ethanporcaro/eric-fulltext-meta huggingface dataset:
Compulsory Education Laws or Incentives from Conditional Cash Transfer Programs? Explaining the Rise in Secondary School Attendance Rate in Argentina
Author: Edo, María
Date: 2017-07-17
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,Attendance,Incentives,Educational Strategies,Outcomes of Education,Educational Legislation,Compulsory Education,Program Effectiveness,Program Implementation,Gender Differences,Family Characteristics,Educational Attainment,Program Descriptions,Statistical Analysis

Argentina has traditionally stood out in terms of educational outcomes among its Latin American counterparts. Schooling of older children, however, still shows room for improvement especially among the more vulnerable. Fortunately, during the last years a sizeable improvement in attendance rates for children aged 15 through 17 took place. This could be related to the 2006 National Education Law that made upper-secondary education compulsory. In this paper, instead, we claim that the &quot;Asignación Universal por Hijo&quot; (Universal Child Allowance, AUH)--a massive conditional cash transfer program implemented in 2009 in Argentina--may be mostly responsible for this improvement. Using a difference-in-difference strategy we estimate that the program accounts for a 3.9 percentage point increase in the probability of attending secondary school among eligible children aged 15 through 17. The impact seems to be led by boys and is more relevant for children living in larger families where the head of household has a lower educational level.
Instructor-Student Rapport in Taiwan ESL Classrooms
Author: Webb, Nathan G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Second Language Learning,English (Second Language),Cultural Differences,Barriers,Semi Structured Interviews,Classroom Techniques,Teaching Models,Classroom Communication,Teacher Attitudes,Private Schools,Participant Observation,Interviews,English Teachers,Data Analysis

Positive relationships between instructors and students are critical to effective learning in the classroom. Rooted in the Scholarship of Teaching and Learning (SoTL), and centered at the crossroads of interpersonal communication and instructional communication (Affective Learning Model), this study examines how instructors in a Taiwan ESL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. Results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.
Exploring Doctoral Student Identity Development Using a Self-Study Approach
Author: Foot, Rachel
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Identification (Psychology),Self Evaluation (Individuals),Research Methodology,Peer Relationship,Student Journals,Diaries,Dialogs (Language),Comparative Analysis,Coding

The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. However, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at various stages of completion engaged in self-study research to explore their emerging identities as doctoral student practitioners. Drawing on self-study and doctoral student identity research, as well as findings from our individual analyses, we explore how self-study can be used as an authentic and positive experience to help doctoral students understand their scholarly identity development. After describing the benefits of self-study research for doctoral student success, we provide practical guidelines for how to implement self-study research into existing doctoral programs.
Collaboration between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems
Author: Allin, Linda
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Scholarship,Instruction,Learning,Student Research,Action Research,Technology Uses in Education,Student Participation,Power Structure,College Students,College Faculty,Questionnaires,Focus Groups,Interviews

Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which critically examines the extent to which &quot;collaboration&quot; occurred in a SoTL project designed to explore staff and student use of technology (Allin, Turnock and Thompson, 2011). I critically reflect on the nature of student involvement throughout the project and question whether true collaboration between staff and students can ever be achieved due to the power relations that exist within the current higher education system (Mann, 2001). Developing effective collaborations between students and lecturers mattersfor SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder and Otis, 2009).
Higher Education Reforms: Latin America in Comparative Perspective
Author: Bernasconi, Andrés
Date: 2017-07-03
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Higher Education,Educational Change,Educational Policy,Policy Analysis,Case Studies,Politics of Education,College Faculty,Student Financial Aid,Public Policy,Administrative Organization,Quality Assurance,Educational Innovation,Social Justice,Access to Education,Inclusion,Public Colleges,Private Colleges,Latin Americans

This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.
Looking in the Mirror of Inquiry: Knowledge in Our Students and in Ourselves
Author: Glisson, Lane
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Schools,Community Colleges,College Faculty,Two Year College Students,Inquiry,Cooperative Learning,Student Participation,Teacher Role,Teacher Attitudes,Action Research,Transformative Learning,Communities of Practice,Group Dynamics,Knowledge Level

At a large, urban community college located in the Northeastern United States, a group of faculty interested in helping students assume agency in their own learning used the methodology of Collaborative Inquiry (CI) as a way to examine the factors that help or hinder this process. Unexpected was the epistemological shift they underwent as a result of the CI process. The group had hoped to find ways to make students less passive, starting with the question &quot;How do we make students into makers of knowledge?&quot; The CI methodology, however, required the faculty to examine themselves and their own relationship with the process of knowledge-making. Through the inquiry process, which required participants to question their own assumptions, they realized that, even though they considered themselves makers of knowledge within their respective fields, they had approached this knowledge-making process quite passively. The group members thus found themselves involved in a Collaborative Inquiry process that they hadn't initially fully understood but which required that they become active makers of knowledge. As a result, members rejected many of the assumptions implicit in the original question and began to approach the challenge of teaching and learning more actively, more respectfully, and with more humility. This article offers a narrative of this group's process, the conclusions they reached, a set of reflections, and considerations that others using the CI process for professional development oriented inquiries may find useful.
Contemporary Higher Education Reform in Ecuador: Implications for Faculty Recruitment, Hiring, and Retention
Author: Johnson, M. Amanda
Date: 2017-07-03
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Faculty Recruitment,Teacher Persistence,Teacher Shortage,Knowledge Economy,Educational Resources,Teacher Role,Personnel Policy,Semi Structured Interviews,Deans,Administrator Attitudes,Faculty Development,Foreign Workers,Private Sector,Public Sector,Comparative Analysis,Qualitative Research,Case Studies,Interviews

Currently, there is a shortage of research on how Ecuadorian universities are coping with the contemporary reforms of higher education under the government of Correa. In 2010, &quot;La Ley Orgánica de Educación Superior&quot; (higher education law) defined the development, transparency and quality assurance of existing and new higher education institutions. This case study describes the challenges administrators have in recruiting, hiring, and retaining faculty in an environment where both fiscal and human resources are limited. The research reflects the current complexity of the higher education environment in Ecuador under contemporary reforms and creates a space for the discussion on the unique perspectives of administrators from both private and public institutions.
Social Justice Debate and College Access in Latin America: Merit or Need? The Role of Educational Institutions and States in Broadening Access to Higher Education in the Region
Author: Villalobos, Cristóbal
Date: 2017-07-03
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Equal Education,Access to Education,Higher Education,Geographic Regions,Disadvantaged,Governance,College Students,Educational Responsibility,College Role,Institutional Autonomy,Government Role,Educational Policy,Indigenous Populations,Enrollment,Quotas,Comparative Education

During the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies. The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region.
Chronotopes in Education: Conventional and Dialogic
Author: Matusov, Eugene
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Practices,Teaching Methods,Assignments,Educational Environment,Time Factors (Learning),Student Participation,Interpersonal Relationship,Values,Vignettes

Bakhtin defines chronotope in his literary dialogic theory as the unity of time and space where events occur. Here, in this conceptual paper, I expand and apply this notion to education, discuss, and illustrate the three major espoused educational chronotopes that I abstracted in my analysis of educational practices around Dialogic Pedagogy. Frist is the Assignment Chronotope based on a type of monologic pedagogy, the most common in conventional, but also in some innovative, schools, focusing on making students arrive at preset curricular endpoints. Second is the Dialogic Provocation Chronotope based on narrowly defined dialogic pedagogy and involving promotion of the students' responsive critical authorship. Third is the Journey Chronotope focusing on promoting the students' self-assignments and self-initiated educational journeys that can propel self-generated critical authorship in a targeted practice (or a network of practices). Educational examples, concerns, and consequences of these chronotopes are considered.
Meeting Youth in Movement and on Neutral Ground
Author: Nissen, Morten
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Teaching Methods,Educational History,European History,Social Problems,Youth Programs,Social Work,Caseworkers,Theater Arts,Drama,Social Sciences

The article articulates an educational motto--expressed in the title--found in a &quot;prototypical narrative&quot; of social youth work carried out by activists in Copenhagen in the 1990s. This way of modeling pedagogical practice is first outlined as different from the standardizing approach dominant in science. As a prototypical narrative, the story alternates between descriptions and contextualizations of events, theoretical debate, and analytical suggestions. The key idea that is unfolded is the &quot;critical trans-pedagogy&quot; of a creation and tinkering of collectives and their participants in struggles for recognition, and for the democratic social engineering of a responsive welfare state. It is suggested that a singular historical situation spurred this development, both in the practical youth work, and in the theoretical traditions with which I could articulate it. This included the post-industrial crisis of labor, the post-cold-war shaking of state forms, New Public Management, and the simultaneous expansion and attack on the welfare state. It also included how the Foucauldian rethinking of power and the performative turn in the social sciences informed the broadly Vygotskian traditions. On these backgrounds, the youth work practices could be approached as generalizing, performative reenactments of social problems. The approach is finally spelled out in and around the story of one participant, before the concluding remarks return to the issue of how a prototypical narrative deals with theory.
Trials and Tribulations of SLA Framework in Designing Arabic Courses for Speakers of Other Languages
Author: Gabsi, Zouhir
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Semitic Languages,Language Variation,Grammar,Oral Language,Instructional Improvement,Online Courses,Blended Learning,Syntax,Morphology (Languages),Criticism,Program Evaluation,Foreign Countries,Verbs,Form Classes (Languages),College Students,Student Attitudes,Alphabets,Pragmatics,Qualitative Research

There is a consensus among language teachers and researchers that language course design is always a work in progress. This is influenced by variables such as the type of language being taught and whether the teaching of this language has been researched. Arabic is one the languages that have created a perennial debate among its teachers about the anticipated challenges pointing principally to three reasons. The first reason refers to the dichotomy that exists between MSA and Colloquial Arabic, which will have a direct impact on teaching the macro-skill of &quot;speaking&quot;. The second reason deals with the complexity of MSA in terms of grammar. The final reason discusses the theoretical aspects of language teaching and learning and its implications to the design of the Arabic program. This paper discusses these problems stemming from the recent empirical pilot study of teaching Arabic for a specific purposes (ASP). The study exposes some the problems mentioned above and suggests solutions to improve the teaching of Arabic in the light of theories of SLA and language teaching and learning.
Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class
Author: Anglin, Joanna L.
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Seniors,Drama,English,Language Arts,English Instruction,Music,Urban Schools,Collaborative Writing,Oral Language,Poetry,Teaching Methods,Popular Culture,Language Usage,Advanced Placement,Writing Processes,Units of Study

This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare's Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word tradition to phrase and perform their interpretations. Findings indicate that across the five spoken word performances, the retelling of the Hamlet narrative involved a set of decisions that were both constrained and afforded by the rap medium. The students' discussion of how to rewrite the story in the condensed poetic form of a rap required them to clarify events from Shakespeare's version and both summarize them and interpret them both in their discussion and in their own text. Their interpretive work involved the incorporation of a variety of rap and other pop culture conventions such that their deliberation regarding word choice and accompanying performative elements necessitated careful consideration of the meaning that they found in Shakespeare's version of the story, itself an adaptation from extant cultural narratives. The study concludes with a consideration of their spoken word interpretations as comprising a hybrid discourse that enabled exploratory interpretive talk that contributed to their understanding of the drama through the collaborative composition of their own representational text.
Four-Year Follow-Up of Children in the LEAP Randomized Trial: Some Planned and Accidental Findings
Author: Strain, Phillip S.
Date: 2017-08-00
Type: Journal Articles
Subjects: Followup Studies,Preschool Children,Parents,Early Intervention,Autism,Pervasive Developmental Disorders,Randomized Controlled Trials,Student Placement,Outcomes of Education,Program Effectiveness,Communication Skills,Adjustment (to Environment),Interpersonal Competence,Thinking Skills,Cognitive Development,Quality of Life,Elementary School Students,Kindergarten,Preschool Education,Achievement Tests,Language Tests,Rating Scales,Behavior Rating Scales,Special Education

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific to communication, adaptive behavior, social, academic, and cognitive skills. Statistically significant group differences were noted in cognitive development and social skills. However, when placement was treated as an independent variable, very large effects were seen across all outcome measures, including autism symptoms, for children who were enrolled in inclusive settings. Data from adult family members confirmed important changes in perceived quality of life.
Determining the Variables That Affect the Reading Motivation of Educational Faculty Students
Author: Savaskan, Vafa
Date: 2017-07-10
Type: Journal Articles
Subjects: Reading Motivation,Foreign Countries,Reading Skills,College Students,Schools of Education,Statistical Analysis,Measures (Individuals),Predictor Variables,Gender Differences,Parent Background,Educational Attainment,Economic Status,Departments,Occupations,Fathers,Mothers,Newspapers,Periodicals,Internet,Reading Attitudes

Reading motivation has a significant contribution to acquire the necessary reading skills, and it has an indisputable effect on continuing to read. When the importance of the role model effect of school teachers in acquiring reading skills is considered, it is expected that reading motivation of the students will be high whose teachers also have a high reading motivation. Considering these issues, this study aimed to determine the variables that affect the reading motivation of students studying at the Faculty of Education. For this purpose, Adult Reading Motivation Scale (ARMS) developed by Schutte and Malouff, and adapted into Turkish by Yildiz et al. was used as the data collection tool. This scale was used for 285 students studying at five different departments in Sinop University, Faculty of Education, in Turkey. For data analysis, relational screening model was used. From the analysis, it was noticed that the variables, gender, profession of father, economic status, frequency of buying newspapers, frequency of buying magazines, frequency of reading in electronic environment, and the reasons for unwillingness to read were efficient upon reading motivations of students whereas the variables such as department, educational level of father, educational level of mother, and profession of mother were not efficient.