ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Future Curriculum via Futures Studies
Author: Siraj, Saedah
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Educational Change,Chemical Engineering,Civil Engineering,Research,Futures (of Society),Curriculum Development,Goal Orientation,Trend Analysis,Delphi Technique

Observation on best future choices is not something that happens by chance; in fact, it should be carried out through careful planning driven by research. Therefore, observation on future curriculum would also involve in-depth research on future possibilities and their impact. Policy makers and curriculum developers of institutions or even the country should plan ahead not only for 50 years to come but beyond that. Research on the future would provide essential data in shaping the present generation as well as the future generation. Research oriented from future curriculum should be developed based on research findings on the future, including research on trends, events and their respective impact on the targeted learners. Therefore, the researchers will also discuss the aims, definition, basics and importance of future curriculum. The paper also includes discussion about future curriculum for engineering education. (Contains 1 figure.)
The Convergence of Business and Medicine: A Study of MD/MBA Programs in the United States
Author: Keogh, Timothy J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Medical Education,Business Administration Education,Synthesis,Curriculum Design,Academic Degrees,Interdisciplinary Approach,Geographic Location,Tuition,Physicians,Medical Schools,Money Management,Strategic Planning,Employment Potential

The purpose of this paper is to identify the convergence of business and medical education and describe the curricula of MD/MBA (Medical Doctor/Master of Business Administration) programs in the US. The focus of this study is to provide a guide to dual MD/MBA programs for physicians, aspiring physicians, policy makers and healthcare organizations. We studied the curricula of 52 universities offering a joint MD/MBA program. The study measured program structure, duration of the dual degree, geographic spread of universities and the average tuition. No recent study has looked into the essential characteristics of these programs. The top disciplines among the 46 programs include strategy, leadership and financial management. Program duration was between five and six years, with an average of 46 semester hours per degree. The average cost of the MD/MBA degree in addition to medical school was $35,810. Geographically, the majority of MD/MBA programs are located in the Northeastern US (33.9%), followed by the South (28.6%), the Midwest (23.21%) and the West (12.5%). (Contains 2 figures and 2 tables.)
&quot;Building Identity and Understanding Diversity&quot;--Children's Literature and Traditional Literature Potential in the School Curriculum
Author: Pires, Maria da Natividade
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Role,Social Change,Context Effect,Social Responsibility,Socialization,Cultural Pluralism,Reader Text Relationship,Schools of Education,College Students,Multicultural Education,History,Time Perspective

This paper revolves around the great potential that children's literature and traditional literature may display in social transformation, when associated with the school curriculum. Displaying a role as an important element in children's education and establishing a connection between school and out of school contexts, children's literature can give a huge contribution to the building of identity and comprehending of diversity. This will surely reflect itself in a social performance guided by principles of solidarity and equity among different socio-cultural groups. No social transformation occurs exclusively at a school level, but notwithstanding all the relative significance assigned to school in our current society. School is still the area where a more accurate guidance can be given and therefore its social responsibility has not decreased. According to this line of thought, we believe that literature also displays an extremely relevant role in the transmission of principles. There are feelings and emotions predominantly present in these texts, which when educators articulate them with a constructive praxis, they provide a crucial dimension in building identity and in the way we see each other as referred by Hetherington (1998): &quot;in the contemporary world... flows of images, information, ideas and people cross the societies... These flows generate new hybrid cultures&quot;. School frequently struggles with finding strategies to deal with these changes, mainly within contexts where immigration has a stronger significance. We support the idea that children's and traditional literature may display an important role while dealing with these issues. Mediterranean people versus Northern peoples, East versus West, Europe versus Africa... are &quot;consecrated&quot; opposites, questioned by several thinkers like Edward (2003) and mainly from the middle of the 20th century onward. Are these opposites pre-concepts reproduced or destroyed in children's literature and in traditional literature? This paper aims at developing this topic/issue and putting forward some pedagogic suggestions.
The Role of Bibliotherapy in Value System Formation by Undergraduates in the University of Ibadan, Nigeria
Author: Okwilagwe, Oshiotse A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Bibliotherapy,Role,Values,Context Effect,Social Environment,Cheating,Deception,Social Problems,Antisocial Behavior,Ethics,Statistical Analysis,Statistical Significance,Hypothesis Testing,Empathy,Psychology,Reader Text Relationship

This study investigated the role of bibliotherapy in value system formation by undergraduates in seven faculties of the University of Ibadan, Nigeria. Out of the 1,372 sampled students, 746 (54.37%) were males and 626 (45.63%) were females. The Chi-square statistical method at the alpha level of 0.05 was used in testing four hypotheses developed for the study. The results were statistically significant. Findings indicate that bibliotherapy exerts determining influence on value system formation by undergraduates with respect to group-, self-, society-, environment- and nation-oriented values. These findings corroborated previous studies by educators, librarians, physicians, nurses, psychologists and occupational therapists or bibliotherapists who are of the consensus that the book exerts influence on the human spirit and impacts heavily on human behavior and formation of value system. (Contains 4 tables.)
Review of a Proposal for Los Rios Community College District to Establish an Educational Center in Davis. Commission Report 08-24
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Outreach Programs,Education Service Centers,Program Proposals,Community Education,State Regulation,State School District Relationship,Enrollment Projections,Change Strategies,Educational Planning,Audits (Verification),Student Personnel Services,Program Descriptions,Position Papers,Research Reports

The Los Rios Community College District has proposed to convert its Davis outreach operations to a single, state-approved educational center. The proposal responds to the district's need to expand educational services in the Davis area. The area is marked by high student demand and limited instructional facilities. In the 2006-07 academic year, Davis outreach operations served more than 1,000 full-time equivalent students (FTES), which is more than double the enrollment required for a state-approved educational center. The center will be situated on the UC Davis campus. This paper presents a review of Los Rios Community College District's proposal. Appended are: (1) Summary of Proposal Concerns Expressed by Angela Fairchilds, President, Woodland Community College; and (2) Materials provided by the Los Rios Community College District as a Response to Questions Raised by Commission Staff.
Update on the Improving Teacher Quality Program. Report 09-05
Author: Humphrey, Karen
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Grants,Educational Quality,Professional Development,Teacher Improvement,Program Evaluation,Program Proposals,State Programs,State Aid,Improvement Programs,Elementary Secondary Education

The Improving Teacher Quality (ITQ) State Grants Program is currently operating professional development grants for California teachers at 40 sites statewide. This is as large a cadre of projects as the California Postsecondary Education Commission has operated since the ITQ Program began with the passage of the No Child Left Behind Act of 2001. The projects are: (1) Academic Literacy in Secondary Education (seven projects); (2) Science and Math Teacher Retention Master Grant Initiative (19 sites); (3) K-2 Education (eight projects); and (4) Elementary Education (six projects). This paper reports updates on the Improving Teacher Quality Program.
Review of Proposal for Los Rios Community College District to Establish an Elk Grove Education Center. Commission Report 08-25
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Guidelines,Education Service Centers,Program Proposals,Audits (Verification),State Regulation,Evaluation Criteria,Research Reports,State School District Relationship,Compliance (Legal),School Expansion,College Planning,Outreach Programs,Change Strategies

In 2007, the Board of Governors of the California Community Colleges amended its Title 5 Regulations to grant conditional approval to proposals for educational centers if certain criteria were met at the time of submission. Among other requirements, a district would need to demonstrate that a proposed center would serve at least 500 full-time equivalent students annually by the third year of operation. In this report, staff considered a proposal by the Los Rios Community College District for conditional approval for an educational center that will be located in the City of Elk Grove. This report is submitted as an information item because the Commission has not yet adopted criteria and guidelines for conditional approval of community college educational centers. After such criteria are adopted, staff will submit an updated analysis of the Los Rios proposal that will contain a staff recommendation. It is anticipated that staff will develop a set of guidelines for consideration by the Commission at its March 2009 meeting.
Proposed Revisions to the Commission's Guidelines for Approval of Community College Educational Centers. Commission Report 08-23
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Guidelines,State Regulation,Educational Policy,Policy Formation,Evaluation Criteria,Educational Planning,Education Service Centers,Program Proposals,Change Strategies

In 2008, the California Community Colleges Board of Governors amended its Title 5 Regulations to include provisions for granting conditional approval for educational centers. Prior regulations pertained to full or final approval only. The Commission's current guidelines do not contain provisions for conditional approval. This agenda item outlines recommended enhancements to the Commission's educational center approval criteria so that they are reasonably consistent with the revised Title 5 Regulations. The recommendations are submitted as an information item to allow sufficient time for the public and educational entities to provide comments and suggestions.
Going Green: Developing the Green-Collar Workforce. Commission Report 08-27
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Conservation (Environment),Sustainable Development,Labor Force Development,Job Training,Economic Development,Community Colleges,Conferences (Gatherings),State Legislation,State Colleges,Private Colleges

Part of any effort made by the California Postsecondary Education Commission to better understand the nexus between postsecondary education and the workforce is learning more about emerging economic and workforce trends. The emergence of the &quot;green economy&quot;-- economic activity based on environmentally-friendly, sustainable principles and practices--is likely to fuel and transform new and existing educational programs and careers. Earlier Commission research papers on the postsecondary education-workforce nexus discussed the multiple roles played by the state's public and independent colleges and universities in supporting workforce development, including general academic preparation for a wide variety of jobs, direct training of workers in specific occupations, and research that supports innovation and technological advances that, in turn, spur economic growth. This multi-layered connection between meeting California's economic and workforce needs and the postsecondary institutions that help do that, is particularly visible in the green economy. This paper is an overview of what is happening in the green economy and how it affects California's colleges and universities.
Navigating Law School: Paths in Legal Education. Annual Survey Results, 2011
Author: Indiana University, Law School Survey of Student Engagement
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Learner Engagement,Legal Education (Professions),Law Students,Law Schools,Debt (Financial),School Surveys,Values,Career Counseling,Student Surveys,Student Attitudes,Job Search Methods,Student Personnel Services,Ethics,Peer Relationship,Student Diversity,Teacher Student Relationship,Interpersonal Communication,Student Experience,Student Financial Aid,Part Time Students,International Education,Transfer Students,Foreign Students,Intercultural Communication,Satisfaction

The Law School Survey of Student Engagement (LSSSE) focuses on activities that affect learning in law school. This year's results show how law students spend their time, what they think about their experience in law school, and guide schools in their efforts to improve engagement and learning. The selected results are based on responses from more than 33,000 law students at 95 law schools in the U.S. and Canada who completed LSSSE in spring 2011. Promising findings include: (1) The vast majority of students rated their overall law school experience favorably; 83% reported that their experience in law school was good or excellent; (2) Eighty percent of students said that they definitely or probably would attend the same law school if they could start over again; (3) Students with high levels of law school-related debt more often used and were satisfied with career support at their law school. Of students who expected to owe more than $80,000 in law school-related debt after graduating, 64% used and were satisfied with job search support, and 84% used and were satisfied with career counseling at their school; (4) Nearly 80% of students discussed their career plans with faculty at some point during law school; (5) Ninety-three percent of students have had serious conversations at some point during law school with students who are very different from themselves in terms of their religious beliefs, political opinions, or personal values, and 62% of students have had these conversations frequently; (6) A large majority (91%) of students have had serious conversations during law school with students of a different race or ethnicity; (7) Nearly four in five students (79%) reported that their law school placed a substantial emphasis on encouraging the ethical practice of law; (8) Half of students (51%) rated their relationships with faculty very highly (6 or 7 on a 7-point scale) in terms of availability and helpfulness; and (9) Nearly nine in 10 students (88%) felt that their law school experience contributed substantially to the acquisition of a broad legal education. (Contains 6 tables, 8 figures and 20 notes.) [For &quot;Student Engagement in Law School: In Class and Beyond. Annual Survey Results, 2010,&quot; see ED514585.]
Globalization and the Nation-State: Sovereignty and State Welfare in Jeopardy
Author: Jotia, Agreement Lathi
Date: 2011-00-00
Type: Journal Articles
Subjects: Global Approach,Welfare Recipients,Welfare Services,Nationalism,Economic Impact,Political Influences,Cultural Influences,Economic Factors,Self Determination,Educational Policy,Public Policy,Global Education,International Studies,International Education,Regional Characteristics

This paper addresses the fact that although globalization cannot be resisted by the nation-state, it is often confronted by mixed reactions from both the GN (Global North) and the GS (Global South). The essay charges that globalization has political, economic and cultural impact on the nation-state, which ultimately impacts the issue of identity on "global citizens". Finally, the paper argues that globalization also has an impact on the autonomy of the nation-state especially on the education system and policies.
Teaching Speech Communication in a Black College: Does Technology Make a Difference?
Author: Nwadike, Fellina O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Communication,Black Colleges,Educational Technology,Teaching Methods,Influence of Technology,Technology Uses in Education,Instructional Effectiveness,Educational Improvement,Educational Innovation,Blended Learning,Conventional Instruction,Intermode Differences,Comparative Analysis,Comparative Testing,Achievement Gains,Technology Integration

Teaching a speech communication course in typical HBCUs (historically black colleges and universities) comes with many issues, because the application of technology in some minority institutions differs. The levels of acceptability as well as affordability are also core issues that affect application. Using technology in the classroom means many things to many people, even though technologically enhanced classrooms continue to expand in campuses of HBCUs across America. It has been observed that the use of technology has often helped educators accomplish what they could not ordinarily accomplish in situations where such enhanced teaching tools are absent. As a result, utilizing hybrid courses has grown in popularity in most institutions of higher learning in the US. This paper, therefore, explores the teaching method that provides students a better and more flexible way of comparing their performances using technologically enhanced teaching tools. In essence, this paper argues that technology enhances teaching effectiveness and learning. It further posits that technology creates effective forums as well as aids the assessment of learning outcomes through guidelines, responses and rubrics. Hybrid and traditionally inclined students' performances were compared using t-test scores to statistically determine the conclusions reached.
Differentiation and Explicit Teaching: Integration of Students with Learning Difficulties
Author: Dube, France
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Learning Problems,Learning Disabilities,Foreign Countries,Writing Ability,Specialists,Teaching Methods,Individualized Instruction,Elementary Schools,Rural Schools,Writing Skills,Writing Instruction,Reflective Teaching,Error Patterns

This collaborative research was carried out among 197 elementary school students, in the context of a rural Canadian school of the Quebec province. Several students of the school presented learning difficulties, mostly in writing. The teachers and the learning specialist decided to differentiate the groups in special subgroups of needs that met for a half-day once a week; they also implemented the explicit teaching of writing. The results showed that there was an important improvement in all the students' writing ability, especially of those with learning difficulties. Indeed, the subgroups of students with severe learning difficulties showed a significant reduction in the average error rate. The dialogue among the teachers, the learning specialist, the director and the researcher was a key component for the success of this project, which aims mainly to accompany the teachers and to encourage the effective integration of students with learning difficulties. (Contains 14 figures.)
An Investigation of Children's Interested and Not Interested Science Topics in Textbooks
Author: Hsieh, Fu-Pei
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Science Achievement,Effect Size,Grade 6,Science Instruction,College Students,Student Interests,Textbook Content,Grade 5,Questionnaires,Advertising,News Media,Student Attitudes,Gender Differences,Age Differences,Elementary Schools,Foreign Countries

The purpose of this study was to investigate the science topics that children felt interested and not interested in textbooks for compiling science texts to improve their learning. Four hundred and eighty-eight fifth and sixth graders were invited to finish ISTQ (interested science topics questionnaire) which was composed of three subscales: (1) The science contents in textbooks (textbooks); (2) Science-related ads (ads); and (3) Science news (news). The findings in this study were based on the data collected in textbooks subscale. The analyses were conducted by t-test and descriptive statistics, including percentage and bar chart. The results indicated that more than 50% of the students felt interested in the five most interesting topics shown in ISTs, with only a few exceptions. However, the number of interested students dropped to about 30% when it came to the five least interested topics in ISTs. Moreover, the results of t-test also revealed that there were significant mean differences with different effect sizes in science achievement between different genders and between graders and areas. Finally, some implications for future research and science teaching were discussed. (Contains 14 figures and 2 tables.)
Comparison of the Mathematics Expectations Related to Number and Quantity for Student Learning
Author: Chen, Jung-chih
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expectation,Mathematics Education,Course Content,Age Differences,Cognitive Ability,Cross Cultural Studies,National Standards,Influences,Academic Standards,Mathematics,Curriculum,Mathematical Concepts,Cultural Differences

In the study reported here, the authors examined the LEs (learning expectations) related to Grades 1 to 8 number and quantity in mathematics across several US states and high performing TIMSS (Third International Mathematics and Science Study) Asian countries, including Singapore, Taiwan and Japan. The general strategy used is based on the topic tracing method. Several approaches and lenses have been used to analyze the LEs in each document. In order to simplify the procedures, only one topic within the number and quantity strand is reported here. Results of this study indicated that the mathematics contents, grade placement and cognitive level of LEs related to selected topic vary markedly across documents. Thus, these differences may have impact on students' opportunities to learn. (Contains 9 tables and 2 figures.)