ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Pollution in an Age of Populist Politics
Author: Malin, Joel R.
Date: 2022-07-12
Type: Journal Articles
Subjects: Information Sources,Political Attitudes,Public Policy,Misconceptions,Educational Policy,Deception,Educational Change,Politics of Education,Evidence Based Practice,Parent Attitudes,Private Sector,Social Influences,Alignment (Education),Elementary Secondary Education,Information Utilization,Educational Vouchers,Charter Schools,Films,Legislators,Critical Race Theory,Teacher Effectiveness,Organizations (Groups)

The increasing influence of private interests in public policy has been facilitated by a growth in sources of &quot;alternative&quot; information and expertise. In education, teachers and schools are often the targets of these sources. This has been associated with a new political economy where private interests advance reform agendas largely through funding new information sources that ignore long-standing empirical evidence on factors shaping school outcomes in favor of anecdotes and misunderstandings about issues in education. This manuscript argues &quot;information pollution&quot; relative to U.S. politics and policy is presently at crisis levels, and that it is particularly acute relative to education policy. In this policy area, we show how special interests are using (mis)information strategies to purportedly elevate parent voices but are in effect promoting the interests of private actors and de-professionalizing both expertise and educators. We seek to understand this major issue, placing it within a broader sociopolitical context. The concluding discussion considers what might be required to move in a healthier direction that would bring U.S. education policy and practice into closer alignment with evidence and expertise.
Policy Borrowing and Teacher Professionalism: Tensions in Reforming Systems in Response to SDG4c in the Pacific Islands
Author: Hogan, Anna
Date: 2022-07-12
Type: Journal Articles
Subjects: Professionalism,Educational Policy,Sustainable Development,International Organizations,Objectives,Global Approach,Standards,Local Issues,Teacher Attitudes,Administrator Attitudes,Pacific Islanders,Foreign Countries,Credentials,Cultural Context,Supply and Demand,Teacher Qualifications,Barriers,Developing Nations,Technology Transfer

This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c -- &quot;Increase the Supply of Qualified Teachers in Developing Countries.&quot; The experience of PI educators provides insight into the clash between global standard agendas, driven by targets and indicators, and distinct local realities or vernaculars. Questionnaire data from 82 teacher and principal participants in seven Pacific Island nations and six interviews with education bureaucrats and teacher union officials in Fiji suggest that the goal of enhancing teacher professionalism through credentialism can lead to paradoxical deprofessionalization and Indicator 4.c.1, limit the possibilities of teacher professionalization because of the narrowness of the indicator and the enactment of this in specific systems. The Pacific Islands is an under-researched context that highlights the problems with policy borrowing, particularly regarding the idea that developing countries can measure their way to professionalism. Indeed, more voice needs to be given to local practitioners to better understand their needs and aspirations and how the vernaculars of culture and place can enhance (not diminish) teacher professionalism.
Teach for America Influence on Non-TFA Teachers in TFA-Hiring Schools
Author: Anderson, Ashlee B.
Date: 2022-07-12
Type: Journal Articles
Subjects: Teacher Recruitment,Alternative Teacher Certification,Public School Teachers,Interaction,Teacher Attitudes,Teaching Experience,Teacher Responsibility,Beginning Teachers,Faculty Mobility,Educational Environment,Teaching Conditions

Teach For America (TFA) has left an indelible mark on education in the United States and worldwide through its expansion via Teach For All. A considerable body of research examines the impact and experiences of teachers who enter the profession via TFA and related organizations, including the ways in which they embody controversial policies and new forms of teacher expertise and professionalism. Scant research, however, has examined the experiences of non-TFA teachers who work alongside them. This instrumental case study draws on interviews with nine non-TFA teachers working in traditional public schools to explore their experiences of interacting with TFA teachers at their schools. The findings focus on the perceived inexperience of TFA teachers as well as the labor expended by non-TFA teachers in support of these novice teachers. The paper also examines experiences of TFA teacher attrition and its impact on other teachers, students, and staff at the schools. The paper concludes by discussing the significance of this study and related research across individual, institutional, and broader structural levels.
Developing Teaching Competences with Service-Learning Projects
Author: Sartor-Harada, Andresa
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Service Learning,College Faculty,Faculty Development,Foreign Countries,Social Emotional Learning,Technological Literacy,Teacher Attitudes,Empathy

Service-learning (SL) is an active methodology built onto reciprocal learning that combines social responsibility and academic learning. Changes in students' profiles and the evolving interaction between educational institutions and society have encouraged the use of similar participative methodologies in diverse contexts, including higher education. Although the focus of these projects usually centers on student learning, SL experiences enable a holistic construction of knowledge that also affects instructors. This study analyzes instructors' perceptions on developing teaching competences in SL projects and overcoming difficulties. The current research, based on a mixed paradigm, collected answers to a semistructured questionnaire from university instructors (n = 34) in 12 Ibero-American countries with experience in SL. The results show how instructors rate positively their acquisition of teaching competences (socioemotional, organizational, and technical competences) when organizing SL projects; however, they experience a lack of training in this specific methodology.
Strategic Doing and the PROSPER Program Delivery System: A Case Study of the Translational Research Process
Author: Julian, David
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,College School Cooperation,Partnerships in Education,Prevention,Land Grant Universities,Narcotics,Family Programs,Drug Abuse,Addictive Behavior,Drug Education,Extension Education,Grade 6,Grade 7,Elementary School Students

This article summarizes a project focused on the PROSPER program delivery system as a formal vehicle for addressing substance misuse and abuse in Ohio communities. Promoting School-community-university Partnerships to Enhance Resilience (PROSPER) is a nationally recognized, evidence-based program delivery system designed to implement prevention programming provided by a partnership among local schools and communities, the university-based Cooperative Extension system, and state leadership. A case study is presented that describes a midproject effort to develop strategies for advancing PROSPER goals through a process called &quot;strategic doing.&quot; Strategic doing brings partners together to develop strong collaborations that achieve highly desired outcomes. The case study is an example of a formal effort to translate scientific knowledge into applications that address real-life problems. Implications for translational research are discussed.
Reconfiguring Knowledge Ecosystems: Librarians and Adult Literacy Educators in Knowledge Exchange Work
Author: O'Brien, Heather L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Librarians,Adult Literacy,Adult Educators,Knowledge Management,Communication (Thought Transfer),Academic Libraries,Research,School Community Programs,Access to Information,Information Dissemination

Knowledge exchange, also called knowledge translation, mobilization, or transfer, increasingly factors in university strategic plans and funding agency mandates. The growing emphasis on research that includes community engagement and making research knowledge more accessible and useful for nonacademic constituents often brings in knowledge brokers, whose activities promote sharing of research knowledge among different actors. In this article, we consider how librarians and adult literacy educators engage in this work as professionals uniquely positioned to advance knowledge exchange initiatives. Three initiatives in British Columbia, Canada, involve academic librarians and adult literacy educators engaging in knowledge exchange work in transformative ways. We describe how they are reconfiguring knowledge making, sharing, and use with constituents and bridging nonacademic and university communities. This approach disrupts traditional notions of who produces and consumes knowledge and who is an expert while acknowledging how place-based approaches are essential for advancing knowledge exchange initiatives.
Harmony in the Frame of Local Wisdom &quot;One Furnace-Three Stones&quot; in Education
Author: Abu Nawas, M. Zuhri
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Religious Factors,Foreign Countries,Educational Philosophy,Phenomenology,Research Methodology,Religion,Beliefs,Self Concept,Individual Development,Low Income Groups,Disadvantaged,Protestants,Muslims,Religious Cultural Groups,Islam,Freedom,Prosocial Behavior,Social Responsibility,Values Education,Moral Values,Universities,Christianity,Catholics,Family Characteristics

This study aims to provide an understanding of the dynamics of the life of the people of Sorong, West Papua related to the harmony of education in family and community life. Harmony, in this case, is related to the mixing of religions in one household, framed in the philosophy of local wisdom called &quot;One Furnace-Three Stones&quot;. This study uses a phenomenological qualitative design. Data were collected through field notes, interviews, and documentation techniques. Data analysis was carried out using the Miles, Huberman, and Saldana techniques: data condensation, data display, and verification/conclusion drawing, as well as data validity using data triangulation techniques. The results showed that the practice of one furnace-three stone became the local wisdom of the people of Sorong, West Papua, namely understanding each other's beliefs about the religion they embraced without having to intervene in the beliefs of other families. The local wisdom creates harmony in education because it focuses on the educational aspect of self. If the education is good for the local community, then all will provide support from the family, youth leaders, and traditional leaders. Internal and external factors cause the supporting factors in realizing harmony in education. Meanwhile, the inhibiting factor in realizing the harmony in education is the low economic background, which narrows the opportunity for children to choose the education they want.
Investigation of Teacher Candidates&apos; Nature of Science Beliefs in Terms of Gender, Program, and Class Level
Author: Cetin, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Scientific Principles,Student Characteristics,Science Education,Elementary School Mathematics,Computer Science Education

This research aims to examine teacher candidates' nature of science beliefs in terms of certain variables (gender, program, and class level). The participants of the research are 364 teacher candidates studying at the faculty of education of a public university in three programs; science education, elementary mathematics education, computer education, and instructional technology. Convenience sampling was applied and a relational screening model from descriptive research design was used. &quot;Nature of Science Beliefs Scale&quot; developed by Ozcan and Turgut (2014) was used as a data collection tool. Subsequently, data analysis was conducted through SPSS statistical software by applying independent samples t-test and one-way ANOVA analysis. According to the results of the study, teacher candidates' nature of science beliefs was found on the undecided level. Additionally, female teacher candidates have a higher level than male teacher candidates related to the nature of science beliefs dimensions of tentativeness, observation and inference, scientific method/methods, assumptions and boundaries, socio-cultural embeddedness, and theories and laws, and it was found that this difference was statistically significant. In terms of program variables, only a difference was found in the dimension of scientific method/methods in favor of science teacher candidates. Finally, there was a statistically significant difference in the dimensions of tentativeness and theories and laws in terms of a class-level variable. Consequently, new activities and subjects that can be added to the curriculum are recommended.
&quot;Madrasah&quot; Principal Leadership in Digital Transformation at &quot;Madrasah Ibtidaiyah&quot;: A Case Study
Author: Sholeh, Makherus
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Role,Principals,Leadership Styles,Technology Integration,Educational Technology,Work Environment,School Culture,Electronic Learning,Planning,Teacher Competencies,Cooperation,Online Courses

The rapid development of digital technology impacts the world of education. So, educational institutions need leader figures who can adapt to the development of digital technology. This article aims to explain the leadership of madrasah principals in digital transformation at MIN Blitar City. The method used is descriptive qualitative, collecting data using in-depth interviews, participant observation, and documentation, and data analysis using the Milles, Huberman, and Saldana's model, namely data collection, data condensation, data presentation, and verification/conclusion. The main issues in digital transformation are: building awareness or understanding of technology, developing strategies and action plans for a suitable technology to be used in the digital transformation process, choosing the right human resources to succeed in technological change is followed by a change in technology-based work culture, fostering a culture of innovation and collaboration with the digital community, and carrying out supervision as a form of controlling the use of digital technology.
&quot;It&apos;s Not Just Any Teaching Program&quot;: The New Professionalism, Educational Inequity, and Ako Matatupu: Teach First New Zealand
Author: Ramsey, Zachary R.
Date: 2022-07-12
Type: Journal Articles
Subjects: Equal Education,Educational Quality,Professionalism,International Education,Networks,Program Evaluation,Comparative Analysis,Foreign Countries,Teacher Education Programs,Educational Change,Alternative Teacher Certification,Change Agents,Teacher Attitudes,Program Content,Pacific Islanders,Ethnic Groups,Teaching Methods,Indigenous Populations

In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education.
Teacher Autonomy in the Age of Performance-Based Accountability: A Review Based on Teaching Profession Regulatory Models (2017-2020)
Author: Parcerisa, Lluís
Date: 2022-07-12
Type: Journal Articles
Subjects: Case Studies,Professional Autonomy,Comparative Analysis,Performance Based Assessment,Educational Policy,Governance,Educational Change,Standardized Tests,High Stakes Tests,Academic Achievement,Teacher Effectiveness,Comparative Education,Decision Making,Research Reports,Teacher Attitudes,Elementary Secondary Education,Databases,Teacher Evaluation,Accountability,Foreign Countries,Policy Analysis,Educational Administration

In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers' careers are more directly connected to students' performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers' work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers' decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers' regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers' perceptions and beliefs are variegated, and that the implications of PBA on teachers' autonomy does not only depend on the level of accountability stakes, but on teachers' professional regulation.
Rhetoric vs Reality: The Disconnect between Policy and Practice for Teachers Implementing Aboriginal Education in Their Schools
Author: Burgess, Cathie
Date: 2022-07-12
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Educational Policy,Educational Practices,Curriculum Implementation,School Community Relationship,Academic Standards,Racism,Social Justice,Educational Change

In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers' capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachievement. Our analysis is informed by Bacchi's (2009) 'What's the 'problem' represented to be?' analytical tool. We reveal discourses that position Aboriginal peoples as the 'problem' and the effects of these on teacher practice. Using the 2019 Alice Springs (Mparntwe) Education Declaration, which represents a national partisan vision of Australian education, we demonstrate how discourses of community engagement, Reconciliation and data-driven solutions continue to position Aboriginal peoples as incapable, and government as savior. This flags the silencing of Aboriginal peoples' key concerns of racism, social justice, truth-telling, sovereignty, and treaty, all of which are central to the ongoing fight for voice, reparative justice and recognition. Until these concerns are heard and accounted for in policies, the gap will remain, teachers will continue to struggle to meaningfully engage with Aboriginal and Torres Strait Islander policies and curriculum content and consequently fail Aboriginal aspirations.
The Post-Truth Tyrannies of an Evidence-Based Hegemony
Author: Wescott, Stephanie
Date: 2022-07-12
Type: Journal Articles
Subjects: Evidence Based Practice,Trend Analysis,Foreign Countries,Educational Trends,Discourse Analysis,Policy Analysis,Educational Research,Politics of Education,Policy Formation,Critical Theory,Teacher Attitudes,Data Use,Criticism

A trend towards evidence-based practice has developed in policy and practice in the United Kingdom, the United States, and Australia in recent years, evolving to become a powerful hegemonic force. This paper considers this latest impetus to teach according to the mandates of a narrow evidence base as a symptom of the post-truth condition, one that elevates a limited body of evidence to an infallible position. Drawing on interviews with practicing teachers and critical discourse analysis of policy texts, this paper explores the homogenizing effects of a tyrannical evidence-based movement, using Antonio Gramsci's (1971) writing on the relationship between consent, coercion, and the maintenance of cultural hegemony. This paper argues that the contemporary policy landscape obtains consent from teachers to accept its claims through a coercive paradigm built from a powerful set of hegemonic discourses, such as &quot;what works&quot; and &quot;evidence-based.&quot; These discourses, this paper suggests, need to be considered within the current post-truth context, where the dismissal of research claims is akin to scientific skepticism; a dynamic that places teachers in an impossible bind where the evidence underpinning policy is protected by a paradigm that makes it difficult to question.
Mainstreaming Islamic Moderations Values in Higher Education: Policy, Implementation, and Challenges
Author: Kadi, Titi
Date: 2022-00-00
Type: Journal Articles
Subjects: Islam,Social Values,Higher Education,Religious Education,Barriers,Teacher Attitudes,Mainstreaming,Phenomenology,Educational Policy,State Universities,Hidden Curriculum,Teaching Methods,Learning Processes,College Faculty,Antisocial Behavior,Foreign Countries,Political Attitudes,Lesson Plans

Islamic moderation is highly vital in any field of life especially in higher educational context. In the context of this study, the researcher employed phenomenological study by the aim to investigate policy made by policy makers in two public universities in Balikpapan and Samarinda regarding the mainstreaming Islamic moderation in their universities by using in-depth interview. Additionally, the implementation of Islamic moderation was also explored especially on the steps of planning, implementing, and evaluating the teaching and learning process of Islamic Religious Education course or what so called by Pendidikan Agama Islam (PAI) course by utilizing direct observation, field-notes, and added by document analysis. Finally, in-depth interview was conducted to highlight the challenges faced by the PAI lecturers in mainstreaming Islamic moderation in Islamic Religious course. As a result, Islamic moderation was reflected in the policy made by the policy makers at both public universities in terms of hidden curriculum. Moreover, Islamic moderation values was also revealed in every aspect of teaching and learning of Islamic Religious course including planning, implementing, and evaluating. Lastly, the Islamic Religious lecturers encountered eight barriers when implementing Islamic moderation during PAI course. Novelty and pedagogical implications were also emphasized in this research.