ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a System of Strategic Research Administration at Kyoto University
Author: Sugihara, Tadashi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Research Administration,Research Projects,Grantsmanship,Grants,Program Implementation,Program Descriptions,Research Universities,Scientific Research,International Educational Exchange,Partnerships in Education,Capacity Building,Community Involvement,College Administration

In 2004, all national universities in Japan, which had previously been legally subordinate to the Ministry of Education, Culture, Sports, Science and Technology (MEXT), became separate National University Corporations. With this change, the importance of securing competitive funding increased significantly, and university researchers have had to devote more time to non-research burdens related to obtaining competitive funds including project management and public engagement. In order to reduce the burden for researchers in Japan, MEXT launched a support program in 2011 called the &quot;System to Develop and Secure University Research Administrators (URA).&quot; Supported by the program, Kyoto University established The Kyoto University Research Administration Office (KURA) in April 2012 as a support organization to help with planning of research projects, obtaining research funding, project execution, and public engagement. In this article, the strategic planning to implement the URA program at Kyoto University shall be described within the historical context of how the Japanese government decided to launch this support initiative.
Invisible Intermediaries: A Systematic Review into the Role of Research Management in University and Institutional Research Processes
Author: Derrick, Gemma
Date: 2014-00-00
Type: Journal Articles
Subjects: Institutional Research,Research Administration,Institutional Role,Evidence,Operations Research,Technology Transfer,Commercialization,Literature Reviews,Research Methodology,Administrator Role,Success,Change Strategies,Research Universities,Educational Research

The introduction of competitive rankings and research assessment frameworks have necessitated that research organisations continually monitor their research strengths and weaknesses. Such monitoring is essential to be able to strategically respond in a competitive environment. There is little research on the role of research management in research organisations, including universities, but the literature suggests that when implemented well, research management is an essential component of the research process. Despite this, an evidence-based understanding of the strategies available for successful research management is lacking. In order for organisations to structure their research management strategies more efficiently, as well as to inform practitioners of the best way to deliver their service, an understanding of the evidence for successful research management strategies is needed. The aim of this article is to provide a systematic review to investigate the evidence base for successful research management strategies.
Liaison and Logistics Work with Industrial Advisory Boards
Author: Michel, Kathryn K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Industry,School Business Relationship,Advisory Committees,Research Administration,Cooperation,Partnerships in Education,Universities,Information Transfer,Meetings,Capacity Building,Social Networks,Best Practices,Planning

One model for successful university research centers is based upon close collaboration with other organizations, including large and small companies as well as federal and state agencies. Collaborations of this nature often involve an Institutional Advisory Board (IAB), which can have significant responsibility for management and financial oversight. This paper addresses two critical areas for facilitating a strong working relationship between a university research center and an IAB: (1) streamlining information transfer, and (2) organizing a well-run center meeting. The paper addresses specific strategies for effective information transfer among center participants including sponsors, faculty and students. Also discussed are best practices for center meetings that ensure a suitable level of efficiency expected of an IAB. The methods described in the paper are established, well-accepted psychological and organizational principles. These methods have contributed to the paradigm for successful industry-university collaboration developed over the last 25+ years by the National Science Foundation's I/U CRC program.
Optimizing Institutional Approaches to Enable Research
Author: Grieb, Teri
Date: 2014-00-00
Type: Journal Articles
Subjects: Research Administration,Program Improvement,Governance,Educational Facilities Improvement,Strategic Planning,Educational Equipment,Educational Planning,Life Cycle Costing,Investment,Operations Research,College Programs,Barriers,Educational Research,Medical Schools,Medical Research,Program Descriptions

Challenges that face the academic research enterprise are numerous. These concerns include, but are not limited to: declines in extramural funding for investigatorinitiated research, an aging faculty workforce (the average age of securing a faculty's first R01 is over 42), insufficient funds to support faculty laboratories, and limited access to cuttingedge, next generation infrastructure and methods to support research. This manuscript describes an institutional approach to providing leading-edge core facilities and enhancing the effectiveness of their operations by implementing process improvements, managing the lifecycle of core facilities, and monitoring key core facilities' metrics. This approach has created a number of standardized, transparent processes to effectively manage central infrastructure that enables enterprise-wide research, including a process for capital equipment planning, a procedure to evaluate new cores, a method for reviewing and managing the lifecycle of existing cores (invest, maintain, or sun-down), an investment in the administration and operational efficiencies of the cores, and support for the development and implementation of new methodologies for our investigators. The execution of these processes has provided faculty with forward-looking technologies to facilitate innovative research and provide a competitive edge for extramural support.
Building Research Collaboration Networks--An Interpersonal Perspective for Research Capacity Building
Author: Huang, Jun Song
Date: 2014-00-00
Type: Journal Articles
Subjects: Capacity Building,Social Networks,Partnerships in Education,Teacher Collaboration,Network Analysis,Research Skills,Change Strategies,Individual Development,Teamwork,Interpersonal Communication,Productivity,Educational Practices,Educational Administration

While collaboration is increasingly recognized to be important for research, researchers' collaboration networks are still not adequately recognized as a form of research capacity in the literature. Research is a knowledge creation activity and interpersonal research collaboration networks are important for knowledge cross-fertilization and research productivity. By referring to social network theories, this paper argues that research collaboration networks are a form of research capacity at interpersonal level. It complements capacity building at individual, organizational and inter-organizational levels. However, building research collaborations can be challenging. Three key issues are raised for discussion. First, collaboration networks have nonlinear effect on research productivity. Second, fostering heterophilous communications and maintaining degrees of heterophily can be contradicting and thus challenging. Third, building research collaboration networks proactively requires shift of research management philosophy as well as invention of analytical tools for research management. Debates and solutions with regard to these issues may contribute to the advancement of theory and practice of research management.
TIMSS 2011 Science Assessment Results: A Review of Ghana&apos;s Performance
Author: Buabeng, Isaac
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Tests,Science Achievement,International Assessment,Grade 8,Preservice Teacher Education,Educational Practices,Educational Assessment,Educational Indicators,Comparative Education,Earth Science,Physics,Chemistry,Biology,Trend Analysis,Educational Quality,Faculty Development,Job Satisfaction,Career Readiness,Teacher Competencies,Knowledge Base for Teaching,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests

This paper reviews Ghana's performance in the TIMSS 2011 survey in comparison with other African and some high performing countries which participated in the TIMSS assessment. Students' achievement in the science content areas assessed were summarized and teacher preparation constructs of teachers of the students who took part in the assessment explored with the aim of finding any possible linkage between teacher preparation and students achievement. Two set of reviews were done. First, results on the eighth grade (JHS 2) science content achievement in biology, chemistry, physics, and earth science for Ghana, Morocco and Tunisia were compared. The second review compared how Ghana prepares her teachers to Finland and Singapore who were among the first five performing countries on the TIMSS 2011 assessment. Some mismatch was identified in terms of teacher preparation and students' achievement in the case of Ghana. Ghanaian teachers scored relatively high on most of the constructs that were measured by the TIMSS report under teacher preparation but these were not reflected in the students' achievement. In view of this, it is recommended that other indicators such as classroom instruction, resources for teaching science, and school climate are investigated with the aim of finding any other underlying factors that could account for the mismatch between Ghanaian students' achievement on the TIMSS science assessment and teachers' preparation.
Instructional Learning Teams: A Case Study
Author: Brendefur, Jonathan L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teamwork,Communities of Practice,Case Studies,Academic Achievement,Teacher Collaboration,Faculty Development,Foreign Countries,Lesson Plans,Teacher Improvement,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Teacher Student Relationship,Common Core State Standards

Changing teacher practices to improve student learning is a challenge. For teachers' practices to change, faculties within schools must build communities of practice. However, supporting teachers' collaborative learning within a Professional Learning Team can be an elusive challenge. We found through the Instructional Learning Team (ILT) model of professional development that teachers have a focused model to make effective changes to their practice. ILTs promote school improvement by providing a process through which teachers collaboratively focus on sustained reflection about student learning tasks, instruction, and student work using the Japanese Lesson Study and critiquing their work using Newmann's (1996) Intellectual Quality framework. We followed two teams of teachers over a semester and qualitatively examined changes in four elements of professional learning: shared ideas and values, focus on student learning, reflective dialogue, and deprivatization of practice. Through the ILT process all four elements of professional learning communities increased. This process of changing practice through examining instructional tasks, practices and student work has a direct impact on helping teachers move toward implementing the Common Core State Standards (CCSS).
Between Myths and Facts: The Contribution of Exchange Experiences to The Professional Development of Teachers
Author: Leutwyler, Bruno
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Exchange Programs,International Educational Exchange,Study Abroad,Multicultural Education,Field Experience Programs,Student Mobility,Beliefs,Competency Based Education,Teacher Motivation,Self Efficacy,Educational Benefits,Teacher Education Programs,Relevance (Education),Misconceptions,Educational Practices

This contribution provides an overview of different facets that can be developed or promoted in exchange stays and that are specific for teachers. By systematizing the available findings with a conceptual approach, it assigns the majority of the findings to three different facets of teaching-specific &quot;intercultural competencies&quot;: It indicates a potential to develop professional knowledge, teaching-specific beliefs as well as motivational orientations that allow students to engage actively in challenging intercultural situations. The overview uncovers a range of methodological constraints in the prevailing literature and reveals an urgent need to add more solid evidence specifically in the context of teacher education.
Cross-Year Peer Tutoring in Healthcare and Dental Education: A Review of the Literature
Author: Hum, Lauren
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Dentistry,Medical Education,Literature Reviews,Educational Research,College Students,Allied Health Occupations Education,Physical Therapy,Dental Schools,Medical Schools,Medical Students

Cross-year peer tutoring (CYPT) programs show promise of potential benefits not only to the tutees and tutors, but also to the entire dental education field. A critical review of the literature was performed to determine the characteristics of studies assessing CYPT programs in the healthcare field, to see if there are adequate resources in the literature to aid dental institutions in making evidence-based decisions about their curriculum. A PubMed literature search was conducted to identify pertinent research. Only those articles that demonstrated programs that paired junior and senior students were included. A total of twenty articles were identified and analyzed for the characteristics of the CYPT program, the study groups compared, and the outcomes assessed. In the few studies that examined qualitative outcomes, many found success measured in positive outcomes for the tutors. However, there are too few studies that examine the qualitative outcomes of tutor interest in careers in dental education. With more contributions to literature in the dental field that specifically target preclinical dental education and tutor interest in careers in education, published within the context of the curriculum, dental education institutions can begin making more evidence-based decisions on the incorporation of CYPT programs into their curricula.
A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers
Author: Kilinç, Ali Çagatay
Date: 2014-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Citizenship,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Regression (Statistics),Predictor Variables,Questionnaires,Leadership,Correlation,Leadership Responsibility,Organizational Effectiveness,Leadership Effectiveness

The purpose of this study was to determine the relationship between primary school teachers' perceptions on distributed leadership and organizational citizenship behaviors (OCBs). A total of 258 teachers employed in 14 primary schools located in Kastamonu, Turkey participated in this study. Data of the study was collected through &quot;Distributed Leadership Scale&quot; and &quot;Organizational Citizenship Behavior Scale&quot;. Descriptive statistics, Pearson product-moment correlation coefficient and simple regression analysis were used to analyze the study data. Findings of the current study revealed that primary school teachers' perceptions of distributed leadership was positively and significantly related to teacher OCBs. Furthermore, distributed leadership was a positive and significant predictor of teacher OCBs. Results of the study were discussed in relation to practical implications in school settings.
Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia
Author: Tanang, Hasan
Date: 2014-00-00
Type: Journal Articles
Subjects: Professionalism,Faculty Development,Educational Practices,Teacher Behavior,Teacher Attitudes,Teaching Skills,Learning Activities,Performance Factors,Mixed Methods Research,Questionnaires,Interviews,Observation,Beliefs,Knowledge Base for Teaching,Demography,Teacher Competencies,Government Role,Foreign Countries,Secondary School Teachers

This study investigates teachers' professionalism and professional development practices which still have lower quality based on the law and do not produce an improved performance yet in South Sulawesi, Indonesia. This investigation focuses on teachers' behavior-attitude, pedagogic skills, and diversity learning activities through effective professional development as commitment to do continuous improvement. The supporting factors and the constraints of being professional teacher are also identified. The design of this study employs exploratory mixed method design with triangulation approach. Simple random sampling is occupied in choosing 331 samples out of 2367 population to answer the questionnaires. While twelve teachers were selected using purposive sampling for interview and observation. The t-test and Anova analysis show that gender has significant different in behavior-attitude practice, while education professional qualification is significant on both behavior-attitude and teachers' learning activities. The qualitative findings show the need to display exemplary behavior-attitude, strength teaching skill, knowledge and beliefs through diversity learning activities in effective professional development. Teacher professional development needs supporting on policy, moral, infrastructure, and financial that can lead teachers to be professional. This study has provided a model of teacher professional development as an input for improving the quality practice of teacher professionalism and professional development in Indonesia, particularly in South Sulawesi province.
Intensive Reading as a Study Habit and Students&apos; Academic Achievement in Economics in Selected Secondary Schools in Bayelsa State, Nigeria
Author: Benwari, Nnenna Ngozi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Homework,Assignments,Academic Achievement,Secondary School Students,Statistical Analysis,Student Surveys,Questionnaires,Likert Scales,Economics Education

Learners acquire knowledge in various ways and in various degrees. This paper examined the effect of intensive reading, homework and assignment as study habits on academic achievement of students in selected secondary schools in Bayelsa State, Nigeria. The sample for this study was made up of 140 students randomly selected from the schools. Two research questions were raised and the Chi Square statistical tool was used to analyze the data. The result yielded the X2 values of 13.2 and 14.32 with a critical value 7.81. At 3 degree of freedom and 0.05 level of significant the result shows that intensive reading, homework and assignment as study habits are among the factors that affect academic achievement in Economics as a subject among secondary school students in Bayelsa State. The paper therefore recommended among other things that more emphasis should be laid on intensive reading as a study habit by students to improve on their academic achievement.
Curricular Changes in Higher Education in Mexico (2002-2012)
Author: Díaz-Barriga, Frida
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,College Curriculum,Educational Innovation,Qualitative Research,Statistical Analysis,Curriculum Research,Neoliberalism,Resistance (Psychology),Competency Based Education

Based on the analysis of 1241 documents published in Mexico (2002-2012) concerning curriculum studies, we find that the issue of innovation was addressed in 6 out of 10 research papers that focused on the higher education level (60.4%). It shows an increase in empirical research, quantitative and qualitative, that accounts for the process of implementation of innovative curriculum models and recover the experiences of his actors. There is still a predominance of neoliberal discourse and a vertical approach in curricular reforms, the &quot;top-down curriculum design&quot;, but there are also examples of active agency of actors (mostly teachers and students), ranging from acts of resistance and rejection, to proactive experiences in their academic communities based on the organization of groups of teachers or researchers who took a leading role and achieved successful experiences related to the needs of their context. The lack of a systemic change approach, and especially appropriate teacher training processes, are the main obstacle to educational change prescribed in the curricular reforms in Mexico. In higher education are two important issues: the competency based education approach and the curricular flexibility. In both terms prevails polysemy, and there are no consistent attempts to innovation through them in the sense of changing conceptions and practices in the classrooms. The competencies approach suffers a &quot;pedagogical vacuum&quot;, and in some curricular reforms it has tried to fill in several ways, primarily the adoption of business models or neo-behaviorists conceptions transferred to universities. The flexible curriculum is not only a technical issue, because of its implications in the management and administration of universities, as well as in school practices and processes. There is evidence that the most important problems in their implementation concerns legal aspects, academic organization and operation, as well as by the lack of mentoring and academic mobility of students and teachers.
Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students
Author: Park, Sang E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teamwork,Dental Schools,Dental Health,Radiology,Competence,Accuracy,Statistical Analysis,Premedical Students,Comparative Analysis,Teaching Methods,Program Effectiveness,Peer Teaching

The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations for each of the 36 students and the 12 teams were tabulated for each mesial and distal surface of each tooth for the three patients. In the first stage of the evaluation, students worked individually for caries assessment. In the second stage, twelve teams of three students each performed the assessment. The teams had a significantly larger percentage of accurate anterior caries evaluations (54%) than the individual students (33%) (X[superscript 2] = 5.50; p = 0.019), but also saw significantly more carious lesions when there was no lesion (126%) compared to the students working singly (85%) (X[superscript 2] = 7.55; p = 0.006). The individual students, however, were significantly more likely to incorrectly call incipient caries active (81%) than the teams (14%).