ethanporcaro/eric-fulltext-meta huggingface dataset:
A Suffering Generation: Six Factors Contributing to the Mental Health Crisis in North American Higher Education
Author: Kruisselbrink Flatt, Alicia
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Mental Health,Mental Disorders,Suicide,Crisis Management,Stress Variables,Financial Needs,Access to Education,Gender Issues,Technology Uses in Education,Life Style,Guidance Centers

The number of students on university and college campuses that are struggling with depression, anxiety, suicidal thoughts, and psychosis across North America is rising (Gallagher, 2008). This intensification of students' psychological needs has become a mental health crisis. The age at which many mental disorders manifest themselves is between 18 and 24, which coincides directly with the average age of student enrollment in higher education (Kessler et al., 2005). Adolescent suicide rates have tripled over the past 60 years, making suicide the second leading cause of death for that age group (Vastag, 2001). Studies conducted by the American College Health Association (2005) suggest that 12 to 18 percent of college students are being treated for a mental disorder. Canadian statistics mirror the tragic rate of mental disorders in American university students. Studies have also shown that there are more students seeking psychological care than in previous decades (Watkins, Hunt, &amp; Eisenberg, 2011). The mental health crisis faced by North American institutions of higher education is relevant to institutional funding challenges, as the crisis is creating a growing need for financial and human resources to address this serious problem. Counselling centres in post-secondary educational institutions have difficulty meeting the growing needs of students as they are underfunded and understaffed. Resources are required to increase staffing, improve training, and increase physical space on campus for counselling centres (Kadison &amp; DiGeronimo, 2004). There is evidence to support the reality of the mental health crisis, and the serious challenge it poses for post-secondary educational institutions. What are the factors behind this crisis? This paper identifies six factors that recent research has implicated as contributing to the mental health crisis: academic pressure, financial burden, increased accessibility of higher education, increased female to male student ratio, increased use of technology, and dramatic change in the lifestyle of university and college students. All of these factors play an important role in the mental health crisis.
Enhancing Understanding of Teaching and the Profession through School Innovation Rounds
Author: Moran, Wendy
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education,Preservice Teachers,Teacher Placement,Field Experience Programs,Educational History,Practicums,Urban Schools,Teacher Role,Student Teacher Attitudes,Educational Innovation,Communities of Practice,Feedback (Response),Student Surveys,Observation

Currently, Australian teacher education programs include professional  experiences as a means of enhancing preservice teacher understanding about  teaching and the profession. The challenge the programs face is the lack of places available in schools and, at times, the unpredictable quality of the placements as some teachers are time-poor, are not good models of effective teaching practice, and/or lack the skills of articulating their practice. This paper briefly explores features of past models of professional experience before describing a new model that, as an inclusion in a range of field-based placements, addresses many of the challenges in teacher education today. Results from two years' of surveys (N = 262) inform a practitioner research process designed to investigate the effectiveness of this new model. Findings suggest that while the program cannot negate all the difficulties associated with ensuring quality placements, it does provide some solutions that assist in improving the professional experiences of preservice teachers.
Does Accreditation Matter for Art &amp; Design Schools in Canada?
Author: Shimizu, Reiko (Leiko)
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Design,Higher Education,Accreditation (Institutions),Educational History,Educational Quality,Quality Assurance

Studio-based degrees in fine arts and design are not often written about in higher education literature. Ten years ago, urban theorist Richard Florida coined the term the &quot;creative class&quot; as individuals who &quot;do a wide variety of work in a wide variety of industries -- from technology to entertainment, journalism to finance, highend manufacturing to the arts....they share a common ethos that values creativity, individuality, difference, and merit&quot; (Florida, 2002, para. 8). According to Florida the creative class helps build economic development; therefore, our cities should be nurtured to be more inviting to these types of individuals. This emphasis on culture and creativity is at the foundation of art and design education. Groys (2009) argues that art education is complicated and subjective; it ultimately has no rules and that &quot;teaching art means teaching life&quot; (as cited in Madoff, 2009, p. 27). If that is the case, how does one measure quality in a field that is viewed as so subjective? How does one define and value art and design education? One's notion of good art and design can be vastly different from another's, and both views may come from experts in the field. This paper is written first, to give context to art and design education specifically in the higher education institutions that specialize in these areas -- the independent art and design schools. In Canada there are four such institutions, which the author has not found written about in relation to one another. These institutions are: the Emily Carr University of Art + Design in Vancouver, the Alberta College of Art + Design in Calgary, OCAD University in Toronto, and NSCAD University (Nova Scotia College of Art &amp; Design) in Halifax. There are abundant reports discussing the issues of colleges and universities in Canada, and although these art and design schools are now part of the college and university environment, they are quite unique in their mandates, in their learning environments and teaching delivery, and most definitely in their curriculum. The second purpose for this paper is to compare quality measures in Canada and the U.S. and how this relates to schools of art and design. The National Association of Schools of Art and Design (NASAD) is an American body that accredits art and design schools and programs. Canada does not have such an organization but one school in Canada, the Alberta College of Art + Design (ACAD) decided to attain substantial equivalency status by NASAD in 2009. Finally the third part of this paper will discuss whether accreditation matters for Canadian art and design schools. How does recognition from NASAD impact the type of education a student receives from ACAD in comparison to the three other independent art and design schools in Canada?
Adjusting the Fulcrum: How Prior Learning Is Recognized and Regarded in University Adult Education Contexts
Author: Kawalilak, Colleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prior Learning,Adult Education,Postsecondary Education,Colleges

Prior Learning Assessment and Recognition (PLAR) offers adults formal recognition for learning obtained through non-formal and informal means. The practice reflects both equity and economic development concerns (Keeton, 2000). In the field of Adult Education as a formal study, however, tensions exist between honouring the learner and honouring the curriculum. To resolve this tension, we have used &quot;dialogue&quot; (Bohm, 1996) to explore the experiences of the first author, a former PLAR candidate and now a professor of Adult Education involved in using PLAR to admit students to a graduate program.
Cooperative Group Performance in Graduate Research Methodology Courses: The Role of Study Coping and Examination-Taking Coping Strategies
Author: Jiao, Qun G.
Date: 2013-00-00
Type: Reports - Research
Subjects: Cooperative Learning,Graduate Students,Graduate Study,Coping,Role,Research Methodology,Tests,Academic Achievement,Multiple Regression Analysis,Research Proposals,Criticism,Assignments,Likert Scales,Introductory Courses

This study seeks to examine the extent to which cooperative group members' levels of coping strategies (study and examination-taking coping strategies) and the degree that heterogeneity (variability of study coping strategies and examination-taking coping strategies) predict cooperative groups' levels of achievement in research methodology courses. Participants were 85 graduate students. Multiple regression analysis revealed that graduate students with the highest levels of performance on article critique and research proposal assignments combined tended to report the least variation with respect to both study coping strategies and examination-taking coping strategies. The four variables combined explained 56.7% of the variance in performance.
Transnational Education -- An Opportunity and a Canadian Role
Author: Dennis, Roger
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Global Approach,Multicampus Colleges,Academic Standards,Attendance,English (Second Language),Language Proficiency,College Students,Educational Quality

Transnational education is a huge growth industry and a potential source of considerable income for Canadian educational institutions. Canadian educational establishments seem to be missing out on this, and this seems short sighted. Canada has a very good reputation globally; this could be utilized when selling Canadian educational institutions in potential markets such as Asia and the Gulf. In their search for success, Canadian transnational educational institutions must enhance, not weaken, Canada's international reputation through this process.
Human Rights and History Education: An Australian Study
Author: Burridge Nina
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,History Instruction,Elective Courses,Case Studies,Educational Resources,Nongovernmental Organizations,Educational Technology,Teacher Associations,Extracurricular Activities,Field Trips,Faculty Development,Curriculum,Group Discussion,Content Analysis

The place of education for and about human rights within the school curriculum remains contested and this paper reports on the first national cross-sectoral investigation of its place in Australian curricula and more specifically in national and state History curriculum documents. Opportunities for the inclusion of human rights based studies were examined across school learning stages, taking into account explicit and implicit, compulsory or elective, as well as curricular and extra-curricular dimensions. Given the continued importance of History as a learning area there is a need to strengthen the available explicit and mandatory opportunities for students to learn about human rights issues, working closely with key teacher associations, non-government organisations and supportive networks, drawing on available educational resources and technologies.
Can a Seasoned Teacher Do Her Best Work on a Shifting College Landscape? An Inquiry
Author: Brewer, Beverley A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Experienced Teachers,College Faculty,College Instruction,Educational Change,Professional Identity,Mentors,Beginning Teacher Induction,College Curriculum,Teacher Administrator Relationship,Faculty Workload,Teaching Experience,Leadership

Grounded in self study and personal and professional reflection, this is an inquiry into how seasoned, long time and close to retirement teachers can do their best work on a shifting college landscape in a changing world. Recognizing teaching and learning as the college&apos;s core business, the author explores mentorship, community among teachers, faculty orientation, teacher as curriculum maker and the changing relationship among administrative leaders and faculty. This paper offers a perspective on supporting seasoned teachers in the sustainability of genuine learning on the college landscape.
Extreme-Teaching-2 (XT [superscript]2): Evaluation of an Innovative Semester-Long Intensive GTA Training Program Based on Microteaching
Author: Santandreu Calonge, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Microteaching,Teacher Education,Teaching Assistants,Graduate Students,Computer Science,Programming,Feedback (Response),Teaching Methods,Constructivism (Learning),Peer Evaluation,Teacher Student Relationship,Computer Software,Models,Foreign Countries,Instructional Effectiveness

Microteaching techniques have been used for teacher training since the mid 1960s. Despite its usefulness, as affirmed by pre-service teachers, in-service teachers, and graduate teaching assistants (GTAs), there are numerous criticisms on the shortcomings of microteaching activities. Specifically, it (a) oversimplifies the classroom learning and teaching nature, (b) encourages skill modelling on one or only few technique(s) demonstrated during training sessions, (c) involves costly human and  technical resources for implementation, and most critically, (d) fails to provide instant and reusable feedback to improve classroom teaching skills. Addressing the inadequacies of traditional microteaching practice, this paper proposes an Extreme-Teaching-2 (XT[superscript 2]) framework based on the computer science literature. Originating from Extreme Programming (XP) methodology,  XT[superscript 2] preserves the agility on teaching-feedback-teaching cycles with heavy peer and instructor  involvement. With strong technological support, XT[superscript 2] allows specific, personalized, incremental, and constructive formative feedback to be given by peers and instructors during and after two classroom observation sessions. Through the XT[superscript 2] framework, teacher candidates are able to reuse feedback instantly (feedforward) and rapidly improve (a) confidence in identifying their weaknesses and strengths, (b) and their facilitating skills, while the administrative workload on instructors is significantly reduced.
Factors That Are Important to Succession Planning: A Case Study of One Ontario College of Applied Arts and Technology
Author: Morrin, Arleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Planning,Occupational Mobility,Case Studies,Mixed Methods Research,Administrators,Administrative Organization,Management Development,Leadership Qualities,Administrator Attitudes,Content Analysis,Surveys,Semi Structured Interviews

The Canadian population is aging; many are rapidly advancing towards the age of normal retirement (Miner, 2010). The demographics for Ontario colleges are similar; in 2009, 70 percent of administrators and faculty were baby boomers, and 40 percent of the workforce in the college sector was eligible for retirement (OCASA, 2009). In 2010, there were approximately 7,051 full-time academic staff and 2,069 full-time administrative staff employed at Ontario Colleges (Colleges Ontario, 2010). Given the colleges' aging workforce and Ontario's projected skilled worker shortage there is a real need for colleges to actively engage in systematic succession planning and management programs. The purpose of this research study was to determine the factors that are important for succession planning at an Ontario College of Applied Arts and Technology (CAAT) as perceived by administrative staff at one large multiculturally diverse Ontario CAAT, located in one large urban centre in southern Ontario. The study aimed to explore college administrators' perceptions of the opportunities and challenges for succession planning at their college and to determine strategies that best support the implementation of succession planning as perceived by participants. Finally, it was hoped that a document review of the college's policy statements, business and strategic plans, and related public websites and documentation of affiliated bodies would facilitate the identification of possible concerns and strategies for succession planning in the college sector.
Exploring Teachers' Perceptions of Wikis for Learning Classroom Cases
Author: Quek, Choon Lang
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Teacher Attitudes,Web Sites,Electronic Publishing,Collaborative Writing,Web 2.0 Technologies,Likert Scales,Teacher Surveys,Goal Orientation,Educational Objectives,Educational Environment,Classroom Techniques,Inquiry,Learning Activities,Integrated Learning Systems,Technology Uses in Education,Secondary School Teachers,Mixed Methods Research

This paper explores three potential affordances (social, technical and pedagogical) of wikis in the context of designing 32 teachers' learning of classroom management cases. Two learning environments were designed and two groups of the teacher-participants posted their own written and audio cases, identified problems, discussed and proposed solutions with the input of their peers, in the respective wikis hosted in Google Sites[R] and Learning Activity Management System[R] (LAMS). The teachers' perceptions of the wikis' affordances to support their case-based learning were surveyed quantitatively. The five-point Likert scale survey ranked technical affordance highest, followed by social affordance and pedagogical affordance. Qualitative data from their online discussions and reflection logs were also analyzed to probe the variations in perceived affordances. Participants experienced ease of use and freedom from technical difficulties in achieving their learning goals (interaction with peers and sharing of resources). This paper discusses further work in harnessing wikis' affordances for designing more effective case-based learning environments to cater for diverse learners. It also provides suggestions for further research into wiki pedagogy
Using Assessment Tasks to Develop a Greater Sense of Values Literacy in Pre-Service Teachers
Author: Christian, Beverly J.
Date: 2014-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy,Teacher Role,Foreign Countries,Values Education,Teacher Education Programs,Reflection,Units of Study,Lesson Plans,Student Attitudes,Moral Values,Case Studies,Surveys,Cultural Context,Action Research

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachers for this responsibility. In this study, the Values for Australian Schools were integrated into two assessment tasks in the second year of a Bachelor of Education (Primary) Degree. Pre-service teachers interacted with the concept of values literacy through reflective readings and  planning a unit of work. Results of the pre- and post-surveys and assessment tasks indicated that the pre-service teachers became more values-literate through engaging in the assessment tasks. Results also revealed a shift in their perceptions of the role that teachers play in developing the values literacy of students.
The Universality of Good Teaching: A Study of Descriptors across Disciplines
Author: Samples, Jerry W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Best Practices,Instructional Development,Teacher Effectiveness,Professional Identity,Definitions,Educational Practices,Success,Outcome Measures,Outcomes of Education,Educational Research,Educational Philosophy,Teacher Attitudes,Teacher Surveys,Evidence

The literature on teaching is replete with definitions and examples of good teaching. They include the traits and characteristics of the best instructors, teachers, and professors. In recent years, the literature included the impact of teaching on the student learner, thus coming full circle, from teacher  to learner. The literature provides good information, but it is the experience of one&apos;s peers that provides reliable and current information. Since 1998, over 1000 faculty, mostly engineering faculty, have considered 5 questions concerning good teaching. They have pair-shared the results, and those  results have accumulated. Collectively they have defined good teaching: the methods, the results and measures, and the need for good teaching to ensure that classes and courses are successful. They have even discussed the definition and meaning of &quot;successful.&quot; They have assigned adjectives and phrases as exemplars for the best practices of instructors/teachers/professors. In 2006, in discussions with colleagues at a teaching and learning conference, the question arose about the possibility that all teachers think approximately the same way about teaching. In response to these musings researchers conducted a survey of a non-engineering comparison group of faculty from two liberal arts related  institutions who were asked to comment on the same five questions concerning good teaching: 66 responses were obtained, and their results are listed and compared below. This paper presents the results of the discussions and the survey on good teaching. It ties the results of faculty discussions and the survey with the literature and the voices of students who have discussed good teaching with educational psychologists. It shows that the fundamentals of good teaching are simple and attainable by every faculty member, and it frames a few of the most important traits and characteristics that the best instructors, teachers, and professors possess.
Chemical Literacy Levels of Science and Mathematics Teacher Candidates
Author: Celik, Suat
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Science Instruction,Science Teachers,Mathematics Teachers,Preservice Teachers,Knowledge Base for Teaching,Chemistry,High Schools,Secondary School Science,Scientific Concepts,Scientific Literacy,Questionnaires,Pedagogical Content Knowledge

The goal of this study was to investigate Turkish science and mathematics teacher candidates' levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science and Mathematics Education. The participants' levels of nominal, functional, conceptual, and multi-dimensional literacy were tested. The data were collected by a questionnaire previously developed and used in the literature. The participants' levels of nominal and conceptual chemical literacy were found to be satisfactory in terms of the expectations for the new curriculum, but  their levels of functional and multi-dimensional were insufficient. These results are discussed in relation to the literature on the new Turkish chemistry curriculum and on chemical literacy more generally.