ethanporcaro/eric-fulltext-meta huggingface dataset:
Fight or Flight: An Account of a Professor's First Year Obsession
Author: León, Raina J.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Scholarship,School Schedules,Faculty Development,Beginning Teachers,Time Management,Women Faculty,Liberal Arts,Anxiety,Adjustment (to Environment),Minority Group Teachers,Personal Narratives,Leisure Time

In this article, a junior faculty member explores her obsessions with the distribution of time in the areas of teaching, scholarship, service and personal life through an intensive analysis of an academic calendar, populated with data points in those areas. Through this analysis, she examines her first year and her own development as an academic.
Finding a Researcher's and a Teacher's Voice in a Plethora of Responsibilities: A Duoethnography on Administrivia
Author: Norris, Joe
Date: 2014-00-00
Type: Journal Articles
Subjects: Researchers,Teacher Attitudes,College Faculty,Comparative Analysis,Doctoral Programs,English Teachers,Secondary School Teachers,English Instruction,Drama,Foreign Countries,Ethnography,Qualitative Research,Sexual Orientation,Career Development,Personal Narratives

&quot;Some are born great; some achieve greatness; and some have greatness thrust upon them.&quot; &quot;Twelfth Night,&quot; Act 3 Scene 4. This article examines the differences and similarities between two faculty members as they discuss their entry into the academy after successfully teaching in secondary schools. Both brought with them the &quot;maturity&quot; gained from a work hiatus prior to continuing their education. Joe taught English and drama in Canada for 12 years and completed his masters part-time before embarking full-time on doctoral work. Rick taught high school English in San Francisco for seven years prior to enrolling in his doctoral program.
My Position Comes with Privilege: I'm Going to Learn How to Use It
Author: Richardson, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Personal Narratives,Adjustment (to Environment),Teacher Responsibility,Public Colleges,Teacher Student Relationship,Career Development,Public Education,Graduate Study,Doctoral Programs,Foreign Countries

This composite nonfiction narrativizes the experiences of Daniel Meyers, an assistant professor of education. Specifically, it details his transition from a graduate program to working as a full-time tenure track faculty member at a public state university. Methodologically, this research relies on parallax as an important tool to understanding Meyers's personal, intellectual, and political struggle in adjusting from a research institution to &quot;performing&quot; at a teaching institution. Teaching institutions, to Meyers, are significantly more customer service driven (read: making students happy) which can be problematic when faculty members have significant and different cultural understandings and interpretations than their students and the university as a whole. Meyers struggles to make adjustments, but ultimately realizes his duties as a teacher and that his contributions--though perceived alternative and conflicting with primary cultural and political narratives--provides him with an extraordinary and privileged opportunity to do important work.
Currere, Unexpected Journeys, and Unplanned Destinations in Academia
Author: Adams, Susan R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Study,Doctoral Degrees,College Faculty,Tenure,Transformative Learning,Adult Learning,Learning Theories,Older Adults,Personal Narratives,Career Change

A sudden change of teaching placements forced my return to graduate school at the age of 40. Transformative graduate school learning resulted in the completion of a Ph.D. and earning a tenure track position in teacher education. This essay uses Pinar's four steps of currere provide a lens to examine the past, look toward the future, take opportunity to look backward to the past while examining the present, and then re-enter the present. Mezirow's transformative adult learning theory lends guidance for understanding why older adults may be uniquely poised to navigate successfully the complex maze of academia.
Migrant Consciousness: Education, &quot;Metissage,&quot; and the Politics of Farmworkng in Latino Communities
Author: Salinas, Jose
Date: 2008-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Migrant Workers,Mexican Americans,Migrant Education,Migrant Children,Experience,Personal Narratives

The authors' intent in this essay is to use the experiential and the personal to create a luminal in between space where it meets the &quot;objectively&quot; historical and academic. Specifically, they intend to utilize concepts that are central to the praxis of critical thinking as illustrated by others, including Peter Baird, Sofia Villenas, and Donna Deyhle, to illustrate the unique space that migrant farmworkers occupy in education through the &quot;migrant conscious.&quot; Within this essay, the authors see the migrant conscious as &quot;concientización&quot;: coming to consciousness of the plight of Mexicans and Latinos in general as they struggle with the inequities in the farm fields and in the nation's schools. This is reflected in the migrant child who has mastered the ability to redefine himself or herself to effectively succeed in different school systems and in diverse communities and social settings. The &quot;métissage&quot; or rubbing of different cultural norms, systems, and ecological factors create the child's unique experience.
The Forgotten: Implications of Lyotard's &quot;Heidegger&quot; and 'The Jews'&quot; for Issues of Race in Philosophical Discourse
Author: Loving, Gregory D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Jews,Race,Guidelines,Philosophy,Stereotypes,Criticism,Self Concept,Ethics,Cultural Pluralism,Social Problems,Listening,Death,European History

According to this author, race has been largely forgotten in Western philosophy's self-narrated identity. A stereotypical criticism of much of traditional academia is that it only studies &quot;dead white males.&quot; Narrative structure of identity recognizes that all experience comes to us through an inherently selective interpretive framework. Some narratives are then considered unimportant; others become central. In essence, experience must be forgotten in order for a narrative to cohere. This forgetting, this editing, is at the heart of narrative. It is the dangers and opportunities which arise from such forgetting, that were made explicit through the work of Jean-François Lyotard. Lyotard's &quot;Heidegger (Martin) and 'the Jews'&quot; deals with the necessity of narrative to forget, to leave out events that do not fit into or would upset narrative structure. The types of forgetting Lyotard highlights help in investigating how race has been forgotten in the crafting of the story of Western philosophy and reflects on ways to deal with this forgetting, includes practicing an ethic of listening. A philosophy which will not sweep race under the rug is a more honest philosophy which has a chance of reengaging with the multicultural problems of the day. If our problems today are multicultural, multi-religious, multi-political, multi-gendered, then our philosophy must become these as well
Tempered Dreams: Alaine Locke as Pluralist and Pragmatist
Author: O'Neill, Linda
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Courts,Race,Democracy,Educational Policy,School Desegregation,Art,Barriers,Abstract Reasoning,Social Studies,Intergroup Relations,College Faculty

This essay discusses Alain LeRoy Locke (1885-1954), Professor of Philosophy (Howard University) and examines his experiences, reasoning, and rhetoric as they challenge the accepted notions of race, education, and democracy. As an African American practicing philosophy in a racist nation, Locke also examined value communities and value differences within what he called the &quot;fictional&quot; categories of race and ethnicity. Personal experiences with barriers to pluralism led him to acknowledge and address the enduring power of racism woven tightly into the national fabric as part of his own evolving philosophy. The author connects Locke's insights to the Supreme Court decision on voluntary school integration policies. Finally, she argues that Locke's pluralism and pragmatism provide justification for continuing explorations at the intersection of art, race, education, and democracy as integral to philosophy of education.
&quot;Forty Acres and a Mule&quot; as a Pedagogical Motif
Author: Burch, Kerry
Date: 2008-00-00
Type: Journal Articles
Subjects: African American History,United States History,War,Federal Government,Government Role,Citizenship,Social Justice,Slavery,Compensation (Remuneration),Federal Legislation,Civil Rights,History Instruction,Public Schools,Equal Education

This essay revisits an iconic yet now languishing phrase in United States political culture--&quot;Forty Acres and a Mule&quot;--to clarify the meaning of freedom and to assess the contemporary meaning of its betrayal by the U.S. government immediately after the Civil War. Among the few citizens for whom the phrase still retains a semblance of meaning, it stands as a largely forgotten indictment of the federal government for breaking its officially stated promise to provide forty acres of land to the newly freed as the best means for securing their genuine, substantive citizenship. The author suggests that the phrase's pedagogical retrieval has significant implications for debates about reparations and for thinking in terms of reparations when considering possible remedies to the seeming intractability of public school inequality.
Comparison of Three Video Perspectives When Using Video Prompting by Students with Moderate Intellectual Disability
Author: Spencer, Galen P.
Date: 2015-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Video Technology,Perspective Taking,Young Adults,Moderate Mental Retardation,Daily Living Skills,Prompting,Visual Stimuli,Females,Skill Development,Error Patterns,Intervention,Program Effectiveness,Intelligence Tests,Children

The purpose of this study was to compare the effects of three video perspectives: point-of-view, scene view, and a combination of point-of-view and scene view on task completion by three young adults with moderate intellectual disability. The comparison was made, using an Adapted Alternating Treatments Design, across three sets of fundamentally different gift wrapping tasks as each of three students used step-by-step video prompting. Overall, results of the study showed minimal differences in performance across the three students regardless of the video perspective while a combination of point-of-view and scene view camera angle resulted in fewer errors by two of the three students.
Traveling the Road of Research: Stories of Teaching and Technology
Author: O'Hara, Kate E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Reflection,Teaching Methods,Personal Narratives,Tenure,College Faculty,Critical Theory,Urban Education,Faculty Publishing,Publish or Perish Issue,Technology Integration,Educational Technology,Graduate Students,College School Cooperation

This autobiographical account relates the journey of becoming a critical teacher researcher.. Through critical refection and analysis, the cultural, historical, and social contexts of research, teaching, and technology use are described as lived experience. Rich narrative accounts exemplify personal and professional experiences before and during the professoriate in a tenure track position.
Finding FRiENDs: Creating a Community of Support for Early Career Academics
Author: Pegg, Jerine M.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Beginning Teachers,Social Support Groups,Mentors,Professional Isolation,Teacher Attitudes,Personal Narratives,Career Development,Networks

Starting on an academic journey can be a stressful and isolating experience. Although some universities have formal mentoring structures to facilitate this transition for new faculty, these structures do not always provide the variety of supports that may be needed to navigate the complexities of transitioning to the world of academia. As we (the authors of this paper) began our academic journeys, we found ourselves searching for support that was not available within our institutions. By drawing on previous connections and building new connections to peers at other universities, we created an informal peer mentoring structure that has continued to support us through the early years of our careers in academia. In this paper we share our stories of the challenges we faced as early career academics, discuss the ways this informal peer mentoring community provided support for us at the beginnings of our academic journeys, and offer advice for other early career academics seeking non-traditional forms of support along the academic career path.
Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members
Author: McIntyre, Laureen J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Tenure,College Faculty,Teacher Attitudes,Women Faculty,Resilience (Psychology),Guidelines,Ethnography,Reflection,Research,Models,Researchers,Institutional Environment,Foreign Countries

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were generated, using resiliency theory as the framework for discussions. Results are discussed with reference to a multidimensional conceptual model of researcher development put forth by Evans (2011).
New Academics and Identities: Research as a Process of &quot;Becoming&quot;
Author: McLeod, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Beginning Teachers,Professional Identity,Researchers,Self Concept,Personal Narratives,Faculty Publishing,Women Faculty,Teacher Attitudes,Periodicals,Foreign Countries,Interviews

We are new academics involved in the process of becoming researchers. We believe that gathering, reflecting, sharing and producing knowledge are important parts of constructing a strong identity as a researcher that we produce and own rather than being produced by the prevailing academic discourse. We decenter research as a product and bring into focus how as researchers we understand our selves, our work, and our processes. We interweave our stories with those of our research participants who are also new to the professoriate. Our experiences transcend our academic world and we believe that the narratives we discuss may help inform others.
A Case Study: Review of an Indigenous Digital Resource as a Potential Medium for Dance Undergraduate Teaching and Learning: &quot;Cassie's Story: Dyan Ngal&quot; (Wiradjuri for &quot;Fix Me&quot;)
Author: Jefferson-Buchanan, Rachael
Date: 2015-07-30
Type: Journal Articles
Subjects: Case Studies,Dance Education,Undergraduate Study,Indigenous Populations,Foreign Countries,Cultural Influences,Power Structure,Emotional Response,Conflict,Travel,Indigenous Knowledge,Curriculum,Culturally Relevant Education,Motion,Teaching Methods,Competence

The following article comprises a case study that considers the potential for an Indigenous digital resource to be used within a dance undergraduate context. In this manner, suggestions for dance pedagogy and practice are offered in relation to the Indigenous Education Strategy at Charles Sturt University, together with a university digital learning resource, &quot;Cassie's Story: Dyan Ngal,&quot; that seeks to develop cultural competence. Through exploration of one scene from this latter resource, the author expands on the ways in which it could become the stimulus and indeed provide a framework for dance composition teaching and learning at undergraduate level. Dance has long been viewed by dance anthropologists as a cultural manifestation and a vehicle through which culture might be understood (Kaeppler, 1981; Kealiinohomoku, 1983). The author has endeavored to underpin each element of her dance teaching and learning processes with an awareness of culture, whilst outlining creative, thematic and cross-curricular possibilities with &quot;Cassie's Story.&quot;
Use of a Proximity Sensor Switch for &quot;Hands Free&quot; Operation of Computer-Based Video Prompting by Young Adults with Moderate Intellectual Disability
Author: Ivey, Alexandria N.
Date: 2015-09-00
Type: Journal Articles
Subjects: Moderate Mental Retardation,Young Adults,Video Technology,Prompting,Electronic Equipment,Females,Intervention,Program Effectiveness

In this study, the effectiveness of a &quot;hands free&quot; approach for operating video prompts to complete multi-step tasks was measured. Students advanced the video prompts by using a motion (hand wave) over a proximity sensor switch. Three young adult females with a diagnosis of moderate intellectual disability participated in the study. Effectiveness of the intervention was determined using a multiple probe design across three craft activities and replicated with the three young adults. Results indicate all three students demonstrated the ability to: master operation of the proximity sensor switch to operate the video prompts; independently complete the craft activities and; maintain their performance using the &quot;hands free&quot; approach.
Shifting Attention: Using Learning Self-Assessment Tools during Initial Coursework to Focus Teacher Candidates on Student Learning
Author: Kelaher-Young, Allison J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Preservice Teachers,Academic Achievement,Self Efficacy,Goal Orientation,Teacher Education Programs,Self Management,Theory Practice Relationship,Learning Strategies,Questionnaires,Student Attitudes,Qualitative Research

The relentless press for steadily improved student learning outcomes requires that prospective teachers enter the classroom knowing how to fine-tune their teaching to meet the learning needs of individual students. Frequently, teacher candidates have difficulty conceptualizing their students as learners, looking more immediately to their own performance as teachers (Fuller, l969; Kagan, l992; Oosterheert &amp; Vermunt, 2001). As Ross and Bruce (2007) argue, self-assessment can be an effective technique for influencing improvements in self-efficacy, goal setting, and effort regulation among teachers. Applied to teacher preparation, we examined the use of two learning self assessment tools in early teacher education coursework to examine the benefits of encouraging candidates to reflect on their own learning in order order to support the learning of their future students. Previous research in teacher education argues that self-assessment plays a critical role in a competencies-based curriculum because it requires candidates to analyze their own performances (Airsian &amp; Gullickson, 1994; Ross &amp; Bruce, 2007; Sluijsmans, Dochy, &amp; Moerkerke, 1999). Conceptually derived from work by Schön (1983, 1987) on the reflective practitioner, by Elliot (1978) on teacher self-monitoring, and by Rogers (1983) on promoting personal responsibility for learning, self-assessment may be a critical feature in developing teachers who practice and promote self-regulated learning. It is crucial, then, for teacher candidates to explore ideas about themselves as learners to help understand ideas about cognition, motivation, and other concepts related to self-regulated learning (Dembo, 2001; Gordon, Dembo, &amp; Hocevar, 2007; Zimmerman, Bonner &amp; Kovach, 1996). To influence conceptual change in candidates, we must help them to articulate their ideas about learners and learning (Dole &amp; Sinatra, 1998).
Learning Channels and Verbal Behavior
Author: Lin, Fan-Yu
Date: 2004-00-00
Type: Journal Articles
Subjects: Stimuli,Verbal Communication,Matrices,Learning Processes,Sensory Experience,Imitation,Student Behavior,Learning Modalities,Responses,Verbal Learning,Novelty (Stimulus Dimension),Reinforcement,Verbal Operant Conditioning,Data Collection

This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior.
Perspective-Taking and Theory of Mind: A Relational Frame Account
Author: Barnes-Holmes, Yvonne
Date: 2004-00-00
Type: Journal Articles
Subjects: Perspective Taking,Theory of Mind,Schemata (Cognition),Deception,Beliefs,Correlation,Theories,Behavior Patterns,Age Differences,Error Patterns,Task Analysis

Cognitive perspective-taking has attracted considerable attention in the mainstream developmental literature, and is most commonly studied under the rubric of Theory of Mind. The current article reviews the levels of understanding of informational states that are believed to underlie cognitive perspective-taking from this conceptual framework. An alternative approach to perspective-taking from a functional behavioral framework is also presented. The concepts and methodologies behind this approach are driven by a modern behavioral account of human language and cognition known as Relational Frame Theory. As well as providing a brief summary of the core concepts of Relational Frame Theory, the article presents the relational frame account of cognitive perspective-taking. The empirical evidence in support of this view of perspective-taking as well as related research on false belief and deception are reviewed. The overlap between the Theory of Mind and Relational Frame Theory approaches to perspective-taking is discussed.
Selection-Based Imitation: A Tool Skill in the Development of Receptive Language in Children with Autism
Author: Lund, Stein K.
Date: 2004-00-00
Type: Journal Articles
Subjects: Skill Development,Language Skills,Autism,Children,Language Impairments,Intervention,Teaching Methods,Imitation,Reinforcement,Cues,Phenomenology,Pictorial Stimuli,Transfer of Training

Receptive language is a basic behavioral repertoire that many children with autism have difficulties acquiring. This difficulty may be caused by several factors suggesting the need for case-by-case analysis and the development of multiple intervention strategies. This paper outlines a strategy that has been effective in establishing receptive labeling in some children for whom conventional methods proved ineffective. The present strategy emphasizes the development of tool skills that are conjectured to subserve receptive labeling. These tools skills are developed by teaching a form of imitation that may be termed &quot;selection-based imitation&quot; (SBI). The present strategy should be recognized as clinically based and may be subjected to more rigorous investigation and further refinements.
Autochthonous Change: Self-Renewal through Open Software Design
Author: Hedbring, Charles
Date: 2005-00-00
Type: Journal Articles
Subjects: Computer Software,Programming,Public Schools,Open Source Technology,Counselors,Creativity,Technological Literacy,Teachers,Instructional Design,Generalization,Curriculum Design,Computer Assisted Instruction,Home Schooling,Reading Comprehension,Autism,Developmental Disabilities,Mental Retardation,Special Education,Teaching Methods

In all likelihood, currently employed therapists and teachers grew up with computer technology. Part of their computer culture included programming computers for entertainment using popular consumer software like Microsoft Basic. Within this social-educational milieu, the &quot;FACTS+&quot; curriculum represents one long-term project covering the past twenty years to combine computer programming and public school instruction. This article describes the scope, sequence, and content of the effort and most importantly, offers educators access to the source code. With access to the actual software source code, perhaps more youthful and creative programming-competent therapists and teachers can improve and tailor the &quot;FACTS+&quot; curriculum to better meet pressing legal mandates and local instructional demands.