ethanporcaro/eric-fulltext-meta huggingface dataset:
The Enlightenments of Educational Ideas of Ancient Academy on Modern Higher Education
Author: Huang, Xia
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Personal Autonomy,Institutional Autonomy,Educational History,Governance,Moral Values,College Administration,Universities,Educational Research

The ancient academy in China demonstrated some unique educational values, such as the school-running idea of independence and autonomy and the governance by famous experts, the instruction idea of being free and open and focusing on academy and morality cultivation, and the management concept of mind-oriented administration and student autonomy. At present time, Chinese universities have encounterred some difficulties in the process of talents cultivation, such as the administrativization, the incomplete implement of people-oriented concept and the inadequate attention on morality education. As a result, the educational ideas of ancient academy enlighten modern higher education mainly in the following aspects: the university should keep its relative independence, put the student-centered administration into practice, construct academic research atmosphere and promote academic communication, value morality cultivation and foster human spirit, and then the essence of these educational ideas will promote the reform and the development of higher education and improve the quality of talents cultivation in China.
Prospects for Policy Advances in Science and Technology in the Gulf Arab States: &quot;The Role for International Partnerships&quot;
Author: Hajjar, David P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Educational Policy,Policy Formation,School Community Relationship,Etiology,Research and Development Centers,Interviews,Local Government,Government Role,International Cooperation,Cooperative Planning,Program Effectiveness,Young Adults,Career Awareness,Educational Resources,Social Attitudes,Scientists,Career Choice,Networks,Student Motivation,Mixed Methods Research,Barriers

Science, technology, engineering and mathematics (STEM) policies in the Gulf Arab States are as diverse as the individual economies and political processes that characterize its member states. During the past decade, a number of expert review groups have argued that science and technology policy needs to be reformed and revitalized in the Gulf Arab States. Several reports and studies have identified the need to develop and adopt more rigorous plans to raise the level of research and development (R&amp;D) in the region. In several of the Gulf Arab States, policy makers have sought to address this issue through establishment of new &quot;Education Cities&quot; wherein university campuses have been co-located with industrial parks in order to build regional knowledge economies. Many of these initiatives have attracted foreign talent and global R&amp;D firms. Our research aims to understand the etiology of the under-performance of the R &amp; D efforts in the region. In this paper, we report on results obtained from in-person interviews with the Ministers of Education and other educators in the Gulf Arab States. We interviewed experts in the field of science and technology policy in the Gulf region to address the following major questions: 1) how can science (e.g. biomedical, agriculture, engineering) be strengthened in the Gulf Arab States; 2) how effective are the science policies enacted by regional governments in the Gulf, and how can these policies be enhanced; 3) what role do regional or international collaborations play in a research and training network system, and how can these regional partnerships be bolstered; and, 4) how can the international community assist to accelerate progress and reduce the science knowledge gap. Our results show that the under-performance of the Gulf region in science and technology appears to be due to a: 1) lack of early exposure of young adults to science, 2) low perception of the societal value of science, 3) lack of institutional (e.g. university) resources, 4) too few scientists who make science their long-term careers, 5) lack of an integrated, international research network of collaboration, and 6) lack of motivation among students. We also report on our findings regarding the state-of-the-art of the research enterprise, and the strengths and weaknesses of the research and training environment as perceived by educators/administrators in the region.
The Lament of a Female Postgraduate PhD Student at a South African University: An Academic Wellness Perspective
Author: Magano, Meahabo Dinah
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Females,Foreign Countries,Qualitative Research,Journal Articles,Self Esteem,Educational Experience,Personal Narratives,Supervisors,Student Attitudes,Collegiality,Personality,Emotional Experience,Supervisor Supervisee Relationship,Blacks,Listening,Poetry

The paper examines the case of a female doctoral candidate who studied over a period of eight years at a South African university and the challenges she encountered. It reports on a qualitative study that followed a narrative approach and employed a method known as the &quot;listening guide.&quot; Findings revealed that the voluntary participant faced hardships, and her self-esteem, assertiveness and self-confidence changed from being positive to negative over the eight years. Change of supervisors contributed to her frustration but despite the negative experiences she remains positive and hopes that one day she will complete her PhD. Another positive aspect is that she has published articles based on her research in international journals.
Campus and Online U.S. College Students' Attitudes toward an Open Educational Resource Course Fee: A Pilot Study
Author: Lindshield, Brian L.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Open Education,Open Source Technology,Fees,On Campus Students,Electronic Learning,Textbooks,Student Costs,Student Surveys,Pilot Projects,Likert Scales

Convincing faculty to accept, create, adapt, and adopt open educational resources (OERs) instead of textbooks for their courses has proven challenging because incentives are lacking. One approach to provide incentive to faculty members is an OER course fee, which could be employed in courses that use OERs approved by the institution for courses that do not utilize textbooks or other resources students must purchase. This fee would provide sustained incentive for using OERs while also decreasing student expense compared with what most currently pay for textbooks. We set out to determine if campus and online students who had used a free OER textbook replacement would support the idea, and implementation at their institution, of an OER course fee. Among online students (n = 17), those who supported an OER course fee at their institution (n = 6) the mean appropriate course fee amount was $9.58/credit hour. Subsequent campus (n = 46) and online students (n = 57) were asked whether they supported a $10/credit hour OER course fee, greater than 67% of somewhat agreed, agreed, or strongly agreed. While these pilot results are encouraging, it is important to note that they are from one course, using one OER, by one instructor at one institution. More research is needed to determine if there is similar support for OER course fees in a broader base of students. If so, OER course fees may be a legitimate approach to increase the acceptance, creation, adaptation, and adoption of OER.
Metacognitive Components of Students' Difficulties in the First Year of University
Author: Costabile, Angela
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Academic Achievement,Study Skills,Questionnaires,Self Efficacy,Self Motivation,Predictor Variables,Dropouts,College Students,Remedial Instruction,Identification,Role,Student Characteristics,Learning Strategies,Student Attitudes,Scores,Multivariate Analysis

Metacognition is a good predictor of University students' achievement and should be more systematically considered since it might also help reduce student drop outs. In particular drop out is a dramatic problem for Italian Universities since it may concern more than 40% of students. The identification of factors that lead to academic failure and of remedial programs seems, therefore, necessary. The present paper examines the role of metacognitive aspects in more than 1,000 freshmen who participated in a project at the University of Calabria, in the South of Italy. Students at the beginning of the academic year completed two Questionnaires, concerning their study skills and other personal characteristics, and then followed a 10-hour metacognitive training course on the study and personal skills necessary for succeeding at university. A few months later, students again completed the Study Skills Questionnaire and, at the end of the year, information was collected on their achievements. Results showed that significant predictors of the students' achievement were perceived self-efficacy, and other self-regulatory and motivational constructs. Furthermore, the training was able to change the students' perceived ability to use study strategies and to process study material in a more in-depth manner.
Assessing Graduate Attributes: Building a Criteria-Based Competency Model
Author: Ipperciel, Donald
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Graduates,Student Characteristics,Competency Based Education,Models,Comparative Analysis,Student Evaluation,Theories,Competence,Student Attitudes,Scholarship,Critical Thinking,Ethics

Graduate attributes (GAs) have become a necessary framework of reference for the 21st century competency-based model of higher education. However, the issue of evaluating and assessing GAs still remains unchartered territory. In this article, we present a criteria-based method of assessment that allows for an institution-wide comparison of the various acquisition levels of different GAs. In order to achieve this, we first propose an understanding of GAs as knowledge, skills and attitude constructs, which directly impacts the operational development of GA scales. Second, after briefly discussing some shortcomings in current assessment/evaluation tests for GAs, we present the many features of the criteria-based model for assessing GAs, such as the importance of the proper interpretation of GAs as can-do statements, a theory-based development of the abstract categories that make up a scale for GA assessment and concrete examples of GA scales based on these abstract theories.
Shallow Roots Require Constant Watering: The Challenge of Sustained Impact in Educational Programs
Author: Rosen, Yigal
Date: 2013-00-00
Type: Journal Articles
Subjects: Conflict,Peace,Sustainability,Program Effectiveness,Educational Objectives,Students

Socially-oriented educational programs often face societal barriers. Peace education in a region of prolonged conflict faces a negative socio-political environment that works against its effects. The media, leadership, educational system and other societal institutions continue to express a culture of conflict. Recent studies show that the effects of peace education programs are short-lived and methods to sustain the effects over time are needed. The present paper describes the societal-psychological climate of prolonged conflict, the goals of peace education in such regions, the challenges of achieving these goals, and possible ways to overcome these challenges. The main argument is that peace education programs should be designed to effectively manage the &quot;reality dissonance&quot; between the sought-for effects and socio-political environment. Mechanisms for sustaining educational change are described along with considerations for program design. Finally the paper offers several conclusions and directions for future research.
Strategy for a Sustained Quality Delivery Mode of ODL Programmes for Massive Enrollments and E-Learning: The Case for Zimbabwe Open University
Author: Kabanda, Gabriel
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Case Studies,Focus Groups,Electronic Learning,Educational Quality,Quality Assurance,Higher Education,Educational Strategies,Online Courses,Strategic Planning,Total Quality Management,Money Management,Educational Finance,Educational Administration,Telecommunications,Handheld Devices,Foreign Countries,Qualitative Research

The market dynamics in distance education has precipitated phenomenal growth opportunities in enrollments and e-learning. The purpose of the paper was to develop a strategy for sustained quality delivery mode of distance education progammes that precipitate massive enrollments and e-learning in an open and distance learning (ODL) institution using Zimbabwe Open University (ZOU) as a case study. There is an increase in public accountability for higher education which compels institutions to demonstrate quality within the programmes and processes, including those provided online. The strategy for massive enrollments and e-learning is developed and this includes a mobile strategy and mobile web framework. How the landscape of quality assurance has been changed by the emergence of MOOCs is discussed. The methodology used is qualitative and focus groups were used as research designs in the case study of Zimbabwe Open University (ZOU). Triangulation and peer review was used to test the validity of the data. Strategic directions were developed to inform the new key result areas, goals, objectives, strategies and priorities for the university for the period 2015-2020.
Lecture Is Not a Dirty Word: How to Use Active Lecture to Increase Student Engagement
Author: Gregory, Jess L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Lecture Method,Instructional Effectiveness,Learner Engagement,Undergraduate Study,College Faculty,Active Learning,Educational Strategies,Audience Response Systems,Feedback (Response),Notetaking,Protocol Analysis,Educational Technology,Asynchronous Communication

Lecture is a much maligned classroom method of instruction. Like any other technique employed by educators, there are both effective and ineffective ways to deliver content through a lecture format. Respecting that the college learner has changed, active lecturing strategies maximize student learning of course content, engaging both modern learners and teachers at higher levels. The active lecture strategies presented are grounded in Chickering and Gamson's seven principles for good practice in undergraduate education and provide a balanced approach to providing content and opportunities to connect to the content that help students not only master the material presented in class, but also the out-of-class material students access in their readings and experiences.
Experiences with Blended Learning Program Delivery for Apprenticeship Trades: A Case Study
Author: Vogt, Rosemary
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Entrepreneurship,Foreign Countries,Skilled Workers,Online Courses,Labor Force,Community Colleges,Teaching Methods,Apprenticeships,Course Content,Rural Areas,Technical Education,Case Studies,Expertise,Technological Literacy,Instructional Design,Knowledge Base for Teaching

In many trades the demand for training seats has strained the conventional delivery capacity of training providers in Canada. Manitoba, along with other Canadian provinces is experiencing a shortage of skilled tradespersons required to enable current and future economic expansion. Due to the deficiency in the skilled labor force, a community college in Manitoba designed, developed and delivered an alternate model of program delivery for apprenticeship trades education comprised of distributed learning using blended learning methodology. The objective was to realize fruition by employing the use of an online blended delivery model as an alternative to traditional block release training typically comprised of 8-10 weeks of face-to-face instruction at a community college. The delivery objectives focused on creating course content that could be delivered through the Internet to any apprentice regardless of location. The model would permit apprentices living in remote northern regions to remain in their communities to complete their level training as opposed to leaving family and community to complete their training at one of Manitoba's technical colleges. This case study is founded on the requirement in the project Request for Proposal to collect data for continuous improvement purposes for subsequent component development and/or delivery. The data indicates that apprentices identify the opportunity to remain at home in their community to take their level training as the programs greatest strength. The challenges associated with designing, developing and delivering a blended model of apprenticeship training center around institutional engagement, subject matter expert availability and instructor preparedness for using technology for teaching and learning. This case study is significant as the literature is void of empirical data pertaining to an alternative model of apprenticeship training in Canada.
A Review about Parenting Style and Parenting Practices and Their Consequences in Disabled and Non Disabled Children
Author: Raya, Antonio Félix
Date: 2013-00-00
Type: Journal Articles
Subjects: Parenting Styles,Child Rearing,Disabilities,Comparative Analysis,Academic Ability,Behavior Problems,Child Behavior,Correlation,Databases,Parent Child Relationship,Family Environment,Literature Reviews

In order to explain the worst levels of adaptation showed by children with disabilities in relation to non disabled children, this paper aims to carry out a review of the most important advances achieved in recent decades in the study of parenting styles and parenting practices in relation to academic competence and behavior problems of children with and without disabilities. For this, we have carried out an analysis of the main works that show this relationship in the population, and then, we did the same including disability as a differentiating factor. In this sense, the authoritative style and specific parenting practices such as setting limits, communication, autonomy or monitoring are described as good predictors of adaptive behavior in children. However, we miss studies to confirm this relationship in children with disabilities. In this population, most of the papers refer, on the one hand, to expectations and, on the other hand, the stress in parenting and its effect on the parents' mental health. In conclusion, the need to provide additional information about family relationships and disability is discussed.
Determinants of Entrepreneurial Intention among African Students in China
Author: Jinying, Wang
Date: 2014-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Intention,Performance Factors,Vocational Interests,Student Educational Objectives,Foreign Students,Student Attitudes,Economic Factors,Student Surveys,Gender Differences,Intellectual Disciplines,Economic Development,Attribution Theory,Institutional Characteristics,Individual Characteristics,Predictor Variables,Regression (Statistics),Social Behavior,Behavior Standards,Foreign Countries,Higher Education

Students' perceptions towards entrepreneurship have been a focus for many researches in the field of Entrepreneurship: Given the role that entrepreneurship play in the economic development of a country, researchers acknowledge that students are the key population for entrepreneurial activities. Researchers want to predict and understand students' attitudes towards entrepreneurship through various studies largely based on: socio demographic characters, entrepreneurship training program, social background and motivation for the students regarding job choice. The study aims to find out the determinants of entrepreneurial intention among African students studying various disciplines in China base on the theory of planned behavior. The entrepreneurial intention model was tested and its verified hypothesis and descriptive statistics was used for empirical analysis. The study was conducted through a survey on 148 students and the results revealed the Africa economic environment, gender and fields of study are main determinants of African students' entrepreneurial intention. These results revealed the importance of African students' training in the fields of economics and engineering sciences to develop their entrepreneurial spirit and the need for African governments to create a suitable economic environment to further stimulate the entrepreneurial spirit of these students when they return to Africa.
Promoting the Occupational Well-Being of Teachers for the Comenius Program
Author: Saaranen, Terhi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Programs,Teachers,Job Satisfaction,Well Being,Comparative Education,Action Research,Participatory Research,Program Development,Improvement,Case Studies,Statistical Analysis,Teacher Characteristics,Likert Scales,Questionnaires,Teaching Experience,Cooperation,Teacher Participation

This article reports the development and results of a project within the Comenius program to promote teachers' occupational well-being, in which Finnish, Irish, Italian, and German school communities participated between 2003 and 2006. The project made use of participatory action research, in which the occupational well-being of staff was developed in accordance with the ideas and operational models of the learning organization. The occupational well-being of teachers along with its development requirements were evaluated using a quantitative index questionnaire distributed in four schools in 2004 and 2005. Finnish teachers experienced improvements in the functionality of their work community, based on all of the sum variables measured during the follow-up year. Positive development was less significant in the partner countries. Based on the results of this research and the practical experiences gained through this project, we conclude that it is important to get school staff involved in actions that develop their occupational well-being by encouraging participation and cooperation, develop the pedagogical leadership skills of the school head, and stimulate cooperation between researchers and school staff. In addition, a project coordinator is required; if she/he has good interaction skills and is socially competent, this individual will be a key foundation for the success of the project. This article contains evidence-based information for school staff, school administrators, researchers, health care staff and educators that is valuable for developing the occupational well-being of school staff within the school community. The results gained through this study cannot be generalized, but they can be considered indicative of comparable situations.