ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections around Artefacts: Using a Deliberative Approach to Teaching Reflective Practices in Fashion Studies
Author: Ryan, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reflective Teaching,Reflection,Higher Education,Outcomes of Education,Intellectual Disciplines,Academic Achievement,Case Studies,Foreign Countries,Clothing

While requiring students to think reflectively is a desirable teaching goal, it is often fraught with complexity and is sometimes poorly implemented in higher education. In this paper, we describe an approach to academic reflective practices that fitted a design subject in fashion education and was perceived as effective in enhancing student learning outcomes. In many design-based disciplines, it is essential to evaluate, through a reflective lens, the quality of tangible design outcomes--referred to here as artefacts. Fashion studio based practice (unlike many other theory based disciplines) requires an artefact to be viewed in order to initiate the reflective process. This reflection is not solely limited to reflective writing; the reflection happens through sight, touch and other non-traditional approaches. Fashion students were asked to reflect before, during and after the development of an artefact. Through a variety of media, a review of the first garment prototype--called a Sample Review--occurred. The reflective practices of students during the Sample Review provided a valuable insight into their own learning, as well as a valid assessment indicator for the lecturer. It also mirrored industry practices for design evaluation. We believe that this deliberative approach, characterised by artefact-prompted reflection, has wide applicability across undergraduate courses in a variety of discipline areas. (Contains 4 figures.)
Overcoming the Glassy-Eyed Nod: An Application of Process-Oriented Guided Inquiry Learning Techniques in Information Technology
Author: Myers, Trina
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Evidence,Teaching Methods,Interaction,Team Training,Sustainability,Measurement Equipment,Learner Engagement,Feedback (Response),Active Learning,Tutors

Two significant problems faced by universities are to ensure sustainability and to produce quality graduates. Four aspects of these problems are to improve engagement, to foster interaction, develop required skills and to effectively gauge the level of attention and comprehension within lectures and large tutorials. Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. This paper describes a new approach to teaching Information Technology (IT) using POGIL. Two IT subjects were chosen for the implementation of the POGIL technique to explore its potential to resolve the aforementioned issues. Preliminary evidence from perspectives of the institution, students and lecturer suggest that POGIL is better able to maximise engagement, foster interaction and effectively gauge the level of attention and comprehension in teaching process-oriented IT concepts than a traditional didactic approach. (Contains 2 tables and 1 figure.)
Creative Exchange: An Evolving Model of Multidisciplinary Collaboration
Author: Fleischmann, Katja
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Interdisciplinary Approach,Cooperation,Educational Environment,Innovation,Teamwork,Expertise

Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary collaboration, Creative Exchange is a direct attempt to implement multidisciplinary practice within a tertiary learning environment. Outcomes aim to prepare students for dynamic engagement with the challenges and possibilities of their future workplace in the creative arts industries. After the initial planning stages and based on recent research findings, the scope of Creative Exchange has broadened from collaborative engagement within the creative arts to a broader rationale that includes non-creative arts' disciplines e.g. Information Technology, Business and Journalism. In order to develop a sustainable solution this approach was formalised in the POOL MODEL framework (Fleischmann, 2008a, 2008b, 2010) within which Creative Exchange saw its first implementation in 2009 in the School of Creative Arts at James Cook University. (Contains 2 figures.)
Authentic Learning for Pre-Service Teachers in a Technology-Rich Environment
Author: Latham, Gloria
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Action Research,Participatory Research,Foreign Countries,Educational Technology,Preservice Teacher Education,Technology Uses in Education,Teaching Methods,Innovation,Learner Engagement,Technology Integration,Information Technology,Transformative Learning,Teacher Education,Attendance,Web Sites,Editing,Collaborative Writing

This paper shares the findings from a three year Participatory Action Research Study around the selection, implementation and effectiveness of educational technologies for enhancing learning in a Teacher Education subject for second year pre-service primary teachers. The innovative Project-Based subject is described using a critical lens. The paper will share how two lecturers and their students explored their changing roles as teachers and learners and the tensions that emerged between their beliefs about student centered, authentic learning and the role of technology. It will explore the ways the technological innovations began to reshape and inform thinking about teaching and learning practices. (Contains 1 footnote.)
Dictionaries without Borders: Expanding the Limits of the Academy
Author: Miller, Julia
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Dictionaries,Spelling,Foreign Countries,Second Language Learning,Monolingualism,Lexicography,Pronunciation,Grammar,Verbs,Nouns

Many people imagine dictionaries to be bulky tomes that are hard to lift and are only useful for quick translations or to check the meaning or spelling of difficult words. This paper aims to dispel that myth and show how online versions of monolingual English learners' dictionaries (MELDs) can be used pedagogically to engage students in academic writing and speaking conventions at Australian universities, thus expanding the borders of academe. It is not necessary to be an expert in lexicography in order to point students in the direction of these resources, which are freely available online. All that lecturers need is a basic knowledge of the uses of a MELD, and a willingness to share these insights with their students. Once students have acquired skills in dictionary use, they are equipped with a tool to engage them throughout their degrees and beyond into the workplace. This paper will present important features from five online MELDs and outline their information on spelling, pronunciation, grammar, meanings, synonyms, style and idioms in order to improve EAL speakers' academic writing and widen the borders of the academy.
Targeted, Timely, Learning Support for International Students: One Australian University's Approach
Author: Baird, Craig
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Foreign Students,Higher Education,Workshops,College Students,Academic Discourse,Study Skills,Writing Skills,Foreign Countries,Communication Skills,Intercultural Communication,Grouping (Instructional Purposes),Teacher Attitudes,Academic Achievement,Mentors

This paper documents the approach taken by an Australian University to enhance student study skills, development of academic language, and writing skills. The Curtin Business School (CBS) has the only fully faculty-based student learning support centre at Curtin University in Western Australia. Called the CBS Communication Skills Centre (CSC) it has seven academic staff charged with enhancing learning outcomes, intercultural communication and study proficiency for a diverse student cohort having a large proportion of international students. Described here is the CSC approach to using a suite of targeted services and collaborative practices in multiple academic disciplines to assist transnational learning. Challenges faced by international students using learning support services, and by staff designing and delivering those services in an Australian University form part of this discussion. (Contains 1 table.)
Connections to Economic Prosperity: Money Aspirations from Adolescence to Emerging Adulthood
Author: Beutler, Ivan F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Aspiration,Young Adults,Comparative Analysis,Middle School Students,High School Students,Money Management,Self Concept,Life Style,Parent Education,Economic Factors,Social Status

This study examines the "living well" aspirations of an emerging adult sample and compares them with earlier results of middle and high school samples. The tenor of emerging adult responses was more stridently extrinsic and more convincingly intrinsic than adolescent responses, revealing less middle ground as emerging adults more clearly take a position. Less than half of their responses characterized intrinsic aspirations that would use financial resources to build individuals, families, and communities. Slightly larger numbers of emerging adults expressed aspirations that were extrinsically oriented; living well was about the socially acceptable external self. Aspirations among emerging adults were more self-indulgent than those of adolescents and articulated a more nuanced perception of social image and a no worries lifestyle. Implications for parenting and financial education are discussed. (Contains 1 table, 6 figures and 3 endnotes.)
Motivating Women to Adopt Positive Financial Behaviors
Author: Rowley, Megan E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Evidence,Health Behavior,Behavior Modification,Change Strategies,Behavior Change,Family Influence,Focus Groups,Money Management,Social Support Groups,Public Policy,Marketing,Models,Motivation

In a strengths-based study, 17 women ages 25 to 54 participated in focus groups to identify their motivations for positive financial behavior change. Performing a thematic analysis of data, evidence shows they progressed through the Transtheoretical Model stages of change. Emotion, family influence, and life transitions helped participants progress to the Action and Maintenance stages. Although participants utilized a wide variety of change strategies, motivations to change were either circumstantial, underlying, or both. Most participants used educational, social, or professional support to overcome setbacks. Optimism and using financial tricks were common strategies for successful change. Implications for policy and practice include tailoring marketing messages toward women experiencing life transitions and incorporating Transtheoretical Model concepts into financial education programs. (Contains 3 tables.)
The OECD 2012 Economic Survey of Canada and the Relationship between Higher Education and Productivity
Author: Skolnik, Michael L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Productivity,Surveys,Comparative Analysis,Higher Education,Foreign Countries,Innovation,Economics,Postsecondary Education,Educational Attainment

The report entitled, &quot;OECD Economic Surveys: Canada 2012,&quot; offers an exceptionally rigorous, in-depth, well-informed and well-documented review of policy and performance of Canada's economy and postsecondary system. The report is divided into three parts. The first part contains an overview of the Canadian economy, a summary of the rest of the report and recommendations. The second part (Chapter 1) deals with innovation, and the third part (Chapter 2) is about higher education in Canada. For Canadian higher education practitioners, policy-makers, and researchers, this document shows them how others with a more detached, international perspective view higher education in Canada. People who are interested in Canadian higher education will benefit from studying and discussing the observations, conclusions and recommendations in this report. In this article, the author mentions without elaboration two complex issues that he thought were handled extremely well in the report; then he identifies a huge question that is left after reading the report. He concludes with comments on a feature of Canadian higher education that seems to stand out in international comparisons and gives rise to questions about both data and policy.
Collective Disorienting Dilemmas: A "Wikid" Approach to Fostering Adult Learning
Author: Hunter, William J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Transformative Learning,Adult Learning,Adult Students,Social Change,Influence of Technology,Web Sites,Editing,Collaborative Writing

From time to time, every educator asks the question "why am I doing this?" Some of the answers may relate to personal goals or needs, but some are invariably focused on beliefs about the impact their work has on learners. For postsecondary educators, those answers may include thoughts about increased employability or better citizenship or mastery of a body of knowledge or a set of skills. In a recent "College Quarterly" article, Susan Johnston (2011) suggested that the "fear and anger" stemming from the combined effects of the attacks on the World Trade Towers and international economic disruption have created a kind of "collective disorienting dilemma" that has "drawn individual adult learners into a reflective process and created a focus on the need for dialogue which addresses the crisis in the systems world." Clearly, massive social and political events may serve to alert large numbers of people that their current frames of reference may need revision. Is it possible that less catastrophic social change might also constitute system wide disorienting dilemmas? Johnston's piece had the author thinking anew about the impact of technology on teaching and learning. Obviously, new technologies have not infiltrated every postsecondary classroom, but where they do, can one profitably regard them as creating disorienting dilemmas? The larger issues of social change that drive Johnston's thinking demand a kind of open and trusting communication. In this article, the author discusses the smaller issue of adapting to technological change which may be a useful "sandbox" for creating collective disorienting dilemmas and fostering the learning that they enable.
E-Learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities
Author: Kawalilak, Colleen
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Networks,Electronic Learning,Adult Learning,Rural Areas,Foreign Countries,Canada Natives,Adult Students,Adult Educators,Community Leaders,Indigenous Populations,Distance Education,Higher Education

This exploratory qualitative study focused on 1) the learning needs of Aboriginal adult learners residing in selected First Nations communities in rural Alberta and 2) the potential for increasing access to e-learning education. Through open dialogue with First Nations community leaders, Aboriginal adult learners, and Aboriginal and non-Aboriginal adult educators, four key themes emerged from the data: 1) Building Capacity: Onsite Education, 2) Success Factors: Needs and Perspectives, 3) Relationships and Learning: The Human Factor, and 4) Technology: Bridges and Barriers. Recommendations, in response to findings are included. (Contains 1 figure and 1 endnote.)
A Critical Examination of Sabbatical Application Policies: Implications for Academic Leaders
Author: Miller, Michael T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Sabbatical Leaves,Faculty Development,Professional Development,Teacher Improvement,Accountability

Sabbaticals have been identified as an important tool to help faculty remain current in their responsibilities. By having a dedicated break from traditional responsibilities, faculty members have self-reported rejuvenation and recommitment to their professional work. Institutional policies, however, are largely vague and lack measures to help guide faculty in their planned development activities. The current study was completed to describe what institutions expect from their sabbatical leave experiences. Findings indicate vague language and largely subjective interpretations of what sabbaticals are to be used for, prompting critical discussions of the effectiveness and accountability associated with these leaves. (Contains 3 tables.)
Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy
Author: Brand, Susan Trostle
Date: 2012-00-00
Type: Journal Articles
Subjects: Access to Education,Early Childhood Education,Emergent Literacy,Reading Instruction,Language Arts,Reading Comprehension,Teaching Methods,Learning Activities,Learner Engagement,Student Evaluation

Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood classroom. In UDL-infused classrooms, literacy experiences become multi-sensory and meaningful for young learners,  thereby increasing their motivation and ultimate reading comprehension. The four core principles of Universal Design for Learning--multiple means of representation, multiple means of engagement, multiple means of engagement, and multiple means of assessment--are integrated into a sample literacy comprehension program designed to improve young children's text connections. The applications of UDL to enhancing children's reading and  comprehension connections are demonstrated through the use of grand conversations, literacy circles, oral language experiences, creative dramatics, and play in teaching reading and language arts. This article illustrates how informed teachers may enlist a plethora of multiple intelligence and cognitive theory-based literacy strategies that promote automaticity and a life-long love of reading for young children. Using stimulating and engaging text-to-text, text-to-self, and text-to-world connections, teachers and learners realize the rich implications of the four key principles of Universal Design for Learning. (Contains 1 figure and 1 footnote.)
Intimate Disclosure among Best Friends of Youth: An Opportunity for Prevention of Internalizing Disorders
Author: Buskirk-Cohen, Allison
Date: 2012-00-00
Type: Information Analyses
Subjects: Psychopathology,Females,Depression (Psychology),Males,Friendship,Gender Differences,Adolescents,Self Disclosure (Individuals),Peer Relationship,Behavior Problems,Resilience (Psychology),Literature Reviews,Developmental Stages,Mental Health

As children move into adolescence, two important and contradictory changes regarding peer  groups and psychopathology occur. While friendships become characterized more by emotional support than they did in earlier years (especially so for girls), rates for internalizing disorders, particularly depression, increase (again, especially so for girls). Since supportive friendships should protect against internalizing symptoms, researchers have examined the process of intimate disclosure--how youth discuss personal thoughts and feelings--as a potential explanation for this contradiction. This paper will explore youths' responses to disclosure and the impact of these responses. A review of the literature reveals three constructs from different areas of psychology that offer insight into the disclosure process: reciprocity of disclosure, excessive reassurance seeking and co-rumination. A critical examination indicates that they over-lap greatly, and, may not, in fact, be truly distinct. Developmental differences and gender differences are similar among the  constructs, with adolescents tending to disclose more and respond more in-depth than children, and the same being true for girls compared to boys. All are linked with internalizing symptoms, particularly for girls. Rather than viewing children's friendships as superficial (especially those of boys), perhaps it would be advantageous to consider them as models for appropriate disclosure. Various types of prevention will be discussed with this notion in mind.
Developing a Theoretical Framework for Examining Student Understanding of Fractional Concepts: An Historical Accounting
Author: Cooper, Susan M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics,Numbers,Mathematics Instruction,Mathematical Concepts,Models,Primary Education,Elementary School Mathematics,Comprehension,Educational Research,Longitudinal Studies

In 2007, a group of mathematics educators and researchers met to examine rational numbers and why children have such an issue with them. An extensive review of the literature on fractional understanding was conducted. The ideas in that literature were then consolidated into a theoretical framework for examining fractions. Once that theoretical framework was in place, it was decided that we would utilize this framework to develop an assessment of student understanding of fractions and to create lessons that would hopefully impact the understanding of the participating students. The intent of this paper is to describe that journey to examine the past research and theory around fractional understanding that lead to a theoretical framework. The paper will also share this framework, as well as provide some information about the instruments and lessons that were created as a result. (Contains 2 figures.)
The Assessment of Young Children through the Lens of Universal Design for Learning (UDL)
Author: Dalton, Elizabeth M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Access to Education,Student Evaluation,Literacy,Curriculum Design,Standardized Tests,Feedback (Response),Learning Theories,Child Development,Student Needs,Young Children,Thinking Skills,Cognitive Processes,Problem Solving,Early Childhood Education,Predictor Variables,Differences,Educational Strategies

Early Childhood Education (EDE) describes the education of young children from birth through  age 8. EDE reports have concluded that traditional approaches to curriculum, such as those  emphasizing drill and practice of isolated, academic skills, are not in line with current knowledge of human learning and neuropsychology. These approaches fail to produce the higher-order thinking and problem-solving abilities that students need in the 21st century. Similar limitations in assessment process and scope also exist. Often, there is a poor match between the nature of young student learning and form of assessment. In reading and writing, for example, experts find informal observations and structured performance samples more appropriate than standardized tests for measuring early childhood literacy learning. These assessments are more consistent with developmental characteristics of young children. When considering childhood learning principles (i.e. children construct knowledge; children learn through play; children's interests motivate learning; child development and learning are characterized by individual variation; etc.), assessing the achievement of young children must be a multiply varied process that addresses all students' needs and capacities. UDL is a flexible structure of curriculum development that addresses learner variability. Learner variability dictates a need for assessment variability. By implementing UDL core principles, variation in assessment methods, formats, scope/range/level, product/outcome, and instructor feedback can support more authentic and, likely, more accurate assessment results for young children. (Contains 4 figures and 3 footnotes.)