ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections of a Rural Practitioner
Author: Malone, Judi L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Confidentiality,Integrity,Ethics,Counseling,Counselors,Interdisciplinary Approach,Cooperative Planning,Rural Areas,Foreign Countries

Some ethical dilemmas are more prevalent or more complicated to resolve in rural practice. In this practice note, I share some of the reflections that have helped me to unpack some of the ethical complications of overlapping relationships and objectivity, community pressure and integrity, generalist practice and competency, interdisciplinary collaboration and confidentiality, and professional development and support in rural professional practice.
College Students' Academic Motivation: Differences by Gender, Class, and Source of Payment
Author: Brouse, Corey H.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Incentives,Student Motivation,Gender Differences,Rewards,Measures (Individuals),Tuition,Paying for College,Academic Achievement

The purpose of this paper is to describe college students' (n = 856) gender, year in school and source of tuition funding in relation to their academic motivation. The design was cross-sectional and used cluster sampling. The Academic Motivation Scale was used to measure students' intrinsic and extrinsic motivations as well as amotivation. Three main findings of this study are as follows. First, females reported higher levels of overall motivation as well as intrinsic and extrinsic motivation. Second, both intrinsic and extrinsic motivation declined with years in college. Third, self-funded students appeared lower in academic motivation in general and in extrinsic motivation in particular. (Contains 2 tables.)
An Assessment of Teacher Education Students' Perceptions and Satisfaction of Their Learning Experiences in a Summer Pilot Program
Author: Hicks, Terence
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Student Attitudes,Textbooks,Pilot Projects,Student Surveys,Workshops,Item Analysis,Preservice Teachers,Inservice Education,Job Satisfaction,Instructional Effectiveness,Acceleration (Education),Test Items,Discussion (Teaching Technique),Group Discussion,Measures (Individuals)

This study assessed teacher education students' perceptions and satisfaction of their learning experiences concerning an accelerated summer pilot program. In addition, the study provided information on the impact and teaching effectiveness of the accelerated teacher education summer pilot program on participating students. Results from this study determined that compelling information and significant differences were found between students who attended summer session I and summer session II. Most importantly this study documented statistical significant differences among the two groups for questions regarding, &quot;the clarity of exam questions,&quot; (t(198) = 10.460, p less than 0.05), &quot;exams' coverage of important aspects of the course,&quot; (t(198) = 16.566, p less than 0.05), &quot;overall quality of the textbooks(s),&quot; (t(198) = 25.983, p less than 0.05), &quot;problems or questions presented by the instructor for small group discussions,&quot; (t(198) = 1.971, p less than 0.05) and &quot;work load for this course in relation to other courses of equal credit,&quot; (t(198) = 2.518, p less than 0.05). Open-ended data was retrieved from the Student Survey and Praxis Workshop Survey. The open-ended data was used to corroborate the findings from the Student Instructional Report II, Student Survey and Praxis Workshop Survey item analysis. Findings are discussed in terms of their implications on future research and prevention programming. (Contains 5 tables.)
Designing Nursing Simulation Clinical Experiences to Promote Critical Inquiry
Author: Beattie, Bev
Date: 2010-00-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Foreign Countries,Clinical Experience,Educational Resources,Critical Thinking,Inquiry,Curriculum Development,Instructional Design,Vignettes,Simulation,Teaching Methods,Program Descriptions

The use of high fidelity simulation (HFS) learning opportunities in nursing education has received increased attention in the literature. This article describes the design of a systematic framework used to promote critical inquiry and provide meaningful simulation clinical experiences for second year nursing students. Critical inquiry, as defined by the College of Nurses of Ontario, is incorporated in the three key aspects of the framework: (a) resources, (b) simulation, and (c) debriefing/critical inquiry. Research is required to establish reliable and valid instruments that measure the identified learning outcomes associated with simulation.
Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock
Author: Kazmi, Auroosa
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Participation,Student Motivation,Student Attitudes,Success,Educational Environment,Literature Reviews,College Faculty,Teacher Role,Transformative Learning,Academic Persistence,Institutional Mission,Teacher Student Relationship,Identification (Psychology),Staff Development,Faculty Development,Cooperative Learning

The university seems a buzz of activity; there are long line ups at the student center for food, students are outside hanging out with friends, and some students are in lecture halls daydreaming about the moment their classes will end. This buzz can be deceiving. It implies that students are awake, active and alert when, in this author's opinion, they are often not. Students may be physically awake but their disengagement with the learning process, their institution, and the opportunities around them can be likened to a state of unconsciousness, of auto pilot, of sleepwalking. It is not necessarily their fault; education is marketed as a means to an end; there is little focus on the journey or the learning process to get there. Thus, it is plausible that students may be simply unaware that they are sleepwalking as they shuffle from one class to the next. Student engagement represents the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities. To understand how student engagement can be used as an institutional alarm clock, one must first understand what student engagement is and where it comes from. This article examines the following research questions: (1) where does the term student engagement come from and what does it mean?; (2) what variables does it espouse as being critical for student success?; (3) what implications do these models have on student engagement initiatives in other words, how can student engagement be used as an institutional alarm clock?; and (4) what recurring themes exist in student engagement literature that suggest ways engagement can be increased? The scope of this article is limited to the institutional perspective of student engagement and the recurring themes around these four questions. It is not meant as an expansive look at this literature and therefore does not address the student dimension of student engagement. It is also limited to suggestions for practice and does not address surveys used to measure engagement, their validity or their results. In this article, the author examines Astin's theory of involvement, Tinto's theory of student departure, Pacarella's General Casual Model, and two alternative perspectives.
The Seven-Fold Path: Teacher Writing in the Knowledge Society
Author: Hunter, William J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Credentials,Elementary School Students,Citizenship,Foreign Countries,College Faculty,Publish or Perish Issue,Faculty Publishing,Writing for Publication,Research Methodology,Web Sites,Role,Higher Education,Research,Internet,Feedback (Response),Influence of Technology,Educational Technology

Teachers at every level of the educational system have grown accustomed to the idea that people live in a time of rapid change, with new products, technologies, and services emerging constantly. While universities have a social role that requires them to create and disseminate new knowledge, schools and colleges often have rich opportunities to do the same. University faculty may lament that the preparation to do research takes place at the doctoral level, but this fails to recognize two very critical features of the knowledge revolution: (1) the development of new products and services in industry involves significant levels of applied research being carried out by people who may or may not have academic credentials; and (2) the increasing availability of information through the Internet means that even elementary school students may have the latest academic journals at their fingertips. The author thinks the only responsible way to deal with these facts is to recognize that increasingly the ability to read, understand, and critique research will become a right, if not a duty, of citizenship. For this to happen, it is critical that elementary, high school, and college teachers begin to see themselves as teachers of citizen-researchers who need to know how to find, read, analyze, evaluate, and critique research. Inventing new ideas that can stand the tough scrutiny of knowledgeable peers may always be an achievement reserved for only some people, but teachers at all levels should recognize that they have a role in nurturing the talents that will be a key part of life in the more scholarly world of the knowledge society. University faculty in Canada live by a simple rule: publish or perish. It is not just a catchy phrase; this dictum is the university's way of fulfilling its social role as knowledge generator. School and college teachers need not take the advice to such an extreme, perhaps they could live by something like &quot;Publish for Pete's sake.&quot; To this end, the author recommends and describes a seven-fold path to achieve this goal
The Paradoxical Complexity of an Analysis of Trilateralism in America Today
Author: Model, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Lobbying,Corporations,Public Policy,Mass Media,Health Services,Legislation,Academic Achievement,Psychological Patterns,Democracy,Charter Schools,Politics,Government (Administrative Body)

The dichotomy between the growing enlightenment of the American people on matters of public policy and the deepening entrenchment of corporate power in civil, political and economic institutions renders any optimism about the uprooting of corporate rule problematic. One of the gateways to the nexus of power in Washington has been the Trilateral Commission, an organization whose primary purpose has been to appropriate the pervasive powers of executive and legislative institutions for captains of industry. While many of the Trilateralists' objectives have been partially or completely realized, at the same time the public is becoming increasingly aware that their government is not serving their interest. For example, the financial bailout, critically flawed healthcare reform, cap and trade and wars to protect the security of Americans have been rejected by the public at various times as viable solutions to the crises facing Americans. Corporate power has been established through campaign donations, lobbying and the revolving door between government officials, regulators and members of the corporate or lobbying community. Health, pharmaceutical, energy, financial, manufacturing and technological industries have tentacles firmly gripping powerful members of the government including the president, high-ranking members of the bureaucracy, chairs of committees and subcommittees, Speaker of the House and Majority leaders, and executive and legislative advisors. Evaluating the degree to which the Commission has succeeded in its objectives requires an examination of their impact on education, mass media, marginalizing intellectuals, and creating distractions in order to induce apathy.
Academic Freedom Revisited
Author: Doughty, Howard A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Freedom,Semantics,Definitions,Higher Education,Colleges,College Administration,Collective Bargaining,Academic Degrees,College Faculty,Part Time Faculty,Labor Relations

One of the author's enduring concerns about the concept of academic freedom is with semantics. It has seemed to him that one of the biggest difficulties with discussions of academic freedom (as with many conversations about "value-laden" terms such as "democracy," "equity," and "justice") is that people begin from different positions and with different definitions in mind. When terms are defined differently by various parties to a discussion, it is hard to resolve disputes. Moreover, when circumstances change, already precarious definitions may have to be modified to adapt to new environments. Depending on what people mean by their words and how their words are to be used in new situations, substantially different policy implications may follow. As the title of this article implies, the author believes that people are now facing new circumstances. The changing circumstances he has in mind relate to the socially constructed rationale for institutions of higher education, alterations in patterns of finance, and a new view of how colleges and universities are expected to demonstrate accountability in the emerging postindustrial society. In the recent past, each of these has been infused with what is best described as the "market mentality," the belief that institutions do best when they are subjected to a pat on the back or a slap in the face from the "invisible hand" of consumer choice. It is this author's feeling that this market mentality may be in for a spanking of its own. In this article, he revisits the subject of academic freedom. The focus of the changes discussed in this article is postsecondary schools, and the locus of debate concerns both colleges and universities. The changes are complicated and made even more controversial by the emergence of serious debates within and among "two-year" colleges and "four-year" universities, as well as the host of hybrids now struggling for recognition and success.
Japanese English Education and Learning: A History of Adapting Foreign Cultures
Author: Shimizu, Minoru
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Culture,Foreign Countries,English (Second Language),Second Language Learning,Educational History,Chinese,Indo European Languages

This essay is a history that relates the Japanese tradition of accepting and adapting aspects of foreign culture, especially as it applies to the learning of foreign languages. In particular, the essay describes the history of English education in Japan by investigating its developments after the Meiji era. The author addresses the issues from the perspective of scholarship on the adoption of foreign cultures in modern Japanese history.
Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia
Author: Sakai, Shien
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Learning Strategies,Personal Autonomy,Learning Processes,Foreign Countries,Gender Differences,English (Second Language),Teaching Methods,Student Responsibility,Student Role,Teacher Role,College Students,Questionnaires,Factor Analysis,Measures (Individuals)

With the advent of communicative language teaching in East Asia, the idea of learner autonomy has become a topic of discussion and a goal among language teachers. The idea of autonomy raises important questions that need to be further explored, particularly in terms of students taking responsibility for learning. While examining the English teaching and learning milieu in Japan and Taiwan, the authors argue that students are unlikely to be able to realize learner autonomy if their teachers still take the whole responsibility in a teacher-centered way and/or students fail to practice their ownership of learning processes. It may not be easy for the students to adjust to their new role as autonomous learners in a learner-centered class. Thus, there is a need to fully understand both students' current wishes for learner autonomy and teachers implementing activities first to be able to correspond to their needs in order to gradually enhance their autonomy. Gender difference was also a focus in this study, because female students were anecdotally better performers in English language learning. Therefore, if some elements of learner autonomy that separate good performers and bad ones are discovered, they might suggest some pedagogical implications. However, there is little research on the connections between gender and autonomy in East Asia, although some research on learning strategy is concerned with gender difference. This study aims to discover whether the instrument of the authors' research team can be used for a large number of students, what students in Japan and Taiwan think about learner autonomy with regard to their responsibility in learning English, what aspects would separate female students from male students in their attitudes toward English learning, and how students would like to be involved in class management. (Contains 11 tables.)
Teacher Certification Renewal System: An Analysis Based on a Nation-Wide Survey of Japanese Teachers of English
Author: Nakayama, Natsue
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Secondary School Teachers,English Teachers,Teacher Attitudes,Teacher Surveys,Beginning Teacher Induction,Teacher Education,Legislation,Teacher Competencies

In October 2007, three education bills, including the Revised Teacher's License Law were approved by the Central Education Council in February and submitted to the Diet. The purpose of the Revised Teacher's License Law was &quot;to ensure teachers systematically acquire up-to-date knowledge and skills to maintain the professional competencies necessary for today's educators, teach with confidence and pride, and gain respect and trust from the public.&quot; Until this revision in the Teacher's License Law, teachers in Japan were granted a permanent license after completing their induction training. However, due to this revision, teachers' licenses are now issued for ten years. In addition, in order to renew the license, teachers are required to take license renewal courses totaling over thirty hours of instruction over a two year period prior to the date of license expiry. The three education bills leave a number of issues unresolved once they are put into effect. It is possible to attribute the reasons to the following two points. First, not enough time has been devoted in the planning of these bills to considering their implications. Secondly, these bills only set frameworks and do not present clear, concrete guidelines. In response to this policy development, the authors conducted a survey of secondary school teachers of English to determine their attitudes and opinions toward the new system. The basic stance of the research project is that it is imperative to make the Teacher Certification Renewal System (TCRS) implementation process inclusive. If the renewal system was not perceived by the classroom educators as beneficial to them, it would not be successful in the long run. Therefore, the research took a bottom-up perspective to ensure that the views of teachers were adequately represented. By reflecting on the opinions of in-service teachers, the authors hoped to make some useful suggestions on the necessary actions to be taken prior to the implementation of the TCRS and to make recommendations for the restructuring of the teacher education system in Japan. This research examines the opinions of English teachers in secondary schools regarding the TCRS and teacher education to identify the preconditions for the successful implementation of the TCRS and to establish what concepts and designs of the license renewal training curricula would be accepted. (Contains 6 tables and 1 endnote.)
Problems in the Assistant Language Teacher System and English Activity at Japanese Public Elementary Schools
Author: Ohtani, Chie
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Schools,Educational Change,Foreign Countries,Second Language Learning,Second Language Instruction,Educational Environment,Team Teaching,English (Second Language),Language Teachers,Teaching Assistants,Teacher Exchange Programs,Interviews,Electronic Mail,Surveys

In 2001, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) released the &quot;Rainbow Plan&quot; as the educational reform plan for the twenty-first century. As part of the plan, MEXT will make English education activities compulsory at Japanese public elementary schools beginning in 2011. The purpose of the Rainbow Plan is to establish a system to foster a school environment in which Japanese students can become functional in English within a five-year period. The goal is to promote international understanding through these English programs. MEXT's hope is that the students will then carry what they learned in school to their adult lives thereby benefiting Japan as a whole. Thus, one of MEXT's recommended goals is that one-third of all English activity conducted in the classroom should utilize either Assistant Language Teachers (ALTs), fluent English speakers, or junior high school English teachers. However, the Rainbow Plan failed to address the impact of ALTs on English activities because there is no discourse regarding the quality of ALTs, nor does it address the issue of communication between ALTs and Japanese teachers. Indeed, despite the fact that ALTs are valued as integral to MEXT's educational reform, many ALTs report that they have been isolated or excluded from lesson planning because of poor communication and a lack of input from Japanese teachers. Many Japanese teachers have found problems team teaching with ALTs because they feel that some ALTs are not really interested in teaching. ALT issues are often addressed in English education research and in team teaching studies. However, such studies have not fully examined the nature of the system or the program's implementation. This study focuses on the ALT system and current practices in using ALT teachers at Japanese elementary schools. In particular, it focuses on the Japan Exchange and Teaching (JET) program because it established the original ALT system, and the JET program dispatches many ALTs to Japanese schools each year. In concrete terms, this study examines systemic problems in the JET program, identifies the problems that arise between Japanese teachers and ALTs, and critically analyzes English activities at elementary schools from an international perspective. Data for this study were based on in-depth interviews, e-mail exchanges, and secondary surveys of ALT teachers (both JET program and non-JET program teachers) between January and March of 2009. (Contains 5 endnotes.)