Global Education Review (Mercy College, New York)
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Policy, context and schooling: The education of English learners in rural new destinations
Get PDFThe number of immigrant English learners attending schools in new destinations across the US is rapidly increasing. We draw on the sociological scholarship on ΓÇ£contexts of receptionΓÇ¥ and scholarship on sociocultural approaches to policy to examine the educational contexts faced by immigrant English learners in new destination communities and how these contexts shape their educational experiences. Using data from qualitative case studies of rural school districts in Wisconsin, we examined local discourses surrounding new immigrant populations, and how they shaped the ways in which local educators interpreted and enacted educational policies on the ground. We argue that policy implementation is influenced by local understandings of immigrant English learners and their educational needs, such that potentially inclusive educational policies become assimilative in practice
Educational marginalization: Examining challenges and possibilities of improving educational outcomes in Northeastern Kenya
No full textAs a developing country in sub-Saharan Africa, Kenya has comparatively fared well in educating its young people. The new constitution of Kenya and various Acts of Parliament identify education as a fundamental human right and mandates the government to provide basic education for all. Consistent with the governmentΓÇÖs Vision 2030, most leaders recognize education as critical to individualsΓÇÖ attaining full potential and then contributing to nation building. However, the educational access and equity remain quite elusive for rural and less economically viable areas, such as Northeastern. The region and its people have been marginalized for many years, dating back to the Colonial era and still remain very undeveloped, under-resourced, and impoverished. Given the endemic discrimination and marginalization of the nomadic people of Northeastern Kenya, harsh geographic conditions, constant migration of the people, and heightened insecurity in the region, there is limited data, information, and understanding of these peopleΓÇÖs life experiences. The purpose of this article is to highlight these challenges that minimize educational opportunities for young people in Northeastern Kenya by reviewing the historic political isolation and marginalization, sociocultural practices (e.g., nomadic lifestyle, female genital mutilation), resource deprivation and poverty, harsh geographic conditions, and poor infrastructure. Additionally, the article examines emerging efforts and opportunities (e.g., government and Non-Government Organizations) to improve educational opportunities in the region through the devolution framework in the new Constitution of Kenya, constituency development funds (CDF), mobile schools, and boarding schools
Philosophies of Education from the Past and Present
Get PDFBook review ofΓÇ£Classic and Contemporary Readings in the Philosophy of EducationΓÇ¥ by Steven M. Cah
Using Student-Centric Technology for Educational Change
Get PDFBook review ofΓÇ£Disrupting Class: How Disruptive Innovation Will Change the Way the World LearnsΓÇ¥ by Clayton M. Christensen, Curtis W. Johnson, and Michael B. Hor
The Construction of Biliterate Narratives and Identities Between Parents and Children
Get PDFThis article highlights two bilingual families who participated in a larger study titled “Revaluing Readers and Families.”  Drawing on multiple theoretical perspectives to highlight the experiences of a Greek and English speaking family and a Spanish and English speaking family, this article explores how these two bilingual families created narratives and identities about biliteracy based on their perceptions of their children’s bilingual reading abilities.  Through a comparative analysis of multiple data sources that includes ethnographic observations, interview data, and miscue analysis data, this article investigates how the families co-constructed their children’s biliterate identities by acting and reacting to their children’s oral reading abilities in two languages.  Instead of viewing biliteracy as an all-or-nothing enactment, the findings suggest that families generate narratives of biliteracy that allow them to define and defend their children’s biliterate identities and abilities.  The implications of this research for educational settings are also discussed
Lexical Range and Communicative Competence of Learners in Bilingual Schools in Lower Austria
Get PDFThis article discusses the impact of lexical range on the learners’ ability to communicate in English when taught as a foreign language in bilingual schools, and emphasizes the importance of explicit vocabulary instruction.  It draws on data from classroom observation, lexis-retrieval tasks, written and spoken performance in bilingual (German-English) and regular school classes at grades 5-8 in Austrian secondary schools.  Results suggest that a wider lexical range results in better communicative competence and fluency and that breakdown of communication in spoken or written performance is more frequently caused by insufficient vocabulary rather than by lack of control or grammatical problems.   Consequently, insights from cognitive linguistics, the Lexical Approach, and Lexical Priming are discussed to justify the concept of vocabulary instruction in contextualized units. Taking the scarceness of theoretical and practical concepts into consideration, the need for research on the explicit instruction of vocabulary and metacognitive strategies is fleshed out
Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach
Get PDFStudents who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC studentsΓÇÖ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual studentsΓÇÖ online activities might improve course retention
Critical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource
Get PDFThis paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of GCLR not only as an OER but as an open educational practice (OEP) (Andrade et al., 2011) that through its design, not only provides open access to scholarship, but also understands the critical nexus among resources, practices and theory. Informed by data from a longitudinal study, this paper situates these dimensions within professional development literature, and outlines GCLR as a critical space designed for critical times, and the importance of intentionality when accessing OER. Like scholars before us, we argue that that availability is not the only consideration when using OER (Andrade et al., 2011); OER must be considered in relation to pedagogical considerations and how OER are used as a critical component to online professional development