ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Model of Clinical Education to Increase Student Placement Availability: The Capacity Development Facilitator Model
Author: Fairbrother, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Education,Clinical Experience,Medical Students,Student Placement,Job Placement,Hospitals,Mixed Methods Research,Data Collection,Physical Therapy,Student Surveys,Productivity,Barriers,Stress Variables,Models,Learning Experience,Student Satisfaction,Semi Structured Interviews,Social Support Groups,Capacity Building,Facilitators (Individuals),Undergraduate Students,Graduate Students,Likert Scales

This paper reports on a trial of a new model of clinical education designed to increase student clinical placement availability and address workforce constraints on supervision. The University of Sydney deployed the Capacity Development Facilitators (CDF) in selected Sydney hospitals to work with staff to expand student clinical placement opportunities by identifying enablers, barriers and stressors of clinical placements and collaboratively developing solutions, provide organizational and learning support and foster opportunities for interprofessional learning. A mixed methods study was undertaken collecting data from physiotherapy students and their clinical educators (CE). At completion of placement students and CEs completed a survey. This was analyzed for themes about placement structure, productivity, barriers, enablers, stressors and support. Preliminary findings suggest the CDF model increases capacity, provides robust learning experiences and satisfaction with placements from the hospital, university staff and students' perspectives.
Sharing the Load: Understanding the Roles of Academics and Host Supervisors in Work-Integrated Learning
Author: Winchester-Seeto, Theresa
Date: 2016-00-00
Type: Journal Articles
Subjects: Supervisors,College Faculty,Teacher Attitudes,Work Experience Programs,Work Environment,Role Perception,Teacher Role,Role,Qualitative Research,Foreign Countries,Semi Structured Interviews,Focus Groups

Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has focused on what each understands about the role of others. University staff and host supervisors (N = 57) were interviewed about their own role and that of other stakeholders. Findings reveal that while there is reasonable consensus within each stakeholder group about their own roles, perceptions about the roles of others are mismatched in some fundamental areas. There also appear to be intersecting and complementary roles, which remain largely unexplored and accounted for in research and theory to date. This study is unique in bringing together the perceptions of multiple stakeholders to explore ideas about supervision. Implications for theory, practice and future research are discussed.
Knowledge and Skill Competency Values of an Undergraduate University Managed Cooperative Internship Program: A Case Study in Design Education
Author: Barbarash, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Design,Internship Programs,Gardening,Teacher Surveys,Teacher Attitudes,College Faculty,Student Surveys,Student Attitudes,Cooperation,Outcomes of Education,College Students,Accreditation (Institutions),Curriculum Evaluation,Course Content

Students from the Purdue University landscape architecture program undergo a year-long managed cooperative internship between their junior and senior years of enrollment. During this paid internship students experience the realities of a professional design office outside of the protection of the academic classroom. Through surveys of faculty members and students, some areas showed significant differences in student perceptions of abilities compared with what faculty members thought they had taught. The significant areas are those that the professionally accredited Landscape Architecture Body of Knowledge describes as not being vital until a practitioner is ready for licensure, suggesting that in a managed cooperative internship some students have with more advanced knowledge compared to students without such assistance.
Designing Work-Integrated Learning Placements That Improve Student Employability: Six Facets of the Curriculum That Matter
Author: Smith, Calvin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Job Placement,Instructional Design,Job Skills,Skill Development,Employment Potential,Curriculum Design,Career Readiness,Predictor Variables,Robustness (Statistics),Factor Analysis,College Students,Student Surveys

Research into work-integrated learning continues to show through a variety of small-scale and anecdotal studies, various positive impacts on student learning, work-readiness, personal and cognitive development and other outcomes. Seldom are these research findings strongly generalizable because of such factors as small sample sizes, discipline-specific case attributes, and qualitative approaches that seek richness of detail rather than generalizability of findings. Drawing on a sample of more than 3000 students, the study reported here explored the following questions: What curriculum factors can be validly measured to operationalize work-integrated learning curricula design? What measures validly operationalize the concept of &quot;employment readiness?&quot; and What predictive relationships exist between these two sets of measures? Measures are based on students self-reporting of both curriculum characteristics and employability skill acquisition. Findings indicate that robust measures of both curriculum factors and employment-readiness factors are possible and that the curriculum factors are associated with students' employment readiness outcomes.
Work-Integrated Learning Process in Tourism Training Programs in Vietnam: Voices of Education and Industry
Author: Khuong, Cam Thi Hong
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Work Experience,Experiential Learning,Higher Education,Vocational Education,Skill Development,Program Effectiveness,Case Studies,Interviews,School Business Relationship

This paper addresses the work-integrated learning (WIL) initiative embedded in selected tourism training programs in Vietnam. The research was grounded on the framework of stakeholder ethos. Drawing on tourism training curriculum analysis and interviews with lecturers, institutional leaders, industry managers and internship supervisors, this study shows that WIL initiatives exist in the tourism training programs under examinations with various levels of industry engagement at both on-campus and off-campus stages. However, the links between the triad of WIL stakeholders--institutions, companies and students--under the impact of the Vietnamese Government policies in the context of higher education and vocational education and training are appraised as lacking, superficial and unsustainable. Consequently, this WIL process barely equips the graduates with the required knowledge and skills to satisfy the demands of the industry.
Are Students Who Do Not Participate in Work-Integrated Learning (WIL) Disadvantaged? Differences in Work Self-Efficacy between WIL and Non-WIL Students
Author: Thompson, Carleen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Student Participation,Advantaged,Disadvantaged,Self Efficacy,Differences,Comparative Analysis,College Seniors,Criminology,Hypothesis Testing,Job Placement,Work Experience,Elective Courses,Questionnaires,Measures (Individuals),Statistical Analysis

If work-integrated learning (WIL) improves students' work self-efficacy (WSE), are students who do not participate in WIL disadvantaged? This study answers this question by examining differences in WSE between final-year criminal justice students at Griffith University (Brisbane, Australia) who elected to undertake WIL and those who did not. Contrary to expectations, WIL students did not report higher WSE upon the completion of a work placement compared to non-WIL students. Further investigations revealed pre-existing differences between the two groups, whereby students who elected to undertake WIL had significantly lower levels of WSE prior to placement than students who chose not to undertake a placement. These students were also significantly younger and less likely to have had prior criminal justice work experience. Findings highlight the importance of offering WIL as an elective to give students with lower levels of WSE the opportunity to develop greater confidence in managing the professional workplace.
Development of a Training Program for Enhancement of Technology Competencies of University Lecturers
Author: Cruthaka, Chomsupak
Date: 2016-09-00
Type: Journal Articles
Subjects: Technological Literacy,College Faculty,Program Development,Faculty Development,Technology Education,Teacher Surveys,Educational Needs,Needs Assessment,Teacher Competency Testing,Pedagogical Content Knowledge,Teacher Attitudes,Appropriate Technology,Skill Analysis,Foreign Countries

The objectives were: (1) the components of the technology competencies of university lecturers were studied. The researchers also described and analyzed (2) the development of a training program for enhancement of the technology competencies of these lecturers. Also, the researchers evaluated (3) the program they had constructed. The sample population consisted of 859 lecturers with academic ranks at government and autonomous universities in survey research and 28 Ramkhamhaeng University (RU) lecturers for evaluated the training program. The training program was constructed such that it would be congruent with the results of the study of the components of technology competencies. While evaluating the training program form testing the knowledge, capabilities, and attitudes of the lecturers, It was found that: (1) Three components of the technology competencies of university lecturers were described by 69 variables. The factor loading of the components were ranged between 0.427 and 0.798 and the variance could be explained at 64%. (2) The mean scores for the technology competencies of university lecturers in the aspects of knowledge, capabilities, and attitudes after the completion of the program were higher prior to its commencement at the statistically significant level of 0.05. (3) In respect to the level of appropriateness of the program, the lecturers participating in the program viewed the overall level of appropriateness as high. These studies suggest that providing lecturers with the appropriate training should help increase their technology competencies.
The Role of Work Placement in Engineering Students' Academic Performance
Author: Blicblau, Aaron Simon
Date: 2016-00-00
Type: Journal Articles
Subjects: Job Placement,Engineering,Academic Achievement,Foreign Countries,Work Experience,Undergraduate Students,Integrated Activities,Learning Activities,Workplace Learning,Work Experience Programs,Employment Potential,Grades (Scholastic),Statistical Analysis,Curriculum

Engineering graduates without industrial experience may find that employment is difficult to obtain immediately after completing their studies. This study investigates the impact of two arrangements of work experiences; short term (over 12 weeks, STP) and long-term (over 52 weeks, IBL) on academic grades. This study involved 240 undergraduate mechanical engineering students. Results from the study indicated that students who spent time on work integrated learning or IBL in their penultimate year of their engineering course obtained better grades than those who did not undertake such a placement. The findings of this work have highlighted the relevance of work experience to improved academic grades for engineering students. An additional outcome was that some students were offered ongoing employment at the conclusion of their placement. Limitations of the study include factors external to the industry based work experience which may influence student grades. It is proposed that tertiary institutes embed a lengthy work experience program within the engineering academic syllabus.
The Impact of Cambridge and the Determination of Fair Use in Educational Settings
Author: Shields, Timothy D.
Date: 2016-09-00
Type: Journal Articles
Subjects: Copyrights,Court Litigation,Legal Responsibility,Federal Legislation,Information Policy,Federal Courts,Compliance (Legal),Laws,Legal Problems,Case Studies,Educational Policy,School Policy

The Fair Use exemption to copyright infringement is a difficult concept for those within the legal community because of its unique &quot;case-by-case&quot; application. Without any red line rules, providing guidance to typical users is even more challenging. This paper reviews several recent cases regarding the application of Fair Use and how the interpretation of Fair Use varies across the Federal Circuits. The most recent case of Cambridge v. Patton is discussed as well.
A Review of the Situation of Service-Learning in Higher Education in Spain
Author: Opazo, Hector
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Higher Education,Educational Strategies,Content Analysis,Conferences (Gatherings),Data Analysis,Grounded Theory,Universities,Qualifications,Qualitative Research,Computer Software,Coding,Educational Attainment,Educational Policy,School Responsibility,Bachelors Degrees

As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article analyses S-L in higher education in Spain with the purpose of understanding the expression of this promising teaching strategy. The paper is based on documentary analysis of key documents from the last official conference of the S-L that took place in Bilbao (2013). Data was analyzed using thematic analysis and grounded theory, with Atlas.Ti. The process of data analysis was based on a thematic framework of three categories: [1] S-L University Qualifications, [2] S-L Institutionalization status, and [3] S-L Possibilities and Positive effects. This analysis can deepen understanding of the S-L pedagogy, improve practice and create a framework for future research.
Why Are Mathematics Teachers &quot;Not Sure&quot;?
Author: Fauskanger, Janne
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Mathematics Education,Knowledge Base for Teaching,Inservice Teacher Education,Test Items,Questioning Techniques,Multiple Choice Tests,Teaching Methods,Group Discussion,Teacher Response,Measurement Techniques,Case Studies

Researchers have widely adopted measures of teachers' mathematical knowledge for teaching (MKT). This paper investigates why teachers select &quot;I'm not sure&quot; as a suggested solution in MKT items. In this study, in-service teachers responded to multiple-choice MKT items, they submitted written responses to open-ended questions, and they discussed these items in group discussions. We analyse the different kinds of responses from three teachers in depth. A framework of cognitive types of teacher knowledge--distinguishing between Type 1, Type 2 and Type 3 knowledge--was applied in the analysis. We suggest that one teacher selected &quot;I'm not sure&quot; due to insufficient MKT, whereas the other two teachers appeared to have Type 1 and Type 2 knowledge. These findings provide proof that the knowledge teachers utilise in responses to open-ended questions and group discussions does not necessarily mirror the knowledge used when selecting a particular multiple-choice response.
Storytelling as Methodology: Colombia's Social Studies Textbooks after &quot;La Constitución de 1991&quot;
Author: Daza, Stephanie L.
Date: 2013-10-00
Type: Journal Articles
Subjects: Story Telling,Foreign Countries,Social Studies,Textbooks,Content Analysis,Social Change,Translation,Foreign Policy,Racial Differences,Discourse Analysis,Illustrations,Photography

This article posits the concept-metaphor of &quot;storytelling as methodology&quot; for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the discourse of progress. At the same time, the article draws on the theoretical perspectives of Gayatri Spivak in its attempt to perform transnational academic work within the limits of translation.
Photographic Images of Refugee Spatial Encounters: Pedagogy of Displacement
Author: Subedi, Binaya
Date: 2013-10-00
Type: Journal Articles
Subjects: Refugees,Asians,Photography,Housing,Disadvantaged,Curriculum,Correlation,Politics,Teaching Methods

This paper examines my effort to document the experiences of a Bhutanese refugee community in a mid-western city of the United States. In particular, the essay looks at housing experiences the community encountered and my efforts to translate the events through photographs. The essay also explores how oppression operates in relation to refugee experiences. Recognizing that knowledge of recent refugees of color has been absent and perhaps may not be addressed in school curriculum in the near future, this photo essay project was created to serve as a curriculum about marginalized communities who are invisible in the curriculum. By using photographs, I explore three concepts that may help us examine the relationship between space and politics: (1) ideal spaces (2) violated spaces (3) damaged spaces. Lastly, by examining refugee experiences, the paper examines pedagogical approaches utilizing photographs to document oppression.
Care of the Postcolonial Self: Cultivating Nationalisms in &quot;The Philippine Readers&quot;
Author: Coloma, Roland Sintos
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Nationalism,Asian History,Asians,Educational History,Elementary School Students,Self Concept,Student Development,Guides,Land Settlement,Basal Reading,Resistance (Psychology),Foreign Policy,Indigenous Populations,Cultural Influences

The article examines the cultivation of revolutionary nationalisms and the construction of postcolonial subjectivities under a foreign regime. The analysis centers on &quot;The Philippine Readers,&quot; one of the longest published and most widely adopted reading series for elementary students in grades 1 to 7 in the Philippines from the 1920s to the 1960s. Due to its use and scope, the &quot;Readers&quot; significantly impacted the development of Filipino mind, character, teaching, and learning for generations. The article mobilizes Michel Foucault's notion of care of the self, whereby individuals undergo intensive self-scrutiny through texts that serve as manuals for living. It contends that the &quot;Readers&quot; functioned as a crucial guide that enabled Filipinos to care for themselves in instilling furtive yet subversive forms of nationalism under United States rule. More specifically, two forms of nationalism are discussed, and the concepts of covert and hybrid nationalisms are situated within scholarly discussions regarding colonial complicity and opposition as well as Western and indigenous influences.
Teaching for Equity, Learning about Discrimination in a Meritocratic Society
Author: Cruz, Fátima
Date: 2012-10-00
Type: Journal Articles
Subjects: Equal Education,Social Discrimination,Teacher Role,Educational Practices,Educational Policy,Civil Rights,Governance,Intelligence,Social Systems,Ability,Social Justice,Self Concept,Bias,Teacher Educators

In this paper, we will examine key points for research attention in the effort to commit educational systems to equity education. We will examine the concepts of equity, equality and discrimination. We will give specific attention to the role of teacher educators. Teachers need to understand and to be able to see social discrimination in educational systems and policies and in classroom relationships. We will claim that equity education holds low priority even in those countries making the strongest efforts at social equity and protection of human rights. And the reason for low priority as we see it is the almost universal demand for discriminating among students on narrow academic grounds.
Seeking Emancipation from Gender Regulation: Reflections on Home Space for a Black Woman Academic/Single Mother
Author: William-­White, Lisa
Date: 2012-06-00
Type: Journal Articles
Subjects: Family Environment,African Americans,Females,One Parent Family,Gender Issues,Gender Discrimination,Autobiographies,Mothers,Child Rearing,Parent Child Relationship,Sex Role,Sex Fairness,Reflection,Personal Narratives,Parent Role

Using the work of Judith Butler on gender regulation, Black Feminist Thought (BFT), and autobiographic storytelling, this piece illustrates how essentialist notions of gender, and discourses related to gender create conflict in shaping identity construction for a Black woman academic and single mother (BWA/SM) in the United States. This piece reveals complex gendered and racialized tropes related to notions of motherhood and womanhood, particularly within the author's own family. Included here is how the author attempts to transcend these complexities in her quest for self-­definition and self-­actualization, unbridled by gender norms. Yet, race, gender and parental status are significant intersecting categories in identity construction, and inherent in the constructions are hegemonic discourses with which the author continues to grapple. Consequently, the struggle to transcend these forces is further complicated by the limited representation of Black women in the US academy, and by the types of academic work where they find themselves typically situated.
Methodology of Leaving America for Asia: Reading South Korea's Social Studies Textbooks through Chen Kuan-Hsing's Asia as Method
Author: Rhee, Jeong-eun
Date: 2013-10-00
Type: Journal Articles
Subjects: Social Studies,Textbooks,Foreign Countries,High School Students,Asians,Intervention,Content Analysis,Criticism,Foreign Policy,Educational History,Epistemology

This project began as a content analysis of five South Korean high school Social Studies textbooks. Yet, it has evolved into an epistemological experiment to pursue the question of &quot;what does it mean to leave America for Asia, at least methodologically, for the researcher who left Asia for America?&quot; Using the textbooks as a mediating site, therefore, I articulate a process that engages with, moves toward, and develops deimperializing methodology. More specifically, I interweave Kuan-Hsing Chen's &quot;Asia as Method: Toward Deimperialization&quot; (2010) with my data by analyzing the data through &quot;Asia as Method&quot; and reading and practicing Asia as Method as methodology. This allows me to move away from fixating on the West as a reference point even through my critique. Rather, I work to produce geo-historically grounded knowledge for specific interventions at this mediating site toward the movements of decolonization, de-cold war, and deimperialization. In the process, I discuss how &quot;Asia as Method&quot; as methodology provokes political, psychological, and social engagements of everyday, multiplies reference points for knowledge production, and requires a researcher to re-work on one's subjectivity inevitably constituted by imperialism.