ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization of Chinese Higher Education
Author: Chen, Linhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Educational Change,Educational History,Educational Practices,Asian History,Study Abroad,Partnerships in Education,International Cooperation

This paper probes into the development of internationalization of higher education in China from ancient times to modern times, including the emergence of international connections in Chinese higher education and the subsequent development of such connections, the further development of internationalization of Chinese higher education, and the regularization of internationalization of China's higher education. The discussion centers on the issue of internationalization of Chinese higher education in a chronological order by using some official statistics and documents for demonstration. Through the discussion, we may find that China has made great progress in the internationalization of higher education; however, as to Chinese higher education, there is still room for improvement so as for the country's higher education system to keep pace with the advanced education system in the developed countries.
Writing toward Community Engagement in Honors
Author: Camp, Heather C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Freshman Composition,Student Research,Research Projects,School Community Relationship,Periodicals,Student Projects,Journal Articles,Newspapers,College Freshmen

On a late Sunday afternoon in 1934, a park superintendent entered the cage of two black bears that he tended at the park's zoo. His intent was to retrieve a purse dropped by a zoo visitor. The superintendent knew the bears well, having acquired them as cubs and raised them, and he didn't expect any trouble. But trouble was imminent. &quot;ENTERED CAGE TO GET PURSE, ENRAGED MALE CHARGED HIM,&quot; the &quot;Mankato Free Press&quot; headline would read the next day. The story would go on to describe an unforeseen bear mauling, a series of futile rescue attempts, and an untimely death. Nearly five hundred people would turn out for the superintendent's service that week, congregating at the local Methodist church to mourn a loss felt by both his family and the larger community. This was the news story that Heather Camp's Honors English 101 course was handed as they launched into a community-oriented class research project. They had teamed up with the &quot;Mankato Free Press&quot; (circulation 22,000) to develop a story for their glossy magazine, sold at grocery stores in the area and distributed with the newspaper once a month. The editor of the magazine who had agreed to the university/community collaboration had suggested that the class cover the story, a historical piece commemorating the event's eightieth anniversary. The collaboration spanned the length of the semester and involved students in various facets of producing a feature article for a local magazine. Students oversaw the project, conducted primary and secondary research, wrote, edited, took photographs, and completed other supporting tasks. They interacted with the magazine editor in the classroom and by email. They also participated in two full-class critiques of the article-in-process. In this article Camp illustrates how their collective experience underscored the benefit of honors writing projects done in collaboration with community partners. Simultaneously, Camp points out, their collaboration makes clear that specific components are necessary in order for such projects to be a success: namely, student ownership and involvement, teacher orchestration, and community-member leadership.
From Access to Success: Identity Contingencies &amp; African-American Pathways to Science
Author: Brown, Bryan A.
Date: 2013-00-00
Type: Journal Articles
Subjects: African American Students,Scientists,Science Careers,Mixed Methods Research,College Admission,Majors (Students),Likert Scales,Questionnaires,Communities of Practice,Aggression,Racial Composition,Group Membership,Factor Analysis,Predictor Variables,Regression (Statistics),Correlation

We conducted a mixed-methodological study of matriculation issues for African-American students in science. The project compares the experiences of students currently majoring in science (N = 304) with the experiences of those who have succeeded in earning science degrees (N = 307). Using a 57-item Likert scale questionnaire, participants were asked about their experiences based on theories that are commonly used to explain matriculation issues (&quot;Stereotype Threat,&quot; &quot;Microaggressions,&quot; &quot;Communities of Practice&quot;). The results of the study revealed that although both groups recognized the major role of race in their experiences, the primary factor distinguishing between groups was a sense of alignment with the community (&quot;Communities of Practice&quot;) and their differences with experiencing &quot;Microaggressions.&quot; Those who achieved success were far more likely to report a weak sense of belonging and were far more likely to report experiences with &quot;Microaggressions.&quot; By contrast, students were more likely to feel comfortable with the science community and less likely to report experiences with &quot;Microaggressions.&quot; The findings of this study are indicative of the pervasive impact of racial bias and conflict as a gatekeeper in providing access to science careers.
An Artistic Approach to Fine Arts Interpretation in Higher Education
Author: Selan, Jurij
Date: 2013-00-00
Type: Journal Articles
Subjects: Art Criticism,Art Education,Fine Arts,Theories,Inquiry,Higher Education,College Students,Experiential Learning,Student Motivation

Art criticism was introduced into art education to help students understand works of art. However, art interpretation methods differ according to the educational goals specified for various types of art students. The fine arts interpretation procedures established in education are usually purely theoretical and exclusively verbal, and are thus appropriate mostly for art theory students, whose educational goal is art theory competence. On the other hand, these methods are inadequate for fine arts students, whose educational goal is artistic competence. Namely, artistic competence cannot be achieved solely by means of theory and discussion, but must include practical, &quot;hands-on&quot; artistic experience. Proceeding from this recognition, this paper proposes a fine arts interpretation method that integrates an art theory approach with an artistic one and can thus help fine arts students attain their educational goal (i.e., artistic competence).
Ockham's Razor Makes Me Smile: Managing New Literacy Practices in off Shore University Course Work in the Digital Age
Author: Garrick, Barb
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Blended Learning,Higher Education,Foreign Countries,Distance Education,Teacher Student Relationship,Qualitative Research,Longitudinal Studies,Online Surveys,Focus Groups,Semi Structured Interviews,Electronic Mail

Managing international cohorts of students who undertake workplace learning in countries other than the country of their host university can be a very complex and difficult process. University academics are accustomed to personal, face to face contact with their students. When students then move offshore, but remain the responsibility of the academics, there is often difficulty working in a virtual world of communication. This sorely tests the participants' concept of teaching and good pedagogy and can lead to the academic feeling a loss of intimacy or with-it-ness with their students. This paper investigates the use of a very simple social media tool to stay in regular and personal contact with students during their off-shore work placements. The paper will show that contact with students within a virtual environment up until recently is usually undertaken using older literacy practices such as emails. These simply become an electronic form of a handout or letter. Although crafted to avoid ambiguity, the emails nevertheless seem not to work in a virtual environment as they would do in a face to face environment. Drawing upon the literature, the point is made in this paper that contact with students in virtual environments can be made using social media tools that involve newer literacy practices.
An Exploration of the Link between Minority Ethnic and White Students' Degree Attainment and Views of Their Future &quot;Possible Selves&quot;
Author: Stevenson, Jacqueline
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Minority Groups,White Students,Blacks,Asians,Undergraduate Students,Interviews,Achievement Gap,Educational Attainment,Goal Orientation,Student Attitudes,Self Concept,Correlation

There is a significant gap in degree attainment between White and minority ethnic (ME) students in the UK as measured by the percentage awarded a &quot;good&quot; degree. The causes for the gap are highly complex; however outcomes for ME students are lower than for their White peers across the whole of the UK higher education sector. This paper explores the extent to which students views of what they believe or expect they can become, their academic &quot;possible selves&quot; (Markus and Nurius, 1986), may inform their academic help seeking strategies and their subsequent degree attainment. Drawing on group interviews with seventy full-time, undergraduate White and ME students studying at two UK &quot;Russell group&quot; universities the research finds that a lack of congruence between hoped for, true and &quot;ought to&quot; selves may be informing, and limiting, the academic help-seeking strategies of Black, Asian and Chinese students compared to their White peers.
Continuing to Hold the Test Maker Accountable: The ISLLC Standards and the New York State School District Leadership Licensure Assessments
Author: Markson, Craig
Date: 2014-00-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Standards,College Graduates,Elementary Secondary Education,School Districts,Administrators,Administrator Education,Public Colleges,Scores,Graduate Surveys,Internship Programs,Instructional Leadership,Likert Scales

The purpose of this study was to examine the relationship of school leadership candidates' perceptions of their level of training in the Interstate School Leaders Licensure Consortium Standards (ISLLC) with their scores on Parts I and II of the New York State School District Leader (SDL) licensure assessments. The New York State assessments were based on the ISLLC Standards. Seventy-One graduates of a K-12 school leadership preparation program from a large public university in New York State were included in this study. A survey collected school leadership program graduates' perceptions of their level of coursework and internship training in the ISLLC Standards and their scores on the SDL licensure assessments. The results of this study largely showed an absence of relationships between preparation for the ISLLC Standards and scores on the New York State School District Leader assessments. Internship preparation for ISLLC Standards One and Four had statistically significant relationships with scores on Part II of the SDL licensure assessment. However, the strength of these relationships were weak.
Developing Grit in Our Students: Why Grit Is Such a Desirable Trait, and Practical Strategies for Teachers and Schools
Author: Bashant, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Persistence,Student Characteristics,Student Development,Resilience (Psychology),School Role

Why do most individuals make use of only a small percentage of their resources, whereas a few exceptional individuals push themselves to their limits? Why do some individuals accomplish more than others of equal intelligence? One personal quality that is shared by most high achieving and successful people is grit. Grit may be the quality that sets these highly successful individuals apart from everyone else (Duckworth, Peterson, Matthews, &amp; Kelly, 2007). There has been a lot of talk recently about grit and how to develop it within students. Grit is the quality that enables individuals to work hard and stick to their long-term passions and goals. It makes sense that this would be important for students, both in school and in life. Can one learn grit? How can it be taught? These are some of the essential questions that are addressed in this article. The intent is to give the reader a deeper understanding of what is meant by &quot;grit,&quot; and to demonstrate a few new ways to encourage students to be more &quot;gritty.&quot;
Intergenerational Stylistic Preferences in Leadership Training of Public School Business Administrators
Author: DeVito, Candis M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Generational Differences,Certification,Business Administration,Business Administration Education,Administrators,Preferences,Leadership Styles,Leadership Training,Accountability,Likert Scales,Administrator Surveys,Statistical Analysis,Administrator Characteristics

The purpose of this study was to examine the difference in perceived importance of training in specific aspects of transformational leadership and transactional leadership during certification preparation between Generation X and Baby Boomer New York State certified school business administrators. Eighty-seven school business administrators participated in the study. The results indicated that neither generation showed a notable preference to either leadership style. Baby Boomers agreed more than Generation X with the importance of training in leadership style items measured. This supported the literature that characterized Generation X as more independent, placing a higher value on accountability, and had less organizational commitment than Baby Boomers.
Thinking and Rethinking: The Practical Value of an Honors Education
Author: Herbert, James
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Relevance (Education),General Education,Learning Experience,Educational Benefits,Phenomenology,Career Development,Beliefs,Student Development,Lifelong Learning,College Programs

This article describes how James Herbert's career transition to working on the Educational EQuality Project for the College Board and the National Endowment for the Humanities confirmed his belief that a liberal education in honors was good preparation for life. He proposes that his work experience may be illuminating to those who are now supporting or administering honors education. The ability to think and rethink another's thoughts is what he learned in honors education and what turned out to be essential in his work. [This article is a significantly abridged and revised adaptation of an excerpt from James Herbert's book, &quot;To Jonah When You Are Twenty-Five: Taking Jobs Seriously&quot; (2014).]
Men in Nursing: Their Influence in a Female Dominated Career
Author: Barrett-Landau, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Males,Nursing,Social Attitudes,Sex Stereotypes,Nursing Education,Barriers,Gender Bias

An analysis performed by Staiger, Auerback, and Buerhaus (2012) on the RN workforce model suggests that between 2010 and 2015 there will be a decrease in the RN's employment as the economy improves and the baby boomer population retires. This article centers on the road blocks men face in nursing education, clinical experiences, job preferences in a female dominated career, and how nursing schools can address barriers to men in nursing.
The Impact of Reading Success Academy on High School Reading Achievement
Author: Burlison, Kelly
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Reading Achievement,Success,Grade 9,Language Proficiency,Intervention,Statistical Analysis,Control Groups,Experimental Groups,Standardized Tests,Quasiexperimental Design,Diagnostic Tests,Instructional Effectiveness,Achievement Gains

The study explores the effectiveness of the Reading Success Academy on the reading achievement of the selected group of ninth-grade students in a comprehensive high school. We examine in what ways the Reading Success Academy may improve the reading proficiency rates and amount of reading growth of ninth-grade students. The results indicate that the implemented Reading Success Academy intervention was not found to be effective in increasing the reading achievement levels of the selected students at the target high school. Statistical analysis revealed that there was no significant increase in student reading achievement and reading growth between the treatment and control groups. Recommendations include the sample size of participants should expand to 50 participants and the length of the intervention to 16 weeks. Some of the selected students did not respond to initial teacher instructions and struggled to acquire reading skills that were needed to perform at a proficient level as measured by standardized testing. Recommendations include curricula should include explicit, systematic instruction approaches that are effective for students that need additional instruction in reading skills that bring them on grade level.
Creating CCSS-Aligned Curriculum in Grades 9-12
Author: Crawford, Joe
Date: 2014-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Secondary Education,Grade 9,Grade 10,Grade 11,Grade 12,Alignment (Education),Secondary School Curriculum,High Schools,Mathematics Instruction,Competence,Mathematics Skills,Geometry,Algebra

In Joe Crawford's last two articles, he examined the process of building standards-based curriculum documents to drive instruction in the K-8 environment. Continuing with this theme, this article explores &quot;closing the loop&quot; and following this work into the high school experience. There is one huge difference in the Common Core State Standards (CCSS) at the high school level. The CCSS are no longer organized by distinct grade level; the CCSS are now presented as high school (9-12) standards. Because of the various and sundry organizational patterns in high school math course work (and in ELA, for that matter), it is now important for the entire high school math (and ELA) department to work together to ensure adequate learning opportunities across the entire 9-12 spectrum of high school course work. The CCSS must be parsed out over the entire 9-12 math academic experience and spread among the various courses offered and experienced by students. This article takes the reader through the steps of a high school's overall study/review of Domains and standards in those Domains and deciding which specific high school courses will address which specific Domains and standards, using the Geometry Domain as an example. Then, it discusses the actual process of developing the end-of-year (Local CCS Standards or Priority Standards) and within-year (Instructional Objectives) expectations, continuing with the Geometry Domain example. The process as detailed in the article allows the reader to create useable, aligned, and articulated learning expectations that are proven to produce meaningful improvements in student performance.
School Bus Safety: What Can Our Schools Do to Protect Our Children?
Author: Dargan, Thomas J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Transportation,Child Safety,School Districts,Accident Prevention,Court Litigation,State Legislation,Legal Responsibility,School Buses

School districts and school bus contractors are entrusted with the most important of all road users--our nation's children. In the wake of recent newsworthy accidents and attention grabbing headlines regarding unfit bus drivers, claims premised upon school bus accidents have become increasingly tangential and, in turn, personal injury attorneys have become increasingly creative in the application of theories to support these claims. Two things occur when bus safety is taken lightly. First, children may get hurt. Second, personal injury attorneys seek to punish and expose potential defendants. The attorneys do so by using safety regulations as their sword.
Teachers' Voice vs. Students' Voice: A Needs Analysis Approach to English for Acadmic Purposes (EAP) in Iran
Author: Eslami, Zohreh R.
Date: 2010-03-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Needs Assessment,College Students,College Faculty,Teacher Surveys,Student Surveys,Student Attitudes,Teacher Attitudes,Intellectual Disciplines,Differences,Questionnaires,Statistical Analysis

EAP plays a highly important role in countries where English is used mainly for academic purposes. However, EAP programs have been developed without conducting a systematic needs analysis from both the students' and instructors' perspective. The purpose of this study is to describe the perception that EAP students and instructors have of the problematic areas in EAP programs. A total of 693 EAP students majoring in different academic fields and 37 instructors participated in this study. Survey information included respondents' perception the importance of problematic areas in EAP programs. The results show discrepancy between the perceptions of EAP learners in different academic fields and between learners and instructors. The study has implications for curriculum design and instructional delivery of EAP courses for college level students.
Facing Finality: Cognitive and Cultural Studies on Death and Dying &quot;Arabic Culture&quot;
Author: Al-Meshhedany, Amna A. Hasan
Date: 2010-03-00
Type: Journal Articles
Subjects: Death,Culture,Arabs,Semantics,Figurative Language,Islam

Semantics is a study of human beings cultural background, has from its beginning as a field of study been concerned with the study of humans understanding of culture. Understanding the meaning of &quot;death&quot; has been of great importance to many of the central theoretical developments in this field, especially as it imposes on studies of social life. However, each society characterizes and consequently treats death and dying in its own individual way that differ obviously. In other words, human question about death is a universal thing, but the answer to that question differs among cultures. This paper focuses on death understanding in the Arabic culture and how Arabic thinking terms are shaped by cognitive metaphors and their subsequent discourses in death and dying, especially from religious and cultural perspectives.
Effect of Explicit Language Learning Strategy Instruction on Language-Test and Self-Assessment Scores
Author: Jurkovic, Violeta
Date: 2010-03-00
Type: Journal Articles
Subjects: Direct Instruction,English (Second Language),Second Language Instruction,Learning Strategies,Second Language Learning,Instructional Effectiveness,Language Tests,Self Evaluation (Individuals),Scores,Heterogeneous Grouping,College Students,College Second Language Programs,Regression (Statistics),Statistical Analysis,Foreign Countries,Questionnaires,Experimental Groups,Control Groups

The present article reports on the findings of a study that explored the effect of explicit language learning strategy instruction on the development of English as a foreign language within a higher education setting in mixed language ability groups. The research results indicate that explicit language learning strategy instruction that aimed at enhancing language progress in groups of students that were heterogeneous in terms of initial language ability did not have any statistically significant effect on the development of language knowledge. These results indicate that under certain circumstances (limited course time and heterogeneous language competence levels within groups in particular) the organization of strategy training in the form of a separate module or implicit training in the use of language learning strategies seem to be more appropriate.