ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaged Learning: Enabling Self-Authorship and Effective Practice
Author: Hodge, David C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Transformative Learning,Student Development,Developmentally Appropriate Practices,Educational Practices,Educational Principles,Models,Educational Philosophy,Instructional Design,Individual Development,Higher Education

Evidence abounds that, in recent decades, students have typically entered college relying on perspectives they have uncritically accepted from others and are not sufficiently challenged and supported to transition to internal authority during college. Students who have experienced significant challenge, particularly as a result of marginalization, may exhibit self-authorship prior to college or during college. Intentional efforts to promote self-authorship in college also show promise. The possibility of developing self-authorship earlier than has typically been observed implies that a carefully sequenced and developmentally appropriate curriculum can help college students develop self-authorship. The authors advance a new model for a university-wide curriculum that they call the "Engaged Learning University." Based upon research on student development, this model features principles and practices that lead students steadily toward self-authorship in which epistemological, interpersonal, and intrapersonal maturity are integrated. Before articulating details of this model, the authors describe the evolution of students' meaning making during and after college. Then, they offer an engaged learning philosophy to promote transformational learning, and finally, they conclude with a description of their comprehensive curriculum designed for 21st-century life. (Contains 1 figure.)
The Power of Experiential Education
Author: Eyler, Janet
Date: 2009-00-00
Type: Journal Articles
Subjects: Experiential Learning,Liberal Arts,Prior Learning,Teaching Methods,General Education,Cooperative Planning,Teacher Participation,Mastery Learning,Skill Development,Lifelong Learning,Educational Quality,Relevance (Education),Reflection,College Faculty,College Students

Experiential education, which takes students into the community, helps students both to bridge classroom study and life in the world and to transform inert knowledge into knowledge-in-use. It rests on theories of experiential learning, a process whereby the learner interacts with the world and integrates new learning into old constructs. Experiential education can lead to more powerful academic learning and help students achieve intellectual goals commonly associated with liberal education. Experiential education can help students transition more gracefully from college to work, and community-service experiences prepare them to be more engaged citizens. Experiential education can also improve the quality of liberal learning itself and increase the likelihood that students will be able to use throughout their lives the knowledge, critical abilities, and habits of mind acquired in their studies. This does not happen automatically or easily, however. Faculty members who are dubious of awarding credit for volunteering or for work do have a valid point. But such credit is for learning; the challenge for faculty members in the liberal arts is to incorporate experiential education into their instruction and to assess the learning outcomes of these experiences. This requires a clear sense of what learning in the community or the workplace can add to the understanding of subject matter, training in skills to recast appropriate courses to integrate these experiences, and logistical support for placement and monitoring of student work that is more closely connected to the curriculum. Liberal arts programs need to support faculty involvement in the planning and implementation of experiential education. Without this attention to both structure and faculty leadership, experiential education will remain at the periphery and its promise will not be realized.
Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences
Author: Harper, Shaun R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Race,Equal Education,Educational Experience,Minority Groups,Racial Differences,Educational Practices,Learner Engagement,Racial Integration,Cultural Awareness,Educational Strategies

In this article, race-conscious student engagement is offered as a method likely to compel more racial minority students to reflect on powerful learning opportunities, institutional enablers of achievement, and outcomes-productive experiences. This version of student engagement is defined, and the benefits it accrues for faculty members and institutions overall are highlighted. Current racial gaps in the engagement of undergraduates are also illuminated and discussed. (Contains 1 table.)
Curricular Responses to "Electronically Tethered" Students: Individualized Learning across the Curriculum
Author: De Stasio, Elizabeth A.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Social Support Groups,Intellectual Development,Individualized Instruction,Personal Autonomy,Active Learning,Educational Strategies,Influence of Technology,Self Esteem

Most American students enter college at a time when they are still forging their identities and seeking a place in the world. Yet many or most of today's students are increasingly dependent on their parents and stay more firmly connected to previous support networks via the "electronic tether" than did their predecessors. In this article, the authors argue that the current professoriate needs to devise new ways to advance the intellectual development of traditional college-age students who are ever more tethered to their parents and high school support networks. More specifically, the authors suggest that curricula must be designed to move students toward ever-greater intellectual autonomy and self-confidence, obviating by design the need for dependency on previous mentors. Their claims emerged from a yearlong, campus wide study of what they have come to call "individualized learning," a way of reaching students where they are intellectually and developmentally and bringing them to increased intellectual autonomy.
The Need for (Em)Powerful Teaching
Author: Camfield, Eileen Kogl
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Intellectual Development,Child Development,Emotional Development,Educational Strategies,Student Educational Objectives,Models,Instructional Improvement

In this article, the author suggests that college educators need to do more than tell students how to expand upon their careerist reasons for going to college; they also need to help them "feel" the value of that expansion. The author recognizes that this is part of the motivation for proposed structural changes to undergraduate education, such as integrated learning models, but those structural solutions must also support carefully constructed content that fosters both emotional engagement and intellectual development. In her experience, positive feelings--curiosity, empathy, security--are the keys that unlock the intellect for many students.
Learning to Be Drier in the Southern Murray-Darling Basin: Setting the Scene for This Research Volume
Author: Golding, Barry
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Public Policy,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Informal Education,Nonformal Education,Literature Reviews,Interviews,Adults,Coping

In this article, the authors set the scene for this research volume. They sought to emphasize and broaden their interest and concern about their &quot;Learning to be drier&quot; theme in this edition to the 77 per cent of Australians who live within 50 km of the Australian coast, the majority of whom also live in major cities and urban complexes. On 24 September 2009, a massive dust storm swept across New South Wales, dumping millions of tonnes of red dust on capital city areas of Australia unaccustomed to dust: (1) Canberra; (2) Sydney; and (3) Brisbane. Snow, laced with the same red dust fell the same day in the Australian Alps, as attempts at breaking the historic and prolonged deadlock between the Australian federal government and states about water trading rules, as part of achieving a national &quot;plan&quot; for the Murray Darling-Basin, again broke down. On 1 October 2009 the New South Wales Office of Water circulated a news release, making &quot;an initial allocation (in the Murray Valley) to general security users of 1 per cent&quot; of their entitlements, and asking all water users &quot;to be as conservative as possible with their use in what continues to be the worst drought ever experienced&quot;. Eight researchers contributed team papers to this special edition from the four sites in the southern Murray-Darling Basin. Collectively, they bring wide and deep academic backgrounds, theoretical perspectives and experiences from a wide range of work, research and life contexts, in mainly rural and regional Australia. While the research plan detailed in this article was essentially common, each two-person team grappled with and selected its own preferred combination of theoretical perspectives for their paper. The method and the qualitative (mainly interview) data were therefore treated somewhat differently across different sites. While the four site papers were researched, developed and written relatively independently by two-person teams, their joint, sixth paper attempts to &quot;stand back&quot;. In sum, they collaboratively seek to critically analyse and draw some conclusions about what might be common or different about the diverse approaches to learning about being drier, drawn from four very different land use contexts, in the same Basin, across three different Australian states. (Contains 1 table, 1 figure and 1 footnote.)
Water, Weeds and Autumn Leaves: Learning to Be Drier in the Alpine Region
Author: Foley, Annette
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Public Policy,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Informal Education,Nonformal Education,Interviews,Adults,Coping,Risk,Access to Education,Tourism

Our paper explores how and what adults living and working in the Alpine region of Victoria understand and are learning about the changes to water availability, in a time when the response to water availability is subject to extensive debate and policy attention. Interviews for this study were conducted in the towns of Bright and Mount Beauty, with participants drawn from across the Alpine region. The interviews focused on what local stakeholders from the Alpine region understood about water availability in the region and how and what they had learned about living and working with climatic changes in their local area. The findings of our study see that there was evidence of a strong understanding of the direct and indirect impact of climate change on participants' local community area. The study also sees evidence of learning through a community &quot;frames of reference&quot; as outlined by Berkhout, Hertin and Dann et al.
Bearing the Risk: Learning to Be Drier Mid-River
Author: Golding, Barry
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Public Policy,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Informal Education,Nonformal Education,Interviews,Adults,Coping,Risk,Access to Education

This paper investigates learning related to the phenomena of drying over the past decade in the southern Murray-Darling Basin in Australia, as perceived in a mid-river site within the western Riverina of New South Wales, Australia. The insights from audio-recorded interviews, with a wide range of adults across the water-dependent community, mostly relate to the catchment of the Murrumbidgee River in the Shire of Hay. Our overarching theme is about how people are learning about, understanding and bearing the risks, of what is widely regarded as a prolonged drought. For some, the learning is about how to cope with less water in the Basin, and particularly from the river, as predicted in the climate change literature. Our narrative-based, empirical research registers the felt experience of those located, in situ, as a severe &quot;irrigation drought&quot; extends into 2009. The paper dramatises the many obstacles to learning how to think and act differently, in difficult and rapidly changing ecosocial circumstances. (Contains 3 footnotes.)
Learning to Be Drier: A Case Study of Adult and Community Learning in the Australian Riverland
Author: Brown, Mike
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Informal Education,Interviews,Adults,Coping,Risk,Sustainable Development,Adjustment (to Environment),Agricultural Occupations,Cooperation

This article explores the adult and community learning associated with &quot;learning to be drier&quot; in the Riverland region of South Australia. Communities in the Riverland are currently adjusting and making changes to their understandings and practices as part of learning to live with less water. The analysis of adult and community learning derived from this research identified six different forms of learning. These are, learning to produce, learning to be efficient, learning to survive, learning to live with uncertainty, learning to be sustainable and learning to share. These forms of learning do not occur in isolation and separately from each other but to the contrary are occurring simultaneously with and alongside each other. Further, it is argued that the people and communities in the Riverland, through learning to live with the effects of climate change and less water, are at the forefront of learning to be drier. (Contains 1 table.)
Learning to Be Drier in Dryland Country
Author: Smith, Erica
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Public Policy,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Interviews,Adults,Coping,Risk,Access to Education,Adjustment (to Environment),Agricultural Occupations

This research project, part of a much larger study, considered how people in regional communities learnt to deal with the impact of reduced water availability as a result of drought or climate change. The communities in the Mallee-Wimmera region of Victoria, Australia, were the focus of this study and a range of local people from different sectors of the communities were involved in interviews, which became our main data source. We recognise the limitation that not all viewpoints could possibly be accessed in the participant selection process. The resultant data indicated that significant changes were being made to local practices as a result of the learning taking place and that there were a range of processes which enabled adult learning across the communities. (Contains 1 table.)
Wicked Learning: Reflecting on &quot;Learning to Be Drier&quot;
Author: Golding, Barry
Date: 2009-11-00
Type: Journal Articles
Subjects: Land Use,Foreign Countries,Government Role,Water,Public Policy,Rural Areas,Ecology,Conservation (Environment),Adult Learning,Case Studies,Climate,Stakeholders,Informal Education,Nonformal Education,Interviews,Adults,Coping,Risk,Access to Education,Tourism,Adjustment (to Environment),Agricultural Occupations

In this final, collaborative paper in the &quot;Learning to be drier&quot; edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, &quot;Wicked learning&quot;, draws on a recent body literature (Rittel &amp; Webber 1973) about messy or &quot;wicked problems&quot; as characterised by Dietz and Stern (1998). It picks up on our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and as a precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about &quot;... the big picture, including the interrelationships among the full range of causal factors ...&quot; (Australian Public Service Commission, APSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain. This will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other &quot;wicked&quot; policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value confect and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning. (Contains 1 figure.)
Investigating Students' Beliefs about Arabic Language Programs at Kuwait University
Author: Al-Shaye, Shaye S.
Date: 2009-11-00
Type: Journal Articles
Subjects: Semitic Languages,Foreign Countries,Beliefs,Language Attitudes,Student Attitudes,Program Attitudes,Predictor Variables,Student Surveys,Student Educational Objectives,Investigations,Sampling

The current study attempted to identify students' of Arabic programs beliefs about their chosen programs. To achieve this purpose, a survey was developed to collect the data from randomly selected students in liberal-arts and education-based programs at Kuwait University. The results showed that students were statistically differentiated as a function of different beliefs insofar as the Arabic language programs are concerned. Yet beliefs were not just confined to materialistic benefits; students tended to value other types of benefits as well. Implications for educational policies and recommendations for future research were also included. The most important implication is that students along with their beliefs should be included in evaluating or revising the educational programs. (Contains 2 tables.)
Participation of Elderly Women in Community Welfare Activities in Akinyele Local Government, Oyo State, Nigeria
Author: Odebode, Stella O.
Date: 2009-11-00
Type: Journal Articles
Subjects: Focus Groups,Older Adults,Foreign Countries,Sampling,Participation,Welfare Services,Womens Studies,Rural Environment,Socioeconomic Background,Family Income,Statistical Analysis,Incidence

This paper assessed the participation of elderly women in community welfare activities in Oyo State, Nigeria. Simple random sampling technique was used to select 120 elderly women from six out of the twelve political wards in the study area. Both qualitative and quantitative methods of data collection were used to elicit information from the respondents. A focus group discussion was conducted with the elderly women groups, in each of the six wards. Frequency counts and percentages were used to summarise the data, while chi-square and the multinomial logit regression model were also used to analyse the data. There were significant relationships between the level of participation of rural elderly women in community welfare activities and age (X[superscript 2] = 81.50, P = 0.05), marital status(X[superscript 2] = 3.84, P = 0.05), educational status (X[superscript 2] =196.07, P = 0.05), religion (X[superscript 2] = 8.53, P = 0.05) and place of origin (X[superscript 2] = 51.53, P = 0.05). The study concludes that rural elderly women participate in various community welfare activities such as care of children, giving of advice on child care, maternal care, family planning, family health, mediation and resolution of conflicts, assistance with domestic chores, family nutrition, children education on basic skills and good morals. It is therefore recommended that rural elderly women should be involved in rural development issues since they have a wealth of knowledge on various community welfare issues. (Contains 7 tables and 4 figures.)
Inviting Schools in the United States of America and Hong Kong: An Appreciative Inquiry
Author: Steyn, Trudie
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Program Implementation,Attitude Measures,Faculty Development,Teacher Role,Leadership Responsibility,Design,Educational Theories,Cross Cultural Studies,Educational Environment,Self Concept,School Culture,Educational Philosophy,Learning Theories,Inquiry

This article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff's positive perceptions of professional development (PD) programs on IE and strategies in which IE can be implemented. The findings explain how the first three phases of AI: discovery, dreaming and design manifest in the study. The following categories and subcategories emerged: The best practices (The role of leadership: setting the tone; the role of teachers: necessity to be actively involved in IE); and Dreaming and designing: recommendations for effective strategies to implement IE. (Contains 1 table.)
"Invitations" to Character
Author: Milliren, Al
Date: 2009-00-00
Type: Journal Articles
Subjects: Personality Traits,Values Education,Citizenship Education,Individual Characteristics,Self Concept,Responsibility,Trust (Psychology),Social Attitudes,Altruism,Skill Development

If we are to help children develop character, we have to go beyond offering a character education class once or twice each month. We actually have to validate character when we see it or hear about it happening. Through the use of a new strategy called "focused invitations," counselors and teachers can focus on the 36 core components of character. The results from using this technique are profound and children respond as if we were shining a positive spotlight on the inner-most core of their being. In this article, focused invitations will be described and suggestions will be offered for use in one-on-one situations. (Contains 2 tables and 1 endnote.)