ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Gender Bias in Ratings of University Instructors' Teaching Effectiveness
Author: Young, Suzanne
Date: 2009-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Effectiveness,Gender Bias,Student Evaluation of Teacher Performance,Teacher Characteristics,Interpersonal Relationship,Course Content,Undergraduate Students,Graduate Students,Statistical Analysis,Student Characteristics,Factor Analysis

The purpose of this study was to examine the gender bias in student ratings of effective teaching. Students in five colleges were invited to rate instructors on three factors: interpersonal characteristics, pedagogical characteristics, and course content characteristics. We analyzed group differences based on student gender, instructor gender, and student level. Ratings of pedagogical characteristics and course content characteristics yielded significant interactions between student gender and instructor gender, but no differences were found among groups on interpersonal characteristics. We concluded that gender bias plays a role in students' views of effective teaching in terms of how students evaluate pedagogical and content characteristics and that this bias generalizes across student levels.
A Method for Collaboratively Developing and Validating a Rubric
Author: Allen, Sandra
Date: 2009-07-00
Type: Journal Articles
Subjects: Scoring Rubrics,Test Construction,Teaching Methods,Student Evaluation,Public Relations,News Media,Writing Skills,College Students,Feedback (Response),Test Validity,Test Reliability,Statistical Analysis

Assessing student learning outcomes relative to a valid and reliable standard that is academically-sound and employer-relevant presents a challenge to the scholarship of teaching and learning. In this paper, readers are guided through a method for collaboratively developing and validating a rubric that integrates baseline data collected from academics and professionals. The method addresses two additional goals: (1) to formulate and test a rubric as a teaching and learning protocol for a multi-section course taught by various instructors; and (2) to assure that students' learning outcomes are consistently assessed against the rubric regardless of teacher or section. Steps in the process include formulating the rubric, collecting data, and sequentially analyzing the techniques used to validate the rubric and to insure precision in grading papers in multiple sections of a course.
Perceptions of Visual Culture in Turkish Pre-Service Art Teacher Preparation
Author: Balkir, Nur
Date: 2009-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Art Teachers,Culture,Visual Literacy,Art Education,Popular Culture,Phenomenology,Semi Structured Interviews,Teacher Educators,Teacher Attitudes,Problems,Studio Art

One of the key tasks of the university in the 21st century is to nurture visually literate students in the information age. Given that we live in a very highly visualized world, it is increasingly important that students are educated as critical viewers who are able to respond to visual images in an analytical and selective manner. The education of critical viewers starts with art teachers who appreciate and understand the embedded value of imagery within cultures, cultural differences, students' knowledge and experience, critical thought, and reflection. The creation of progressive models in art teacher education that connect art and everyday life can help achieve this goal. One vehicle that may help teachers arrive at this goal is visual culture. This study explores the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. It examines the instructors' perceptions of visual culture, popular culture, and its impact on society.
The Geographies of Inclusion of Students with Disabilities in an Ordinary School
Author: Ngcobo, Jabulani
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Inclusion,Mainstreaming,Semi Structured Interviews,Observation,Documentation,Content Analysis,Ideology,Cultural Influences,Regular and Special Education Relationship,Children,Adolescents,Elementary Schools,Preschool Education,Attitude Measures,Teacher Attitudes,Administrator Attitudes

With the release of Education White Paper 6: Special Needs Education--Building an Inclusive Education and Training System the issue of inclusive schooling has formed a growing part of the education debate in South Africa. There have been inclusive education pilot projects undertaken by the national and provincial education departments and various school-based initiatives that have engaged with inclusive education policy implementation. This study explored one school-based initiative that aimed to include children with disabilities and implement the imperatives of Education White Paper 6. The research participants were five teachers and the school principal. Data collection techniques included in-depth semi-structured interviews, non-participant observations in classrooms and document analysis. The findings in the study emphasize the importance of spatiality to understanding how ideological and structural forces impinge on a school that is grappling with the inclusion of students with disabilities. The study highlights how the everyday individual and cultural practices in the specific school spaces play out to reinforce dominant normalizing discourses of traditional forms of special education.
Philosophy for Children: The Quest for an African Perspective
Author: Ndofirepi, Amasa Philip
Date: 2011-00-00
Type: Journal Articles
Subjects: African Culture,Philosophy,Teaching Methods,Discourse Analysis,Educational History,Program Descriptions,Foreign Policy,Foreign Countries,Educational Philosophy

The debate as to whether philosophy is suitable for children is an ancient one and the discussion of philosophical issues has been withheld from the young since Plato's time. This paper seeks to examine the possibility of a Philosophy for Children programme in Africa. This presentation is a critical discourse on the concept of Philosophy for Children in the context of Africa through African-centred criteria. The paper attempts to recover aspects of the traditional African education and ways of philosophizing that may have been effective for earlier purposes but now need to be reconceptualised in new ways to serve today's purposes. This document discussion shows the need to hybridize traditional African ways of doing philosophy with children within the 21st century African milieu.
Is Schooling Good for the Development of Society?: The Case of South Africa
Author: Harber, Clive
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Educational Policy,Racial Segregation,Human Capital,Authoritarianism,Democracy,Violence,Peace

This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that--(a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice--those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control.
Exploring Safety in Township Secondary Schools in the Free State Province
Author: Masitsa, M. G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Safety,Secondary Schools,Secondary School Teachers,Questionnaires,Correlation,Violence,Educational Environment,Crime,Statistical Analysis,Principals

Research overwhelmingly suggests that effective teaching and learning can occur only in a safe and secure school environment. However, despite the plethora of laws and acts protecting teachers and learners in South African schools, scores of them are still unsafe. This study examines the safety of teachers and learners in township secondary schools in the Free State province, South Africa. The sample of study consisted of 396 teachers who were randomly selected from 44 township secondary schools across the province. The sample completed a questionnaire based on the safety of teachers and learners in their schools. Prior to completion, the questionnaire was tested for reliability using the Cronbach alpha coefficient and it was found to have a reliability score of 0.885, indicating an acceptable reliability coefficient. The questionnaire was computer analysed using the Statistical Package for Social Sciences Primer Version 12. The results of the analysis revealed that both teachers and learners are not safe in their schools, either during or after school hours. The causes of a lack of safety in these schools reside within and without the schools, implying that learners are sometimes the culprits. The study concludes with recommendations on addressing the problem.
A Conceptual Exploration of Values Education in the Context of Schooling in South Africa
Author: Solomons, Inez
Date: 2011-00-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Values,Democracy,Citizenship Education,Socialization,National Curriculum

This article is based on the assumption that values education has much to offer to a country that is struggling to overcome a fractured moral landscape. Pursuing a modest agenda, the focus of the article is on values and values education in the context of schooling in South Africa. We suggest that debates about what constitutes values and values education raise important philosophical and pedagogical questions about what values are and which values should be prioritized. We contend that it is unlikely that values education will in any significant way meet the expectations of South Africa's Constitution and its national school curriculum intentions, if it is not underpinned by conceptual clarification of what values are in relation to the role that values education is expected to fulfil in South Africa's schools. Intended as a conceptual investigation, the article explores different interpretations, tensions and assumptions that confront the notions of values and values education. We suggest that the insights from such a conceptual clarification could provide an appropriate platform not only for a coherent approach to values education, but also for the more effectual transfer and take up of values in schools. We favour a pragmatist conception based on the notion &quot;shared goods&quot; in terms of which values education in schools can lay the basis for dialogical encounters necessary for addressing our country's diverse and even divergent values orientations.
Arts Education and Cultural Democracy: The Competing Discourses
Author: Rasmussen, Bjørn
Date: 2017-02-18
Type: Journal Articles
Subjects: Art Education,Democracy,Critical Theory,Discourse Analysis,Culture,Foreign Countries,International Cooperation,Financial Support,Educational Policy,Public Policy

Arts education are understood and implemented by ways of different discourses. Following critical discourse theory, discourses are part of power strategies and they predominantly fight for dominance. What this means is that certain discourses and accompanying practices of arts education may rule and others may be subordinated or neglected. A review of current Norwegian publicly funded arrangements on arts and education shows competing discourses, which seem subordinate to a dominant Eurocentric arts institutional discourse. The general use of high art &quot;quality&quot; as a nodal point in most arrangements supports the argument. Through contemporary practices of social circus outside Europe, such as &quot;Circus du Monde&quot;, and by an exemplar project, The Circus Lab, a collaboration between Norway and Portugal, a different discourse of cultural democracy and education (formation) is seen and expressed. This discourse seems to be less visible in the European context of publicly funded arrangements, where professional training, exposition to the cultural canons and audience participation still seem to monitor the comprehension and act as discursive triggers by which policies are governed. Among the consequences are lost opportunities of collaborative practices between the competent adult and the competent child.
Critical Social Class Theory for Music Education
Author: Bates, Vincent C.
Date: 2017-02-18
Type: Journal Articles
Subjects: Social Class,Music Education,Social Theories,Social Systems,Music,Performance,Sociocultural Patterns,Social Differences,Poverty,Intelligence Quotient,Social Bias

This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The paper begins with a review of critical theories of social class, with emphasis on the roots of social class in historical beliefs about sociocultural evolution. Then, after considering in general terms how social class is overtly and covertly framed in music education, this framing is discussed in more detail within extant conceptualizations of musical taste, musical performance, and musical experience.
Playwriting and Flow: The Interconnection between Creativity, Engagement and Skill Development
Author: Gardiner, Paul
Date: 2017-02-18
Type: Journal Articles
Subjects: Playwriting,Creativity,Skill Development,Learner Engagement,Teaching Methods,Student Experience,Instruction,Teacher Attitudes,Case Studies,Secondary School Teachers,Secondary School Students,Foreign Countries,Qualitative Research

Understanding, encouraging and developing creativity in the classroom is an international priority (Craft, 2011). This article outlines the findings of research into playwriting pedagogy. It interrogates the conceptual assumptions that surround teaching and learning for creativity, and how these ideas influence teacher practice and student experience. It argues that student engagement and creativity are fundamentally and reciprocally linked. To better understand how to teach and foster creativity in a classroom, teachers' views on creativity and creative processes are explored through Csikszentmihalyi's (2008) theory of &quot;flow&quot; and the lessons this provides for understanding engagement. The article argues that the teachers' views of creativity and creative processes are of fundamental importance to understanding the teaching and learning experience and that student disengagement can be addressed by increasing student's skills and knowledge both in creativity processes and playwriting proficiency.
Improving the LMS Selection Process: Instructor Concerns, Usage and Perceived Value of Online Course Delivery Tools
Author: Laverty, Joseph Packy
Date: 2012-02-00
Type: Journal Articles
Subjects: Management Systems,Curriculum Design,College Faculty,Teacher Surveys,Teacher Attitudes,Online Courses,Teaching Methods,Teaching Experience,Academic Rank (Professional),Preferences,Intellectual Disciplines

Selecting or upgrading a university's Learning Management System (LMS) involves complex decisions concerning curriculum delivery, students, financial commitments, technology and support services, and faculty. The purpose of this paper is to study faculty concerns, usage and perceptions of the instructional value of online course management tools. During an LMS selection process, a faculty survey was prepared and disseminated to all full-time, part-time and adjunct faculty of a university. This survey was designed and customized for (1) faculty who have never taught an online course, (2) faculty who were novice in using online courses, and (3) faculty who had some expertise in designing online courses. Data concerning faculty discipline, level of teaching experience, academic rank, and preferences for learning management systems was also captured. An analysis of data collected, preliminary conclusions, and recommendations are presented.
Preparing for a Career as a Network Engineer
Author: Morris, Gerard
Date: 2012-02-00
Type: Journal Articles
Subjects: Computer Networks,Engineering Education,Information Technology,Career Development,Career Education,Job Skills,Employment Potential,Classification,Employer Attitudes,Educational Attainment,Certification,Employment Qualifications,Curriculum Development,Salaries,Higher Education

A network engineer is an Information Technology (IT) professional who designs, implements, maintains, and troubleshoots computer networks. While the United States is still experiencing relatively high unemployment, demand for network engineers remains strong. To determine what skills employers are looking for, data was collected and analyzed from 1,199 nationwide job advertisements listed on Dice.com. Requested skills were then grouped into related categories and summarized. The most frequently requested skills were identified and discussed. The authors also collected data regarding the education level and certifications requested. The results can be used to modify networking courses/curriculum to better prepare students to obtain positions and be successful as network engineers.
Digital Storytelling as Arts-Inspired Inquiry for Engaging, Understanding, and Supporting Indigenous Youth
Author: Eglinton, Kristen Ali
Date: 2017-02-18
Type: Journal Articles
Subjects: Story Telling,Inquiry,Active Learning,Computer Uses in Education,Learner Engagement,Alaska Natives,Disadvantaged Youth,Art Education,Pilot Projects,Self Concept,Individual Power,Workshops

In this paper we examine digital storytelling as a mode of arts-inspired inquiry: in particular we consider digital storytelling as a powerful arts-inspired approach that can help researchers, practitioners, and communities understand and support indigenous and marginalized youth. Our two-fold focus is on: (1) a digital storytelling initiative that engaged hundreds of Alaska Native youth in the production of digital stories; and, (2) on findings from a subsequent pilot study which assessed the value of analyzing the young people's digital stories produced through this initiative, as windows into the worlds, identities, struggles and concerns of these particular youth. Overall, we aim to use the findings from this pilot study, and impressions from the young people's digital media productions, to demonstrate the potential of digital storytelling as a transformative arts-inspired inquiry which engages young people in processes of &quot;identity making,&quot; &quot;aesthetics,&quot; and &quot;voice.&quot;
An Ethics Whirlwind: A Perspective of the Digital Lifestyle of Digital Natives and Initial Thoughts on Ethics Education in Technology
Author: Hall, Brian R.
Date: 2012-02-00
Type: Journal Articles
Subjects: Information Technology,Familiarity,Technological Literacy,College Students,Ethics,Moral Values,Values Education,Educational Technology,Technology Uses in Education,Questionnaires

As digital natives continue rolling onto college campuses around the country, the questions surrounding digital ethics grow. Students do not know life without modern technology, computers, mobile devices, the Internet and their lifestyle has developed around this mass. Unlike their predecessors, they do not recognize a difference between the digital space and the real world. They are one-in-the-same. Yet, the connection between digital actions and real-life consequences is often unrecognized. This is mainly due to the fundamental lack of proper moral code education and application. This paper is a presentation of data collected on students' digital behavior and initial thoughts on the issues surrounding digital ethics education.
Life Orientation as Experienced by Learners: A Qualitative Study in North-West Province
Author: Jacobs, Anne
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Self Concept,Focus Groups,Interviews,National Curriculum,Grade 9,Daily Living Skills,Program Effectiveness,High School Students

The learning area Life Orientation (LO) is aimed at educating healthy, responsible young people who are able to live productive lives in the new South African democracy. Effectiveness in this learning area has not yet been proved and there is evidence of some problems in attaining this ideal. In order to give voice to learners, in terms of their views, ideas and comments on LO, focus group interviews with mainly high-school learners were utilized in this study. The results of this qualitative investigation indicate that there are various problems in the practice of LO education. Many learners seem to view LO as unnecessary, boring and irrelevant. Furthermore, this study provides some evidence that LO does not succeed in accomplishing its aims, as laid out in the National Curriculum Statement.
An Expanded Study of Net Generation Perceptions on Privacy and Security on Social Networking Sites (SNS)
Author: Lawler, James P.
Date: 2012-02-00
Type: Journal Articles
Subjects: Social Networks,Privacy,Information Security,Student Attitudes,Computer Science Education,Student Surveys,College Students,Curriculum Design,Internet,Bullying,Age Differences,Gender Differences,Ethnicity

Social networking on the Internet continues to be a frequent avenue of communication, especially among Net Generation consumers, giving benefits both personal and professional. The benefits may be eventually hindered by issues in information gathering and sharing on social networking sites. This study evaluates the perceptions of students taking a required university-core computing course in an expanded and new survey at a leading northeast institution on facets of privacy of marketplace social networking sites, relative to internal information gathering and sharing on the sites. Findings from the survey continue to demonstratively indicate less knowledge of personal information gathering and sharing techniques on the sites, notably in privacy and security statements, than of the popular sociality of the sites. These findings furnish impetus into the continued improvement of curricula in the disciplines of information systems and non-information systems, in order to educate students on often overlooked dimensions of social networking on the Internet.