ethanporcaro/eric-fulltext-meta huggingface dataset:
A View from the Trenches: Arts as an Institutional Requirement
Author: Vogel, Virginia Louise
Date: 2007-00-00
Type: Journal Articles
Subjects: Art Education,Core Curriculum,Higher Education,Interdisciplinary Approach,Lifelong Learning

Life has become infinitely more complicated, time increasingly precious and society increasingly visual. In higher education we seem to be doing more with less, producing greater amounts of data to support the validity of the work and courses are quantified by the value placed upon by assessment. In this vein, a voice from the trenches calls for a conversation regarding art and its place in the Core Curriculum of our institutions. The definition of &quot;the arts&quot;, culture and its place within the institution of higher education implies attitudes and values which may need to be viewed from a different perspective. The hierarchy within &quot;the arts&quot; established through perceptions, stereotypes, bias, and economics creates an uneven playing field as we are forced to vie for crumbs left within a Core experience. As artists and proponents of the arts, we, ourselves, tend to &quot;take for granted&quot;, if not undervalue the dynamics inherent within our specific disciplines and specializations. We fail our students, institutions and future generations when the linkages between sciences, technology, art and design in today's world are not clear. We should employ the arts as a foundation for building experiences which will allow us to nurture &quot;life-long learners&quot; who are able to view challenges and situations with a more analytical and creative eye.
Of Blind Men and Elephants: Some Thoughts on a Learning-Centered Approach for Bridging the Gulf between the Arts and Sciences
Author: Karakas, Scott Louis
Date: 2007-00-00
Type: Journal Articles
Subjects: Sciences,Art,Humanities,Liberal Arts,General Education,Creative Thinking,Critical Thinking,Thinking Skills,Higher Education

More than forty-five years after the publication of C. P. Snow's essay on &quot;The Two Cultures and the Scientific Revolution,&quot; the &quot;gulf of understanding&quot; he described between scholars in the sciences and humanities appears to have grown ever larger, with disciplinary knowledge becoming more specialized and incomprehensible to those outside of the field. Suggestions for bridging the gap have often been perceived as attempts by one side to colonize another's intellectual territory, further increasing the level of distrust and misunderstanding between scholars of the various disciplines. Yet from a learner's point of view, exposure to a variety of discipline-based viewpoints and methodologies can still have great value within a broadly based liberal arts education, provided that there is a degree of coherence in their presentation. Centered on the Buddhist parable of the Blind Men and the Elephant, the author of this paper offers an example of a learning-centered approach to highlighting areas of common intellectual ground, while preserving the strengths found in distinct areas of disciplinary expertise.
Cultural Synthesis in Research Pedagogy: The Puzzle of George Crabbe's &quot;The Voluntary Insane&quot;
Author: Sondergard, Sidney L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,College Faculty,Teaching Methods,Poetry,Higher Education,Mental Disorders,Family Relationship,Biology,Letters (Correspondence)

One of the most direct approaches to addressing perceptions of a lack of disciplinary communication in higher education between the humanities/arts and the sciences, both social sciences and natural sciences, may be to encourage educators to construct pedagogies that extend beyond the traditional boundaries of their disciplines and that emphasize synthesis as both a methodology and an objective for student researchers. This essay models such a synthesis by drawing upon disciplines from within all three intellectual &quot;cultures,&quot; as C.P. Snow referred to them, to examine the mystery of an unpublished work by English poet George Crabbe.
Religion, Education and the Role of Government in Old Tibet
Author: Perdue, Daniel
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Government Role,Buddhism,Religious Education,History,Translation,Indians,Role of Education

In speaking of &quot;old Tibet&quot; I mean to refer to Tibet prior to the Tibetan diaspora of 1959 or most certainly to the Tibet that was prior to the invasion by the Communist Chinese in the late 1940s and early 1950s. In old Tibet, to a great extent, all education was religious education. Tibetans say of themselves that prior to the arrival of Buddhism in their country, beginning perhaps as early as the 600s of the Common Era, the Tibetan people were barbarians. Mostly nomadic herders, the Tibetans did not have a written language. Then, when the Tibetans began to adopt Buddhism from India, they created a script modeled on the Sanskrit alphabet. Subsequently, over a period of about three hundred years before Buddhism was wiped out in India by the Muslim Mughals from Persia, the Tibetan government and wealthy Tibetans undertook to translate the Buddhist literature of India, both the word of the Buddha and the commentarial tradition, that the Indians had amassed in more than a millennium since the time of the Buddha. Thus, from the beginning of Buddhism in Tibet and for well over a millennium since, the Tibetan government has been keenly involved in both religion and education. So we see in the case of old Tibet a real bonding of religion, education, and the role of government. The power and money of Tibet were put into the monasteries, and the monasteries were the main providers of education.
Bridging the Abyss
Author: Olcott, Marianina
Date: 2007-00-00
Type: Journal Articles
Subjects: Epistemology,Metacognition,Sciences,Humanities,Cultural Influences,College Faculty,General Education,Mathematics Instruction,Interdisciplinary Approach,Majors (Students),Social Theories,Honors Curriculum

This paper seeks to explain the epistemological bases for the two cultures and to show why this disciplinary divide continues to plague American academic culture. Next, we discuss strategies for bridging the two cultures through general education curricula which promote mutual understanding of the two cultures while educating students in basic skills. Evidence is presented which shows the efficacy of these integrative, interdisciplinary curricula. In conclusion, we briefly mention some collaborative research efforts which indicate the enduring effects that such an education may have.
Categorizing Language as Curriculum and Instruction: Implications for Teaching English Language Learners
Author: Juarez-Torres, Rachel
Date: 2007-00-00
Type: Journal Articles
Subjects: English Teachers,Teacher Attitudes,Teacher Student Relationship,English Language Learners,Second Language Instruction,Language Usage,Interpersonal Communication,Phenomenology,Curriculum Development,Discourse Analysis,Classroom Communication,Classification,Qualitative Research,Data Analysis,Educational Practices,Observation,Interviews

The purpose of this study was to analyze what a group teachers say to English Language Learners as part of the curriculum and instruction, and to categorize the comments along the lines of scientific curriculum inquiry. Observations and interviews were the primary methods of data collection for this proposed study. An analysis was made of what the teachers were saying to communicate curricular applications and instructional modifications made in ESL classrooms. The language that this group of teachers used was coded to describe the originality of the types of statements made by the teachers. The study did not attempt to evaluate the teachers' effectiveness. The study also did not attempt to predict success of the curricular adaptations and instructional modifications. In conclusion, teachers used language to manage time, lessons, and the classroom. As a result of further analysis, as related to curricular adaptations and instructional modifications, the language was found as being of substance (what), educational practice (how), and purpose (why).
A Comprehensive System of School Reform Based on Student Results
Author: Little, Mary E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Change,Systems Approach,Outcomes of Education,Student Improvement,Data Analysis,Educational Practices,Evidence Based Practice,Coaching (Performance),Progress Monitoring,Professional Development,Classroom Observation Techniques,Action Research,Educational Objectives,Instructional Design,Governance,Organizational Change,Administrative Organization,School Administration,Educational Policy

School reform is achieved through the collaboration and coordination among educators with the mutual goal of improved learning for all students. Given the complexity within and among educational systems, the need to develop and implement a common framework of school reform based upon mutually agreed-upon goals, standards, outcomes, and competencies must be developed (Hargreaves &amp; Fink, 2000; Senge, 1990). Coordination and continued communication among each of the educational partners (students, teachers, administrators, policy analysts, researchers, community members, and parents) provide valuable input for continuous improvement within this tri-level system of school reform based upon student results (Fullan, 2005). The resulting networks among educators responsible for policy, professional development, local educational programming, and classroom implementation improve student outcomes. This manuscript describes a comprehensive systems approach to tri-level (Fullan, 2005) school reform to improve learning for all students through the use of disaggregated data, researched instructional practices, instructional coaching, and continuous progress monitoring. Several major topics will be addressed, including an inclusive continuum of curriculum and instruction, a standards-based process of professional development, and continuous monitoring of student results through multiple methods, including classroom action research.
The Impact of Immigration on Bilingualism among Indigenous American Peoples
Author: Ahler, Janet Goldenstein
Date: 2007-00-00
Type: Journal Articles
Subjects: Immigration,Bilingualism,Ethnography,American Indians,Program Evaluation,Federal Legislation,American Indian Languages,Federal Indian Relationship,Language Maintenance,Native Language Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Bilingual Education Programs,Standard Spoken Usage,Acculturation,Public Policy,Educational History

Early federal government policies for American indigenous people alternated between extermination and assimilation. Imposing the colonists' and immigrants' language on indigenous people was important for achieving the latter. In the 1970-90's, federally funded grants for bilingual education for indigenous schools were offered to accommodate Native American pressures to reverse the tragic results of those former policies. The stated bilingual goals were to teach them Standard English and to revitalize indigenous languages. Many of these Native American students speak &quot;Indian English&quot; (W. Leap, 1993), a dialect resulting from sociolinguistic interference (see theory, D. Hymes, 1971). Few know any of their Native language. The &quot;Indian English&quot; dialect is ignored, even denigrated as a substandard communication form in these programs. This paper's purpose is to trace the evolution of bilingual education programs and their impact on Native American bilingualism and language revitalization for selected communities in the Northern Plains. Thirty years of evaluating these programs with ethnographic methods have resulted in these conclusions: 1) the local English dialect must be recognized as viable for Standard English to be acquired, 2) indigenous language revitalization requires infinitely more effort than what was provided, and 3) the government's covert goal remained assimilationist, not truly bilingual.
Quantitative Literacy: A Means for Bridging the Chasm of the Two Cultures
Author: Owusu-Ansah, Angela
Date: 2007-00-00
Type: Journal Articles
Subjects: Numeracy,Sciences,Art,Communication (Thought Transfer),Culture,Interdisciplinary Approach,Higher Education,Elementary Secondary Education

Quantitative literacy (QL), a relatively new literacy, has the potential to bridge the gap between the literary and scientific cultures. The chasm of the two cultures refers to the gulf and increased polarization between scientists (science) and literary intellectuals or literati (arts). Snow (1959) drew attention to the divide of The Two Cultures and attributed the gap to the inability of scientists and literati to communicate effectively with each other due to deficient knowledge of each others' discipline. Re-education or less specialization in education, according to Snow would facilitate communication between the cultures and promote citizenship, as QL cultivates the authentic application of scientific and mathematical cultural practices (measurement, interpretation, quantitative expression, assertions, reasoning, estimation, analysis, problem solving, etc.) across the arts, humanities, and culture. QL highlights the natural inter-relatedness of the two cultures and serves as a potential bridge in the gap. In addition QL across the arts would provide measurable, yet unobtrusive component of the arts; a pedagogical component that requires no formal training; and a language understood by both literati and scientists. The development of QL has emerged as a task for higher education, mainly because of higher education's emphasis on scholarship and research, model tools in re-education. QL provides an alternative approach to interdisciplinary instruction in higher education and cross curricular projects at the elementary school level. Whereas elementary schools seek to integrate the arts into the sciences, QL draws attention to the sciences and mathematics that inherently exist in the arts. Consequently, QL decreases compartmentalization, enhances meaning in context, and promotes the underpinnings of communication between the two cultures and citizenship.
Toward a Synthesis of Science and Theatre Arts
Author: DeMetz, Kaye
Date: 2007-00-00
Type: Journal Articles
Subjects: Sciences,Theater Arts,Interdisciplinary Approach,History,Satisfaction,Educational Resources,Public Policy,Drama,Dance

The chasm between science the the arts has been hotly debated during the last century. History reveals that science and theatre arts (drama and dance) have shared a successful symbiosis that has benefited society for at least two millennia. This natural partnership continues to have positive effects on our culture by providing aesthetic satisfaction and educational resources and by influencing public policy.
Distinguishing Sources of L2 Development Problems in K-12: Language Deficit, Cognitive Deficit, and Cognitive Distance
Author: Stapp, Yvonne
Date: 2007-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Language Proficiency,At Risk Students,Second Language Learning,Language Impairments,Cognitive Ability,Teacher Role,Language Teachers,Special Education Teachers,Speech Language Pathology,School Psychologists,Neurological Impairments,Immigrants,Concept Formation

K-12 students with limited L2 proficiency who do not progress satisfactorily are often referred to special education and/or speech pathology services. Like the teachers who refer such students, the representatives of each service have a specific expertise (e.g., cognition) with little knowledge of the other types of proficiencies (e.g., L1 development) that might be the source of a student's problem. Misdiagnoses could be greatly reduced by more comprehensive training of school professionals involved with the L2 population: L2 teachers (e.g., ESL), special education teachers, speech pathologists, and psychologists. Such training should focus on three distinctions: the difference between normal L2 development and (1) language deficit; (2) cognitive impairment; and (3) cognitive distance. Here, each of these possible sources of slow L2 development is explained briefly with the intention of providing a clear but minimal set of indicators of each problem so that school professionals can better serve the limited L2 population.
How Would Blackstone Teach Today's Law Students with Learning Disabilities?: A Proposal
Author: Schmitz, Suzanne J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Law Students,Learning Disabilities,Academic Accommodations (Disabilities),Law Schools,Legal Education (Professions),Federal Legislation,Disabilities,Civil Rights Legislation,Educational History,Graduate School Faculty

Although Sir William Blackstone would not have known if he had been lecturing to students with learning disabilities, today's law professors are. Law schools are legally required to accommodate students with learning disabilities unless the requested accommodation would alter the fundamental nature of the program. Courts give great deference to academic institutions in their determinations of what would alter the fundamental nature of the program; however, courts do expect law schools to deliberate and consider alternatives to the program requirements and to reach a rationally justifiable conclusion that the available alternative will either result in lower academic standards or require substantial alteration of the program. Law faculty who clearly articulate the goals and objectives of each of their courses will be better prepared to meet this legal test. Moreover, they will be better prepared to accommodate requests of students. Those who are deliberate about their goals are able to consider alternative means of helping students learn the material and alternative means of assessing student performance. In this way, these faculty members will avoid law suits. Law schools should institute institutional incentives to encourage faculty members to do just that. Law school administrators must educate faculty members and others about the legal requirements and types of disabilities to be accommodation. Further, they might adopts such incentives as financial rewards and released time for faculty who are interested in more clearly defining their educational goals and methods.
Global Competition and Learning Organizations: Goals and Motivations of Corporate Leaders and Employees Who Participate in Corporate/University Partnerships
Author: Zolfo, Elana
Date: 2007-00-00
Type: Journal Articles
Subjects: Attitude Measures,Employee Attitudes,Employers,Corporations,Masters Programs,School Business Relationship,Business Administration Education,Goal Orientation,Expectation,Graduate Students,Motivation,Interviews,Focus Groups

The purpose of this study was to determine executive and employee attitudes regarding benefits and difficulties accruing to employees and their corporations who participate in on-site MBA programs for 11 corporate partners. Because so many corporations embrace partnerships with colleges to advance the knowledge base of their employees, it seems reasonable to examine how corporate executives, chief learning officers and liaison officers to college programs and employee participants in an MBA program view the outcomes, benefits and difficulties that the partnership brings. Two major questions guided this study: To what extent do corporate leaders and the employees participating in the On-Site MBA programs have similar goals and motivations? Are the expectations of the company executives aligned with those of the employees/students? Executive responses were geared towards long-term goals. They responded that when employees are better educated, they become more valuable to the corporation. The executives did not focus their descriptions of an education on the MBA degree as much as the quality of thinking and teamwork such an education on the corporate site would develop among employees. Graduates of the program expected to gain knowledge and use the MBA to attain higher positions. They also felt the company would benefit from and they would benefit from the additional knowledge and skills and networks they acquired. Current students stated that their expectations and goals were to gain skills, knowledge and promotions. Unlike the executives and graduates, their expectations reflected short-term goals.
The Academic Climate of Women Faculty in Faith-Based Institutions of Higher Learning
Author: Halstead, Jackie L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Women Faculty,College Faculty,Church Related Colleges,Gender Differences,Gender Bias,Equal Opportunities (Jobs),Qualitative Research,Work Environment,Faculty Recruitment,Teacher Persistence,Teacher Attitudes,Christianity,Interviews,Focus Groups

The unequal status of women professors, compared to their male counterparts, is not staggering news. While women constitute approximately sixty percent of the undergraduate population and earn more than half the doctorates in the United States, women professors continue to number fewer than men. The American Association of University Professors (AAUP) claims that although sex discrimination is becoming less blatant, these and other statistics clearly reveal patterns of discrimination. A segment of the institutions of higher learning, faith-based institutions, demonstrate these same patterns of inequity. Although the women who are employed by these schools initially believe they will find themselves in a less biased environment, it is soon apparent that the dynamics are similar to other colleges and universities and at times magnified. A qualitative study was undertaken to examine these dynamics. Focus groups were facilitated at five faith-based institutions of higher learning and findings were compared to the climates of other academic institutions. These findings will be articulated along with recommendations for the creation of a climate conducive to the recruitment and retention of women faculty.
Lessons from the Round Table: Literacy Professionals Find Common Ground in Oxford
Author: Paterson, Wendy A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Research,Teaching Methods,Literacy Education,Conference Papers,Child Development,Academic Achievement,Cultural Influences,Social Influences,Language Skills,Teacher Role,Active Learning,Teacher Qualifications,Reading Teachers

In July, 2006, Literacy Professionals from across the United States met at Lady Margaret College in Oxford University to discuss research and practice in the teaching of reading and the expansion of literacy. In a tense national climate, reading researchers refer to contrasting theories of teaching reading as &quot;the reading wars,&quot; but at the Round Table on &quot;Reading First,&quot; participants found common ground. This article synthesizes the papers, presentations and discussions of the week using a common framework of understanding that provides some guidance for future directions in research and practice in the teaching of literacy. The six common elements discussed in depth are: the importance of child development in students' academic progress, the role of culture and lived experience in literacy learning, the social construction of language, the role of the teacher in shaping the conditions and contexts of literacy learning, promoting the active engagement of learners, and the qualities of good literacy teachers. The synthesis displays the research base for the assertions made by participants and argues that there is much that literacy professionals and policy makers can build on toward their common goal of improving literacy education for all children.