ethanporcaro/eric-fulltext-meta huggingface dataset:
What the U.S. Could Learn from South Africa about Education and Social Justice
Author: Books, Sue
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Educational Change,Foreign Countries,Educational Policy,Poverty,Equal Education,School Segregation,Educational History,Teacher Attitudes,Teacher Salaries,Employment Opportunities,Discipline

Educational policy and practice has resided and continues to reside at the vortex of social and political strife in South Africa, as in the United States. Although school poverty and inequities among schools in the U.S. pale in comparison to conditions in South Africa, the two nations have much in common, including histories of state-sanctioned segregation in schooling as well as halting efforts to refashion education systems without undermining structures of advantage. In this article, the authors aim to consider the broader significance of the South African teachers' experience of educational reform--specifically, lessons U.S. policymakers might learn from these teachers about education and social justice. They offer a brief overview of the political and historical circumstances of schooling in South Africa and a short discussion of the theoretical foundations and methodology of the study. The article concludes with discussion of the significance of the teachers' comments for those seeking educational reform that leans towards social justice. (Contains 6 notes.)
Research Integrity/Misconduct Policies of Canadian Universities
Author: Schoenherr, Jordan
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Sanctions,Research Universities,Integrity,Ethics,Research,Student Behavior,Teacher Behavior,Researchers,Foreign Countries,School Policy,Productivity,Financial Support,Standards

In a context of increasing attention to issues of scientific integrity in university research, it is important to reflect on the governance mechanisms that universities use to shape the behaviour of students, researchers, and faculty. This paper presents the results of a study of 47 Canadian university research integrity/misconduct (RIM) policies: 41 institutions (87%) had distinct policies dealing with research misconduct, 37 (90%) of which took the form of research integrity/misconduct policies. For each of these 41 documents, we assessed the stated policy objectives and the existence (or not) of procedures for managing allegations of misconduct, definitions of misconduct, and sanctions. Our analysis revealed that, like their American counterparts, most Canadian universities had policies that contained the key elements relevant to protecting research integrity and managing misconduct. Yet, there was significant variability in the structure and content of these policies, particularly with regard to practical guidance for university personnel and review bodies. (Contains 6 notes and 3 tables.)
The Ideological Orientations of Canadian University Professors
Author: Nakhaie, M. Reza
Date: 2011-00-00
Type: Journal Articles
Subjects: North Americans,College Faculty,Ideology,Foreign Countries,Research Methodology,Political Attitudes,Multivariate Analysis,Disadvantaged,Intellectual Disciplines,Socialization,Teacher Attitudes,Comparative Analysis,Factor Analysis

This paper analyzes the ideological orientations of Canadian university professors based on a unique 2000 study of a representative sample of Canadian academics (n=3,318). After summarizing methodological problems with extant research on this subject, and tentatively comparing the political views of Canadian and American academics, the paper demonstrates that Canadian academics fall to the left of the political spectrum but are not hugely different in this respect from the Canadian university-educated population. Multivariate analyses reveal considerable heterogeneity in the ideological views of Canadian professors, suggesting that contemporary characterizations of the North American professoriate as left- or right-leaning tend to be overdrawn. Multivariate analyses demonstrate the importance of disadvantaged status and disciplinary socialization in shaping professors' ideological views, although self-selection processes are not discounted. (Contains 5 notes and 5 tables.)
Missing the Boat on Invasive Alien Species: A Review of Post-Secondary Curricula  in Canada
Author: Smith, Andrea L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Land Use,Global Approach,Foreign Countries,Institutions,Interdisciplinary Approach,Climate,Social Scientists,Scientists,Curriculum,Undergraduate Study,Graduate Study,Universities,Ecology,Biodiversity

Invasive alien species (IAS) cause major environmental and economic damage worldwide, and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member institutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively affects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada. (Contains 1 table.)
Manitoba's Post-Secondary System since 1967: Stability, Change and Consistency
Author: Smith, Dan
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Change Strategies,Educational Development,Educational History,Educational Legislation,State Legislation,Institutional Characteristics,Postsecondary Education,Organizational Change,Sustainability,Educational Policy,Politics of Education

This study examines the transformation of Manitoba's post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the &quot;one university&quot; system model, a move akin to a &quot;big bang,&quot; redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba's post-secondary system after 1997, the nature of which reflected the trends associated with globalization, but also reflecting the important influence that local forces have had in shaping the province's post-secondary system.
When Women Are Equal: The Canada Research Chair Experience
Author: Grant, Karen R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Caregivers,Gender Differences,College Faculty,Foreign Countries,Interviews,Administrator Attitudes,Research,Equal Opportunities (Jobs),Reputation,Family Work Relationship,Research Directors,Expectation,Theories

This paper focuses on the gendered nature of elite academic careers. Of interest is how similar or different the experiences are of women and men who have been appointed to Canada Research Chairs (CRCs). In particular, we examine the impacts of holding a CRC position and consider the factors that shape that experience for women and men. Based on interviews with 60 CRCs, we find that when women and men are given similar opportunities, their experiences are more alike than different. Where differences arise, these are often related to the experience of status/prestige associated with the CRC, and to family care responsibilities. Using expectation states theory, we demonstrate that when women are equal to men, the significance of gender as a determinant of the academic experience is diminished. (Contains 2 tables and 1 note.)
Fueling the Future through CTE
Author: Reese, Susan
Date: 2011-01-00
Type: Journal Articles
Subjects: Energy,Job Development,Vocational Education,Energy Conservation,Energy Education,Energy Management,Power Technology,Program Descriptions,Science Programs

Job creation and finding new sources of renewable energy have been inextricably linked in recent months; green-sector growth is seen as vital to grow the economy and create new jobs. There appears to be a great deal of agreement on the need for alternative energy sources; however, there is also a great deal of work ahead for the U.S. in developing those sources, building the systems that will deliver them, and training the workforce needed to create and sustain the emerging industry of alternative energy. This article highlights CTE programs at the secondary and postsecondary levels that are inspiring youth to pursue green careers, and training workers to enter the green sector. (Contains 8 online resources.)
Greenforce Initiative: Advancing Greener Careers
Author: Mwase, Gloria
Date: 2011-01-00
Type: Journal Articles
Subjects: Career Choice,Community Colleges,Conservation (Environment),Sustainable Development,School Community Relationship,Labor Force Development

With support from the Bank of America Charitable Foundation and the Charles Stewart Mott Foundation, the National Wildlife Federation (NWF) and Jobs for the Future (JFF) formed the Greenforce Initiative--a two-year venture that will work with community colleges across the nation to strengthen their capacity to implement or refine quality pathways that lead to careers in the green sector. Building on the combined experience of NWF and JFF in environmental sustainability and workforce development, respectively, the Greenforce Initiative will provide high-impact assistance to community colleges in targeted regions across the United States. The Greenforce Initiative created &quot;Learning and Action Networks&quot; in six regions across the country, including Northern Virginia, South Texas, Metro Chicago, Michigan, North Carolina, and Seattle. (Contains 1 endnote.)
It Isn't Easy Being Green: Overcoming the Challenges of Building a Green Workforce
Author: Hemmelman, Chris
Date: 2011-01-00
Type: Journal Articles
Subjects: Technical Institutes,Community Colleges,Energy Education,Labor Force Development,Barriers,Educational Strategies,Skill Development,Training Methods,Training Objectives,Change Strategies,Educational Change,Financial Problems,Economic Impact,Conservation (Environment)

As community and technical colleges work to train workers for green-energy jobs, they face myriad challenges. Among them are the recession and the financial strain it places on institutions' ability to develop programs, trying to meet the demand for trained workers that is a projection and not a certainty, and training low-skilled individuals for jobs that demand higher skills. For training, many community and technical colleges are implementing strategies such as prep-academy programs, bridge courses, and career pathway programs to effectively fill in the education and resource gaps experienced by many low-skill individuals. Though the challenges to developing a green energy workforce are at times significant, community and technical colleges, through both partnerships with other organizations and the implementation of education strategies that assist low-skilled individuals, can build a green energy workforce that fulfills the lofty projections and, ultimately, succeeds in helping restore America's economic vitality. (Contains 8 endnotes.)
The Technician beneath Our Wings, or Is That Blades?
Author: Colony, Lee
Date: 2011-01-00
Type: Journal Articles
Subjects: Energy,Employment Opportunities,Paraprofessional Personnel,Job Skills,Performance Based Assessment,Technical Institutes,Mechanics (Process)

Today's trained technicians in alternative energy fields are finding even more career opportunities open to them as the United States and the world turn to green technology to power their homes and businesses. Wisconsin's Gateway Technical College is training workers for green collar careers in geoexchange heating and cooling systems, wind power industry, sustainable energy systems and fresh water resources. Integral to effective programming is assessing skill competencies, so Gateway is using National Occupational Competency Testing Institute (NOCTI) assessments to measure the skills of those entering and leaving its wind technician program. The field of alternative energy is growing quickly in its technical complexity, and Gateway wants to do its part to contribute.
Certifying High-Quality CTE Educators
Author: Gaal, John
Date: 2011-01-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Teacher Certification,Trade and Industrial Education,Academic Standards,Standard Setting,Accountability,Performance Factors,Educational Quality,Teacher Effectiveness,Teacher Qualifications,Teacher Education,Professional Associations

The Association for Skilled and Technical Sciences (ASTS) serves as the professional organization for Trade and Industrial Education (T&I) teachers. As part of its mission, ASTS is committed to providing leadership, voice and support for its membership. Nearly one year ago, driven by its concern that federal or state education agencies should not independently establish and dictate quality benchmarks for the T&I education profession, the ASTS Board of Directors (BOD) determined that it would be in the best interests of its membership to define what constitutes a high-quality career and technical education (CTE) educator. This article looks at the ASTS' initiative to establish CTE teacher certification. ASTS brought together subject matter experts (SMEs) to develop a relevant and rigorous certification program.
Integrated Curricula: Implementing English and Math Credit into CTE
Author: Tews, Nichole M.
Date: 2011-01-00
Type: Journal Articles
Subjects: Numeracy,Career Centers,Guidance Centers,Vocational Education,Integrated Curriculum,Literacy,Program Implementation,Credits,Program Descriptions,College Preparation,Effective Schools Research,Skill Development,Developmental Studies Programs

Integrating academics into career and technical education (CTE) is vital to the success of the students, states and nation. Research has shown that incorporating literacy and numeracy skills within students' areas of interest dramatically increases the retention and understanding of these skills. As Cass Career Center--a shared-time center in Harrisonville, Missouri--discovered, it is the collaboration of CTE and English and math instructors that provides the opportunity for students to flourish. Yet the school has taken this concept one step further: It is now offering level-four English and math credit integrated into CTE. This article describes how the school accomplished this, and how it is preparing learners for college and careers.
Careers: Going Green while Doing Good
Author: Arnett, Sally E.
Date: 2011-01-00
Type: Journal Articles
Subjects: Vocational Education,Service Learning,Sustainability,Student Projects,Career Exploration,School Community Relationship,Secondary School Students,Conservation (Environment),Educational Strategies,Teaching Guides

Career and technical education (CTE) is starting to turn green. Due to a host of reports, research, workforce initiatives, and scholarly speaking engagements, it is evident that higher education and workforce consultants recognize the need for today's students to gain exposure to sustainability or green career pathways. But for secondary and junior high career development teachers, the &quot;how&quot; to implement green career development concepts is still lacking. Limited resources are available for classroom instructional strategies that connect sustainability with career development, thus giving purpose to a project in Illinois. At Community High School in West Chicago, Illinois, the authors have found an exciting way to connect sustainability, service-learning, career exploration, and the Career Cluster Framework. The outcome of the authors' project produced an instructional manual that outlines instructions for 12 service-learning projects, including how to highlight a project, the career cluster alignment, instructional strategies (connects project within classroom for career exploration), and related skill sets.
CTE's Role in Worker Retraining
Author: Hyslop, Alisha
Date: 2011-02-00
Type: Journal Articles
Subjects: Adult Students,Education Work Relationship,Vocational Education,Retraining,Institutional Role,Demand Occupations,Academic Support Services,Learning Processes,Acceleration (Education),Flexible Progression,Change Strategies,Educational Change

The economic downturn and growing skills mismatch dramatically highlight the importance of programs that retrain workers for the demands of the current workplace. The career and technical education (CTE) system has played a large role in the development of these programs, and CTE educators are leading efforts to ensure that new and newly redesigned programs are relevant and accessible to those most in need of additional education and training. CTE programs offer a wide variety of workers the opportunity to update their current skills, develop new skills and knowledge, and obtain the necessary certificate or degree for desired employment. Institutions target the adult learner through short-term and accelerated programs that decrease the time required for completion; utilize flexible learning approaches to account for students' other responsibilities; concentrate education and training on high-demand career areas to ensure students are prepared for jobs that exist in local economies; and include wrap-around support services to increase student success. (Contains 4 endnotes.)
An Education for All Seasons of Life
Author: Reese, Susan
Date: 2011-02-00
Type: Journal Articles
Subjects: Vocational Education,Lifelong Learning,Adult Education,Community Colleges,Educational Opportunities,Professional Continuing Education,Access to Education

Career and technical education (CTE) programs that provide 21st century skills may begin in secondary education, but they are not educating just high school students. Many adults are benefiting from these programs, often at one of America's community colleges. According to the American Association of Community Colleges (AACC), in the fall of 2007, 11.8 million students were enrolled at 1,173 community colleges in the United States. That includes both full-time and part-time, and credit and non-credit students. Among those who have recognized the significant contribution community colleges have made to expand educational opportunities is Federal Reserve Chairman Ben Bernanke. The reality is that CTE programs at today's community colleges are training not only economically disadvantaged young people, but working professionals as well. Community colleges provide adults with the work and life skills they need to succeed at all junctures in life, in a world in which change is the one constant and lifelong learning essential. (Contains 4 online resources.)
Jobs for Renewing America
Author: Shatkin, Laurence
Date: 2011-02-00
Type: Journal Articles
Subjects: Industry,Employment Opportunities,Young Adults,Career Change,Creativity,Innovation,Health Occupations,Teaching (Occupation),Transportation,Civil Engineering,Sanitation,Natural Resources,Water,Power Technology,Telecommunications,Construction Industry,Skilled Workers,Global Approach

As America emerges from recession, certain industries are expected to grow particularly fast and will present many job opportunities for both young people and career changers. This article looks at these high-opportunity industries and the kinds of jobs they are expected to open up. In the global economy of the 21st century, many low-skill jobs can be done either by computers or by workers in low-wage countries. The American industries that remain competitive will be those that focus on what the nation does better than most other countries; creativity and innovation. But these do not happen by accident. They rest on three pillars: a highly educated workforce, a healthy workforce, and an outstanding infrastructure. All three of these pillars have been threatened over the last few decades, but the government has targeted them all for renewal, and each is associated with industries that will provide many jobs in the coming decade.
Adult Learners: Considerations for Education and Training
Author: Kistler, Mark J.
Date: 2011-02-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Adult Students,Educational Principles,Instructional Design,Fundamental Concepts,Cognitive Style,Design Preferences,Individual Characteristics,Job Training,Curriculum Development

As more and more adults seek out education and training programs to help them become more competitive in the job market, it provides an opportunity for career and technical education. Those who teach adult learners should take into consideration their particular learning traits. This article highlights a framework of core principles to be considered when designing education and training programs for adults.
Training Welders in Advanced Manufacturing Philosophies Nets Employability
Author: Wilson, Kristin
Date: 2011-02-00
Type: Journal Articles
Subjects: Work Ethic,Economic Climate,Manufacturing Industry,Occupational Safety and Health,Productivity,Wastes,Manufacturing,Educational Philosophy,Vocational Education,Graduates,Employment Potential

As of September 2010, the U.S. manufacturing sector grew for the 14th consecutive month, leading some economists to speculate that, as with the Great Depression, American manufacturing will lead the economy out of the recession. It is a little bit of good news in a long stream of depressing employment reports. Career and technical educators contribute to the growth of this sector by training career-ready graduates for increasingly high-skilled manufacturing jobs. However, skills are not the only important aspect of career-readiness--so are work philosophies, like a commitment to continuous improvement. This article relates how one manufacturer, Dant Clayton Corporation in Louisville, Kentucky, applied lean manufacturing philosophies to its welding shop, and describes how educators might incorporate lean philosophies into instruction in all skill areas. The author posits that continuous improvement philosophies could change career and technical education (CTE) instruction and training by making graduates with an awareness of, and training in, these philosophies more employable.
IT Field Provides Some Stability for Workers Changing Careers
Author: Allen, Peg
Date: 2011-02-00
Type: Journal Articles
Subjects: Dislocated Workers,Computer Software,Information Technology,Career Centers,Career Change,Career Development,Technological Advancement,Educational Needs,Education Work Relationship,School Business Relationship,Technology Education,Job Skills

When it comes to curriculum, certifying and training, no industry is more challenged to keep current than the information technology field (IT). IT industry professionals experience constant changes in computer software and hardware. As one of the top fields listed nationally, IT training programs are thriving at the Warren County Career Center (WCCC) in Southwest Ohio, particularly in the economic downturn with more and more displaced workers using federal funds to return to school and retrain for a new career. In this article, the author discusses how WCCC has revamped its IT program to address the needs of local business and industry, and help displaced workers forge new career paths.