ethanporcaro/eric-fulltext-meta huggingface dataset:
Think about It: Philosophy and Dialogic Advising
Author: Colgan, Ann Lieberman
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Advising,Philosophy,Counseling Techniques,Dialogs (Language),Higher Education

Effective advising requires practitioners to engage in analysis of theory and practice. Philosophical underpinnings regarding notions of self can shape the advising encounter and determine the level of receptiveness of advisors toward the whole student. A brief review of Western philosophies of the self provides context for Martin Buber's radical dialogic philosophy of the self. Buber offered a foundation for an overarching theory of advising and addressed the selection and timing of particular advising methods in response to students. His idea of the dialogic self, &quot;I-You,&quot; consists of powerful, relational encounters with the other. Advisors bring an openness to students' contextual reality so an advisor is immersed in a student's world for that moment by applying dialogic advising
Frequency of First-Year Student Interactions with Advisors
Author: Fosnacht, Kevin
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Academic Advising,Interaction,Institutional Characteristics,Teacher Student Relationship,College Seniors,Student Surveys,National Surveys,Learner Engagement,Student Characteristics

Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types. [This paper was presented at the annual meeting of the American Education Research Association, Chicago, IL, April 2015.]
Decision-Making Rationales among Quebec VET Student Aged 25 and Older
Author: Cournoyer, Louis
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making,Vocational Education,Adult Students,Geographic Regions,Reentry Students,Semi Structured Interviews,Student Experience,Socioeconomic Status,Self Concept,Social Support Groups

Each year, a large number of students aged 25 years and over take part in vocational and education training (VET) programs in the Province of Quebec, Canada. The life experiences of many of these adults are marked by complex psychosocial and professional events, which may have influenced their career decision-making processes. This paper aimed to identify key rationales guiding the decisions of adults aged 25 years and older to return to education based on a thematic analysis of 30 semi-structured interviews with students enrolled in a VET program. The analysis focused on two theoretical axes: one biographical and the other interactionist. The first involved personal life courses and professional projects undertaken by the student in the past. The second examined tensions and conflicts between context forces and adjustment strategies adopted by the student. The results revealed five decision-making rationales that characterized the vast majority of the students' experiences: (1) get out of a socioprofessional and economic slump; (2) know yourself better, personally and socially; (3) value the concrete and the practical; (4) take advantage of supporting conditions; and (5) reconcile proximity and the known. The relevance and implications of these findings for professionals and decision makers in vocational training are discussed.
The Reasons behind a Career Change through Vocational Education and Training
Author: Masdonati, Jonas
Date: 2017-11-00
Type: Journal Articles
Subjects: Vocational Education,Training,Career Change,Qualitative Research,Adult Education,Semi Structured Interviews,Satisfaction,Health,Decision Making,Foreign Countries,Coding,Work Environment,Individual Development

We report the results of qualitative research on adults who enrolled in a vocational and education training (VET) program with the intention of changing their careers. The participants were 30 adults aged between 25 and 45 years. A modified version of the consensual qualitative research method was applied to transcriptions of semi-structured interviews with the participants. There appeared to be two main reasons underlying the decision to enrol in a VET program with the aim of initiating a career change. Based on the reasons given, two groups (career changers and proactive changers) and five distinct categories were recognized. The career changers included individuals who wished to change careers due to dissatisfaction with their current situation. In this group, the decisions were motivated by either health problems or personal dissatisfaction. The proactive changers included individuals who wished to reorient their career because of a desire to undertake new projects. In this group, there were three categories of reasons: a wish to attain better working conditions, a search for personal growth and a desire to have an occupation that fit the person's vocation. Thus, the participants reoriented their careers according to various motivations, pointing to the existence of a heterogeneous population and the complexity of the phenomenon. The results highlight the importance of understanding the subjective reasons behind career changes and the need to adjust career interventions accordingly.
Why Returning to VET? Results of a Qualitative Comparative Study about English and German Car Mechatronics
Author: Gericke, Erika
Date: 2017-11-00
Type: Journal Articles
Subjects: Vocational Education,Qualitative Research,Comparative Analysis,Occupational Information,Auto Mechanics,Qualifications,Autobiographies,Personal Narratives,Foreign Countries,Reentry Students,Grounded Theory

Educational choices, especially the influence of class on these choices have been a subject of lively international debate. However, thus far, there has been little international and comparative research with respect to vocational and education training (VET) decision making from a subject-oriented perspective. This paper considers occupational-biographical orientations of English and German car mechatronics and focuses on the roles of learning and gaining vocational qualifications. Drawing on the concept of occupational-biographical orientations, the paper describes three types of orientations based on analyses of findings from 11 autobiographical-narrative interviews with English and German car mechatronics. The interviews clearly showed that occupational-biographical orientations explained different views on the necessity of returning to (continuous) vocational education and training. They also demonstrated that subjective perceptions of the national VET system fostered particular occupational-biographical challenges, which supported or hindered existing learning attitudes. Overall, the findings suggested that occupational-biographical orientations exerted the most important influence on learning biographies and decisions to return to (continuous) VET.
When Work Comes First: Young Adults in Vocational Education and Training in Norway
Author: Tønder, Anna Hagen
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Training,Secondary Education,Student Characteristics,Certification,Interviews,Qualitative Research,Employment Qualifications,Young Adults,Transitional Programs,Child Care,Woodworking,Career Choice,Decision Making

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.
Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan
Author: Sahito, Zafarullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Qualitative Research,Educational Quality,Semi Structured Interviews,Teacher Attitudes,Teacher Educators,Educational Resources,Teacher Qualifications,Teacher Student Ratio,Class Size,Scheduling,Student Evaluation,Reputation,Academic Achievement,Employment Qualifications,Teacher Role

This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and then analysed through thematic-narrative analysis technique. The total eight dimensions of quality were found, as two were concerned with pre-sage, four as process and two as product dimensions, known as 3Ps. The findings of this article would be found reliable resource and an addition in to the existing literature of quality education to understand the phenomenon in existing organisational setting of teacher education departments and institutions in Sindh, Pakistan. The radical reforms for educational and economic development can be brought through better understanding of the phenomenon of the quality education, which support the teacher educators, students and the heads to maintain peace and prosperity for humanity in their respective societies through quality teaching-learning process.
VET Again: Now as a VET Teacher
Author: Duch, Henriette
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,College Faculty,Faculty Development,Qualitative Research,Teacher Competencies,Teacher Education,Focus Groups,Course Content,Curriculum,Adjustment (to Environment),Case Studies

In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e., teaching within a specific vocational field at a specific type of college). Thus, individual teachers experience different &quot;learning trajectories,&quot; depending on the vocational field and place of employment. They amass different experiences, including going back to school, just like newly enrolled students at a vocational college. This paper is based on empirical data from a qualitative study. It examines the learning trajectories of vocational teachers who choose to return to vocational colleges as VET teachers. Based on the analyses of two cases, we discuss the consequences for teachers' pedagogical practice at vocational colleges and its potential for solving various challenges that colleges face.
Nourishing STEM Student Success via a TEAM-Based Advisement Model
Author: Polnariev, Barnard A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Colleges,STEM Education,Academic Advising,Teamwork,College Faculty,Two Year College Students,Success,School Culture,Communication Strategies,Data Collection,Data Analysis,Academic Persistence,Program Effectiveness,Counseling Techniques,Case Studies,Action Research,Qualitative Research

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia's STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students' retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution.
Emerging Issues and Future Prospects in the Management of Transnational Education
Author: Bosire, Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,International Education,Educational Supply,Educational Trends,Educational Demand,Educational Administration,Educational Quality,Quality Assurance,Performance Factors,Higher Education,Educational Practices

Transnational Education has gained momentum under the auspices of the General Agreement on Trade in Services administered by World Trade Organizations which have provided for successful marketing of higher education across borders. This paper reviews past research, discussions and analyses on the topic on a global perspective. The objectives are to establish the rationale for transnational education, emerging issues over the providers, mode of supply, the potential of the market and issues on curriculum and pedagogy. Past research reveals that transnational education is anchored on economic, political, cultural and educational rationales. The global market for transnational education is asymmetrical where some nations are exporters (UK, US, Australia), and others importers (Africa, Latin America and Central Asia). The modes of provision include cross-border supply, commercial presence and presence of natural persons. The potential of the market is growing--commercial presence being dominant. The emerging issues include competition, differences in pedagogical practices, loss of nations and learner autonomy, control and self-respect of higher education, confusions on qualifications and transfer of academic credits, escalated costs, commercialization of knowledge as a commodity, dominant language (largely English) used as a medium of communication, and de-contextualization of the national curriculum. Quality assurance and accreditation are also at stake since the national/states capacity for regulating the supply of transnational education is limited. Though discussions on transnational education are on-going, stakeholders need to work with governments, non-governmental organizations, Higher Education Institutions and regulators to improve the future of transnational education, including developing an acceptable code of conduct.
Effects of Exploratory and Heuristic Multi-Methods on System-Oriented Curricula Based on Clinical Scenarios
Author: Lu, Chunting
Date: 2017-00-00
Type: Journal Articles
Subjects: Heuristics,Medical Education,Clinical Experience,Integrated Activities,Problem Based Learning,Case Method (Teaching Technique),Cooperative Learning,Teaching Methods,Instructional Innovation,Instructional Effectiveness,Metabolism,Medical Students,Foreign Countries

A system-oriented curriculum in which basic medical courses and clinical subjects are integrated and reformed is a new trend for medical education in China. In order to train and enhance the comprehensive clinical competency, thirty-two excellent medical students who formed a observation group from grade 2010 in Jinan University were selected to participated in this study. Three different exploratory and heuristic pedagogies, which employed the flexible application of case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL), were explored and implemented in cardiovascular, respiratory, and digestive teaching sections. The effects of these exploratory and heuristic pedagogical approaches based on the flexible application of the CBL, PBL, and TBL methods with clinical scenarios in system-oriented curricula are satisfactory. Accordingly, these teaching methods and experiences had been summarized and promoted to mainland and non-mainland medical students from grade 2014 in Jinan University. Teaching and learning effects are also satisfactory. In addition, different characteristics in conducting these courses between two types of university students are further compared and analyzed for the improvement of all system-oriented curricula in the future.
Achievement of Joint Perception in a Computer Supported Collaborative Learning Environment: A Case Study
Author: Afacan Adanir, Gulgun
Date: 2017-10-00
Type: Journal Articles
Subjects: Case Studies,Cooperative Learning,Computer Managed Instruction,Geometry,Word Problems (Mathematics),Problem Solving,Group Dynamics,Group Activities,Virtual Classrooms,Graduate Students,Cognitive Science,Computer Mediated Communication,Spatial Ability,Teaching Methods,Foreign Countries,Locational Skills (Social Studies)

The case study focuses on the interactional mechanisms through which online collaborative teams co-construct a shared understanding of an analytical geometry problem by using dynamic geometry representations. The collaborative study consisted of an assignment on which the learners worked together in groups to solve a ship navigation problem as described in the Virtual Math Teams (VMT) environment. In this paper, a single group's problem solving activities were qualitatively analyzed to understand how they achieved a sense of joint perception of their shared workspace as a navigational chart which encodes the physical relationships between landmarks in the form of angle and distance measures. The analysis of the excerpts indicated that the initial struggles and their resolution in interaction as participants mastered the use of dynamic features in their shared workspace helped them gradually develop a shared understanding of the key spatial relationships among landmarks encoded in the 2D chart.
Using a New Schema Approach with Primary at Risk Students in Word Problem Solving
Author: Amiripour, Parveneh
Date: 2017-10-00
Type: Journal Articles
Subjects: At Risk Students,Word Problems (Mathematics),Problem Solving,Schemata (Cognition),Teaching Methods,Intermode Differences,Grade 2,Grade 3,Pretests Posttests,Gender Differences,Control Groups,Experimental Groups,Refugees,Migrant Children,Foreign Countries

This comparative study of two approaches contrasts a schema-based approach to represent a solution approach to solving whole number contextual problems for grades 2 and 3 with the traditional textbook approach. The participants are 9 to 11- year-old Afghani refugee students enrolled in non-public schools administered by NGO organization in Iran. The subjects have difficulty with grade-level mathematics and have been retained in grade at least one year. Subjects were randomly selected from four classrooms in two schools. The schema-based experimental approach is called the Problem Patterns (PP) approach. Students receiving this instructional approach were taught to break problems into data, units, and desired solution, removing irrelevant information, and make a solution model with manipulatives. Control students followed the traditional classroom approach. All classes were taught by the first researcher. Evaluation results showed the PP students had higher achievement and growth scores than the control students. The results also showed the schema building portion of instruction contributed most to the differences in performance of the experimental groups' students.
Mathematical Practice in Textbooks Analysis: Praxeological Reference Models, the Case of Proportion
Author: Wijayanti, Dyana
Date: 2017-10-00
Type: Journal Articles
Subjects: Textbook Evaluation,Mathematics Instruction,Praxis,Arithmetic,Mathematical Concepts,Foreign Countries,Textbook Content,Models,Statistical Analysis

We present a new method in textbook analysis, based on so-called praxeological reference models focused on specific content at task level. This method implies that the mathematical contents of a textbook (or textbook part) is analyzed in terms of the tasks and techniques which are exposed to or demanded from readers; this can then be interpreted and complemented by a discussion of the discursive and theoretical level of the text. The praxeological reference model is formed by the analyst to categorize various elements of the text, in particular the tasks and techniques which it explains or requires from readers. We demonstrate the methodological features of this approach by analyzing examples and exercises in three Indonesian textbooks, focusing on the chapters dealing with &quot;arithmetic proportion&quot; (defined theoretically by the model). We also illustrate how this rigorous analysis can be used to provide a quantitative &quot;profile&quot; of textbooks within a topic.