ethanporcaro/eric-fulltext-meta huggingface dataset:
Ideological Critique and Ethical Leadership
Author: Scalia, Joseph, III
Date: 2011-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Poverty,Educational Policy,Social Theories,Ideology,Ethics,Psychotherapy,Social Change,Social Justice,Tests,Scores,Socioeconomic Status,Social Systems,Global Approach,Educational Change,Leadership,Criticism

In this essay, the authors propose that there are certain psychoanalytic insights, at the intersection of the clinical and of critical social theory, which become crucial at precisely the point of recognizing the hidden curriculum. They contend that it is at this point that a political actor, and an educator or educational theorist interested in radical transformation, must seek to "act" in ways which do not appeal directly to the dominant order, do not insist that it  make certain accommodations in the name of Justice or any other noble aim; the site of transformative resistance lies elsewhere. The authors state that, while society pretends that schools will be able to accomplish a noble aim such as the elimination of poverty through educational policies that blame and punish those schools and teachers whose work does not pass muster, society fails to acknowledge that no amount of raising test scores can ever eliminate poverty and unfair privilege and privation to an entire socioeconomic class. Amongst other considerations, the authors also assert that society must be able to contemplate whether the current dominant social order of global capitalism can ever deliver an emancipatory outcome for humanity, and whether any and all efforts at educational policy reform within this system ultimately and most crucially amount to an unwitting maintenance of the very system which structurally can do no more that oppress in the ways it states it wishes to resolve. (Contains 29 footnotes.)
Culturally Relevant Teaching and the Concept of Education
Author: Beckett, Kelvin
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Culturally Relevant Education,Educational Theories,Student Diversity,Teaching Methods

In this article, the author addresses a problem that first occurred to him almost 40 years ago. Having finally arrived at a possible solution, he would like to share it with others. The issue was raised by John Dewey and taken up again by Richard Peters and Paulo Freire. It was not their main concern, however; nor has it been a major concern of philosophers since then. One of the purposes in writing this article is to interest a new generation of philosophers in what the author takes to be a central problem of education. (Contains 43 footnotes.)
Tasseography: Reading Post-Racial Resistance to Teaching
Author: Houston, Akil
Date: 2011-00-00
Type: Journal Articles
Subjects: Figurative Language,Ideology,Gender Bias,Praxis,Resistance (Psychology),Racial Bias,Social Justice,Politics of Education,Higher Education,Teaching Methods,Political Attitudes,Social Problems

This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor of tasseography as a critically analytical practice to consider the impact of Tea Party politics on higher education teaching pedagogy. By considering forces that help to construct and frame certain forms of student ideology, particularly Tea Party rhetoric, tasseography emerges as a way to read the sediments of popular discourse. The philosophy and practice of tasseography provides a means to interpret, understand, and analyze the significance of the Tea Party for post-racial resistance to teaching, deconstructing its relations of power and racist ideology. As such, tasseography as a critical practice can offer ideas and solutions around creating and sustaining progressive classrooms. Progressive classrooms are spaces for critical consciousness to flourish. Critical consciousness encourages students to link real life situations with critical thinking and theorizing rooted in transforming student and social inequality. (Contains 37 footnotes.)
The Logic of German Monism and the U.S. Public Schools: A Philosophical Inquiry
Author: Welsh, Benjamin H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Public Education,Foreign Countries,Educational Philosophy,Power Structure,Teacher Student Relationship,Self Esteem,Deception,Alienation,Educational Experience,Duplication

The author's sixth grade teacher, Mrs. Hunter, showed him that adults who held positions of power over children could be duplicitous. After several uneventful months, she started singling him out in hurtful ways for no apparent reason. On top of the established threat of being paddled arbitrarily, Mrs. Hunter started to humiliate him in front of his classmates and give him lower grades than he had ever gotten before. The toxic combination shattered his self-esteem and his faith in the adult world for years to come. But, in the ashes of that devastating experience was the seed for his future career as critical scholar, including a life-long fascination with duplicity in public education. The more the author studied public education, the more he came to believe that duplicity was an inextricable part of it. It was as though the U.S. public schools operated according to a single Orwellian-style maxim: &quot;no education without alienation.&quot; This &quot;culture of duplicity&quot; was not only invisible to most stakeholders. It seemed to reproduce itself with remarkable precision and regularity. This article is concerned with the possible philosophical origins of this culture. (Contains 3 figures and 46 footnotes.)
John Locke and the Myth of Race in America: Demythologizing the Paradoxes of the Enlightenment as Visited in the Present
Author: Richardson, Theresa
Date: 2011-00-00
Type: Journal Articles
Subjects: Ideology,Philosophy,Reputation,Recognition (Achievement),Time Perspective,Political Attitudes,Democracy,Race,Racial Segregation,Social Theories

The English Enlightenment philosopher John Locke (1632-1704) is one of the most prominent figures in the development of liberal Anglo-American political thought. Locke's writings had a significant influence on the American Revolution and founding principles of the United States in fundamental ways. The author argues that Locke's influence is pervasive not only in American political ideology but also in the contradictions between stated ideals and institutions that have sustained inequality and oppression in a land that values equality and freedom. Max Horkheimer and Theodore Adorno in their work on the Enlightenment note that every effort to rationalize the foundations of civil society also embedded those foundations in ideology and mythology. One of the myths that emerged out of the scientific revolution and effort to ground human progress in reason was the fiction of multiple races of humankind. This idea, while not uncommon in Anglo-European thought by the 19th century, became especially important in the United States in spite of the fact that it directly contradicts the ideology of equality stated in the founding documents. The author argues that this apparent contradiction reflects and is consistent with contradictions in Locke's attempt to logically ground the rationale for a civil society in self-evident laws of nature. The political thought of Locke is examined through his writings. Locke's personal life is also relevant as it set up the dialectic of his thought in relationship to the uneasy times in which he lived. Locke's political philosophy supported the rise of democratic institutions and basic principles of universal human rights and the character of just governments, while he was also a strong advocate for colonialism and early forms of entrepreneurial capitalism, including the formation of a colony based on slave labor. America had a special meaning for Locke as he worked through his arguments on the rationale for human advancement in economic and civic life. This study focuses on the inconsistencies in Locke's political thought and writings related to equality and inequality. The discussion begins with the impact of the Lockean tradition in relationship to the origin of Locke's ideas in his personal circumstances. As such, the analysis examines the intersection of liberalism with illiberalism, democracy, and concepts of race and racism. The conclusion cites historical examples of legal racial segregation and inequality in the United States with a call to better understand the logic of the past so that people can advance arguments for the ideals of liberal government in the future. (Contains 40 footnotes.)
The Lived Experience of Flexible Education--Theory, Policy and Practice
Author: Palmer, Stuart R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Policy Formation,Public Policy,Educational Policy,Foreign Countries,Higher Education,Rhetoric,Engineering Education,Flexible Progression,Educational History,Educational Administration

The range of rationales that underpin conceptions of flexible education, and the re-making over time of the official meaning of flexibility in national education policy, have led to the point where flexibility might be found, or be required, in nearly every aspect of Australian higher education. This paper seeks to identify those rationales and the development of public policy rhetoric that have framed the development of the meaning of flexible education over time in an Australian context. By considering the intersection of theoretical and policy perspectives on flexible education with the realities of teaching and learning practice in the discipline context of engineering, this paper proposes the essential importance of individual context and agency in the making of real meaning from, and creating practical boundaries around, the otherwise tenuous definitions of flexibility often offered by institutional policy.
In-Service Development for Graduate Teaching Assistants: A Blended-Learning and Formative Approach
Author: Santandreu Calonge, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,Formative Evaluation,Learning Strategies,Active Learning,Foreign Countries,Learning Experience,Teaching Assistants,Inservice Teacher Education,Facilitators (Individuals),Teaching Skills,Outcome Based Education,Graduate Students,Alignment (Education),Teaching Methods,Participant Satisfaction,Student Teaching,Instructional Effectiveness,Teaching Models,Program Descriptions

Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and compulsory education development course for postgraduate students, which aims to prepare them for their upcoming teaching role whilst they are still research students. The course provides an introduction to the basic theoretical knowledge and practical skills required before they begin to take up teaching responsibilities at the University, in a Chinese (Hong Kong/Mainland China) and English Medium Instruction context. Blended learning technologies, active learning strategies, formative assessment and an outcomes-based approach are extensively used throughout the course to enable and encourage participation and collaboration. To measure the outcome performance of the course in alignment with the University's strategic goals, a number of key performance indicators are assessed. The result shows that students found the course very useful and the blended instructional methods used facilitated the achievement of the Intended Learning Outcomes. (Contains 6 figures and 6 tables.)
Teaching for Civic Engagement: Lesson Learned from Integrating Positive Psychology and Future Studies
Author: Allen, Jeanie K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Citizenship Education,Global Approach,Position Papers,Institutional Mission,Social Psychology,Social Reinforcement,Citizenship,Student Experience,Role of Education,Quality of Life,Futures (of Society)

Teaching for civic education holds promise for assisting colleges and universities that suggest the promotion of global citizenship in their mission statements. This paper presents the study of a course where readings and activities from the literature of positive psychology were integrated with studies about current global issues and potential future scenarios, with the goal of enhancing students' civic engagement. The hypothesis was that using activities designed to assist individuals in the development of hope, optimism, resilience, and other positive traits would encourage students to become more engaged in global issues. The analysis of students' reflective essays reveals insights into the student experience. These results, combined with literature on the current thinking about teaching for civic engagement, provides educators and policymakers with factors to consider in evaluating their own programs. In addition, two overarching questions emerged: Can a college class enhance civic engagement? and How does this fit within the purpose of a university education?
Practical and Pedagogical Aspects of Learning through Participation: The LTP Assessment Design Framework
Author: Mackaway, Jacqueline A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Cooperative Education,Experiential Learning,Teaching Methods,Evaluation Methods,Student Evaluation,Literature Reviews,Integrated Curriculum,Practicums,Service Learning,School Community Relationship,Student Participation,College Students

Assessment of student learning in experience-based education is recognised as being a complex but important task. Practitioners are faced with a myriad of practical and pedagogical issues that influence what and how they assess, and can severely impact the effectiveness of assessment strategies. This paper presents a synthesised overview of the literature about assessment of student learning that is usually discussed in dispersed arenas and under different headings, such as work-integrated learning, cooperative education, practicum, project-based learning and service-learning etc. The term Learning through Participation (LTP) is introduced to cover all of these areas, but especially those where students undertake experiences and placements that incorporate community engagement and which are based within the curriculum. The literature in this area highlights a number of issues that add layers to the complexity of assessment of LTP. The synthesis presented herein discusses questions of validity, objective verification of learning, the roles and expectations of various stakeholders in the process of assessment, and the role and purpose of reflection in learning and assessment. To assist practitioners a LTP Assessment Design Framework has been created, which guides academics though a consideration and analysis of the practical and pedagogical context of LTP and some of the most important issues. The framework consists of two parts. The first part involves the development of a Placement Profile, to better understand the operational conditions for which the assessment package must be designed, and the second part is a set of Guiding Questions about assessment and feedback. (Contains 3 tables.)
Helping University Students to &quot;Read&quot; Scholarly Journal Articles: The Benefits of a Structured and Collaborative Approach
Author: Fujimoto, Yuka
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Academic Discourse,Periodicals,Journal Articles,Reader Text Relationship,Intellectual Disciplines,Content Area Reading,Reading Assignments,English (Second Language),Tutorial Programs,Scholarship,Foreign Students,Relevance (Education),Reading Strategies

Academics often treat students' discipline-specific literacy as unproblematic. In doing so they may underestimate the difficulties for university students as they move between subjects of study that may involve different disciplines, language genres and academic practices. This paper describes an initiative aimed at supporting students in reading academic articles in preparation for completing an essay for an assessment task. This initiative involved a structured and collaborative two-week tutorial exercise that provided students with practice in using a framework to extract the main ideas from academic readings. Students were surveyed after this exercise, and their reflections of its value are described in this paper. The findings of this study will inform further stages of the project which aim to develop and investigate practical ways to develop student's academic literacy across several business disciplines.
Undergraduate Student Acceptance of a Unit Design for Developing Independent Learning Abilities
Author: Zutshi, Samar
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Independent Study,Inquiry,Student Experience,Learning Experience,Personal Autonomy,Student Attitudes,Scaffolding (Teaching Technique),Student Reaction,Foreign Countries,Foreign Students,Feedback (Response),Focus Groups

This paper describes a method intended to advance students along the path to independent learning. The method is consistent with the principles of enquiry-based learning. It involves restructuring student contact class time into a single three-hour block, and dedicating the majority of this time to working in small research project groups. Non-punitive, formative feedback is provided continuously on student work through the semester. In order to gain insight into the student experience of the design, a qualitative study using focus groups was conducted across two consecutive semesters. Reflection on the teaching experience in light of the student responses provides insight into aspects that have worked well, particularly the nature and channels of support provided to students. Despite the students' unfamiliarity with the unit design, the contact structure and the group work has been popular and has been perceived as contributing to the students' learning experience. The levels of support and feedback made possible through the unit design have also been very positively viewed. However, interesting questions are also raised. The first is regarding the balance between encouraging independent learning and the provision of structure and support by staff. The second is related to going beyond student perceptions and reliably measuring changes in independent learning abilities. (Contains 2 tables.)
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010
Author: Foote, Jennifer A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Pronunciation,Suprasegmentals,Foreign Countries,Followup Studies,Teaching Experience,Educational Opportunities,Pronunciation Instruction,English (Second Language),Second Language Learning,Surveys,Teaching Methods,Teacher Attitudes,Second Language Instruction,Adult Education

This follow-up study reexamines the state of the teaching of pronunciation in ESL classes across Canada. The purpose of the survey was twofold: to gain a snapshot of current practices and to compare this with the picture of 10 years ago. We based the current work on Breitkreutz, Derwing, and Rossiter's (2001) survey asking teachers about resources, approaches, and beliefs about teaching pronunciation. We also asked for background information about the instructors' formal education and teaching experience. For the most part, instruction in pronunciation in Canada has not changed substantially in the last decade. More training opportunities are available, although these are still not enough according to many of our respondents. The number of pronunciation courses offered in English-as-a-second-language (ESL) programs has also increased. Teachers' beliefs about pronunciation instruction remained largely the same, with a similar focus on suprasegmentals and segmentals. However, we did find a slight difference in how teachers approached these two aspects of pronunciation. Ten years ago, teachers reported emphasizing both aspects in class, whereas today there seemed to be a slightly greater focus on segmentals. Finally, we offer several recommendations for TESL programs, ESL programs, and ESL instructors. (Contains 6 tables.)
Processing Trade-Offs in Non-Native Learners' Performance of Narrative Tasks
Author: Ben Maad, Mohamed Ridha
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Memory,Language Processing,Cognitive Psychology,English (Second Language),Second Language Learning,Task Analysis,Oral Language,Psycholinguistics,Foreign Countries,Second Language Instruction,Role,Narration

Exploring learners' processes of memory and analysis has captivated considerable attention among language-learning researchers due to the recent prevalence of key concepts from feeder disciplines such as cognitive psychology and phraseology. However, there has been little empirical effort to describe the nature of interaction between these two processing modes. This article reports on a study that was designed (a) to explore the distribution of these two modes of language representation in the oral production of non-native learners of English and (b) to determine whether they shift their processing styles (i.e., lexical retrieval to rule analysis or vice versa) in the face of increasing cognitive load. Thirty Tunisian undergraduate students of English performed three narrative tasks over three tape-recorded episodes. Analysis of the transcribed findings revealed that these participants activated their memory-based system for lexical retrieval at the beginning of their performance when the tasks were not demanding and fell back on the rule-based mode when faced with the increasing processing load due to time pressure. These results empirically validate the role of formulaicity in second/foreign-language learners' processing styles. (Contains 1 figure, 4 tables, and 2 notes.)
ESL Teacher-Candidates' Beliefs about Language
Author: Fleming, Douglas
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Practicums,Qualitative Research,Phonology,Syntax,Professional Training,Course Content,Language Teachers,Language Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Grammar,Morphology (Languages),Peer Relationship,Textbooks

How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that stresses the importance of functional conceptualizations of language based on social practice, much ESL teacher training still revolves around the skills needed to transmit antiquated notions centered on descriptions of phonology, morphology, syntax, and grammar. This study identifies five key factors that influenced how the teacher candidates in this study thought of language: prior beliefs, interaction with peers, the course textbook, lectures, and the teaching practicum. We found that our participants demonstrated willingness to consider language as social practice and argue that this tendency can be strengthened in particular through the integration of teacher-training course content as it pertains to functional conceptions of language with the practicum experience.