ethanporcaro/eric-fulltext-meta huggingface dataset:
Alternative Educational Provision in an Area of Deprivation in London
Author: Cajic-Seigneur, Magdalena
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Education,At Risk Students,Program Effectiveness,Adolescents,Access to Education,Behavior Disorders,Learning Problems,Special Needs Students,Academic Persistence,Academic Achievement,Educational Attainment,Job Skills,Case Studies,Interviews,Low Income Groups,Educational Environment,Postsecondary Education,Discipline,Teaching Methods,Curriculum,Agency Cooperation

The attainment in national examinations and progress of pupils to the age of 16 in London is the highest in England. Nevertheless, there is still a significant number of 16- to 19-year-olds who are not in employment, education, or training (NEET). Those who are the most vulnerable to becoming NEET are the young people who have disengaged from mainstream education. This article draws on a comprehensive examination of the effectiveness of an alternative education provision (AEP) for pupils who were disengaged from mainstream schools in one London local authority. Through the application of Bronfenbrenner's ecosystems theory, the study explored the impact of different ecosystems on young people's disengagement. The findings in evaluation studies of other AEPs and the findings in this study indicate that AEPs--and the curriculum, pedagogy, and pastoral care that they offer--can, and do, make a considerable difference to the educational outcomes of disadvantaged children, as well as offering insights for mainstream education. Thus,the study contributes to the current debate on the organization and structure of the 14-19 education system in England under raising the participation age (RPA) to 18, the new legislation that came into force this academic year
The Marketization of English Higher Education and the Financing of Tuition Fees
Author: Palfreyman, David
Date: 2016-04-00
Type: Journal Articles
Subjects: Commercialization,Undergraduate Students,Tuition,Student Loan Programs,Paying for College,Loan Repayment,Financial Support,Educational Finance,Taxes,Higher Education,College Graduates,Universities,Foreign Countries

This article explores the marketization of English higher education with particular reference to the introduction of undergraduate student tuition fees. It argues that the breakdown of the political consensus that underwrote the public funding of undergraduate student funding was the consequence of ideological and economic changes that, following the threat of some universities to impose top-up fees, resulted in the appointment of the Dearing Committee and thereafter the steady introduction of variable fees up to a ceiling of £9,000 per annum, repayable through income-contingent loans. It reviews the contemporary breaking of the political consensus on this issue, as evidenced by the Labour Party's promise in the 2015 general election campaign to lower the maximum annual fee to £6,000, with the further possibility of replacing income-contingent loans with a graduate tax. It concludes by putting forward the policy options that are likely to emerge in the context of the publication of the current government's Green Paper on higher education.
Benchmarking London in the PISA Rankings
Author: Jerrim, John
Date: 2016-09-00
Type: Journal Articles
Subjects: Benchmarking,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Reading Achievement,Science Achievement,Mathematics Achievement,Scores,Comparative Analysis,Cross Cultural Studies,Sample Size,Statistical Analysis,Futures (of Society)

The Programme for International Student Assessment (PISA) is an important international study of 15-year-olds' academic achievement. Although PISA has traditionally been used to draw comparisons across countries, there is growing interest in the production of regional (i.e. city,state, or provincial level) results. In this paper we present the first attempt to benchmark London in the PISA rankings. Pooling data across the 2009 and 2012 survey waves, we estimated a 95 per cent confidence interval for London's mathematics, reading, and science PISA scores.These are compared not only to country-level averages, but also to the scores of other major world cities and states.The paper concludes by discussing how these results should be interpreted, and possible directions for future research.
Language Education in a Multilingual City: The Case of Limassol
Author: Nicolaou, Anna
Date: 2016-09-00
Type: Journal Articles
Subjects: Multilingualism,Immigrants,Foreign Countries,Cultural Pluralism,Second Language Learning,Second Language Instruction,Educational Policy,Role,Educational Practices,Greek,Turkish,Social Integration,Program Descriptions

This paper aims to provide an overview of the current situation of multilingualism and language education in the city of Limassol, Cyprus. The multicultural character of Limassol is reflected in every aspect of city life, and is notably reflected in the sector of education.Therefore,there is a need to delve into the situation of language education, as this is manifested in affordances and policies, and in daily encounters, within the educational context. Drawing both from primary and secondary data, the study examines issues such as good practices in language learning for immigrants and the role of linguistic support.
Policymaking and the Politics of Change in Higher Education: The New 1960s Universities in the UK, Then and Now
Author: Filippakou, Ourania
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Formation,Educational Change,Higher Education,Universities,Educational History,Politics of Education,Government Role,Change Agents

Through an analysis of the foundation of the so-called &quot;new universities&quot; in the UK, this article offers an interpretation of the change process in higher education. The argument is that although change is driven by economic and social forces, it is the political interpretation of these forces that steers the change process and,therefore, determines the shape of new institutional structures and how they are supposed to perform their tasks. The article contrasts the original steering of the change process by state and quasi-state institutions with the more recent emergence of state-regulated market pressure as the force for change in higher education.
International Human Rights, Citizenship Education, and Critical Realism
Author: Alderson, Priscilla
Date: 2016-11-00
Type: Journal Articles
Subjects: Civil Rights,Citizenship Education,Equal Education,Self Esteem,Voting,Competence,Teaching Methods,Standards,Critical Theory,Ethics,Politics,Childrens Rights,Foreign Countries,Children,International Law,Treaties

Citizenship education invokes dilemmas even for the most committed teachers and students, researchers, and innovators. How can citizenship education advance equity and equal rights within highly unequal schools and societies? How can it support young people to feel they have the competence, confidence, and right to vote and to challenge injustice? How can we be sure international human rights are realities, not merely passing ideologies? This paper argues that rights really exist as expressions of visceral embodied human needs and moral desires that are integral to human relationships. Rights also serve as powerful legal structures that can help to prevent and remedy wrongs, and they work as enduring high standards and aspirations. The paper suggests how critical realism can help educators to resolve dilemmas in theoretical education about rights as knowledge, principles, and mechanisms, and in practical education that enables students to enjoy and exercise their rights and respect those of other people.
Social Justice in the Mathematics Classroom
Author: Wright, Pete
Date: 2016-09-00
Type: Journal Articles
Subjects: Social Justice,Mathematics Instruction,Action Research,Participatory Research,Learner Engagement,Mathematics Teachers,Foreign Countries,Semi Structured Interviews,Classroom Techniques,Research Methodology,Qualitative Research,Grounded Theory,Case Studies,Research Projects,Secondary School Teachers,Teacher Researchers

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding,resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.
The Toronto District School Board: A Global City School System&apos;s Structures, Processes, and Student Outcomes
Author: Parekh, Gillian
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Boards of Education,Educational Practices,Public Education,Equal Education,Minority Group Students,Educational Policy,Educational Indicators,Urban Schools,Global Approach,Institutional Characteristics,Demography,Second Language Instruction,French,Immersion Programs,Special Education,Gifted,Nontraditional Education,Family Literacy,Inclusion,Educational Needs,Needs Assessment,Resource Allocation,Educational Opportunities

In this article we describe the ways that academic opportunity is distributed within the Toronto District School Board (TDSB), Canada's largest and most demographically diverse public education system. By putting a range of recent outcome data into historical, organizational, and policy contexts, we provide a snapshot of how one of North America's largest school systems works in ways that simultaneously reinforce, and challenge, patterns of academic stratification. Although schooling in some global cities is shaped by decentralization, competition, and a &quot;school reform industry,&quot; public education in Toronto is very much characterized by centralization and increased public investment. Therefore, this paper queries whether these larger historical and structural factors lead to greater equity for racialized and minoritized communities. Through the infusion of equity-focused policies and anti-discrimination-centred interventions, can the case be made that marginalized groups are navigating the school system with greater success? Reviewing historical and recent data from the Toronto Board of Education and TDSB, we reflect on and query the extent of disparity that continues to exist, problematizing the disconnect between policy and addressing the root causes of inequality.
&quot;Students Don&apos;t Always Tell Teachers the Truth Very Often, Do They?&quot; Reflections on the Implications When Teachers and Students Collaborate to Investigate Teaching Practice
Author: Leach, Tony
Date: 2016-11-00
Type: Journal Articles
Subjects: Reflection,Teacher Student Relationship,Teaching Methods,Partnerships in Education,Classroom Techniques,Educational Improvement,Educational Change,Educational Philosophy,Ethics,Semi Structured Interviews,Classroom Observation Techniques,Foreign Countries,Teacher Effectiveness,Educational Quality,Grade 9

Informed by Martin Buber's notions of &quot;I-It&quot; and &quot;I-Thou&quot; relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing &quot;I-Thou&quot; teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom--in other words, a place where classroom practice is democratically &quot;top-down&quot; teacher-led and &quot;bottom-up&quot; student-informed.
Further Education Colleges and Leadership: Checking the Ethical Pulse
Author: Dennis, Carol Azumah
Date: 2016-04-00
Type: Journal Articles
Subjects: Adult Education,Colleges,Leadership,Ethics,Foreign Countries,Power Structure,Educational Philosophy,Leaders

In this paper, I check the ethical pulse of further education (FE) at the moment of its coming of age. Using a philosophical lens, I select and review post-2010 literature, to argue that FE colleges persist in a diminished form within a learning economy. In response to the managerial onslaught, the sector has adopted an ethics of survival, a necessary response to austerity and deregulation. Twenty-one years after incorporation, ethical fading has purged ethical desire from educational discourse, while the endless banality of college life has corroded the language with which it might be possible to speak about educational purpose, value, utopia, democracy, equity, and vision.
Researching the Transnational Higher Education Policy Landscape: Exploring Network Power and Dissensus in a Globalizing System
Author: Caruana, Viv
Date: 2016-04-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Global Approach,Knowledge Economy,Quality Assurance,Social Mobility,Foreign Countries,Models,International Organizations,Literature Reviews

This article reviews research on transnational higher education (TNHE) published in academic journals between 2006 and 2014 through the lenses of network power and dissensus. Conclusions suggest the need for more research on the &quot;entrapping&quot; aspects of global social relations to provide a counterweight to the influence of dominant paradigms. It is argued that research at local-institutional level, harnessing the dissensus of the academic community with the needs and aspirations of students, provides the means to develop global imaginaries and initiate new policy directions that break free of entrapment and address the perverse outcomes of globalized knowledge-based economy models in higher education (HE).
The Business Studies University: Turning Higher Education into Further Education
Author: Ainley, Patrick
Date: 2016-04-00
Type: Journal Articles
Subjects: Adult Education,Higher Education,Foreign Countries,Business Schools,Undergraduate Students,Business Administration Education,Training,Course Selection (Students)

This paper argues that changes to both further and higher education that are already well underway are clarified by what can be called the model of the Business Studies University (BSU). The BSU elevates undergraduate student choice of equivalent level modular courses to the &quot;heart of the system&quot; (DBIS, 2011). This is rejected by those few institutions not part of the current competition to cram in funded students; instead, they adhere to traditional academic disciplinary knowledge. As a result, at one pole of a bifurcating hierarchy higher turns into further education, with &quot;cramming&quot; for academic higher education at the other.
Negotiating and Appropriating the &quot;One Person, One Language&quot; Policy within the Complex Reality of a Multilingual Crèche in Strasbourg
Author: Caporal-Ebersold, Eloise
Date: 2016-09-00
Type: Journal Articles
Subjects: Multilingualism,Bilingualism,Creoles,Early Childhood Education,Child Care,Language Planning,Ethnography,Case Studies,French,Foreign Countries,Language Attitudes,English (Second Language),Language Usage,Interviews,Caregiver Attitudes,Parent Attitudes,Public Officials,Administrator Attitudes,Audio Equipment,Professional Personnel,English,Family Environment

The aim of this article is to analyse the early childhood education and care (ECEC) language policy in the city of Strasbourg, focusing on an ethnographic case study of a newly established bilingual English-French crèche in the city. In France, establishing an early childhood education structure--more specifically, a day care centre catering to young children--involves close coordination with national, departmental, and local government entities. Associations that embark on this process go through a long administrative process. Taking this fact into consideration, we maintain that to understand the language policy in ECEC, it is imperative to examine the overlapping participation of different government entities and services from the national, regional, departmental, city, and local levels. Our data reveal that the conceptualization of the language policy at a newly created bilingual crèche structure was highly influenced by top-down language policies and pervading language ideologies. Yet, the crèche personnel needed to interpret, negotiate, and appropriate this policy in order to consider its feasibility and to take into account the children's interests and welfare within the normal functioning of this early years structure.
Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver
Author: Ellyson, Catherine
Date: 2016-09-00
Type: Journal Articles
Subjects: Language Planning,Second Language Learning,Immigrants,Land Settlement,Social Integration,Foreign Countries,Policy Analysis,Second Language Instruction,Metropolitan Areas,Immigration,Multilingualism,Cultural Pluralism,Laws,French,English,Official Languages,Adult Education,Comparative Analysis

Combining policy analysis with language policy and planning analysis, our article comparatively assesses two models of adult immigrants' language education in two very different provinces of the same federal country. In order to do so, we focus specifically on two questions: &quot;'Why' do governments provide language education to adults?&quot; and &quot;'How' is it provided in the concrete setting of two of the biggest cities in Canada?&quot; Beyond describing the two models of adult immigrants' language education in Quebec, British Columbia, and their respective largest cities, our article ponders whether and in what sense demography, language history, and the common federal framework can explain the similarities and differences between the two. These contextual elements can explain why cities continue to have so few responsibilities regarding the settlement, integration, and language education of newcomers. Only such understanding will eventually allow for proper reforms in terms of cities' responsibilities regarding immigration.
Girls in the UK Have Similar Reasons to Boys for Intending to Study Mathematics Post-16 Thanks to the Support and Encouragement They Receive
Author: Mujtaba, Tamjid
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Adolescents,Case Studies,Mathematics Teachers,Mathematics Education,Academic Aspiration,Student Motivation,Comparative Analysis,Student Surveys,Physics,Semi Structured Interviews,Questionnaires,STEM Education,Mathematics Achievement,Mixed Methods Research,Student Attitudes,Grade 7,Grade 9

This paper focuses on the aspirations of 13- and 15-year-olds to continue with mathematics after the age of 16 and the association with perceptions of their mathematics education during the academic year 2008/9. A quantitative analysis was undertaken on the views of 12,176 UK students, obtained through surveys, with qualitative case studies on two of these students lending support to the quantitative findings. This paper also places a focus on a sub-set of 1,476 London students. The analysis indicates that girls and boys with high mathematics aspirations had similar responses towards their mathematics teachers and lessons, and had comparable extrinsic mathematics motivation. However, girls, regardless of mathematics aspirations, were less likely than boys to be encouraged by their families and others within their social circles to study mathematics post-16. Many of the London findings are similar to those we found across the UK, although girls within London schools with high mathematics aspirations perceived their mathematics education to be more equitable. Low aspiring girls across the UK and in London still reported less support and encouragement, and described their mathematics education less favourably than did boys.
Interdisciplinary Graduate Studies in Brazil: Lessons from Sustainability and Environmental Sciences
Author: Bursztyn, Marcel
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Study,Interdisciplinary Approach,Case Studies,Governance,Accreditation (Institutions),Institutional Evaluation,Sustainable Development,Foreign Countries,Universities,Program Descriptions,Government Role,Environmental Education

This article analyzes the process of institutionalizing interdisciplinary graduate programs in Brazil, which has over more than four decades of experience implementing masters and doctoral problem-oriented programs designed to operate outside the disciplinary structure of universities. Brazil has a high degree of centrality and government regulation, requiring systematic performance reports. The main focus of this case study is the bottlenecks and lessons emerging from programs focused on sustainability, environmental management, and environment and society, all of which are strictly supervised by a national system of accreditation and evaluation. The article includes detailed presentation of one particular graduate program that has existed for twenty years, the Sustainable Development Center at the Universidade de Brasília. Several overall topics are also considered, including the idea that interdisciplinarity is an opportunity to integrate knowledge needed for confronting complex problems and does not compete with disciplinary efforts towards progress in science.
The Interdisciplinary Turn in the Arts and Humanities
Author: Condee, William
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Art Education,Humanities,Teaching Methods,Postmodernism,Critical Theory,Critical Thinking,Budgets,Educational Finance,Planning

This article suggests that the arts and humanities are in the midst of an interdisciplinary turn. This turn is a reaction to two problems: the transformation of universities in the twenty-first century and the challenges posed by postmodernism. The interdisciplinary turn, as identified here, is toward critical thinking in teaching and learning and toward critical interdisciplinarity in humanistic inquiry. Exposing the problems and highlighting the opportunities can help scholars, artists, and educators consciously apply these approaches and intentionally plan for interdisciplinarity, with the goals of fostering student learning and advancing scholarship. By understanding what is happening in this turn, scholars and educators in the arts and humanities can better lead interdisciplinarity into the future.