ethanporcaro/eric-fulltext-meta huggingface dataset:
The Final Rule: Implementing New Policies for Financial Conflict of Interest at the University of Central Florida
Author: Adkins, Andrea
Date: 2013-00-00
Type: Journal Articles
Subjects: Conflict of Interest,Financial Policy,College Administration,Program Implementation,Compliance (Legal),Federal Regulation,State Regulation,Delivery Systems,Check Lists,Guidelines,Change Strategies,Educational Policy,Educational Finance,School Policy

Academic institutions modified their financial conflict of interest policies (FCOI) in response to the Public Health Service's (PHS) 2011 revised regulations (42 CFR 50 Subpart F) on &quot;Responsibility of Applicants for Promoting Objectivity in Research and Responsible Prospective Contractors&quot; (45 CFR 94), which were to go into effect on August 24, 2012. Using the National Institutes of Health checklist for the 2011 revised FCOI policy development as a guide, many institutions began to prepare for compliance in 2011 following passage of the final rule (National Institutes of Health, 2012). However, changes to conflict of interest policies and procedures began at the University of Central Florida (UCF) in 2009, providing a smoother implementation in 2012 of the revised federal regulations. UCF's Office of Research and Commercialization, University Compliance and Ethics Office, Office of Faculty Relations, and Office of General Counsel joined in the effort to update the university's policies and procedures concerning financial conflict of interest and conflict of commitment to ensure compliance with federal regulations, state statutes, and university regulations. This case study describes how UCF created a new conflict of interest policy, created new institutional procedures, and used its on-line systems to ease the implementation of the revised PHS regulations. (Contains 2 figures.)
Grant Proposal Development a la FLC (Faculty Learning Community) Mode
Author: Frantz, Pollyanne S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Proposal Writing,Grantsmanship,Grants,Meetings,Program Descriptions,College Faculty,Program Proposals,Skill Development,Financial Support,Group Activities

Although the Faculty Learning Community is not a new structure or initiative in the higher education arena, adapting this model for faculty development focused on grant proposal writing is relatively new. This article describes how the concept developed by Milt Cox of Miami University has been successfully modified and implemented twice on the Appalachian State University campus in Boone, NC, with planning underway for a third FLC during the next  academic year. Given the short history of this nascent initiative, faculty participants were allowed to select either internal or external funding opportunities for proposal development, since initiative goals included cultivating interest in the process of securing funding and developing faculty members' grantsmanship skills. (Contains 1 table.)
How Students Are Leading Us: Youth Organizing and the Fight for Public Education in Philadelphia
Author: Conner, Jerusha
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Education,Activism,Advocacy,Student Empowerment,Student Unions,Educational Change,Change Strategies,Organizational Change,Student Participation,Persistence,Youth Agencies,Agency Cooperation,Agenda Setting,Consciousness Raising,Resistance to Change

Philadelphia has a rich history of high school student activism, stretching back to 1967, when 3,500 Philadelphia students walked out of their schools, marched to the Board of Education, and demanded the addition of black history courses taught by black teachers, the removal of police from high schools, and an increase in the hiring of black principals. Philadelphia's students have long been a major force in the battle for public education, and for the past decade and a half they have fought valiantly against the encroachment of neoliberalism. The article examines how students in Philadelphia have responded to attempts to dismantle public education by focusing on two youth organizing groups, the Philadelphia Student Union (PSU) and Youth United for Change, that lead the initiative.
The Impact of a Teacher Preparation Literacy Course on Pre-Service Teachers' Perceptions of Teaching Young Children How to Read
Author: Leland, Katina M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Instruction,Teacher Education Programs,Program Effectiveness,Instructional Effectiveness,Student Teacher Attitudes,Emergent Literacy,Early Childhood Education,Attitude Change,Student Surveys,Comparative Analysis,Preservice Teachers,Literacy Education

Pre-service teachers enroll in teacher education programs accompanied by their varying perceptions of teaching and learning based on their various experiences at school and home. This study was conducted to examine the impact of an early literacy teacher preparation course on pre-service teachers' perceptions of teaching emergent literacy. Data includes narrative responses taken from an open-ended survey question administered to 106 participants enrolled in a K-6 teacher preparation program at a southern public flagship university. A constant comparative analysis indicated that participants' perceptions were impacted by a variety of components discussed in the course as well as field experience.
The Power of Math Dictionaries in the Classroom
Author: Patterson, Lynn Gannon
Date: 2013-00-00
Type: Journal Articles
Subjects: Dictionaries,Mathematics Instruction,Elementary School Mathematics,Handheld Devices,Educational Technology,Elementary School Students,Student Attitudes,Computer Oriented Programs,Student Surveys,Printed Materials,Teaching Methods,Grade 4

This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child&apos;s journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a useful resource in the classroom? Would students prefer to use a traditional math dictionary or a dictionary app on an iPad? Fourth graders were surveyed to find the answers to these two questions. The results are shared in this article.(Contains 3 tables and 3 figures.)
Constructing Arguments: Investigating Pre-Service Science Teachers' Argumentation Skills in a Socio-Scientific Context
Author: Robertshaw, Brooke
Date: 2013-06-00
Type: Journal Articles
Subjects: Persuasive Discourse,Preservice Teachers,Secondary School Teachers,Science and Society,Methods Courses,Instructional Effectiveness,Science Instruction,Skills,Statistical Analysis,Science Teachers

As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students' abilities and understandings of scientific argumentation in the classroom. This study investigated how instruction in the Toulmin Argumentation Protocol (TAP) impacted pre-service science teachers' ability to write sound and logical scientific arguments. The study occurred in the context of a pre-service methods class on the socio-scientific realm of secondary science education at a university in the USA. Through the use of quantitative methods, investigation findings indicate that there was a positive impact on pre-service science teachers' ability to construct sound scientific arguments through instruction in the TAP within the one semester course where this research took place. (Contains 4 tables and 2 figures.)
Getting from Procedures and Approach to Innovation in Grantsmanship
Author: Bell, Nancy B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Grantsmanship,Innovation,Grants,Proposal Writing,Scientific Methodology,Research Design,Best Practices,Program Proposals,Evaluators,Financial Support

Call it innovation, creativity, imagination, cutting edge, paradigm shift, or any other term for new information, an assessment of innovation may now impact the final decision on awarding grants to investigators. What exactly is innovation and how does the reviewer perceive innovation in the research approach? Procedures, the approach, and innovation all have nuances in the grant application. This paper includes examples of all three grant application  components in laymen&apos;s and scientific terms to demonstrate and investigate further their use in the grant application.
University Faculty Value the CRA Designation--They Just Don&apos;t Realize It Yet!
Author: Cole, Kimberley W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Administration,Evaluation Methods,Professional Recognition,School Surveys,Colleges,Questionnaires,Researchers,Credentials,Salaries,Administrators,Administrator Qualifications,College Faculty,Research Universities

The Certified Research Administrator (CRA) certification has enjoyed success and recognition among research administration professionals. However, this recognition is parochial and does not extend much past the walls of research administration. Results of a recent research study showed that Principal Investigators value and expect certain aspects of performance and knowledge from the research administrators at their campuses. These value-added aspects cited by the Principal Investigators are contained in the Body of Knowledge that comprises the framework of the CRA certification. However, these same Principal Investigators did not perceive value in the actual CRA designation held by employees of the research administration  office on their campuses. The CRA designation should invoke recognition of equal stature to other professional designations from external constituencies, not just within the parameters of research administration. (Contains 1 table and 1 figure.)
Communicating with Investigators about Financial Compensation for Statistical Collaboration
Author: Ittenbach, Richard F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Biomedicine,Scientific Research,Interpersonal Communication,Hospitals,Compensation (Remuneration),Goal Orientation,Budgets,Financial Support,Statistics,Cooperation,Communication Strategies,Trust (Psychology),Statistical Analysis,Teamwork

Communicating with investigators about financial compensation in the area of statistical collaboration represents an important but often underemphasized component of biomedical research. The more complex the area, the greater the need for sound and effective communication strategies. Ittenbach and DeAngelis (2012) recently compared two compensation-based models for statistical collaboration--a fee-for-service model and a percent effort model--recommending a hybrid of the two for use in academic medical centers. The purpose of the current paper is to extend their work by providing a rationale and framework for communication among scientific teams. The discussion is organized around three pivotal areas: understanding the client&apos;s needs and constraints, establishing effective patterns of communication, and demonstrating knowledge in financial as well as analytical matters. Recommendations for improving the collaborative, communication-based processes are offered.
Rediscovering Community
Author: Ekanayake, Indi
Date: 2013-00-00
Type: Journal Articles
Subjects: Charter Schools,Educational Change,Values,Educational Environment,Teacher Collaboration,Classroom Techniques,Urban Schools,School Districts,Cultural Relevance,Community,Teacher Researchers

Dr. James Lytle's discussion of the &quot;destruction&quot; of the School District of Philadelphia was indeed a bitter pill for Indi Ekanayake to swallow. As an educator who is both an alumnus of Teach For America and a charter school employee, Ekanayake feels as if he might be a representative of the types of people whom Dr. Lytle is lambasting--an inexperienced and uninvolved agent, alien to local concerns and a proponent of sometimes market-based, sometimes profit-generating, and generally misguided attempts to &quot;reform&quot; Philadelphia's public school system. While Ekanayake disagrees with a number of things about the charter school movement and Teach For America as an organization, he states that both bodies have given him the opportunity to meaningfully better himself and form genuine connections with young people, and for that he is forever indebted. Dr. Lytle's piece surrounds a number of external actors and forces coming in to influence the schools. While Ekanayake admits he cannot speak with authority regarding policy decisions or financial austerity, he feels as though he can definitely attest to the realities faced by schools and educators referred to in Dr. Lytle's commentary. In this article, Ekanayake discusses an ideal that he asserts all aspects of our educational system need to understand and embrace, and that is the notion of community.
Philadelphia School District Deconstruction--A Case Requiring Consideration
Author: Lytle, James H.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Districts,Charter Schools,Principals,Urban Schools,Educational Change,Equal Education,Educational Quality,Educational Policy,State Policy,Federal Legislation,Educational Legislation,Teacher Strikes,Educational Administration,Change Strategies,Activism,School Closing,Public Schools

This article presents the author's views about the school district deconstruction in Philadelphia, Pennsylvania. He discusses his 30-year  experience as a principal and central office administrator with the School District of Philadelphia and his involvement in the efforts to lead urban school reform in the country. He also describes the reform agenda of the School Reform Commission and the need for people to acknowledge that it is in their common interest to make equity and quality the cornerstones for educational reform, which can only happen if parents, students, and teachers band together to wrest control from the elites who are driving federal and state policy, and insist on schools they directly control. This, the author states, will require an Occupy Our Schools movement that has as its goals the reinvention of schooling as engaging, demanding, responsive, accessible, timely, and future-oriented.
Quality Assessment by Science Teachers: Five Focus Areas
Author: Edwards, Frances
Date: 2013-06-00
Type: Journal Articles
Subjects: Science Teachers,Quality Control,Educational Quality,Pedagogical Content Knowledge,Decision Making,Student Improvement,Instructional Effectiveness,Science Education,Evaluation Utilization,Evaluation Needs,Student Evaluation,Teacher Competencies

In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students&apos; on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers&apos; pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning. (Contains 1 table.)
A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula
Author: Sothayapetch, Pavinee
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Studies,Science Curriculum,Scientific Concepts,Science Process Skills,Content Analysis,Science Education,National Curriculum,Scientific Literacy,Elementary School Science,Knowledge Level,Competence,Cultural Differences,Comparative Education,Comparative Analysis

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA framework: (1) knowledge of science (content knowledge), (2) knowledge about science, (3) competences, and (4) contexts. The analysis revealed that the Thai curriculum was more similar to the PISA framework than was the Finnish curriculum. The Thai curriculum emphasizes the scientific process and the Finnish curriculum the concepts and contexts in which these concepts meet, rather than the process. (Contains 1 table and 6 figures.)
Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM
Author: Knezek, Gerald
Date: 2013-03-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,STEM Education,Career Awareness,Hands on Science,Program Effectiveness,Knowledge Level,Quasiexperimental Design,Gender Differences,Learning Activities,Inquiry,Energy,Creativity,Science Interests

Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical thinking prior to engagement in problem solving. Therefore, it is vital to prepare and develop interest in middle school students to participate in the future STEM workforce. This study examines the impact of hands-on authentic projects on middle school students' STEM content knowledge and perceptions. The participants for the study were 246 middle school students (Grades 6, 7, and 8) from six schools in the states of Texas, Louisiana, Maine and Vermont in the United States (U.S.). Employing a quasi-experimental design, the students who participated in the project activities were measured on their STEM knowledge and dispositions before and after project participation. The findings indicate that middle school students who participated in standby power monitoring activities not only reported gains in their STEM content knowledge, but also showed an improvement in their creative tendencies and their perceptions about STEM subjects and careers. This increase in STEM perceptions was more pronounced for female middle school students than for male students. The results of the study suggest that carefully designed project-based activities that encourage inquiry-based learning can be very effective at the middle school level. (Contains 5 tables and 4 figures.)
A Cross-Age Study of an Understanding of Light and Sight Concepts in Physics
Author: Uzun, Salih
Date: 2013-06-00
Type: Journal Articles
Subjects: Scientific Concepts,Preservice Teachers,Comprehension,Elementary School Science,Secondary School Students,Secondary School Science,Elementary School Students,Light,Age Differences,Misconceptions,Science Instruction,Foreign Countries,Concept Formation

The aim of this study is to reveal the students' and pre-service teachers' understanding of light, sight and related concepts at different educational levels, from primary to higher education. A cross-sectional approach was used since the participants were of different age and educational level. The sample of this study consisted of 30 eighth grade primary school students, 26 eleventh grade secondary school students, and 42 student teachers. The data were collected through open-ended, multiple choice questions, and a drawing exercise. Findings showed that the participants' perspective and understanding of light and related concepts generally reflect what their syllabus covered at different educational levels. The participants look at light from two points of views; the effects or function of light and the nature or structure of light as a physical entity. As the participants-education level is advanced, they described light through its effects and interactions as well as its physical nature. A significant number of the participants were found not to be able to explain light related phenomena in scientific language, despite their knowledge about them. Some common misconceptions about light, light sources and sight process have been determined at all levels. This study also revealed some implications for the syllabuses and teaching of the topic. (Contains 7 tables and 2 figures.)
Using the Notion of &quot;Wonder&quot; to Develop Positive Conceptions of Science with Future Primary Teachers
Author: Gilbert, Andrew
Date: 2013-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Elementary School Science,Elementary School Teachers,Science Instruction,Concept Formation,Student Interests,Science Interests,Aesthetics,Teaching Methods,Case Studies,Student Projects,Reflection,Semi Structured Interviews,Scientific Concepts,Qualitative Research,Inquiry

A common challenge for many primary pre-service teacher educators is to rekindle interest in science content with future teachers who often express a lifetime of negative associations with school science. This pilot study investigated if the notion of wonder could be utilized with preservice teachers as a vehicle to develop more positive conceptions of science as an answer to our current &quot;crisis of interest&quot; as described by Tytler (2007). Findings suggested the use of a wonder framework generated an increased interest and more positive views regarding science content. Key student cases demonstrated a shift in desire to learn science content that they had claimed to detest before engaging in the experiences related to the study. In all, the results of utilizing a wonder framework with adult students offered promising results. This study further argues that we may need to conceptualize school science as not just a way to understand the world but also to clearly demonstrate that it is a field of inquiry that is sustained by mystery, beauty and wonder. (Contains 1 table.)
Science Coursework and Pedagogical Beliefs of Science Teachers: The Case of Science Teachers in the Philippines
Author: Macugay, Eva B.
Date: 2013-03-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Science Instruction,Teaching Methods,Foreign Countries,Comparative Analysis,Elementary School Teachers,Secondary School Teachers,Majors (Students),Nonmajors,Preservice Teacher Education,Pedagogical Content Knowledge,Cultural Influences,Reflection,Hypothesis Testing,Measures (Individuals),Statistical Analysis,Beliefs

Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science coursework) versus secondary school (more coursework) science teachers, and also science majors versus non-science majors. Results of the comparisons indicated that more science coursework is related to stronger endorsement of the belief that teaching involves providing support for learning, and to weaker endorsement of the belief that learning is limited by ability and by cultural beliefs. The results are discussed in terms of strong science content knowledge providing the anchors for reflecting on their teaching. (Contains 3 tables.)