ethanporcaro/eric-fulltext-meta huggingface dataset:
Art: A Constituent in Orders of Science
Author: Ukpong, Onoyom Godfrey
Date: 2007-00-00
Type: Journal Articles
Subjects: Art,Sciences,Culture,Philosophy,Politics,Educational Finance,Financial Support,Politics of Education

Since the last century, there has been at virtually all levels of formal learning an increasingly imbalanced funding of art and science fields of study in the United States. From the look of things, science has been misappropriated to the extent that its ascendancy has eclipsed art. Art has been named science and the effects of this misnomer are far-reaching, yet concerned alike-minded scholars of the present century have not relented in their commitment to confront this problem and propose the balance of policy with reason. This article reexamines the relationship between art and science by engaging in a philosophical autopsy of specific traditionally designated &quot;scientific productions&quot; to rectify issues in cultural interpretation and judgment. It unquestions the question of purity of science as an unpoliticized academic discipline, and the preferential funding of education in science-related fields of study; i.e., the merits of popular close-ended declaration of what is and what is not science, while unanswering such answers as art being an adjunct-field-of-study to science and the general dismissal of the non-science. Through a series of analyses of selected productions, argument will be marshaled to demonstrate underlying artistic components in the productions against the prevailing dogma that art and science cultures are incoherent, opposing and dissimilar entities.
Critical Multicultural Education Competencies Scale: A Scale Development Study
Author: Acar-Ciftci, Yasemin
Date: 2016-00-00
Type: Journal Articles
Subjects: Likert Scales,Measures (Individuals),Test Construction,Multicultural Education,Teacher Competencies,Critical Theory,Race,Educational Theories,Content Validity,Reliability,Pilot Projects,Elementary Secondary Education,Factor Analysis,Factor Structure,Statistical Analysis,Correlation,Goodness of Fit,Foreign Countries

The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of awareness, knowledge, attitude and skill. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of &quot;Awareness&quot;, &quot;Attitude'', &quot;Knowledge&quot; and &quot;Skill&quot; and 42 items was reached. The relationship between sub-dimensions of the scale was examined and it was observed that the factors were positively and significantly correlated with each other. In this case, it was concluded that scale supports the theory. After the analysis, it was confirmed that the sub-dimensions were the components of a structure called critical multicultural education competency and that together they form a higher structure. It was determined that the goodness of fit index of the model is quite high. Confirmatory Factor Analysis also confirmed the results of EFA. The internal coefficient of concordance was determined as 0.845 for the whole scale.
The Untold Story: African American Women Administrators' Alchemy of Turning Adversity into Gold
Author: Barksdale, Sydney Howe
Date: 2007-00-00
Type: Journal Articles
Subjects: African Americans,Women Administrators,Females,Social Bias,Racial Discrimination,Gender Discrimination,Barriers,Qualitative Research,Readiness,Career Development,Family Influence,Community Influence,Networks,Higher Education,Interviews,Focus Groups,Meetings,Individual Characteristics,Career Choice,Institutional Characteristics,Professional Development

As we approach the end of the first decade of the twenty-first century, the globalization and privatization of the academy is destabilizing the patterns of university professional work developed over the past hundred years (Slaughter and Leslie, 1997). To grasp the extent of changes taking place and to understand the forces of change on women in the academy, it is important to focus on women administrators in this equation. African American women administrators in particular, and women of all historically underrepresented racial groups in general, must deal with the unique challenges of singular discrimination in terms of race and gender and then the intersectionality of the issues of racism and sexism in terms of feelings of isolation, perceptions of lack of trust and support, and tokenism and struggles over power and influence (Collins, 1991; Edwards, 1997; Edwards &amp; Camblin 1998; Moses, 1989; Mosley, 1980; Sandler, 1986; Sandler &amp; Hall, 1991; Shavlik and Touchton, 1986). The purpose of this study was to collect qualitative information, beyond basic preparation and readiness for a senior level administrative position, that related to support, success and other career enhancing achievement factors. These factors are connected to family and community support systems, informal and formal professional networks, and the ability to navigate and negotiate effectively within professional and higher education environments.
Public Financing of Religious Schools: James G. Blaine and Justice Clarence Thomas' &quot;Bigotry Thesis&quot;
Author: Alexander, Kern
Date: 2007-00-00
Type: Journal Articles
Subjects: Public Support,Financial Support,Parochial Schools,Educational Finance,Court Litigation,Catholics,Protestants,Constitutional Law,United States History,Nationalism,Religious Discrimination,State Church Separation

United States Supreme Court Justice Clarence Thomas writing for a plurality of the Court in &quot;Mitchell v. Helms&quot; in 2000 advanced the idea that state constitutional prohibitions against public funding of religious schools were manifestations of anti-Catholic bigotry in the late 19th century. Thomas' reading of history and law led him to believe that James G. Blaine a political leader in the United States of that era who advanced a proposed amendment to the U.S. Constitution that would have prohibited states from funding Catholic schools was himself imbued with anti-Catholic bigotry and that his proposed amendment was a well-spring of religious intolerance that today prevents public funding of Catholic schools. This article attempts to look further into the issue to determine whether Thomas' understanding is accurate and whether it comports with the reality of conditions of the era and whether Blaine in fact had such motivations as ascribed to him by Justice Thomas. The article concludes that Thomas' view is overly simplistic and is based on an insular perception of Protestant versus Catholic intolerance in the United States and leaves out of consideration the fact that the real and larger issue of the era in the western world was the struggle between secularism and sectarianism, modernity and tradition, science and superstition, and individual liberty and clerical control. Importantly, the article concludes that Thomas's narrow thesis ignores international dimensions of conflicts of the era that pitted the impulse of nationalism and republican government against control of ecclesiastics regardless of whether they were Catholic or Protestant. Such conflicts prevailed especially over control of education, throughout Europe, as well as the United States, and were even more intense in countries that where the people were predominately Catholic, such as Italy and France, than in the United States and where the majority of the citizenry adhered to Protestantism. Thus, this paper concludes that the motivation of Blaine and others who sought to prevent religious control of education by denial of public funding to clerical institutions was part of a trend in the western world to advance nationalism and to reduce internal divisiveness, religious, ethnic or racial, to build unity--&quot;e pluribus unum.&quot;
The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure
Author: Mann, Deborah
Date: 2007-00-00
Type: Journal Articles
Subjects: Teaching Methods,At Risk Students,Learning Strategies,Metacognition,Competence,Self Control,Intention,Low Income Groups,Poverty,Culturally Relevant Education,Problem Solving,Individualized Instruction,Direct Instruction,Grade 4,Elementary School Students,Qualitative Research,Student Attitudes,Interviews,Journal Writing

The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning, Intentionality and Reciprocity, Transcendence, Competence, Challenge, Control of Behavior/Self Regulation, Sharing, Individuation, Goal Planning and Self Change. There was evidence from the transcribed interviews and teacher journal entries to indicate that these students as well as their more advantaged peers did indeed benefit from the Mediated Learning Strategies employed by their teachers. Mediation in regards to this study is a three step interactive teacher and student process by which there is an identification of a stimulus, followed by an assignment of meaning and the application of a teaching strategy that affects student learning (Payne 1998). Evidence from this study indicated that students who needed enhanced support as to content meaning, were better able to learn after receiving instruction via the mediated learning strategies. Noted also in this study were opportunities for all students, no matter the level of academic prowess, to complete the same types of instructional tasks. This study was limited to one elementary school within a school district that is located on the South Shore of Long Island, New York. The schools within the district are all located in a low wealth, high tax area, where the overall reported free and reduced lunch rate is forty-eight percent. This school's population was approximately 1,300 students, and the ethnic characteristics of the students were predominantly Caucasian.
Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field
Author: Tumthong, Suwut
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,Technological Literacy,Models,Learning,Computer Science,Certification,Technology Uses in Education,Electronic Learning,Pretests Posttests,Teaching Methods,Video Technology,Feedback (Response),Likert Scales,Professional Development,Foreign Countries,Higher Education

This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training system for academic personnel, and 3) test for computer science certifications. For functional competency development model, there are five sub-components which are: 1) objective, 2) qualities of academic personnel, 3) trainers, 4) content (curriculum), and 5) training plan. Next, the proposed blended training system consists of six different training modules which are: 1) pre-test, 2) face-to-face training, 3) e-Video lecture, 4) e-Web cooperation, 5) post-test, and 6) feedback. Lastly, for the third key component, there are 3 levels of certifications which are: 1) basic level, 2) specialist level, and 3) professional level, accordingly. The assessment result, based on opinions of 9 experts in the form of 5-point Likert scale, reveals that these three components and all their sub-components are rated as the highly appropriate (x-bar = 4.50).
Evaluation of Visual Materials in Social Studies Coursebooks by Teachers' Opinions
Author: Yapici, Hakki
Date: 2016-07-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Social Studies,Teacher Attitudes,Photography,Illustrations,Maps,Tables (Data),Grade 7,Foreign Countries,Likert Scales,Teacher Surveys,Statistical Analysis,Visual Stimuli

The aim of this study is to evaluate the visual elements (picture, photograph, map, table, caricature, etc.) included in the 7th grade Social Studies coursebooks prepared by the Ministry of National Education and taught in 2014-2015 academic year by several variables in accordance with the opinions of Social Studies teachers, with a critical point of view on social studies coursebooks. 120 Social Studies teachers working in 42 secondary schools in Erzurum, Bayburt, and Gümüshane provinces constituted the study group of the research. Features such as gender, seniority, and the faculty of graduation were discussed in the determination of teachers' opinions. Data of the research were collected with the opinion scale concerning the visual elements in Social Studies coursebooks of a 5-point Likert rating type (strongly agree, agree, neutral, disagree, strongly disagree) containing 18-item Social Studies teachers' opinions (Kirbas, Orhan and Topal, 2012: 2232). The content validity, intelligibility, and reliability of the scale developed were ensured. The reliability coefficient of the scale was determined as Cronbach's alpha = 0.989, Bartlett = 5149,741 (p = 0.000), and the validity coefficient was determined as KMO = 0.922. That KMO result was greater than 0.50 and Bartlett's test result was significant indicate the suitability of the dataset for the factor analysis. The data obtained were analyzed using SPSS 20.0 package program (percentage, frequency and chi-square test). Item-based frequency (n) and percentage (%) were used in determining the teachers' opinions.
Philosophers and Technologists: Vicarious and Virtual Knowledge Constructs
Author: McNeese, Beverly D.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Thinking Skills,Moral Development,Reading Habits,Workshops,Reader Response,Creative Thinking,Ethics,Reading Skills,Communication Skills,Writing Skills,Information Technology

In an age of continual technological advancement, user-friendly software, and consumer demand for the latest upgraded gadget, the ethical and moral discoveries derived from a careful reading of any fictional literature by college students is struggling in the American college classroom. Easy-access information systems, coinciding with the application of some excellent study strategies--such as topic sentence, points of evidence, etc.--have produced students who not only do not enjoy the process and the adventure of reading a story, but disconnect from the possibility of their own vicarious experience by over-utilizing the methodical breakdown of the components; therefore, reducing the &quot;process of story or epic&quot; to one of isolated facts to be memorized in a hurry-up world: individuated components of a scientific formula. While the upper-echelon of modern science might enjoy the heady intellectual gymnastics of creating merged intelligence, as discussed in Ray Kurzweil's &quot;The Singularity is Near: When Humans Transcend Biology,&quot; the non-reading college students as user-consumers continue to be unable to construct their own knowledge into applicable and meaningful forms of thinking. These forms include the critical thinking skills for ethical and moral thought for which individual immersion into literature allows--the test case of the imagination. The current trend toward utilitarian reading can be reversed through a concentrated and highly structured workshop approach that simultaneously demands personal responses to literature and creative expression by the student, so as to foster an appreciation of the telling of the human story. The arts and sciences, through a well-read population, should work together; otherwise, future moral and ethical decisions will be made upon the premise of expediency and the validity of performance, without the human-defining traits as embodied in the archetypal literatures of past and current cultures.
Towards a Model of Literacy Learning for Young Augmented Speakers
Author: Myers, Chloë
Date: 2007-00-00
Type: Journal Articles
Subjects: Literacy Education,Elementary School Students,Speech Impairments,Language Impairments,Augmentative and Alternative Communication,Assistive Technology,Teaching Methods,Intervention,Interpersonal Communication,Skill Development,Self Expression,Help Seeking,Expressive Language,Program Effectiveness,Maintenance,Observation,Student Evaluation,Verbal Ability,Intelligence Tests,Vocabulary,Listening Comprehension Tests,Receptive Language,Reading Skills,Writing Skills,Listening Skills,Phonological Awareness,Reading Comprehension,Questionnaires

The study investigates strategies and contexts for supporting the literacy development of young, augmented speakers, whose difficulties in literacy learning are not explained by their levels of cognition alone. Indeed, quantitative and qualitative differences exist in their literacy experiences at home and school. In this study, four primary school students with severe speech and physical impairments (SSPI) who used augmentative and alternative communication (AAC) aids were selected to take part in a four-week program, followed by four visits to the students' schools where effective instructional strategies and contexts for learning were shared with staff. A thematic approach was employed during intervention to cover known areas of communication difficulty among AAC users and to foster skills in conversational control, self-expression and giving and requesting information. Using these themes, opportunities in literacy were designed with the intention of eliciting active involvement in meaningful, productive and expressive tasks. While the students made significant progress when participating in the program, on return to school success was maintained in only two of the students. Characteristics and contexts of the children whose success was maintained are analyzed to help identify components for a model of language and literacy learning and instruction for young, augmented speakers.
A Novel Approach for Quality Education towards Industry Expectations
Author: Santhiyakumari, N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Quality,Technical Education,Industry,Expectation,Foreign Countries,Pedagogical Content Knowledge,Brainstorming,Faculty Development,Curriculum Development,Curriculum Implementation,Student Evaluation,Engineering Education,Teacher Characteristics,Teacher Effectiveness,Teamwork,Educational Objectives,Strategic Planning,Educational Change

This paper presents a new method to improve the quality in technical education in order to meet the industry expectations. The quality of education and training being imparted in the technical education institutions varies from excellent to poor, with some institutions comparing favourably with the best in the world. Few others are suffering from different degrees of faculty shortages, infrastructure deficiencies, curricula obsolescence, lack of autonomy in academic, financial, administrative, and managerial matters, poor involvement in knowledge creation, and dissemination. Skillful manpower of high quality can play a major role in economic development and in export of technology and services, and observing the growing demand for Indian professionals particularly in the area of software and core engineering in all parts of the globe including the highly developed countries. It is necessary to give very high priority in providing quality technical education for Engineering and Technology. In order for the students to succeed, it is necessary to prepare themselves for the ever changing world of work, which means not only college readiness, but also career readiness.
M-Learning: Implications in Learning Domain Specificities, Adaptive Learning, Feedback, Augmented Reality, and the Future of Online Learning
Author: Squires, David R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Feedback (Response),Computer Simulation,Online Courses,Electronic Learning,Access to Education

The aim of this paper is to examine the potential and effectiveness of m-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from m-learning and the link to adaptive learning, to the uninitiated learner and capacities of m-learning. Followed by a model using direct examples from contemporary literature, looking at m-learning and feedback, m-learning tools, augmented reality and what are the ultimate implications for m-learning's long-term uses, and where the future of mobile technology and education is heading, m-learning is becoming a fundamental form of technology that can enhance and contribute to adaptive learning. The results of this study show that m-learning is transforming the way learners access and disseminate learning content through mobility, ease of access and ability to provide instantaneous feedback, and the tacit link to other innovative forms of technology such as mobile applications and augmented reality tools.
Best Practices of Leadership in Educational Technology
Author: Brown, Loren
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Technology,Leadership Qualities,Leadership Effectiveness,Theory Practice Relationship,Constructivism (Learning),Social Networks,Online Courses,Professional Development,Technology Planning,Communities of Practice

Leadership in Educational Technology is a relatively new field that is changing as fast as technology itself. Success for an educational leader includes maintaining a firm grasp of how to diagnose the needs of a district, a school, or a classroom while aligning policies, procedures, and protocols into a format that will empower the individual teacher efficacy and student learning outcomes. Being a leader in educational technology includes more than incorporating new technologies into the classroom. Leadership in educational technology requires an outlook that views technology not as a tool for every occasion, but as a tool that when used, will enhance the learning process. An approach of best practices is essential to maintain effectiveness as an educational leader, and yet there is very little research that includes a synthesis of the best practices or approaches that are certain to increase an educational leader's effectiveness. A best practices approach that relies on the use of constructivist teaching method, that strives for continuous improvement through the use of professional learning networks and communities, and that utilizes online professional development will produce the kind of effectiveness in teachers that is associated with positive student learning outcomes.