ethanporcaro/eric-fulltext-meta huggingface dataset:
Omani Science Teachers&apos; Perceived Self-Efficacy Beliefs for Teaching Science as Inquiry: Influences of Gender, Teaching Experience, and Preparation Programme
Author: Shahat, Mohamed A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Self Efficacy,Teacher Attitudes,Active Learning,Inquiry,Teaching Experience,Teacher Education,Gender Differences,Individual Differences,Elementary School Teachers

This study aimed to explore Omani teachers' self-efficacy beliefs for teaching science as inquiry and investigate the influence of demographic characteristics such as gender, teaching experience, and preparation programme on their beliefs. The study was conducted with a sample of science teachers for grades 5-8 (n=588). Data collected from administering the standardized Teaching Science as Inquiry instrument (TSI) to the sample were analysed using a cross-sectional design. The results showed that teachers perceived themselves as highly successful in teaching science as inquiry. Female teachers had higher perceptions of themselves as highly successful in teaching science regarding Personal Self-efficacy beliefs (PE) and Outcome Expectations (OE) for science teaching as inquiry than male teachers. Moreover, teachers with more teaching experience perceived themselves as more highly successful in teaching science as inquiry than those with less experience. Regarding the type of teacher preparation programme, there was no statistically significant difference in teachers' self-efficacy beliefs. Omani teachers with more experience teaching science by enquiry reported higher mean scores on teaching science as inquiry. They had higher TSI scores than the teachers with low and moderate experience. Accordingly, new graduate science teachers need to increase their knowledge aspects and practices related to science as inquiry (SI). Therefore, the TSI could be used for science teachers in their training to examine how they conducted teaching science by enquiry in real classroom situations.
Policy Translation of Social Movement Demands: The Case of Free-Tuition in Higher Education in Chile
Author: Veliz, Daniela
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Policy Formation,Political Attitudes,Discourse Analysis,Social Change,Commercialization,Activism,Educational Change,Family Income,Tuition,Paying for College

In 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile's families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuition-free policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students' demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.
An Evolved Method of Reporting Retention by Major
Author: Fanguy, Ronnie
Date: 2022-00-00
Type: Journal Articles
Subjects: School Holding Power,Majors (Students),Graduation Rate,Evaluation Methods,College Administration,Measurement Techniques

Higher education institutions face increased pressure from government and external funding sources to retain and graduate their students each year. Nationally, the federal government's IPEDS report defines the standard measure of an institution's retention and graduation success. When universities attempt to adapt this institutional standard to individual majors, they must proceed with caution. In this paper, researchers present the problems institutions can expect in directly adapting the IPEDS standard to measure a single academic major's retention. They also propose an evolved means of reporting a major's &quot;student retention to graduation.&quot; In doing so, they create a better depiction of the journey students take through a degree program. The modifications introduced in this evolved report make it more useful and more meaningful to university administrators and program faculty as it provides a clearer, truer retention picture. The evolved report thereby provides better support to decision makers seeking to identify retention problems, propose alternative solutions, and gauge undertaken initiatives.
Teachers&apos; and Principals&apos; Perceptions of Factors That Contribute to the Success of Blue-Ribbon Schools
Author: Mendoza, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Academic Achievement,High Achievement,Recognition (Achievement),School Culture,School Effectiveness,Influences,Teacher Role,Administrator Role,Cooperation,Leadership,Elementary Secondary Education

Creating and sustaining an organizational culture that contributes to high academic achievement is frequently a problem in schools. This basic qualitative study explored measures implemented in thriving campus cultures and effective leadership on those campuses by interviewing principals and teachers in Blue Ribbon Schools. The study focused on principals' and leaders' perceptions of three different campuses in South Texas. The study selected schools that have been awarded Blue Ribbon campus designation in 2019 to explore factors that contributed to these campuses' success. The study drew perceptions from three principals and four teachers from two different districts in the Rio Grande Valley.
The Concept of Historical Time in Early Childhood Education: Theoretical, Methodological Approaches and Practice
Author: Fardi, Kyriaki
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,History,History Instruction,Time,Teaching Methods,Cognitive Psychology,Story Telling,Concept Formation,Learning Activities

This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields -- cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.
The Rationality of Protest: A Foucauldian Analytics of Teacher Activism
Author: Karvelis, Noah
Date: 2022-00-00
Type: Journal Articles
Subjects: Activism,Governance,Educational Theories,Teachers,Unions,Teacher Strikes,Pandemics,Health,Safety,COVID-19,Budgets,Retrenchment,Social Media,Elementary Secondary Education,Teacher Attitudes,State Aid,Futures (of Society),Social Justice,Equal Education

In the last four years, teacher-activists in the United States have engaged in an unprecedented wave of protests and strikes. The developing body of literature seeking to understand this flurry of activity has taken various analytical approaches; for example, distilling movements into their key tactics in the hopes of lending important tools to activists and movements both within and beyond education. However, largely unconsidered are the ways in which these tactics and relations come to be possible in the first place. This article applies a Foucauldian analytics of protest which, rather than focusing upon the actors and actions of protests, seeks to understand the rationalities, or systems of reason, by which these actors and actions become possible. Through the case of Arizona, the paper makes visible the ways in which some examples of recent activism have operated within a system of reason and conception of futurity which potentially reinscribes historic modes of governance while fundamentally limiting the possibilities of activist efforts. To conclude, the piece offers a counter-example with the intent to imagine further possibilities for teacher activism. [Cover title varies: &quot;Can Teacher Protests Reify What They Protest?: Examining the Rationalities of Recent Teacher Activism through a Foucauldian Analytics.&quot;]
The Experiences of Newly Qualified Teachers in 2020 and What We Can Learn for Future Cohorts
Author: Quickfall, Aimee
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,Beginning Teachers,COVID-19,Pandemics,Well Being,Foreign Countries,Educational Change,Professional Isolation,Teacher Attitudes,Sense of Community,Reflective Teaching

Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the COVID-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.
Enquiring into a Teacher Performance Assessment: Towards Intelligent Professional Responsibility in Initial Teacher Education
Author: Spina, Nerida
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Performance Based Assessment,Teacher Responsibility,Higher Education,Foreign Countries,Teacher Education Programs,Portfolio Assessment,Accountability,Preservice Teachers

Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient 'classroom ready' teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.
Unpacking the Tensions between Local and National Skills Policy: Employers, Colleges and Local Enterprise Partnerships as Collaborative Anchors
Author: James Relly, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Skill Development,Ecology,Partnerships in Education,College Role,Education Work Relationship,Educational Policy,Heuristics,Institutional Mission,Job Skills

Inherent tensions exist in skills policies that aim to combine national economic growth and productivity with localised implementation for education and training. This is particularly apparent in the over-emphasis on employer engagement in national education and training policy, where the localisation of skills formation is particularly envisioned through employer engagement. Yet further education colleges have acted as anchors within local skills ecosystems working successfully with employers, often through Local Enterprise Partnerships (LEPs), providing the key bridging mechanism between national skills policy and localised enactment. We unpack the tensions between national and local skills policy by presenting a case study of a local skills ecosystem. Through interviews with key stakeholders--representatives from the local college, the LEP, and employers--we deploy Stephen J. Ball's approach to policy enactment to map the complex processes and tensions involved in the translation of national skills policy into local skills systems. Our findings highlight the critical role of colleges as anchor institutions in local skills ecosystems, with employers and LEPs working as 'collaborative anchors' in the policy cycle. We present the concept of 'local collaborative anchors' as a heuristic device for understanding tensions within local skills ecosystems and national skills policy enactment.
Design in Gunther Kress&apos;s Social Semiotics
Author: Adami, Elisabetta
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Interpersonal Communication,Linguistic Theory,Design,Teaching Methods,Informal Education,Museums,Communication (Thought Transfer),Learning Processes,Criticism,College Faculty,Researchers,Exhibits,Foreign Countries

Gunther Kress's multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation to a concept from Gunther Kress's theory, that of &quot;design.&quot; Drawing from our research, we reflect on Kress's conceptualisation of design in social semiotics and discuss how this idea has inspired us to advance research across the domains of formal learning in schools, informal learning and communication in museums, and in everyday communication and social interaction. We consider that the contribution of design is to challenge the boundaries of concepts such as 'competence', 'interpretation' and 'critique', associated respectively with the dominant discourses and practices in the worlds of education, museums and everyday communication and research practice. We look at design as: (1) learning; (2) transformation of resources; and (3) an engaged and engaging social semiotic research, and argue that as an interpretative resource it enables us to move beyond the limitations posed by institutions such as schools, museums and academia.
Equality and Diversity in Secondary Schools: Teachers&apos; Agentic and Constrained Enactments of the Curriculum
Author: Lebbakhar, Asma
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Diversity,Secondary School Teachers,Professional Autonomy,Curriculum Implementation,Foreign Countries,Teacher Attitudes,National Curriculum,Educational Policy,Access to Education,English Instruction,Art Education

In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England's National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants' goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students' access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.
Critical Realism: The Philosophy of Knowledge That Is Missing from the Curriculum for Wales
Author: Huckle, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Political Influences,Social Change,Citizenship Education,Foreign Countries,Interdisciplinary Approach,Critical Theory,Teaching Methods,Classification,Futures (of Society),National Curriculum,Elementary Secondary Education,Sustainability,Governance,Global Approach,Humanities,Educational History

The new Curriculum for Wales seeks to develop young people who are ethical, informed citizens of Wales and the world and committed to the sustainability of the planet. While the curriculum requires the integration of subject knowledge, the associated guidance fails to suggest a philosophy of knowledge to inform such integration. Having linked sustainability to political economy and regimes of truth, rule and accumulation, this article draws on the Gesturing Towards Decolonial Futures Collective's typology of social reform spaces to consider spaces of sustainability politics in Wales. It then argues that the curriculum should enable students to articulate and contest sustainability within and across these spaces, a form of radical global citizenship education. Critical realism can guide curriculum delivery as it provides insights into inter-disciplinary enquiry, the role of critical pedagogy and the development of learners as non-dual beings who are at one with themselves and other human and non-human beings and thereby prepared to act as global citizens seeking sustainability.
Creating a Community of Praxis: Integrating Global Citizenship and Development Education across Campus at University College Cork
Author: Cotter, Gertrude
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Global Education,Interdisciplinary Approach,Universities,College Faculty,Critical Theory,Praxis,Teaching Methods,Educational Cooperation,Program Improvement,Transformative Learning,Teacher Attitudes,Educational Change

The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study--the first part of an eventual three-part framework--asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020-1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.
Conceptualising Historical Legacies for Transitional Justice History Education in Postcolonial Societies
Author: Robinson, Natasha
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,Postcolonialism,Justice,Ethics,Teaching Methods,Decision Making,Attribution Theory,Self Concept,Conflict Resolution,History

Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a 'truth-telling' approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. 'Truth telling'--and disciplinary approaches to learning about past injustices--is therefore a central rationale for postconflict history education. However, this article argues that 'truth telling' is not sufficient for transitional justice history education. Instead, greater attention should be paid to historical legacies, since it is beliefs about how the past impacts the present that shape reparation decision making. While the concept of historical legacies has been under-theorised by transitional justice scholars, this article demonstrates how recent work from the field of history education can be helpful. In particular, this article distinguishes between legacies as essentialised causal relationship between the past and the present, and legacies which refer to how people construct causal relationships between the past and present. By understanding legacies as constructs, this article encourages history educators to engage with how identity factors may mediate the way in which students understand the impact of the past on the present, particularly in postconflict societies.
Narrations of (In)Significant Pasts in Young People&apos;s Identity Construction
Author: Taivalantti, Tanja
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Personal Narratives,Identification (Psychology),Self Concept,History,Place of Residence,Socialization,History Instruction

This article presents a study that examined the historical social narratives of 14-17-year-old Finnish-speaking adolescents in Finland and transnational settings. Our goal was to research what kinds of narratives young people would tell when they were asked to write the history of a group or nationality most suitable for them. The research material was collected as part of data collection in 2020 from three cities: a small Finnish town, a medium-sized city in Finland and a large European city outside Finland. We analysed whether young people chose to write national, sub-national or supra-national historical social narratives. Place-based differences in results were apparent, and we analysed these differences using the concept of spatial socialisation. We also discuss the challenges that history education faces in the light of our findings.