ethanporcaro/eric-fulltext-meta huggingface dataset:
Honoring the National Parks: A Local Adaptation of a Partners in the Parks Adventure
Author: Digby, Joan
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Institutional Cooperation,Parks,Educational Innovation,Recreational Facilities,Experiential Learning

The National Collegiate Honors Council (NCHC) has long recognized that collaboration among institutions is important to honors education. In addition to its annual NCHC conferences, which offer a large forum for sharing ideas, NCHC has fostered and supported a variety of collaborative programs such as Honors Semesters and Faculty Institutes, the most recent of which is the Partners in the Parks Program (PITP), which--like its predecessor programs--is designed not only to provide educational opportunities for students and faculty in honors but to inspire educational innovations within honors programs and colleges across the country. PITP has already begun to spin off such innovations. The adaptation of the PITP program &quot;Fire Island to Ellis Island&quot; in a college course called &quot;Honoring the Parks&quot; demonstrates the way that colleges and universities can use NCHC resources to inspire new educational opportunities on their campuses. [This article was originally printed in &quot;Honors in Practice&quot; v8 2012.]
Including Families in the Honors Experience
Author: Johnson, Melissa L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Family Involvement,Family School Relationship,Higher Education,Parent Participation,College Students,Social Media,Recognition (Achievement)

Countless articles in the news, combined with colorful anecdotes from faculty and staff, share common complaints about helicopters, lawnmowers, bulldozers, and snowplows--not transportation options on campus but rather parents of college students who stay actively involved in their students' lives. Honors faculty and administrators are tempted to dismiss this involvement as unnecessary and burdensome. At the University of Florida, though, rather than keeping their distance from parents and family members, they have opted to embrace the strengths of parental involvement by including them in their honors program. Given the parent and family involvement in higher education, examination of current institutional and honors initiatives can provide direction for honors administrators as they negotiate interactions with their students' families.
Tenure and Promotion in Honors
Author: Otero, Rosalie
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Tenure,Teacher Promotion,College Faculty,Teacher Competencies,Interdisciplinary Approach

One of the major obstacles toward tenure and promotion in honors programs and colleges is that &quot;Honors&quot; is not a discipline. This does not mean, however, that honors education is not a profession. There is sufficient evidence across the country to indicate that there are educators in higher education who choose to work in honors programs or colleges exclusively. It is important that full-time faculty dedicated to Honors education should have equal privileges as other faculty on campus in terms of their careers. The Honors Program at the University of New Mexico has a national reputation for academic innovation, educational research, quality of teaching, and commitment to teaching. It is within this context that criteria to define the competence and excellence required for promotion and tenure have been developed. Competence and excellence in scholarship, teaching, and service are evaluated both on quality and quantity parameters. The process for UNM's University Honors Program faculty had to be created so that it would observe criteria for other faculty on campus and, at the same time, include principles for interdisciplinary work. For the most part, the process has worked although some of the expectations are more encompassing than those for faculty in a specific discipline. The tenure and promotion process for honors faculty continues to evolve at the University of New Mexico. As the members of the National Collegiate Honors Council become more professionally committed to honors endeavors, and as more honors programs and colleges institute tenure and promotion in honors, it will become less problematic to constitute acceptable and equitable guidelines for tenure and promotion in honors. [This article was originally printed in &quot;Honors in Practice&quot; v1 2005.]
The Right to Rights: Education as the Problem and Solution to the Lack of Enforcement of International Human Rights Law
Author: Boutros, Alexandria
Date: 2018-04-00
Type: Journal Articles
Subjects: Civil Rights,Access to Education,Law Enforcement,Childrens Rights,Literature Reviews,Foreign Countries,Program Effectiveness,Teacher Education,Administrator Attitudes,Educational Legislation,Democratic Values,Civics,Citizenship Education,Children,International Law,Treaties

One of the biggest criticisms of international law is the lack of effective enforcement, often compounded in human rights law by the system of treaty reservations that detracts from the main object and purpose of human rights protections. Ideally, once a country has ratified a treaty, it may create domestic law that provides an enforcement mechanism that may be lacking at the international level. However, in cases such as the Convention on the Rights of the Child, one can see the limits of such an indeterminate system. The two questions being posed are: &quot;Could the implementation of human rights education enhance enforcement within countries of international human rights accords?&quot; and &quot;How should one go about implementing a human rights education initiative?&quot;To answer these questions, literature regarding human rights education initiatives around the world were reviewed and focus was put on initiatives working to enforce international human rights law. From reviewing the literature, a major component of the effectiveness of a human rights education initiative is the quality of training the teachers received and the level of commitment to the initiative by school administrations.
Relationship between the Tendency to Tolerance and Helpfulness Attitude in 4th Grade Students
Author: Aslan, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Helping Relationship,Student Behavior,Measures (Individuals),Statistical Analysis,Student Attitudes,Empathy,Values,Foreign Countries,Student Characteristics,Predictor Variables

The purpose of this study is to investigate the relationship between the tendency to tolerance and helpfulness behavior in 4th grade primary school students. Relational screening model was used in the study. Simple random sampling method was used in the study. 265 students from the 4th grade of the primary school students have participated to the study. The data in the study were collected by using the scale of tolerance and the scale of helpfulness attitude. Descriptive statistics were used in the analysis of the data Pearson product moments correlation analysis and multiple linear regression analysis were used in the analysis of data. As a result, it was found that a medium level significant relationship in the positive direction existed between the tolerance tendency scores and helpfulness attitude scores of fourth grade students, that the value belonging to tolerance displayed a significant relationship with acceptance and empathy sub-dimensions and that all three variables together explained 24% of the helpfulness attitude. This result has also revealed a predictive relationship between students' tendencies towards tolerance and helpfulness attitudes. Based upon the findings, following recommendations have been provided.
Viewing the Behavioral Responses of ED Children from a Trauma-Informed Perspective
Author: Buxton, Patricia Smedley
Date: 2018-06-00
Type: Journal Articles
Subjects: Behavior Problems,Emotional Disturbances,Behavior Change,Individualized Education Programs,Student Records,Trauma,Academic Achievement,Interpersonal Relationship,Self Control,Elementary Secondary Education,Statistical Analysis

The purpose of this study was to investigate via a trauma-lens the types of behavioral responses recorded in the IEPs of ED children. The theoretical orientation for the study was based heavily on the framework for school-based psychological evaluations identified by Tishelman, Haney, O'Brien and Blaustein (2010). Using the retrospective record review methodology, this exploratory study confirmed existing research on the behavioral responses of ED children and added to the literature by detailing preliminary evidence of behavioral responses that aligned with three of the four functional core domains in which children may display trauma-related difficulties in school.
Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy
Author: Sellings, Peter
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Models,Literacy,Numeracy,Foreign Countries,Preservice Teacher Education,Statistical Analysis,Test Results,Teaching Methods,Program Implementation,Pretests Posttests

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.
A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers
Author: Stephenson, Jennifer
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Statistical Analysis,Multivariate Analysis,Numeracy,Elementary School Teachers,Secondary School Teachers,Knowledge Level

Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where both were reported there was often a discrepancy between perceived and actual knowledge.
Maintaining Global Citizenship Education in Schools: A Challenge for Australian Educators and Schools
Author: Buchanan, John
Date: 2018-04-00
Type: Journal Articles
Subjects: Citizenship Education,Foreign Countries,Teacher Education Programs,Preservice Teachers,Preservice Teacher Education,Global Approach,Nongovernmental Organizations,Teacher Educators,Global Education,Partnerships in Education

Teaching students about global citizenship remains a critical challenge for schools and communities, especially in a developed country like Australia. With increasingly difficult national and international contexts and its marginal place in the school curriculum, there is an urgent need to help maintain support for global citizenship education. Recognising the challenges and limitations, key ways to raise its profile include considering available pedagogies, drawing on the existing Australian Global Education framework, taking up existing curriculum opportunities, accessing quality educational resources and relevant teacher education programs, and working in partnership with key Non-Government Organisations.
Exploring the Use of Narratives to Understand Preservice Teachers&apos; Practicum Experiences from a Sociocultural Perspective
Author: Eksi, Gonca Yangin
Date: 2018-04-00
Type: Journal Articles
Subjects: Personal Narratives,Preservice Teachers,Practicums,Preservice Teacher Education,Teacher Education Programs,Faculty Development,Interviews,Reflection,Sociocultural Patterns,Foreign Countries,Qualitative Research,Teaching Methods

This paper reports on an exploratory study designed to investigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote teacher awareness and professional development. The study is conducted with 21 fourth-year pre-service teachers attending the practicum at the time of the study. The data consist of 84 narratives written in 2015-16 academic year and oral interviews with pre-service teachers conducted in seminar courses. A two-person review panel analysed the data through inductive data analysis from a sociocultural perspective. The analysis points to the nature of narratives, the practicum school context these narratives emerge, and the link between narratives and their contributions to pre-service teachers' awareness and professional learning. The article concludes by considering implications for developing the content of practicum and pre-service teachers' reflective practices.
Language Teachers&apos; Self-Efficacy Beliefs: A Review of the Literature (2005-2016)
Author: Wyatt, Mark
Date: 2018-04-00
Type: Journal Articles
Subjects: Language Teachers,Self Efficacy,Teacher Effectiveness,Literature Reviews,Research Methodology,Teacher Education,Mixed Methods Research,Statistical Analysis,Qualitative Research,Foreign Countries,Geographic Location,Surveys,Interviews,Teacher Attitudes,Beliefs

Research into &quot;language&quot; teachers' self-efficacy (LTSE) beliefs, a domain-specific branch of research into teachers' self-efficacy (TSE) beliefs in general education, has emerged in the past 16 years. To date, though, this emergent domain-specific research field has not been described in depth, with most accounts of it summarised very briefly, even in published research that provides empirical data relating to the specific topic of LTSE beliefs. Guided by a synthetic research ethic, this literature review aims to explore the gap. It highlights the characteristics of this LTSE beliefs research field, discussing the methodology employed by various studies that have elicited LTSE beliefs, indicating their areas of focus and evaluating what can be learned from them. Finally, it raises implications for teacher education and highlights potential research directions for quantitative, qualitative and mixed methods designs, offering suggestions that may benefit (teacher-educator) researcher
Online Initial Teacher Education Students&apos; Perceptions of Using Web Conferences to Support Professional Conversations
Author: Dyment, Janet E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Videoconferencing,Preservice Teacher Education,Preservice Teachers,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Online Courses,Blended Learning,Higher Education,Teaching Methods,Foreign Countries,Masters Programs,Mixed Methods Research,Student Attitudes,School Culture,Knowledge Level,Interpersonal Relationship

This paper draws on the work of Helen Timperley (2015) who suggests there are six clear enablers that support educators to have professional conversations: processes, resources, culture, knowledge, relationships, as well as context. This purpose of this paper is two-fold: first, it describes how weekly web conferences that were offered for online initial teacher education students (ITES) were designed with due consideration for Timperley's enablers for professional conversations; and second, it reports on student experiences of the ways in which the web conferences served to support professional conversations. In order to understand the complex and multifaceted ways that web conferences served to facilitate ITES engagement in professional conversations, data is drawn from thirty-two online ITES enrolled in a capstone unit in their final semester of study in a teacher education course. Using a descriptive mixed-methods case study approach, the ITES completed questionnaires, participated in follow-up interviews and completed their assessment tasks to shed insight into the impact of the web conferences. The findings reveal the powerful ways that the web conferences allowed the students to participate in meaningful professional conversations and helped develop the professional attributes expected of graduates. Importantly, the study revealed that ITES perceived that the web conferences prompted a deeper level of engagement, satisfaction and sense of achievement than alternative activities, including face-to-face tutorials.
Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model
Author: Uslu, Öner
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Gender Differences,Computer Use,Teaching Methods,Teacher Attitudes,Path Analysis,Teacher Competencies,Correlation,Hypothesis Testing,Foreign Countries,Factor Analysis,Regression (Statistics),Structural Equation Models

Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers.
Factors Influencing the Evolution of Vocational Teachers&apos; Beliefs and Practices Related to Classroom Management during Teacher Education
Author: Girardet, Céline
Date: 2018-04-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Teacher Attitudes,Beliefs,Teaching Methods,Classroom Techniques,Teacher Education Programs,Longitudinal Studies,Mixed Methods Research,Teaching Experience,Foreign Countries,Likert Scales,Semi Structured Interviews,Preservice Teachers,Preservice Teacher Education,Constructivism (Learning)

Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers' classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers' classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers' evolutions. Moreover, influential people, providing alternative strategies for teachers to try in their classrooms, and questioning teaching practices, were found to influence teachers' change. Finally, this study emphasizes the importance of the congruence between teacher education and the teaching context as well as the influence of school norms on teacher change.
The Value Assimilation Effect between University Professors and Their Students in the Classroom
Author: Emmanuel-Aviña, Glory
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,College Faculty,College Students,Values,Teacher Student Relationship,Student Attitudes,Teacher Attitudes,Teaching Skills,Religious Factors,Attitude Change,Power Structure,Classification,Surveys,Questionnaires,Validity,Multivariate Analysis

In the clinical, therapy context, it has consistently been found that while therapists' value systems are stable, clients' values are less stable and become congruent with their therapists' values over the course of psychotherapy (e.g., Schwehn &amp; Schau, 1999). This phenomenon is termed the Value Assimilation Effect (VAE). This study examined if the VAE occurs in the university context between professors and students, that is if students' values assimilate to their professors. The current study tested three main hypotheses: 1) students demonstrate value change over time while professors' values remain relatively stable over time; 2) students' attributes influence value change; and 3) students assimilate to their professor's values. In a sample of 20 classrooms, 14 professors, and 414 students, it was found that students' values did change over time, both for values-bases classes and for non-values based classes. Students' attributes, specifically their initial commitment to values and religious commitment, were predictive of value change with those more committed to values reporting less value change over the semester. Students were found to assimilate their values to their professor's values. This was influenced by class type (values versus non-values based) and students' belief in their professor's ability to teach. Unexpectedly, professors' impact on students' religiosity was the most consistent and robust finding in this study. The magnitude and direction of change in students' values were influenced by their professor's level of religiosity. The benefits and concerns of value assimilation are also discussed.