ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of First Generation Status on Students' Perceptions of Faculty
Author: Hutchison, Micol
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Freshmen,Qualitative Research,College Faculty,Surveys,Interviews,Focus Groups,First Generation College Students,Teacher Student Relationship,Questionnaires,Cultural Capital,Social Capital

While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study finds that FGS described emerging comfort with faculty over the course of their first months of college. After completing a pre-college summer program, the FGS described a greater increase in their comfort level with faculty than did non-FGS, indicating that FGS were adapting to what Pierre Bourdieu calls the &quot;field&quot; of college and acquiring cultural capital that positively influenced their ease with faculty-student interactions.
Follow the Yellow Brick Road: Linking Theory and Practice in Addiction Studies Teaching
Author: Shepherd, Robin-Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Drug Addiction,Health Sciences,Theory Practice Relationship,Public Health,Figurative Language,Psychological Patterns,Brain,Empathy,Self Help Programs,Cognitive Processes,Reflection,Marketing,Assignments,Self Efficacy

This paper describes an undergraduate course in addictions within the health science sector linking theory with practice at a university in New Zealand. The essence of this addiction course includes both a strong theoretical basis and public health focus. The theoretical and practical content is described with examples of the students' pedagogical journey in the course. Three conceptual elements lay at the foundation of this course and are easily explained by employing the symbolic allegory found in &quot;The Wizard of Oz&quot; (Baum, 1900): that of the heart (the Tin Woodman), the brain (the Scarecrow) and courage (the Cowardly Lion).
The Growing Reliance of Ontario Colleges of Applied Arts and Technology on Educational Agents for the Recruitment of International Students
Author: Legusov, Oleg
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Higher Education,Educational Technology,Student Recruitment,Study Abroad,Change Agents,Community Colleges,Two Year Colleges,Two Year College Students,Art Education,Technology Education,Foreign Countries

The number of international students seeking educational opportunities at Ontario colleges of applied arts and technology (CAATs) has grown at an unprecedented rate in the past 10 years. It appears that as the number of the international college students has increased, colleges have also been relying more heavily on educational agents to recruit such students. To explore this assertion, the author examined institutional data provided by an Ontario college of applied arts and technology. The findings show that the proportion of international students who use an agent has indeed risen dramatically in recent years. The paper also identifies and examines various factors contributing to CAATs' increasing use of educational agents.
Articulation between High School and CEGEP Science Post-Reform: Understanding the Gap
Author: McPherson, Heather
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Articulation (Education),Science Education,Educational Change,Secondary School Science,College Science,STEM Education,Secondary School Teachers,College Faculty,Diagnostic Tests,Science Tests,College Readiness,Comparative Analysis,Cohort Analysis

Reforms in K-12 science education are global. New national science curricula were introduced in the United States (NRC, 1996), in Canada (CEMC, 1997), and in Europe (European Commission 2007). In this article, the impact of these reforms on college students in Quebec is studied. Articulation between high school and college sectors is viewed through the lens of STEM (Science, Technology, Engineering, Math) high school and college faculty. Faculty of both communities experienced stress as the first education reform curricula cohorts entered college. Results of a diagnostic test developed by CEGEP faculty to assess college preparedness found no difference in math and science content knowledge when pre-reform cohorts were compared with cohorts instructed with the reform curriculum. Improvements were observed in problem solving skills, which has led to changes in pedagogy at the college level. Articulation between the two sectors could alleviate anxieties among faculty and students.
Building Collaborative Pedagogy: Lesson Study in Higher Education
Author: Chenault, Krystel H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Lesson Plans,Higher Education,Teacher Collaboration,Social Development,College Instruction,College Faculty,Team Teaching,Foreign Countries,Teaching Methods,Leaders,Faculty Development,Instructional Leadership,Leadership Qualities

In this discussion-based article, the author considers the benefits of an in-depth collaborative model for curricular and faculty development, the Japanese lesson study, a method that is largely untested in higher education, though the few instances of its usage have produced promising results. The author examines the barriers to faculty collaboration in higher education as well as practical solutions for encouraging collaboration, grassroots leadership, and social development using the lens of prominent leadership theories.
A Study of How We Study: Methodologies of School Library Research 2007 through July 2015
Author: Morris, Rebecca J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Design,School Libraries,Library Research,Content Analysis,Journal Articles,Periodicals,Library Science,Elementary Secondary Education,Educational Trends,Trend Analysis,Scholarship,Cooperation,Theory Practice Relationship,Incidence,Data Collection,Coding,Foreign Countries,Researchers,Literature Reviews

In this study we investigated the research designs employed to study the interdisciplinary profession of school librarianship during a time period of notable changes across both the Pre-K-12 and school library domains. To conduct this work, we analyzed all 217 articles published in &quot;School Library Research&quot; (SLR) and &quot;School Libraries Worldwide&quot; (SLW) from 2007 through July 2015. Results point to the high variability in research designs employed and limited inclusion of Pre-K-12 students as participants. The articles also exhibit high incidences of collaboration between scholars but limited involvement of practitioners as researchers. Findings are discussed in relation to research and practice.
The Lilead Survey: A National Study of District-Level Library Supervisors: Roles, Responsibilities, Challenges, and Professional Development Needs
Author: Weeks, Ann Carlson
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,School Districts,Supervisors,Administrator Role,Administrator Responsibility,Professional Development,Educational Needs,National Surveys,Administrator Surveys,Stakeholders

The school district library supervisor plays a pivotal role in supporting, advising, and providing professional development to building-level librarians; advocating for the program; providing leadership; and representing school library programs to stakeholders in the school system and the larger community. To gain a better understanding of supervisors' roles, responsibilities, demographics, and challenges, and to establish baseline data upon which further research can be built, the Lilead Project was initiated in 2011 at the University of Maryland with funding from the Institute of Museum and Library Services. In 2012 the project team conducted the Lilead Survey, a survey of supervisors nationwide. In this paper, the second of two reports on the results of the survey, we present findings related to the responsibilities and tasks assigned to the position, professional development needs of supervisors and staff, and the range of stakeholder groups with which supervisors work.
Key Stakeholdersí Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
Author: Gholami, Javad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Undergraduate Students,Experienced Teachers,Teacher Educators,Language Teachers,Second Language Instruction,English (Second Language),Bachelors Degrees,Teacher Education Programs,Questionnaires,Stakeholders,Case Studies,Teacher Attitudes,Student Teacher Attitudes,Statistical Analysis,Practicums,Observation,Preferences,Accountability,Study Skills,Phonology,Mass Media,Lesson Plans,High Schools,Material Development,Story Telling,Research Methodology,Course Evaluation

Recently, teacher training courses have attracted the researchers' special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders' preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.
Assessing the Infusion of Sustainability Principles into University Curricula
Author: Biasutti, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Sustainability,Educational Principles,Curriculum Development,College Programs,Statistical Analysis,Review (Reexamination),Sustainable Development,Curriculum Implementation,Peer Evaluation,Relevance (Education),Minimum Competencies,Questionnaires,Course Descriptions,Course Content,Course Evaluation,Course Objectives,Educational Change,Foreign Countries

The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were &quot;human connections to the physical and natural world&quot;, and &quot;ethics/values&quot;. The most relevant ESD topics were: &quot;sustainable production/consumption&quot; and &quot;health promotion&quot;. The most infused ESD pillars (competencies) were: &quot;learning to know&quot; and &quot;learning to do&quot;. The most relevant ESD principles were: &quot;practiced locally&quot; and &quot;responds through applied learning&quot;. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.
Modelling a Learning Journey towards Teacher Ecological Self
Author: Raus, Rea
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,Teacher Education,Sustainable Development,Models,Ethics,Social Change,Ecology,Cultural Differences,Metacognition,Interdisciplinary Approach,Intention,Cultural Awareness,Professional Identity

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens &amp; Zimmerman's model of eco-selves and Saks' model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for &quot;truth&quot;, also in the field of science.
Teachers' Perceptions of the Relationship between Inclusive Education and Distributed Leadership in Two Primary Schools in Slovakia and New South Wales (Australia)
Author: Miškolci, Jozef
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Disabilities,Regular and Special Education Relationship,Elementary Education,Elementary School Teachers,Teacher Attitudes,Qualitative Research,Power Structure,Participative Decision Making,Cross Cultural Studies,Cultural Differences,Interviews

The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.
Teacher Training Programs for Gifted Education with Focus on Sustainability
Author: Reid, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Teacher Education Programs,Academically Gifted,Sustainability,Teacher Qualifications

Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.
The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education
Author: Bikse, Veronika
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Entrepreneurship,Universities,Institutional Characteristics,Foreign Countries,Sustainability,Surveys,Networks,Questionnaires

This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing access to students to business incubation facilities, relationships with business incubators for students, as well openness of university to collaboration and knowledge co-creation with its external stakeholders. Analyses of the experiences of universities of Latvia business incubators providing services to students, as well cooperation between higher education institutions (HEI) and local governments and entrepreneurs show that there is a positive trend. In opposite, such a trend can't be observed towards building Entrepreneurial Universities in Latvia over the past 5 years. The results of the survey show that there is a need put higher efforts to assist young entrepreneurs in building cooperation networks and strengthening knowledge co-creation with external stakeholders.
Using Excel in Teacher Education for Sustainability
Author: Aydin, Serhat
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Software,Spreadsheets,Statistics,Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Teaching Methods,Science Teachers,Foreign Countries,Instructional Effectiveness,Sustainability,Case Studies,Pretests Posttests,Quasiexperimental Design,Attitude Measures,Control Groups,Experimental Groups,Comparative Analysis

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate. The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software. In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.
Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School
Author: Kazlauskiene, Ausra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,General Education,Theory Practice Relationship,Teaching Methods,Semi Structured Interviews,Self Actualization,Student Empowerment,Educational Change,Teacher Surveys,Content Analysis,Teacher Role,Program Implementation,Teacher Attitudes,Attitude Change

Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher's professionalism. Therefore, the insights that have emerged in the context of teachers' practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher's personal self-actualisation, the student's empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.