ethanporcaro/eric-fulltext-meta huggingface dataset:
Nature and Extent of Catholic Identity Communicated through Official Websites of U.S. Catholic Colleges and Universities
Author: Gambescia, Stephen F.
Date: 2011-09-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Web Sites,Internet,Church Related Colleges,Religious Factors,Marketing,Information Sources,Professional Associations,Educational Objectives,Student Recruitment

The advent of the Internet has significantly changed how organizations interact with their customers and constituents in the areas of marketing, information sharing, and engagement processes. College and university websites have become major communication venues for prospective students to learn about schools of interest to them. Catholic colleges have been defining or redefining their "Catholic culture" since modernity (Gleason, 1995). Some critics have contended or demonstrated that many Catholic colleges have become "disengaged" from the influence of their religious sponsors or no longer practice the precepts of their founding mission. The purpose of this study is to assess the nature and extent of ways in which U.S. Catholic colleges publicly explicate their Catholic identity through their official websites. Regardless of the range in the quality of websites, a reasonable expectation is that these colleges communicate at some level their Catholicity. Findings from this study will assist college leadership and religious sponsoring entities and Catholic college associations to understand the degree to which their Catholicity is communicated to prospective students and the college's many constituents. (Contains 3 tables.)
Bringing Eyes of Faith to Film: Using Popular Movies to Cultivate a Sacramental Imagination and Improve Media Literacy in Adolescents
Author: Gordon, Charles B.
Date: 2011-09-00
Type: Journal Articles
Subjects: Imagination,Intimacy,Adolescents,Media Literacy,Catholic Educators,Films,Religious Education,Catholics,Art,Religious Factors

Adolescents are bombarded during most of their waking hours by images on various screens: computer, television, and film. As so-called digital natives, they are aware that these images are manufactured and manipulated to elicit certain responses. But while they acknowledge the artificiality of those images, they allow the same mediated messages virtually unfettered access to their hearts and minds with sad or even chilling results. Catholic educators and pastoral workers are charged with helping young people navigate the terrain created by popular media for at least two reasons: to nurture a more sophisticated approach to reading media, and to leverage Catholicism's long history of employing art to illuminate aspects of God and the transcendent. The endeavor described in this article posits that the Great Commandment (Matthew 12:28-31), to love God and love one's neighbor as oneself, provides an intellectual and pastoral framework for using recent popular films to sharpen media literacy skills on the one hand and to cultivate a sacramental imagination on the other, using tools that are portable to multiple disciplines and to most new films.
Hiring School Counselors in Faith-Based Schools
Author: Murray, Robert J.
Date: 2011-09-00
Type: Journal Articles
Subjects: Catholic Schools,Personnel Selection,Interviews,School Counseling,School Counselors,Institutional Mission,Job Applicants,School Culture,Religious Factors

Although school counseling candidates in faith-based schools may possess an extraordinary resume, it is essential that their beliefs and behaviors be compatible with the mission and philosophy of the school for which they are interviewing. If hiring practices are not addressed in faith-based schools, these schools run the risk of losing their identity. This article offers a pastoral model for interviewing and hiring Catholic school counselors. It is a model that assists school leaders and those responsible for hiring school counselors in faith-based schools to transform what would otherwise be a functional job into a pastoral ministry, thereby advancing the religious identity and unique mission of their schools.
Catholic Schools as Schools of Academic Excellence: A Summary of the Third Catholic Higher Education Collaborative Conference Proceedings
Author: Weitzel-O'Neill, Patricia
Date: 2011-09-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Higher Education,Catholic Schools,Catholics,Elementary Secondary Education,Instructional Leadership,Partnerships in Education,College School Cooperation,Educational Improvement,Educational Change,Change Strategies,Summative Evaluation,Brainstorming,Academic Achievement,Excellence in Education,Religion,Intellectual History

This article summarizes the content and outcomes of the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by the Roche Center for Catholic Education at Boston College and the Center for Catholic School Leadership at Fordham University. The conference focused on how Catholic higher education can assist in developing and supporting essential components necessary for achieving academic excellence in Pre-K-12 Catholic schools. This working conference featured guest speakers who provided substantive content that invited participants to examine critically and reflect upon focus questions related to academic excellence. A summary of the presentations and table conversations, along with the final recommendations from the participants and follow-up steps that have taken place as a result, are reported.
Host Presidents' Address: A Discussion on Ways Catholic Higher Education Institutions Can Assist Catholic Elementary and Secondary Schools
Author: Leahy, William P.
Date: 2011-09-00
Type: Journal Articles
Subjects: Higher Education,Catholic Schools,Catholics,Instructional Leadership,College School Cooperation,Technical Assistance,Elementary Secondary Education,College Presidents,Conference Papers,Educational Change,Change Strategies,Partnerships in Education

As part of the third Catholic Higher Education Collaborative Conference (CHEC), an event cosponsored by Boston College and Fordham University, the host university presidents, Rev. William P. Leahy, S. J., and Rev. Joseph M. McShane, S. J., addressed conference attendees and discussed ways higher education institutions can assist Catholic elementary and secondary schools. This article contains a transcript of their remarks. Fr. Leahy, the 25th president of Boston College, has a keen interest in Catholic schools, understanding their importance for the nation and for handing on the Catholic tradition to the next generation. Through his efforts, the Center for Catholic Education at Boston College, now the Roche Center for Catholic Education, was established. Fr. McShane, the 32nd president of Fordham University, shares a strong commitment to Catholic education. He has become one of the most powerful voices in New York City speaking on behalf of the need for Catholic schools. The work of Fordham's Graduate School of Education and Center for Catholic School Leadership with Catholic schools throughout the metropolitan region has received support from Fr. McShane.
Keynote Address: Rev. Mark Massa
Author: Massa, Mark S.
Date: 2011-09-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Conference Papers,Educational Development,Educational Philosophy,Institutional Mission,Institutional Characteristics,Intellectual History,Excellence in Education,Educational Quality

Rev. Mark S. Massa, S.J., is the dean and professor of Church history at the School of Theology and Ministry at Boston College. He was invited to give a keynote to begin the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by Boston College and Fordham University. Fr. Massa's address posed critical questions about whether Catholic identity and Catholic Intellectual Tradition are still the focal points for academic excellence in Catholic schools. This question was continually revisited throughout the conference.
Newly Qualifying Teachers' Perspectives of Diversity and Inclusion: &quot;Understanding through Visual Representations&quot;
Author: Phillipson, Sivanes
Date: 2011-00-00
Type: Journal Articles
Subjects: Inclusion,Imagery,Visualization,Foreign Countries,Teacher Effectiveness,Teacher Education,Critical Thinking,Teacher Student Relationship

This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their understanding of the concept of inclusion within the local context by using a visual imagery approach. Analysis of 14 images identified a range of issues perceived by these participants as supportive and exclusive of the whole school approach to education being adopted locally. Discussion focuses on the use of visual imagery as an innovative and engaging way for preparing teachers for inclusive education. (Contains 8 figures.)
Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana
Author: Kuyini, Ahmed Bawa
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Regular and Special Education Relationship,Student Teacher Attitudes,Foreign Countries,Classrooms,Teacher Attitudes,Inclusion,Mainstreaming,Attitude Measures,Questionnaires,Cross Cultural Studies,Attitudes toward Disabilities,Cultural Differences,Student Characteristics

This study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others were teacher training colleges. Employing descriptive statistics, t-tests and ANOVA the results showed that the student teachers' attitudes were barely positive; they had concerns about inclusive education relating to a number of issues including resources and their responses were influenced by some background variables. The findings support earlier studies of attitudes and concerns of practicing teachers and provides basis for recommending that more needs to be done in teacher training courses in Ghana and Botswana to enhance student teacher attitudes towards students with disabilities in regular classrooms as well as reduce the existing concerns. Some recommendations are made in relation to improving student teachers' disposition towards inclusive education. (Contains 10 tables.)
Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools
Author: Liu, Fuchang
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Junior High Schools,Elementary Schools,Team Teaching,Mathematics Instruction,Teacher Attitudes,Educational Change,Mathematics,Mathematics Education

This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier transition to junior high school. Disadvantages include not knowing students on a more personal level, loss of integration and connection across different subjects, added stress on young children when they have to move from classroom to classroom, and time wasted during such moves. Some middle ground, such as team teaching, was offered as a compromise between departmentalizing and not departmentalizing.
Agents of Change: Voices of Teachers on Response to Intervention
Author: Stuart, Shannon
Date: 2011-00-00
Type: Journal Articles
Subjects: Referral,Response to Intervention,Teacher Attitudes,Interviews,Urban Schools,Elementary Schools,Qualitative Research,Models,Comparative Analysis,Formative Evaluation,Cooperation,Change Agents,Elementary School Teachers,Limited English Speaking,Urban Areas

What are teachers' perceptions of Response to Intervention (RTI)? To address this question, we conducted interviews about teacher perceptions of an RTI model during the second year of its implementation at an urban elementary school. Results of this qualitative study suggest that teachers' perceptions of the RTI model grew more positive during the second year, compared to the first year of the model's implementation. Teachers told interviewers that the RTI model improved the special education referral process, progress monitoring, and collaborative planning structures in their school. Implications for practice are presented. (Contains 2 tables.)
College Application with or without Assistance of an Education Agent: Experience of International Chinese Undergraduates in the US
Author: Zhang, Yi
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,College Applicants,Foreign Students,Foreign Countries,Enrollment,Recruitment,Statistical Analysis,Qualitative Research

Using third-party education agents is a well-established practice in many countries. As a result, the number of international students placed by agents has grown considerably over the past years. However, in the US, the practice of using agents to increase international enrollment still carries a derogatory connotation in the educational community. Inexperience with agents coupled with incomplete knowledge about students' experiences using agents may contribute to misunderstandings about agent recruitment practices that may lead to biased institutional decisions. Using both quantitative and qualitative data, this study provides a better understanding of the use of education agents and how they may assist students' application to a US higher education institution. The study also reveals the potential problems for students using the services of agents. (Contains 5 figures and 3 tables.)
Indicators of Success in STEM Majors: A Cohort Study
Author: Thompson, Ruthanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Statistical Significance,Engineering,Enrollment,STEM Education,Educational Indicators,Higher Education,Graduation Rate,Undergraduate Students,Dropouts,Dropout Rate

It has become universally known that Americans as a nation have fallen behind other nations in the areas of science, technology, engineering, and mathematics (STEM). According to the National Science and Engineering Indicators, produced by the National Science Foundation in 2006, the United States has one of the lowest STEM to non-STEM degree rates in the world. Efforts to combat the well-documented problem have recently taken on a new momentum. In this study, the authors seek to determine what factors, if any, might serve as indicators of successful matriculation of first-time freshmen students enrolled in STEM majors in a large emerging public institution in Texas. They also seek to disaggregate the data based on gender, ethnicity, county of origin, and high school ranking, as well as track a cohort of students through a seven-year continuum to determine if the students drop out of the university completely, switch from one major to another and/or graduate. Furthermore, the analysis is conducted for the three largest majors (based on enrollment) at this university, STEM, Business and Education, to determine if the factors are contingent upon the selected major. While the findings of this study demonstrate statistical significance, more research should be conducted, specifically addressing the needs of STEM students in years four and five of their program. (Contains 9 figures and 4 tables.)
Evaluating the Effectiveness of College Web Sites for Prospective Students
Author: Ford, Wendy G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Sites,Program Effectiveness,High School Students,Higher Education,College Bound Students,Information Seeking,Evaluation,Information Technology

College Web sites are often the first structured encounter a student has with a prospective college or university. Outside of serving as a marketing tool (Williams 2000), very little literature exists on the functional purpose of a college's Web site. Almost all college sites show an informational and transactional tool for currently enrolled students. For prospective students, the same site is a connection to a possible education and lifestyle. This research examined how well college and university Web sites meet the informational needs and expectations of prospective students. In addition, it is intended to provide a baseline assessment of college and university Web sites that specifically identifies whether the sites are meeting prospective students' needs and to provide an exploratory benchmarking vehicle for further study in the area of college/university Web site effectiveness. This study addresses how well college Web sites meet the needs of high school students, and which needs of high school students are being addressed most and least effectively. (Contains 4 tables.)
The Impact of Practicing Autonomy on the Writing Proficiency of Iranian Intermediate EFL Learners
Author: Bagheri, Mohammad Sadegh
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Writing Skills,Language Proficiency,Language Tests,Personal Autonomy,Pretests Posttests,Comparative Analysis,Teaching Methods,Writing Instruction,Institutes (Training Programs),Second Language Instruction

The present study examined the impact of practicing autonomy on the writing proficiency of Iranian intermediate EFL learners. To this end, Preliminary English Test (PET) by Thomas and Sharon (2006) was administered to 92 intermediate language learners as a pre-test. Accordingly, 60 homogeneous learners comprised the research sample. The participants were randomly divided into two similar groups, one as an autonomous group and the other as a non-autonomous group. Each group consisted of 30 learners. The autonomous group practiced autonomy in writing and the non-autonomous group followed a traditional approach to writing. Then, the participants were post-tested on writing. In order to compare the results of the treatment in the autonomous group with the non-autonomous group, t-test was used. The null hypothesis was rejected because the autonomous group outperformed the non-autonomous group. (Contains 7 tables.)
Different Demotivators for Japanese Junior High and High School Learners
Author: Hamada, Yo
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Students,Textbooks,Likert Scales,Foreign Countries,Interviews,Junior High School Students,Second Language Learning,Learning Motivation,College Freshmen,Questionnaires,English (Second Language),Student Attitudes,Self Esteem,Correlation,Second Language Instruction

Motivation has been studied throughout the field of language acquisition for the past 20 years. Demotivation has also been researched in Japan at primarily the university and high school level. To provide a deeper understanding of demotivation for Japanese junior and senior high school learners, this study explores the following three questions. (1) What are the differences between demotivators for junior high school learners and high school learners in Japan? (2) Which factors are ranked higher or lower as demotivators for junior high school learners and high school learners in Japan respectively? (3) How do the strong demotivators change over time in high school? The participants for the study were 234 first year Japanese students from two public high schools in northern Japan, and 217 freshmen from two universities in the Kanto region of Japan. 8 Students were interviewed. A 44-item questionnaire with 1-5 Likert Scale was used to explore demotivation for the learners. The results show that Nature of English is more demotivating for junior high school learners; Lesson style and Teachers are more demotivating for high school learners. Among junior high school learners, Tests, Nature of English, and Reduced self-confidence are more demotivating than other factors. Among high school learners, Reduced self-confidence, Lesson style, and Textbooks are more demotivating than other factors. (Contains 9 tables and 2 figures.)
Western and Japanese Discourse Style in a Consensus-Building Task Discussion
Author: Hirabayashi, Haruma
Date: 2011-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Discourse Modes,Discourse Analysis,Asians,Western Civilization,Foreign Countries,North Americans,Qualitative Research,Pragmatics,English (Second Language),Second Language Learning,Language Proficiency

The current study analyzes discourse style differences between western and Japanese interlocutors in a group consensus-building task discussion. Four discussants (American male, Japanese male, German female and Japanese female) first created a ranking of 5 life values and then participated in a group discussion to arrive at a common group ranking. Qualitative analyses revealed (1) that the Japanese male used a strikingly greater number of backchannels and nodding compared to the other three participants; and (2) that the total number of words uttered by the Japanese female was strikingly less than the other participants. Qualitative analyses further indicated that the Japanese male utilized backchannels to fulfill a variety of functions (e.g., to express listenership, opinions, and turn management) and the Japanese female used polite or humbling expressions regarding her own English ability (i.e., &quot;I can't speak English well&quot;). Analyses of post-discussion evaluations revealed that the Japanese female was evaluated lower than the other participants, a finding which suggests that limited participation (and not the use of frequent backchannels) negatively impacts the psychological orientation of interlocutors in intercultural communication. The significance of this finding is discussed in relation to the predictions of previous research. (Contains 3 tables.)
Discourse Analysis of Encouragement in Healthcare Manga
Author: Matsuoka, Rieko
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Acts,Discourse Analysis,Patients,Health Personnel,Interpersonal Communication,Power Structure,Social Differences,Pragmatics,Linguistic Theory,Foreign Countries,Cartoons,Health Behavior,Nurses,Physician Patient Relationship,Health Services

This article examines how healthcare professionals use encouragement. Focusing on GAMBARU [&quot;to try hard&quot;], forty-one scenes were collected from healthcare manga. Each scene of encouragement was analyzed from three perspectives; the contextual background of the communication, the relationship with the patients and the patients' response to the encouragement, and the evaluation of the imposition of face-threatening acts, social distance, and relative power (Politeness Theory). Further analysis was conducted using Leech's (2009) Grand Strategy of Politeness, and each chosen communication event was categorized among ten types of speech acts. The findings suggest some implications to enhance the quality of healthcare communication that offers patients encouragement. (Contains 1 table.)