ethanporcaro/eric-fulltext-meta huggingface dataset:
Politics and Non/Partisanship: Is College Student Government a Neutral Space?
Author: Goodman, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,College Students,Student Government,Public Officials,Decision Making,College Graduates,Attitudes

College student government is a form of student involvement in higher education, and one that has evolved over time. But student government is not without politics, from legislating on campus to making statements on local, national, and international issues. This article illuminates data from a phenomenological study of nineteen former student government officers who ran for or served in post-college public office (e.g., mayors, city councilmembers, state senators, and more). Two major themes are rendered in this article: &quot;student government and non/partisanship&quot; and &quot;student government and decision-making power.&quot; Questions and recommendations are left as a way to better understand college students and student government and serve as a calling to further interrogate this topic and form of student- and political-engagement.
Relationship between Alternative Revenue Strategies and Graduation Rates for U.S. Public Higher Education
Author: Wekullo, Carolina
Date: 2022-00-00
Type: Journal Articles
Subjects: State Aid,Graduation Rate,Educational Finance,Public Colleges,Racial Differences,Financial Support,Institutional Characteristics,Undergraduate Students

State support for higher education has been volatile, prompting public universities to pursue alternative revenue sources to supplement state support. While dependence on alternative revenue sources has been raising, the relationship between these revenue sources and graduation rates has not been examined in depth. This study used panel data from 2012-2018 to examine how alternative revenue sources related to graduation rates by institution type and student race. The results show that the associations among alternative revenue sources and graduation rates varied by institution type and racial group. The results also showed that relying on alternative revenue other than state funding may negatively influence graduation rates for all student racial groups. The discussion and implications for practice are presented.
Determinants of Teachers&apos; Motivation and Professional Development in Public Secondary Schools in Kenya
Author: Orina, J. Oyiego
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Motivation,Faculty Development,Influences,Compensation (Remuneration),Work Environment,Employment Opportunities,Careers,Workplace Learning,Personnel Evaluation,Recognition (Achievement)

Teacher motivation is by and large the major determinant of students' success during the schooling process. This is primarily because a motivated teacher is likely to be more engaged and enthusiastic in the workplace. Kenya's education sector has in the recent past experienced industrial disharmony which has been occasioned by teachers' demand for higher remuneration. This demand, however, could be a pointer to the existence of other unmet needs among teachers in the country. This is what informed the study whose overall objective was to determine whether besides compensation other factors, specifically work environment, opportunities for career progression, performance appraisal, recognition and training opportunities could also be impacting teachers' motivation in public secondary schools in the country. Additionally, the study sought to establish the relative influence of the six factors (predictor variables) on teachers' motivation (criteria variable). Data were collected through a self-delivered questionnaire from 255 teachers who were randomly selected from 752 teachers in public secondary schools in Kwale County. Data were analyzed by way of arithmetic mean and multiple regression analysis at 0.05 alpha level. The findings demonstrated that the factor that had the highest teachers' motivation impact was opportunities for career progression (mean=3.720; [beta]=0.238), followed by compensation (mean=3.477; [beta]=0.175), recognition (mean =2.489; [beta]=0.0168), performance appraisal (mean =2.410; [beta]=0.120), training opportunities (mean=2.388; [beta]=0.075) and lastly work environment (mean =2.053; [beta]=0.041).The six predictor variables accounted for 81% of total variation in teachers' motivation. These findings have important lessons and implications for teachers' motivation in the country. Specifically, teacher managers at the school and national level should rethink their approach to teachers' motivation. In particular, they need to not only focus on teacher remuneration but also the unmet needs in areas relating to work environment, performance appraisal, training opportunities and recognition.
Creating a Psychological Paradigm Shift in Students&apos; Choice in Tertiary Education in Sri Lanka through Education Vertical Integration
Author: Edirisinghe, Lalith
Date: 2022-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Foreign Countries,Labor Market,Education Work Relationship,Decision Making,College Choice,College Students

Tertiary education is a turning point in anybody's life. Students' choice of tertiary education is crucial for them, their family members, and the country. All parents would like to see their children reach the heights in education and develop many career prospects. In Sri Lanka, critical job profiles are limited to medical doctors, engineers, accountants, and lawyers. However, the fact remains that this type of lean job market is not realistic or sustainable. Firstly, a country needs not have many professionals from a handful of fields. Secondly, not all students have the capacity to complete the coursework of their respective programs. On the other hand, many vacancies in different fields must be filled consistently, and a country cannot be sustained otherwise. Making a shift in students' psychological paradigm is essential in this scenario. This paper introduces a new concept called vertical education integration (E.V.I.). E.V.I. provides a strategic solution to bridge various gaps in the current education system. This concept has been tested and proved for successful results in Sri Lanka.
The Implementation of Complementary Subjects for English Course in Teacher Training Institutes
Author: Cuane, Geraldo Joel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Elementary School Teachers,Educational Change,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Curriculum Design,Educational Policy,Educational Administration,Curriculum Implementation,Faculty Development

In 2007, some curricular changes of teacher training system were initiated in Mozambique with teacher training course model 10+1. The changes included the teaching of English together with other new subjects that required the training of teachers capable of implementing them to meet the needs of primary education curriculum. In order to examine the implementation of the curricular changes in primary teachers' institutes, an in-depth study was conducted with attention paid to the integration of complementary subjects for English course at Chicuque teacher-training institute, using a qualitative study. Data were collected through in-depth interviews and document analysis. During the fieldwork, qualitative data were initially analysed through manual methods of coding, clustering and summarizing. At the later phase, electronic methods were used for data processing in Word and Excel software. The personnel's qualifications, specialization and position were used as the criteria for inclusion of 37 participants involved in curriculum design, Education management and teachers of English in primary schools based on a non-probability and purposive sampling technique. The results indicated that curricular change in study has never been implemented owing to the flaw found in the policy formulation. This article claims that if the curriculum itself is designed with omissions of key guidelines, it will be unlikely to have an effective implementation and suggests a deep evaluation of teacher training policies to review the study plan of the English Course for primary education.
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies
Author: Tapia Parada, Carla Ignacia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Mainstreaming,Language Minorities,Barriers,Influences,Cultural Differences,Student Diversity,Learner Engagement

Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers' low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders.
&quot;I&apos;m Brazilian, Not Brazilian American&quot;: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation
Author: Halpern, Clarisse
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Immigrants,Acculturation,Native Language,Resistance (Psychology),Identification (Psychology),Ethnicity,Language Maintenance,Portuguese

Culture and heritage language (HL) preservation are crucial to developing children of immigrants' ethnic and social identity, creating a sense of belonging, and fostering family and ethnic community support. However, numerous challenges permeate the experiences of underrepresented ethnolinguistic groups like Brazilian immigrants who are largely invisible in the United States. Therefore, this study investigated the lived experiences of second-generation Brazilian adolescents with culture and HL preservation. In-depth interviews and a focus group were conducted with 13 participants. The findings highlighted the participants' embrace of their Brazilian ethnic identity and rejection of their American citizenship, and emphasized HL in affirming their identities and confronting discrimination. [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number for this article is n2.]
Preparing Linguistically and Culturally Conscious Pre-Service Teachers with a Community-Based Service-Learning Project
Author: Arabaci Atlamaz, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Service Learning,School Community Relationship,Diversity,Adults,Bilingualism,Language Proficiency,English Language Learners,English (Second Language),Preservice Teacher Education,Cultural Awareness

Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners' prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.
The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education
Author: Smagorinsky, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Multicultural Education,Comparative Education,Cultural Pluralism,Foreign Countries,Educational Change,Access to Education,Acculturation,Social Integration,National Security,Educational History,Cultural Awareness,Educational Objectives,Nationalism,Activism,Elementary Secondary Education,Cross Cultural Studies

This essay compares and contrasts the educational movements of three nations--the United States, Mexico, and the Soviet Union--established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these nations, the U.S. and Mexico, this foundation eventually required an accommodation to address multiculturalism. This latter-day perspective is designed to recognize, respect, and appreciate a variety of cultures. This essay examines the ways in which these two oppositional goals--monoculturalism and multiculturalism--have intersected in schools.
The Wrong Tools for the Job: Teachers&apos; Voices on Cultural Capital Mismatch
Author: Recknagel, Crystal
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Capital,Low Income Students,Minority Group Students,Teacher Role,Educational Resources,Teacher Attitudes,Social Cognition,Student Needs

This case study investigates how teachers in a school with a large population of low-income students of color in the U.S. perceived students' cultural capital and associated teachers' roles. Twenty-seven teachers were interviewed and discussed four domains of cultural capital mismatch between students and teachers: behavioral, experiential, academic, and family norm. Teachers often characterized these misalignments as students' deficits and undertook parenting or friendship roles. This study highlights the need to support and train pre-service and in-service teachers' critical consciousness so that teachers leverage students' cultural tools to enhance instruction and to counteract deficit views of students of color.
Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education
Author: Brazill, Shihua
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Multicultural Education,Educational Environment,Social Justice,College Faculty,Preservice Teacher Education,Teacher Student Relationship,Values

The study explores how multicultural education instructors use transformational leadership to establish &quot;brave space&quot; as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers' understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modeling the way, challenging the process, encouraging the heart, etc. facilitate students' understanding of identity, relational trust, and their tacit values.
An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities
Author: Haynes, Christina S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,African Americans,Females,College Faculty,Predominantly White Institutions,Doctoral Students,High Achievement,Undergraduate Students,Stereotypes,Emotional Response,Racism,Student Experience

Chronicling my research on academically successful Black women attending predominately white institutions (PWIs), I reflect upon the anxiety, anger, and disillusionment that I personally experienced in graduate school. I discovered while completing the dissertation that other Black women at PWIs navigate similar challenges. Using narrative inquiry, I explore how this research program developed and how the high-achieving women interviewed shaped my ideas about gender, race, and belongingness and the complexity of coping with racism. I wish for other women of color to realize they are not alone in their frustrations; I hope my research helps these women understand that their presence is both needed and valued in the academy.
Assessing Preservice Teachers&apos; Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms
Author: Zaier, Amani
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Individualized Instruction,Student Needs,Student Diversity,Culturally Relevant Education,Language Usage,Teacher Competencies,Teacher Education Programs,Student Attitudes,Elementary Secondary Education,Video Technology,Best Practices,Knowledge Level,Feedback (Response),Self Evaluation (Individuals)

This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS.
Exploring the Predictors of Teacher Retention among Beginning Teachers in Ethiopia
Author: Nketsia, William
Date: 2022-07-26
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Predictor Variables,Beginning Teachers,Labor Turnover,Gender Differences,Preservice Teacher Education,Faculty Development,Instructional Program Divisions,Place of Residence,Teaching Conditions,Social Capital,Teacher Attitudes,Teacher Competencies

There is a global challenge to retain qualified beginning teachers across the school system. In the first 10 years of entering the profession, a large number of beginning teachers exit altogether. While high-income countries have been designing policies and discussing effective ways to retain beginning teachers, the African share of such deliberation is scanty. Using Mason and Matas' (2015) four-capital teacher retention model (structural, social, psychological and human capital) as a conceptual framework, we studied the predictors of retention of beginning teachers in Ethiopia. A questionnaire designed on the basis of the tenets of the conceptual framework was used for the data collection. In total, 204 beginning teachers who had graduated from elite teacher training institutions were recruited for this study. The data were analysed using t-tests, analysis of variance and structural equation modelling to estimate the strengths of the relationships and direct logistical and linear regressions. The results show a positive relationship between the four indicators and the demographic variables, such as gender, pre-service training, access to professional development, level of teaching and living with family in the community, which provided additional insight into teacher retention. We discuss the need for a multifaceted approach to retaining beginning teachers in Ethiopia as well as other implications.
Policies of Quality and Autonomy in Times of Economic Crisis: Governing the Sector of Early Childhood Education and Care
Author: Kalogerakis, Panagiotis
Date: 2022-06-28
Type: Journal Articles
Subjects: Educational Policy,Educational Quality,Economic Factors,Early Childhood Education,Child Care,Foreign Countries,Governance,Equal Education,Institutional Autonomy

This study focuses on the debate surrounding global policies and practices related to the sector of Early Childhood Education and Care (ECEC), utilizing the Greek policy context as an example. Drawing on the critical education policy studies literature, this paper interrogates the complex concepts of quality and autonomy, which are core in the global agenda. We do this by exploring how the international and national austerity measures, imposed in many countries -- and especially in Greece, marked by a devastating economic crisis in the last decade -- have affected their re-interpretation and translation. Our empirical data suggest that municipal ECEC directors, interviewed in the context of our research, hold diverse views on quality, raising issues of inequality, limited participation and low attainment. The study generates reflections, suggesting that the idea of autonomy has been systematically associated with Greece's economic struggles and therefore understood and re-interpreted by the participants in a constrained way that limits their action. The way these notions are re-contextualized at the municipal level, and the consequences for ECEC provision, pose as key issues of this research.
Neoliberalism, COVID, Anti-Science, and the Politics of School Reopening
Author: Kretchmar, Kerry
Date: 2022-03-29
Type: Journal Articles
Subjects: COVID-19,Pandemics,Neoliberalism,Scientific Attitudes,School Closing,Political Attitudes,Community Attitudes,Public Health

This paper explores the politicization of school reopenings in two swing states against the backdrop of rising COVID cases, public health warnings, and the hyper-partisan weaponization of &quot;choice&quot; rhetoric by parents to send children back into school. Rhetoric surrounding parental choice partnered with economic considerations placed significant pressure on school boards to navigate their reopening plans from a partisan frame of reference. We explore, compare, and contrast the landscape of school reopening plans in Wisconsin and Georgia, which both served as pivotal states in the contentious 2020 Presidential election. Within each state we consider two districts that are situated in either a more traditionally conservative or liberal environment. Our guiding questions are: (1) How is the conversation about school reopening reflective of politicized and polarized approaches to COVID? and, (2) How are school reopening discussions different in politically liberal and conservative communities?
What&apos;s Working in Los Angeles? Two Decades of Achievement Gains
Author: Fuller, Bruce
Date: 2022-04-12
Type: Journal Articles
Subjects: Educational History,Achievement Gains,Educational Change,Educational Policy,Educational Facilities,Educational Facilities Design,Reading Achievement,Mathematics Achievement,Elementary School Students,Middle School Students,Equal Education,Educational Finance

A novel set of civic activists arose in Los Angeles in the 1990s, gaining independence from neoliberal advocates and labor leaders to advance a variety of school reforms over the next three decades. In turn, student learning climbed steadily during the period. This paper first describes the rise of these &quot;new pluralists&quot; -- a diverse coalition of black and Latina leaders, civil rights attorneys, pro-equity nonprofits, and pedagogical reformers -- and sketches their efforts to equitably fund central-city schools, improve teacher quality and student engagement, and decriminalize discipline. I then review accumulating evidence on which institutional changes empirically predict gains in pupil outcomes, further informed by qualitative studies. These plural actors, rooted in humanist ideals, challenged the individualistic and competitive values of neoliberals. Carving-out a third civic space, they lifted achievement on average, but have yet to find policy strategies that narrow racial disparities in learning.