewing web sites of the 26 institutions in the University System of Georgia to determine how well the program is publicized. It also reviewed enrollment data to determine whether senior citizens are taking advantage of the benefit. The results reveal that web sites vary widely in publicizing the program, very few sites are easy to navigate, and a very small proportion of senior citizens are utilizing the tuition waiver. It is recommended that institutions improve their sites to enhance awareness and enrollment. Also, chambers of commerce, workforce development agencies, and senior citizen support agencies are encouraged to market the program more widely, thus providing benefits to the individuals, employers, and the economy.
Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities
Author: Massey, Cynthia C.
Date: 2020-01-00
Type: Journal Articles
Subjects: College Entrance Examinations,Vocabulary,Students with Disabilities,Instructional Materials,Computer Uses in Education,Language Acquisition,Instructional Effectiveness,High School Students,Reading Tests,Grade 10

This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the &quot;Real-World Connections Vocabulary&quot; graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960's, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between the tool and vocabulary acquisition for each of the three participants. Additionally, a social validity survey rendered positive results regarding its use.
Controversies and Consensus in Research on Dialogic Teaching and Learning
Author: Asterhan, Christa S. C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Interpersonal Communication,Discussion (Teaching Technique),Persuasive Discourse,Teacher Student Relationship,Social Bias,Cultural Differences,Faculty Development

Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other's work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.
University Educators&apos; Experiences of Teaching Abroad: The Promotion of Cross-Cultural Competence
Author: Dwyer, Sonya Corbin
Date: 2019-12-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Teacher Attitudes,Study Abroad,Cultural Awareness,Faculty Development,Experiential Learning,Foreign Countries,Phenomenology,Program Effectiveness

As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and discussed how it can help foster the development of cultural competency. Within this meta-theme, four subthemes emerged. The participants in this study discussed the personal dispositions and skills they think promote becoming culturally competent--the capacity to (a) adapt, (b) be interested in students and treat them as individuals, (c) embrace challenges, and (d) be comfortable with feeling uncomfortable. Teaching abroad is an effective professional development activity, one that should be supported by universities.
Exploring Reconciliatory Pedagogy and Its Possibilities through Educator-Led Praxis
Author: Pratt, Yvonne Poitras
Date: 2019-12-00
Type: Journal Articles
Subjects: Indigenous Populations,Praxis,Social Justice,Indigenous Knowledge,Canada Natives,Masters Programs,Foreign Countries,Educational Change,Educational Principles,Models,Instruction

In the spirit of taking an action-based response to the Truth and Reconciliation Commission's (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program &quot;Indigenous education: A call to action,&quot; our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.
Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office
Author: Singh, Bipul
Date: 2020-01-00
Type: Journal Articles
Subjects: Principals,Administrator Evaluation,Educational Environment,Administrator Effectiveness,Employee Attitudes,School Personnel,Suburban Schools,Public Schools,Elementary Schools,Middle Schools,High Schools

Assessment of principal effectiveness is a complex process due to the multidimensional nature of their job. Historically, a disproportionate significance has been placed on standardized assessment scores when evaluating school leaders, therefore states are beginning to emphasize other factors such as school climate in order to increase employee retention. This study investigated any correlation between leadership effectiveness, the staff perception of school climate, and employee engagement in a suburban Georgia school district's 139 schools. An improved understanding of these constructs may assist principals and assistant principals modify their leadership practices to better meet the needs of their teachers. Results suggest a significant correlation between leadership effectiveness, staff perception of school climate and employee engagement across the district with varied levels of agreement at the elementary, middle school and high school levels. Implications for leadership preparation programs and redundancy in school leader evaluation systems are noted. Future research is recommended to improve the reliability and validity of the leader evaluation tool, along with studying similar data trends from other school districts in the country.
Exploring Technology Integration in Canadian Athletic Therapy Education
Author: King, Colin
Date: 2019-12-00
Type: Journal Articles
Subjects: Technology Integration,Foreign Countries,Educational Technology,Allied Health Occupations Education,Athletics,Therapy,Teacher Attitudes,Teaching Methods,Pedagogical Content Knowledge,Technological Literacy

There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios. However, when using technology for educational purposes, many educators do not consider the resulting pedagogical implications of using these tools to teach course content. The purpose of this study was to explore this phenomenon in a sample of athletic therapy educators, by investigating their views and attitudes towards using digital technologies in athletic therapy specific courses. Researchers used a sequential explanatory mixed-methods approach (via questionnaire and individual interviews) to explore this topic. It was found that the majority of athletic therapy educators in this sample (n = 21) did not in fact consider the pedagogical implications of technology integration and moreover used technology in rudimentary fashions (e.g., to deliver course content or to provide additional context to explain a topic). Conversely, those educators with higher levels of pedagogical and technological knowledge appeared to use technology in more constructive ways while considering the pedagogical impact of their technology integration decisions. Although this study focused on athletic therapy education, the findings are not unique to this discipline. Carefully designed, pedagogically-sound technologies have very specific and useful ways of empowering learning and have the potential to achieve many educational goals for any educator.
Applying Quantitative Reasoning to Clarify Arc Measurements
Author: Glassmeyer, David
Date: 2020-01-00
Type: Journal Articles
Subjects: Logical Thinking,Geometric Concepts,Measurement,Mathematics Instruction,Secondary School Mathematics,Academic Standards,High Schools,Guidelines

The importance of reasoning quantitatively is reflected in both mathematics education research and mathematical standards for K-12 students. In this article, we detail how a quantitative reasoning framework can be used to help differentiate two quantities we have found students often struggle with: arc length and the measure of a central angle. We argue that taking the time to define all four components of a quantity can support students' understanding of theorems involving these quantities.
Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program
Author: Labouta, Hagar I.
Date: 2019-12-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Student Attitudes,Outcomes of Education,Alignment (Education),Authentic Learning,Student Research,Curriculum Design,Nonmajors,Teacher Attitudes,Administrator Attitudes

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students' perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students' perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.
Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers&apos; Obtainment of Advanced Degrees and the Impact on Student and School Growth
Author: Chang, Mei-Lin
Date: 2020-01-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Degrees,Middle School Teachers,Middle School Students,Teacher Characteristics,Educational Attainment,Reading Achievement,Mathematics Achievement

Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers' possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and middle grades students' academic growth were examined by differentiating teachers' degree level (bachelor's, master's, specialist's) and field (content-related, non-content-related). Teachers and school leaders were also interviewed in order to broaden our understandings of the impact ADs make in areas besides student achievement. Findings suggest that inconsistency in associations between teacher ADs and student achievement may be attributable to variation in a number of individual, programmatic, and institutional factors.