ethanporcaro/eric-fulltext-meta huggingface dataset:
Tell Me Your Story: A Reflection Strategy for Preservice Teachers
Author: Binks, Emily
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Teacher Education,Teacher Education Programs,Theory Practice Relationship,Field Experience Programs,Teaching Methods,Story Telling,Reflective Teaching,Educational Trends,Preservice Teachers,Seminars,Graduate Study,Program Improvement

"Tell me your story" is a phrase popularly being promoted in the business setting during recent years. The power of storytelling can be utilized in student teacher reflection as a strategy for making connections between theory and practice in authentic classroom environments and enabling preservice teachers to actively develop plans for growth. A narrative approach, or storytelling, serves as an alternative approach to reflection for student teachers to understand and make meaning of their field experiences in an unobtrusive and connective way. Yet, while this trend has generated excitement in the education community, there is still much to learn about the nature of story and its value in teacher education. The purpose of this study was to create contexts for preservice teachers to be reflective about their practice, and the hypothesis supposed that storytelling is one potential way for encouraging this. In integrating storytelling into a university seminar in curriculum leadership taken simultaneously with students' teaching internship, the study focused on the process of generating meaningful stories that would enable thoughtful reflection and determining benefits to students and the improvement of the teacher education program. The findings of this initial study seem to imply a need for increased use of storytelling in teacher preparation programs as a means to promote teacher reflection. Although this study is limited to one student teaching program, the authors believe, through increased practice in more student teaching programs, this strategy could contribute to the continuous improvement of a teacher education. (Contains 3 figures.)
Creative Minds: The Search for the Reconciling Principles of Science, the Humanities, Arts and Religion
Author: England, Richard
Date: 2009-00-00
Type: Journal Articles
Subjects: Ideology,Interdisciplinary Approach,Synthesis,Intellectual Disciplines,Sciences,Fine Arts,Humanities,Religion,Beliefs,Cognitive Structures,Perspective Taking,World Views,Cultural Differences,Congruence (Psychology),Social Development

Since before the time of writers such as Plato in his "Republic" and "Timaeus"; Martianus Capella in "The Marriage of Mercury and Philology"; Boethius in "De institutione musica"; Kepler in "The Harmony of the Universe"; and many others, there have been attempts to reconcile the various disciplines in the sciences, arts, humanities, and religion within specific principles. These efforts have continued among the various representatives in each discipline. C. P. Snow's texts, "The Two Cultures" and subsequent "The Two Cultures: A Second Look", are examples of a distinguished physicist discussing the conflicting ideologies that can occur, and the potential impact on what constitutes quality education, rational thinking, and societal priorities in general. The purpose of the proposed paper is to suggest that there are common aesthetic principles within the context of belief systems that unify disciplines, and have implications for cultural and societal development. Observations will also be made about the outcomes that may occur and have impact on each of the broadly defined disciplines.
Career Attainment among Healthcare Executives: Is the Gender Gap Narrowing?
Author: Branin, Joan Julia
Date: 2009-00-00
Type: Journal Articles
Subjects: Health Services,Organizational Culture,Industry,Gender Differences,Leadership,Professional Occupations,Males,Occupational Aspiration,Females,Human Capital,Social Change,Barriers

Health care occupations are expected to be among the fastest growing professions in the next ten years. With such incredible growth expected in employment and wages, and with women's participation in the industry remaining strong, are women in the health care industry, particularly those in health care administration, experiencing a narrowing of the gender gap? This paper briefly reviews various theories of career success as they relate to the gender gap in executive level positions in healthcare administration and synthesizes the findings of a longitudinal study of the career attainment and attitudes of male and female healthcare executives. For the first time in almost two decades, a positive trend has been seen in the career attainment of women in health care administration. A 2006 ACHE study found an increase in the proportion of women relative to men who achieve CEO status. Women and men have similar levels of experience and education and experience similar levels of satisfaction with their positions. These findings suggest an increased commitment by healthcare organizations to integrate more women into leadership positions and to make the organizational culture more family friendly. However despite having attained equal levels of education and experience, a gender gap in salary levels still exists. Although women have made progress in attaining executive level positions, organizational structural factors rather than human capital factors contribute to the gender gap within healthcare executive management.
The Glass Ceiling Is Made of Concrete: The Barriers to Promotion and Tenure of Women in American Academia
Author: Bonawitz, Mary
Date: 2009-00-00
Type: Journal Articles
Subjects: College Faculty,Women Faculty,Barriers,Gender Discrimination,Faculty Promotion,Tenure,Family Work Relationship,Caregivers,Older Adults,Sex Fairness,Baby Boomers

The focus of this research is to survey the literature in American higher education on the tenure and promotion of women and to suggest future problems that women may encounter as the American population grays. Anecdotally, women are not tenured and promoted in the same percentages of men in similar fields. In the social and natural sciences, women face greater obstacles than in some other fields. In the Humanities, recent research suggests that while women can become tenured they are less likely to be promoted to full professor than their male colleagues are. Are the differences due to lack of qualifications, financial constraints of the departments/universities, or, of greater concern, long held cultural biases of academia? No one yet has sufficient answers to these questions. As the average age of American college professors is 59 years old and their gender male, it is important to note that a significant portion of this population should be retiring by the time they are 70. A gap between the numbers of professors who have "ownership" in their institution and those who remain disenfranchised may emerge. The time is right to make those changes in academia that will ensure that capable professional women are tenured and promoted in fair numbers to fill any gaps that result from the retirements. (Contains 57 footnotes.)
New Wine in Old Bottles: Cutting a New Path in the Academy
Author: Gresham, Mary H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,College Administration,Women Administrators,Disproportionate Representation,Doctoral Degrees,Females,Educational Attainment,Social Change,Gender Bias,Educational History,Feminism,Leadership Styles

Despite the almost equal proportion of females to males who receive doctoral degrees in the U.S., women remain underrepresented in senior positions--faculty and administrative--in institutions of higher education. Unlike the more blatant discrimination extant before the era of civil rights legislation, barriers today are less obvious to the untutored observer. This paper will explore the gendered schemas that impede the equitable representation of women in senior administrative roles in higher education. Current formulations suggest a variety of rationales for this underrepresentation, including: traditional devaluation of women's abilities; beliefs about the appropriateness of roles and behaviors for women; unconscious biases which disadvantage women in multiple settings despite evidence of success; failure to appreciate the precedents provided by women administrators who created pathways for contemporary women in administration; as well as the reluctance to reconsider the requisite skill sets for a successful institutional leader in the 21st century. A consideration of leadership theory and research on the impact of stereotypes suggests ways in which women can develop the resilience necessary to challenge the traditions of the academy, traditions which remain heavily reliant on dated beliefs of male superiority and the rightness of the majority culture.
Gender Equity and the Dialogical &quot;Ethos&quot; of the University: Socrates, Schleiermacher and the Transversal Claim of the &quot;Conversatorium&quot;
Author: Moore, John G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Role of Education,Philosophy,Interpersonal Communication,Intercultural Communication,Sex Fairness,Figurative Language,Gender Issues

Open and unencumbered dialogue is the original position of the modern university-ideal, encompassing both its administrative and educational functions, outstripping even its important reliance upon research in laboratories or solitary writing and contemplative inquiry. This is an idea first intimated in Plato's &quot;Symposium&quot; and later made central to Schleiermacher's draft of a plan for the University of Berlin. Recent inquiries into the many myths of the modern university have lessened the claims on behalf of illustrious figures, such as Wilhelm von Humboldt, for having founded the modern university--a superhuman feat he would himself have disavowed; but the autonomous ideal of Humboldt's colleague, Friedrich Schleiermacher, in which special emphasis is given to &quot;authentic dialogue,&quot; &quot;seminars&quot; and &quot;conversatoria&quot; and which he modeled after the unofficial, salon-culture of Berlin, where colloquial spaces were hosted at regular intervals in the houses of leading Jewish women for the sole purpose of sustaining cross-cultural dialogue, appears to have been an underappreciated influence. The paper argues that the notion of the university as a free space of open discussion, devoted to testing truth-claims and hazarding new ideas, is perennially relevant, and potentially transversal for knowledge, inquiry, and reigning systems of social arrangement. It remains the soul of the university, much in the way salon-culture remains the soul of the coffee-house. (Contains 29 footnotes.)
Learning through the Ages: An Epistemological Journey
Author: Reid, J. Courtney
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Personal Narratives,Reader Text Relationship,Time Perspective,Self Concept,Feminism,Conflict,Slavery,Christianity,Religious Factors,Developmental Stages

This paper explores how three nineteenth-century women writers guided my thinking about education, oppression and spirituality during different decades of my twentieth-century life. In order to re-collect my epistemological journey, a process that requires analysis and reflection, the paper combines the critical lens of feminist theory with the genre of the exploratory personal narrative. Charlotte Bronte ("Jane Eyre") wrote about finding a voice of resistance in order to find independence, an essential thing to learn when one is 20 years old. Sarah Orne Jewett ("The Country of the Pointed Firs") looked outward, an essential thing to realize when learning how to write and love at 30 years old. Harriet Jacobs ("Incidents in the Life of a Slave Girl") knew of the complexity of life and truth, the greatest thing of all to learn as a parent and teacher. These women, through their writing and ideas, guided how I came to know and understand the world. (Contains 23 footnotes.)
Women, Leadership, and Equality in Academe: Moving beyond Double Binds
Author: Frechette, Julie
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Organizational Culture,Administrative Organization,Power Structure,Leadership,Occupational Aspiration,Females,Barriers,Competition,Gender Discrimination,Human Body,Cognitive Processes,Feminism,Career Development,Personal Narratives,Faculty College Relationship,Rewards,College Administration,Politics of Education,Comparable Worth,Promotion (Occupational)

Although gender discrimination in all of its manifestations is often thought to be absent from higher education, academic institutions are hierarchical organizations that offer rewards, status and privilege, thereby rendering the status of women within these institutions politically and economically vulnerable. With each generation of female academics, the organizational structures that both free and bind women are altered through agency and progress. Invariably, the advancement of women disrupts and alters normative power structures and offers hope and promise for the next generation of women in academe. Using a personal narrative framework from which to analyze the Catch-22s that often impede women from advancing and succeeding within academe, this paper will provide a feminist analysis of the role of women in academic organizations by focusing on the double binds that have been offered to women as dichotomous choices. Using theories of communication and feminism alongside personal experience within a teaching university, the study will explore the dichotomies between the following areas: (1) Motherhood vs. academe (womb or brain); (2) University teaching vs. research (emotion or mind); (3) Community and university service vs. leadership and professional advancement (femininity or competence); and (4) Discrimination and pay equity (equality or difference). Through personal reflections on struggle and achievement, the author's goal is to offer strategies for maneuvering past sexist barricades as a means toward success and equality in academe. (Contains 37 footnotes.)
Constitutional Conservatism
Author: Berkowitz, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Political Attitudes,Constitutional Law,Preservation,Citizenship Responsibility,Government Role,Religion,Social Change,Family (Sociological Unit),Politics,Agenda Setting

After their dismal performance in election 2008, conservatives are taking stock. As they examine the causes that have driven them into the political wilderness and as they explore paths out, they should also take heart. After all, election 2008 shows that America's constitutional order is working as designed. Indeed, while sorting out their errors and considering their options, conservatives of all stripes would be well advised to concentrate their attention on the constitutional order and the principles that undergird it, because conserving them should be their paramount political priority. A constitutional conservatism puts liberty first and teaches the indispensableness of moderation in securing, preserving, and extending its blessings. Rallying around a constitutional conservatism is a wise and winning strategy. Elaborated and applied in the spirit of moderation out of which they were originally fashioned, the principles of a constitutional conservatism are crucial to the restoration of an electorally viable and politically responsible conservatism. The author talks about constitutional conservatism, describes its principles and discusses how it provides a sturdy framework for developing a distinctive agenda to confront today's challenges--an agenda that social conservatives and libertarian conservatives, consistent with their highest hopes, can both embrace.
Wrong Turn on School Reform
Author: Hess, Frederick M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Politics,Agenda Setting,Federal Legislation,Civil Rights,School Restructuring,Educational Change,Political Attitudes,Strategic Planning,Achievement Gap,Race,Accountability,School Policy,Educational History

In the run-up to the 2000 presidential election, candidate George W. Bush and his advisors made a strategic decision to appropriate educational rhetoric generally associated with Democrats and the left. This decision helped Bush present himself as &quot;different kind of Republican&quot; and a &quot;compassionate conservative&quot; and to dramatically narrow the Democrats' traditional advantage on education, particularly among suburban women. This was critical in helping to win the election. During his eight years in office, he would ultimately upend decades of conservative thinking on education, open the door to new spending and federal activity, and swap conventional conservative themes for language borrowed from the civil rights community. The administration's assault on the racial achievement gap--the huge disparity in test scores between both white and Asian students and their black and Hispanic peers--through the No Child Left Behind Act (NCLB) earned plaudits from many on the left and right. Over time, however, this approach has alienated suburban parents, who worry that NCLB's emphasis on low-achievers and low-level skills is harming their children and schools. In this way and others, partnering with the left on education reform has imposed real costs even as it has paid substantive dividends. Teaming up with liberal education-reformers has led conservative education-reformers to embrace a sprawling statute, NCLB, with many problematic features, which include, among others, a dramatically expanded federal role in education; an explicitly race-based conception of school accountability; and a focus on closing achievement gaps to the exclusion of all other objectives. Now Bush is out and President Obama is in. What tack toward education reform should conservatives take? To illumine some answers, this article takes a look back at the recent history of school policy, at how conservatives got where they are today. The authors discuss how to get back on track after No Child Left Behind. (Contains 13 endnotes.)
Achievement of African American and Caucasian Students Referred and Placed or Not Placed in Gifted Programs
Author: Romanoff, Brenda S.
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Academically Gifted,Mathematics Tests,Talent Identification,Program Effectiveness,White Students,Academic Achievement,Referral,Student Placement,Elementary School Students,Multiple Intelligences,Reading Achievement,Mathematics Achievement,Reading Tests,Racial Differences

The identification of students who are gifted traditionally has been grounded in criteria with an emphasis on unitary measures of intellectual ability. The purpose of this research was to evaluate the performance of elementary school children in a Southeastern state identified as gifted using an assessment process based on MI theory, the Problem Solving Assessment, with a comparable group of students referred for assessment but not identified as gifted. We compared scores on statewide end-of-grade reading and math tests to evaluate the performance of African American and Caucasian students. Although scores for African American students were below those for the Caucasian peers in both groups, the difference between the groups was smaller in reading and mathematics for students identified and placed in gifted programs. We discuss the implications of our findings as they related to identification and program development. (Contains 1 figure and 3 tables.)
Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School
Author: Bonner, Fred A., II
Date: 2009-00-00
Type: Journal Articles
Subjects: Gifted,Disproportionate Representation,Males,Identification,African Americans,Talent,School Districts,Educational Research,Educational Environment,Underachievement,Program Descriptions,Talent Development

This article focuses on the underrepresentation of African American males in gifted and talented programs, and offers a number of key recommendations to practitioners and researchers who seek viable strategies to circumvent this problem. Beyond the focus on underrepresentation, several additional topics for discussion are excogitated to provide a clear perspective on the challenges these students experience in school; namely, (a) definitions of giftedness, (b) identity development, (c) student Millennial culture, and (d) how gifted African American Millennial males in school contexts are treated. Additionally, data collected from a recent study of a large Midwestern school district will be presented to further highlight the topics under investigation. (Contains 2 tables.)
How Academically Gifted Elementary, Urban Students Respond to Challenge in an Enriched, Differentiated Reading Program
Author: Reis, Sally M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Reading Fluency,Academically Gifted,Independent Reading,Reading Programs,Data Analysis,Reading Instruction,Individualized Instruction,Comparative Analysis,After School Programs,Advanced Placement,Reading Skills,Grade 3,Grade 4,Student Diversity,Elementary School Students,Student Characteristics

This mixed-methods study combined the use of qualitative, comparative case study methods with other data analysis procedures to investigate an afterschool enriched reading program for academically gifted students who had also been identified as talented readers. The Schoolwide Enrichment Model-Reading Framework (SEM-R) was used to provide challenging reading experiences for 2 days each week in a 6-week afterschool program. Although their reading fluency scores improved, each academically gifted student initially encountered frustration when asked to read content that was either at or slightly above his or her current independent reading level. With encouragement, these academically gifted students began to be able to read texts that were slightly above their current instructional level for short periods of time. Without encountering more challenging content, as these students become older, they may become frustrated with more advanced material in honors or advanced classes in subsequent years, despite their identification as gifted. (Contains 4 tables and 1 endnote.)
An Examination of Paternal Influence on High-Achieving Gifted Males
Author: Hebert, Thomas P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Biographies,Parent Attitudes,Parent Role,Expectation,Gifted,Work Ethic,Talent Development,Sons,Males,Fathers,Parent Influence,High Achievement,Autobiographies

The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son's accomplishments, and mutual admiration and respect. Implications for parents and educators of high-achieving gifted males are discussed. (Contains 1 table)