ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative Developmental Education Programs: A Texas Model
Author: Booth, Eric A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Innovation,Models,Developmental Programs,Public Policy,State Aid,Program Effectiveness,Program Evaluation,Statistical Analysis,Qualitative Research,Interviews,Focus Groups,Self Disclosure (Individuals),Curriculum Design,Instructional Innovation,Educational Strategies,School Support,Educational Policy,Institutional Research,Institutional Characteristics,Program Implementation,Barriers,Faculty Development,Acceleration (Education),Educational Counseling,Skill Development,Progress Monitoring

This article provides insights from a 2-year, cross-site evaluation of state funded developmental education sites and serves as a focus article for response by those sites. Receiving grants from the Texas Higher Education Coordinating Board (THECB), nine sites (5 community colleges and 4 universities) implemented innovative developmental education programs in Texas. The Public Policy Research Institute at Texas A&amp;M University was charged with evaluating the nine sites. A cross-site program evaluation collected quantitative data from the sites to determine success rates for students enrolled in their programs. Qualitative methods were used primarily to interpret the quality indicators present across sites. Data in the form of interviews, focus groups, and self-reports were applied. The successes and challenges were organized into four thematic categories: Curriculum Design and Instructional Strategies, Faculty and Staff Supports, Structures Supporting Learning, and Policy Issues. Findings show that accelerated approaches via redesigned curriculum for shortened, completely or partially self-paced, corequisite, and blended courses helped accelerate student completion or transition to credit bearing courses for the motivated students. Alternative instructional strategies provided a high level of interaction between students and instructors and on-line, on-demand tutoring at the sites. Focused professional development for the DE instructors and administrators was found to be useful in learning to deal with specific student problems.
Mastering Uniformity: A Constructivist Tale for Standardized Times
Author: Robertson, Joanne Marie
Date: 2006-00-00
Type: Journal Articles
Subjects: Standards,Accountability,Educational Research,Teaching Methods,Educational Practices,Fairy Tales,Creativity,Educational Quality,Educational Improvement,Constructivism (Learning)

What if…..? What if there was a kingdom in which the ordinary was perceived as extraordinary and mediocrity was the standard of excellence? In what ways might this society mold the mindset of its subjects? How might a creative and innovative newcomer respond to the intellectually numbing environment? Would she have the courage to defy conformity and make visible her thinking? Imagine if this fairytale were real. This article's fanciful story is based upon an ancient tale to make the contemporary point that well-documented, classroom-based analyses that illustrate and support a comprehensive view of teaching and learning have been abandoned for narrowly conceived, socially and &quot;politically correct&quot; notions about standards, accountability, and &quot;research-based&quot; instruction.
Transforming Developmental Education in Texas
Date: 2014-00-00
Type: Journal Articles
Subjects: Developmental Programs,Educational Change,College Readiness,College Preparation,State Regulation,Student Evaluation,Educational Diagnosis,Academic Advising,Student Placement,Instructional Innovation,Educational Strategies,Integrated Activities,Writing Instruction,Reading Instruction,Competency Based Education,Mainstreaming,Mathematics Education,Faculty Development,Higher Education,Educational Practices

In recent years, with support from the Texas Legislature, the Texas Higher Education Coordinating Board has funded various developmental education initiatives, including research and evaluation efforts, to help Texas public institutions of higher education provide more effective programs and services to underprepared students. Based on evaluation results from the various initiatives, especially the Developmental Education Demonstration Projects, a number of identified promising practices continue to be scaled and further evaluated in developmental education projects funded through August 2015. This report provides an update on the progress of developmental education initiatives and recommendations for future efforts to effectively and efficiently improve the persistence and success of underprepared students as they strive to reach their academic and career goals. [The authorship of this article is attributed to the Texas Higher Education Coordinating Board.]
World Views, a Story about How the World Works: Their Significance in the Australian Curriculum: Geography
Author: Hutchinson, Nick
Date: 2013-00-00
Type: Journal Articles
Subjects: World Views,Foreign Countries,Geography,History,Geography Instruction,Teaching Methods,Indigenous Populations,Pacific Islanders

The Australian Curriculum Cross-curriculum priorities and the Australian Curriculum: Geography both include the term &quot;world views.&quot; The meaning of world views, the development of world views as part of the history of geographic thought, and the adoption world of views by teachers and students, affect the ways in which geography is taught and learned about in the classroom. Particular emphasis is placed on teaching geography as a science, on polarised world views in environmental geography, and on the world views of Indigenous Peoples, particularly Aboriginal and Torres Strait Islander Peoples.
Who Hung the Humanities?
Author: Lambert, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,Conferences (Gatherings),Curriculum Design,Humanities,National Curriculum,Foreign Countries

This paper is partly based on a lecture given at the AGTA conference in Perth in January 2013. It argues for a progressive subject based curriculum in which geography plays an essential part. This is based on an analysis of why and how subjects like geography, as part of the humanities, have been undermined and diminished in recent times. In a way the paper offers a challenge: are we ready the grasp the opportunities that a subject based curriculum provides?
Introducing National Curriculum Geography to Australia's Primary Schools: Lessons from England's Experience
Author: Catling, Simon
Date: 2013-00-00
Type: Journal Articles
Subjects: National Curriculum,Geography,Geography Instruction,Elementary School Students,Teaching Methods,Teaching Skills,Foreign Countries,Elementary School Teachers,Learner Engagement,Educational Quality

This article provides an insight into the development of primary geography since the inception of the national curriculum in England in the late 1980s. It is hoped this is informative as the &quot;Australian Curriculum: Geography Foundation to Year 12&quot; is introduced to and implemented in primary schools. It draws out various matters which have affected geography in primary schools in England for good and ill and indicates that developing primary geography to a good and high level of teaching and learning is as yet an unfinished project, after two decades of development. Among the matters which affect good geography teaching are teachers' understanding of geography, their focus on subject teaching, access to useful resources, and the impact of government changes in policy and practice. Effective support in their school and opportunities to develop their geography teaching skills will make a positive difference. The active engagement of children in their geographical learning through their experiences and awareness can be used to take their learning beyond both the immediate and their current knowledge and understanding. In good primary schools geography is evident and enticing.
Building Geography's New Frontier: Implementing the Australian Curriculum Geography
Author: Purnell, Ken
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,National Curriculum,Foreign Countries,Educational Quality,Curriculum Implementation,Learning Experience,Teaching Methods,Feedback (Response),Course Content,Standards

The introduction of Geography as a compulsory learning area from Foundation year, such as Kindergarten, to Year 8 in Australia provides new opportunities for learning and teaching. Opportunities, in part, will be driven by challenges associated with the introduction of this learning area. Key challenges are about variability: in take-up of the curriculum; teacher expertise in geographical education; and resourcing. These challenges are examined in the context of the opportunities they afford for focused teaching and learning in Geography that draws upon teacher expertise and quality resourcing. The importance of designing and implementing high quality learning experiences for students, based clearly on the Australian Curriculum Geography, is discussed using an exemplar.
Sustainability in the Australian Curriculum: Geography
Author: Maude, Alaric
Date: 2014-00-00
Type: Journal Articles
Subjects: Sustainability,Geography,Geography Instruction,National Curriculum,Foreign Countries,Indigenous Populations,Ethnic Groups,Pacific Islanders,History,Physical Geography

&quot;Sustainability&quot; is one of the seven major concepts in the geography curriculum. It is also one of the three cross-curriculum priorities in the Australian curriculum, together with Asia and Australia's engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. This paper describes how the concept is explained in the curriculum, explores some of the implications for the teaching of physical geography, discusses the contestability of the concept, and outlines where and how sustainability appears in the curriculum for each year.
Investigating the Impacts of Global Education Curriculum on the Values and Attitudes of Secondary Students
Author: DeNobile, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Education,Secondary School Students,Student Attitudes,Values,Knowledge Level,Self Concept,Poverty,Citizenship,Developing Nations,Statistical Analysis,Questionnaires,Program Effectiveness,Negative Attitudes,Educational Philosophy,School Role,Teacher Role,Foreign Countries,Factor Analysis,Empathy,Social Justice,Sustainability,Prosocial Behavior,Comparative Analysis,Pretests Posttests

Each year, World Vision and AusAID devote substantial resources to their educational programs. These initiatives include the production and dissemination of Global Education related instructional materials and the provision of professional learning for teachers. Given the substantial funds involved, it is important that we evaluate the effectiveness of such initiatives. Are they for example enhancing students' knowledge and understanding of global issues? Do they have a positive impact on attitudes and values of students? Do they enhance students' sense of self or personal identity? Do they make students more predisposed to support programs that seek to alleviate poverty in developing countries? And, do they promote active and informed global citizenship? The purpose of this study is to investigate how the study of Global Education impacts student knowledge, understanding, attitudes and values. The research reported here explores student attitudes and values using quantitative data extracted from a total of 521 pre- and post- questionnaires. The authors will discuss that, despite the anticipated positive effect of the Global Education program, the results revealed an element of intolerance in the students' responses.
Post-Primary Education and Energy Literacy: An Analysis of the Potential for Geography Curricula to Contribute to Australian Students' Energy Literacy
Author: Maddock, Brad
Date: 2014-00-00
Type: Journal Articles
Subjects: Energy,Geography Instruction,Foreign Countries,Fuels,World Views,Sustainability,Systems Approach,Teaching Methods,Curriculum,Literacy,Grounded Theory,Coding,Secondary School Students,Environmental Education,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teacher Role,Climate,Pollution,Qualitative Research,Documentation,Content Analysis

Unparalleled amounts of energy derived from fossil fuels now drive societies and shape people's worldviews. Geography's unique perspectives have significant potential to expand understandings of the effects of production and consumption of energy by drawing on the concept of sustainability using an integrated systems approach. As citizens' energy choices are central to sustainability, the recent introduction of a national geography curriculum in Australia offers potential for developing energy literate young people by providing opportunities to address energy literacy concepts and issues. The focus of this paper is to examine the extent to which energy literacy concepts are present in the current Australian curriculum for Geography. Using document analysis within a grounded theory approach, this article analyses the Australian Curriculum: Geography, Levels 7, 8, 9 and 10 to assess the extent to which energy literacy concepts and issues could potentially be addressed. Data were open coded allowing categories to emerge, and relationships between categories were identified. The three major domain categories that arose are Energy and Society, Growth and Sustainability, and Energy and Environmental Change. Each takes related concepts that together enable richer means of analysis and understanding. This study found that though Australia's new geography curriculum has potential for developing energy literate young people, energy literacy is not explicitly articulated or mandated. Hence, the degree to which energy literacy is addressed in the post-primary classroom depends significantly on the teacher's own level of energy literacy and their inclination and capability to teach energy concepts and issues.
Interested and Influential: The Role of a Professional Association in the Development of the Foundation to Year 10 Australian Curriculum: Geography
Author: Caldis, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Role,Professional Associations,Geography,Teacher Attitudes,Geography Instruction,Foreign Countries,Secondary School Students,Secondary School Curriculum,Secondary School Teachers,Decision Making,Curriculum Development,Grade 10,Politics of Education,Discussion Groups,Mixed Methods Research,Questionnaires,Focus Groups

The Australian Geography Teachers Association (AGTA) represents the views of Australian geography teachers on educational matters. AGTA also seeks to improve the capacity of geography teachers to respond to a changing teaching and learning landscape. The Australian Curriculum, Assessment and Reporting Authority (ACARA) is an independent authority operating in a national education context. It was established as a result of political decision-making and charged with developing a world-class national curriculum. Between 2009 and 2013, AGTA Board members and their nominees were extensively involved in the ACARA curriculum development process for the Foundation to Year 10 Australian Curriculum: Geography, and the Senior Secondary Australian Curriculum: Geography. A common question asked by key stakeholders has been &quot;how much influence did AGTA actually have?&quot; To respond to this question, the Theory of Stakeholder Identification and Salience (TSIS) is applied first, to identify the attributes of AGTA as a key interest group and second, to analyse the extent of AGTA's influence in shaping Foundation to Year 10 Australian Curriculum: Geography content within ACARA's curriculum development process.
Oppression, Freedom, and the Education of Frederick Douglass
Author: Warnick, Brian R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Freedom,Disadvantaged,Slavery,Teaching Methods,United States History,Personal Narratives,Power Structure,Self Esteem,Literacy,Skill Development,Family Relationship

In this article, the author examines the &quot;educational methods&quot; employed in the chattel slavery of the antebellum American South. He limits the voluminous possibilities of historical sources by looking to Douglass's &quot;Narrative of the Life&quot; (first published in 1845) to supply most of the historical data. In addition to laying out the particular pedagogical tactics of this institution, the author explores how these methods might prove potent in actualizing oppression. In the end, he also uses this data to suggest positive ideas for an emancipatory pedagogy. The author concludes that if this article's analysis of Douglass is accurate, an oppressive education undermines an individual's sense of independence. It destroys the self-confidence that is required to act both freely and successfully. It prohibits a painful literacy, disallows time for quiet reflection, and negates community relationships. These tactics offer some tentative suggestions for those who seek to educate for freedom, however if freedom is our goal, then we need to examine such texts and, in so doing, become better students of oppression.
Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy
Author: Curry, Tommy
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Theory,Race,Educational Theories,Whites,Power Structure,Social Structure,History,Educational Philosophy,Futures (of Society),Racial Bias,Political Influences,Teacher Role,African Americans,Equal Education,Desegregation Litigation,School Desegregation,Racial Attitudes

The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, &quot;Toward a Critical Race Theory of Education,&quot; education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use of education as an instrument of white supremacy, and the role race plays in determining the very social and political structures of American life. After reviewing the historical issues, the author concludes that today's Black scholars, teachers, and philosophers confront a decision over whether or not to view racism for what it is, and how it actually exists in the world, or view racism through the lens of their hopes for a better tomorrow. Unlike most choices, this decision is not personal. At its root, it is political and revolves around the intimate role an educator has in the ways that Blacks will view and challenge the world now and in future generations.
Taking Africana Existential Philosophy of Education Seriously
Author: Tunstall, Dwayne A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Epistemology,African Americans,Afrocentrism,Phenomenology,Racial Identification,Experience,Racial Attitudes,Stereotypes,Racial Bias

This essay addresses the concerns educators and philosophers of education might have about an Africana existential philosophy of education by first defining Africana existential philosophy. Then, it performs a brief phenomenological investigation of the lived experiences of persons of African descent in the United States. This essay concludes by offering a few valuable insights for educators and philosophers of education on how to identify and perhaps transcend the anti-black racism embedded in most of the U.S. educational institutions from kindergarten to graduate school.
Mississippi Freedom Schools' Radical Conception of Pedagogy, Citizenship, and Power
Author: Logue, Jennifer
Date: 2008-00-00
Type: Journal Articles
Subjects: Freedom,Intervention,Teaching Methods,Citizenship,Power Structure,Educational Theories,Critical Thinking,Imagination,Thinking Skills,Skill Development,Educational History,Educational Philosophy

John Dewey's pragmatism and progressive education sought to nourish the democratic principles of critical thinking and collective social action, which he saw as central to democracy and threatened by what Jürgen Habermas would call the rise of &quot;instrumental rationality.&quot; Dewey was concerned that traditional approaches to education operated to limit student growth and failed to nurture the skills and knowledge they needed to address contemporary experiences, issues, and problems. Recognizing students as active participants in the construction of knowledge and the decisions that affect them, Dewey had a radical democratic vision that centralized the role of education in its creation. There is much to gain from his revolutionary educational philosophy and the direct link he saw between education and personal and social transformation. At the same time, however, one needs to recognize that his neglect to deal with the issues of racial segregation and the status of blacks as second-class citizens, precluded the possibility of realizing his vision. In this essay, the author argues that Mississippi freedom schools can be understood as an important critical intervention to such antidemocratic oversight from which there is much to learn. She looks particularly at the conceptions of pedagogy, citizenship, and power as operationalized in the formation of freedom school curriculum. In so doing, she offers a sketch of how the most revolutionary of twentieth-century educational theories provides fruitful strategies for fostering the capacities of critical thinking, imagination, and collective action but need to be further developed, as each, in some way, wound up reinforcing aspects of the very undemocratic principles that they deplored and struggled against.
Katrina and the Privilege of Despair: Welch's Model of Connection in Teaching for Social Justice
Author: Brown, Alicia D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Natural Disasters,Weather,Social Justice,Models,Teacher Education,Empathy,Feminism,Social Class,Psychological Patterns,Resistance (Psychology),Social Theories

In this essay, the authors note a particular air of apathy in relation to the post-Katrina era expressed in teacher education classes. They are concerned with what the cultural levees mean for justice-oriented educators. How might they find ways to foster in their students connections of empathy and solidarity with those experiencing these inequities? Drawing on the feminist philosopher and theologian Sharon Welch, they frame their students' attitudes as instances of double privilege: inaction that comes from the combination of comfort regarding one's own life circumstances and despair regarding the circumstances of others. How do educators work to overcome the apathy, fear, and resistance many students exhibit when faced with challenging issues of social and racial justice? In light of the struggles of these particular students to engage with the experiences of Katrina survivors, the authors interpret the feelings and acknowledgements of resistance as examples of fear and despair rooted in privilege.