ethanporcaro/eric-fulltext-meta huggingface dataset:
Epistemology in Education: Epistemological Development Trajectory
Author: Labbas, Rachida
Date: 2013-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Concept Formation,Intellectual Development,Models,Learning Processes,Schemata (Cognition),Gender Differences,Reflection,Educational History,Educational Trends,Trend Analysis,Literature Reviews,Educational Research

Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000). Research on beliefs about knowledge has become an important field of inquiry in educational research (Hofer &amp; Pintrich, 1997). This field of research has emerged as a way of investigating students' epistemological beliefs (Perry, 1970). Perry (1970) was the first scholar to conduct empirical research with college students to investigate their intellectual development. Since then, research on personal epistemology has been extended to be now divided into three broad categories: developmental perspective (Perry, 1970; Belenky et. al, 1986; Baxter Magolda, 1992; King &amp; Kitchener, 1994; Kuhn, 1995), personal epistemology (Shommer-Aikins, 2002), and alternative concepts of personal epistemology (Hofer &amp; Pintrich, 1997; Hammer &amp; Elby, 2002). The aim of reviewing the three categories is to have a deep understanding of the construct of personal epistemology, how it has been investigated, and how the models overlap. There will be also a review of the implications of epistemology in learning and teaching.
Strategies for Increasing Response Rates for Online End-of-Course Evaluations
Author: Chapman, Diane D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Strategies,Response Rates (Questionnaires),Online Courses,Course Evaluation,Student Evaluation of Teacher Performance,College Faculty,Teacher Student Relationship,Caring,Teacher Surveys,Validity,Reliability,Best Practices,Guidelines

Student Evaluations of Teaching (SETs) are used by nearly all public and private universities as one means to evaluate teaching effectiveness. A majority of these universities have transitioned from the traditional paper-based evaluations to online evaluations, resulting in a decline in overall response rates. This has led to scepticism about the validity and reliability of the SETs. In this study, a large, US public university transitioned to online SETs in 2007 and suffered a decline in overall response rates from 73% for the paper-based evaluations in 2006 to a low of 43%. The aim of this study was to determine successful strategies used by instructors to improve their own SET response rates. A survey was conducted of faculty members who had high response rates, and the data were analyzed to determine which strategies were being employed. The study found that when instructors show students they care about evaluations, response rates tend to be higher. The results from the study have been turned into a FAQ on myths and suggestions that has been distributed to the faculty at the university to provide guidelines for increasing response rates on SETs.
Korea's &quot;Model Minority&quot;: A Case Study of an American-Korean Bilingual Student's Challenges Learning English in South Korea
Author: Schenck, Andrew D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Students,Minority Groups,Korean Americans,Bilingualism,English (Second Language),Second Language Learning,Language Proficiency,Self Concept,Literacy,Teaching Methods,Stereotypes,Educational Change,Second Language Instruction,Word Lists,Ethnic Groups,Phonetics,Acoustics,Metacognition,Student Attitudes,Qualitative Research,Foreign Countries,Interviews

In contemporary South Korean society, there is a strong emphasis on cultural homogeneity and, simultaneously, the development of English proficiency as a human resource. Since language is inextricably linked to identity, bilingual learners from English speaking countries may feel pressure to conform to Korean cultural and linguistic norms, leading to negative identity practices that discourage the use of English. Like the &quot;model minority&quot; stereotype which has been assigned to Asian learners in the United States, the pervasive belief that learners from English speaking countries are highly proficient in English may have adverse effects on students who do not meet the conceptualized standard. To explore educational problems associated with the English-Korean bilingual learner, a case study was conducted on an American-Korean elementary school student. Results revealed that the learner avoided speaking English in public, learning English in formal contexts, and talking about American ethnic traditions, which has resulted in significant deficiencies in English pronunciation and literacy. The avoidance of explicit instruction appears to have precluded the development of cognitive and metacognitive strategies useful in overcoming language deficiencies in an English as a Foreign Language (EFL) context. Recommendations for educational reform have been suggested.
A Comparative Study of Leadership Preparation Programs in Gama (Brazil) and the United States
Author: Borges-Gatewood, Mara Rubia Fonseca
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Leadership Training,School Administration,Administrator Surveys,Educational Objectives,School Culture,Leadership Effectiveness,Integrity,Principals,Leadership Role,Statistical Analysis,Teacher Administrator Relationship,Knowledge Level

The objective of the study was to determine the relationship, if any, between leadership preparation programs types and how well school administrators are prepared to set a widely shared vision, develop a school culture, effectively manage school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education in Gama (Brazil) and the United States. The study compares findings from the Adkins (2009) to the findings from this study. Both studies used the &quot;School Administrator Preparedness Survey.&quot; The survey consists of 93 questions based on the Interstate School Leaders Licensure Consortium (ISSLC) and Educational Leadership Constituent Council (ELCC) standards for education leadership. The findings are similar to those of Adkins (2009) with the exception of creating a shared school vision. The findings also show the array of leadership preparation types in Gama versus the United States. Furthermore, regards of the program types respondents were prepared to create a widely shared vision, develop a school culture, effectively manage school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education. The findings, however, do not provide insight about how well school leaders create a widely shared vision, develop a school culture, effectively manage school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education. Additional research is required to understand these issues.
Individualism-Collectivism and Power Distance Cultural Dimensions: How Each Influences Parental Disciplinary Methods
Author: Schwab, Karen Walker
Date: 2013-00-00
Type: Journal Articles
Subjects: Individualism,Collectivism,Power Structure,Cross Cultural Studies,Discipline,Parenting Styles,Scores,Guidelines,Immigration,Cultural Background,Child Abuse,Search Strategies,Parent Child Relationship,Literature Reviews

This paper is a literature review using the Douglas-Widavasky Grid/Group theory as a framework to examine, from a cross cultural perspective, preferred parental disciplinary methods. The four rival cultures defined in the Grid/Group theory mirror the cultural dimensions of individualism-collectivism and power distance described by Geert Hofstede. Each of these rival cultures has distinct parenting styles, including disciplinary methods. When trying to predict a preferred disciplinary method based on a parent's country of origin, knowing the country's score under Hofstede's dimensions allows easier assignment to one of the four cultures in the Grid/Group theory. Once assigned to one of the Grid/Group's four cultures, the preferred disciplinary method can be easily identified. For this review, the Global Leadership and Organizational Effectiveness (GLOBE) study's ten societal clusters were used as a starting point to identify countries with similar individualism-collectivism and power distance rankings. Findings of this review reinforce the proposed approach. However, the review is limited by the small number of studies focusing specifically on disciplinary methods. Most examine parenting style and do not take into account &quot;modernized&quot; disciplinary methods secondary to immigration.
Three Effective Strategies of Internationalization in American Universities
Author: Cantu, Maria P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Strategies,Global Approach,Universities,Literature Reviews,Higher Education,Study Abroad,Student Recruitment,Foreign Students,College Faculty,Diversity (Faculty),Program Implementation,Barriers

In higher education research internationalization is described as strategies by which colleges and universities respond to globalization. The objective of this paper was to review some of the current literature on internationalization in Higher Education. It sought to identify some of the effective educational strategies that are being implemented by American universities. After conducting an exhaustive review of current literature three recurrent themes emerged: study abroad programs, recruiting international students and the internationalization of faculty. The three strategies are described addressing barriers to internationalization along with some possible solutions for effective implementation.
Promoting Diversity: Recruitment, Selection, Orientation, and Retention of International Students
Author: Tas, Murat
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Recruitment,Foreign Students,Orientation,Student Adjustment,Private Colleges,Student Surveys,Student Attitudes,Interviews,Economic Factors,Graduate Students,Undergraduate Students,Program Improvement,Academic Advising,Governance,Student Needs,Educational Trends,Trend Analysis,Student Diversity,School Holding Power,Qualitative Research,Statistical Analysis

The number of international students attending U.S. higher learning institutions has decreased over the past decade (excluding students from China and Saudi Arabia) from 40 percent to 30 percent. These students are an important resource for the U.S. and their native countries in terms of education, culture, and economy. Differences between international and domestic students currently enrolled in a private university were assessed using a new American College of Testing Survey of Student Opinion combined with a sociocultural adaptation scale. Those analyzed results were incorporated into a customized 18 question survey and interview process to assess international and domestic students who had not graduated. These analyzed assessments identified and increased the understanding of needs--academic and non-academic--so that recommendations could be made to the university on how to better satisfy those needs and thereby recruit and retain more international students. A total of 136 surveys and interviews were analyzed. Significant differences between international and domestic students in sociocultural adaptation and financial security and other notable differences in international graduate and undergraduate students exist. Recommendations focused on improving programs and services--orientation, advising, counseling, sociocultural, student governance, and support--to better integrate and promote diversity in meeting academic and nonacademic needs.
Literacy for All: A Neglected &quot;EFA&quot; Goal?
Author: Ito, Hiroshi
Date: 2013-00-00
Type: Journal Articles
Subjects: Position Papers,Content Analysis,Equal Education,International Organizations,International Education,Adult Literacy,Educational Objectives,Educational Development,Strategic Planning,Barriers,Educational Opportunities,Change Strategies,Educational Change,Educational Improvement

This paper attempts to address reasons that Literacy for All and thus Education for All (EFA) may be such difficult goals to achieve and explores strategies to address them by examining the action plans submitted by 28 countries to UNESCO in preparation for the High-Level International Round Table on Literacy that took place as a closing event for the UN Literacy Decade at the UNESCO Headquarters in September 2012. This paper first reviews progress in adult literacy, along with other EFA goals, since the 2000 Dakar Forum and then analyzes challenges and strategies toward the attainment of universal adult literacy in the context of EFA. The paper is concluded with a discussion toward solutions.
Conceptualizations of School Leadership among High School Principals in Jamaica
Author: Newman, Mairette
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,High Schools,Foreign Countries,Qualitative Research,Case Studies,Semi Structured Interviews,Administrator Attitudes,Moral Values,Context Effect,Grounded Theory,Leadership Training,Faculty Development,School Administration,Observation

Drawing on evidence from research that adopted a qualitative case study design and used grounded theory methods of data analysis, this study examined how selected high school principals in Jamaica conceptualize school leadership. Data were sourced from semi-structured interviews, field observations as well as from school, principal and official Ministry of Education documents. Four critical aspects of the principals' conceptualizations are discussed: (a) the principals' understandings of leadership are primarily moral; (b) their leadership practices are organized around common values; (c) their leadership is sensitive to and interacts with a range of overlapping contexts; and (d) differences in personal and school community contexts account for variations in their leadership emphases and practices. The findings confirm the interpretation of school leadership as a moral undertaking; however, the principals in this study applied their understanding in individual ways, modifying their practices in response to unique contextual elements. The article concludes by suggesting how these findings can serve as a guide for future decisions about leadership training and professional development for practicing and aspiring principals in Jamaica.
Seeking Balance between Challenge and Success in an Age of Accountability: A First-Year Faculty Growth Model (FFGM)
Author: Tenuto, Penny L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Beginning Teachers,College Faculty,Tenure,Teacher Attitudes,Experience,Qualitative Research,Interviews,Models,Outcome Measures,Public Colleges,Accountability,Teacher Role,Teacher Responsibility,Expectation,Productivity,Stress Variables,Mentors,Teacher Supervision,Problems,Success

Committing to a tenure-track role by novice university faculty has been described as a difficult marriage, and higher educational organizations referred to as greedy, pointing to the need for research on the transition experiences of faculty themselves. The first year for faculty on the tenure-track is critical for academic faculty success in a competitive and global society. A significant issue prevalent in higher education which does not receive adequate attention is the critical first year following the hiring of new faculty who are required to communicate nationally and internationally with students and peers, research and teach globally using online modalities, manage multiple responsibilities, tasks, and roles, often with inadequate institutional support. The purpose of this study was to examine the perspectives of first-year faculty to understand how they experienced the tenure-track role. The conceptual framework of seeking balance in a professional environment of increasing demands was comprised from bodies of literature on: (1) faculty transition into university tenure-track roles and work responsibilities; (2) expectations and productivity; (3) challenges, balance and stress in faculty roles; and (4) mentoring, supervision, and supports. Qualitative inquiry with data primarily from in-depth interviews with eight faculty representing multiple disciplines in a public research university in the United States, with a conceptual framework of seeking balance was used for sensitivity in examining and analyzing the data. Faculty identified areas of challenge and success to achieve desired balance in their professional lives. A First-Year Faculty Growth Model (FFGM) for supporting tenure-track transition was conceptualized, recommending critical areas sought by faculty. The model is proposed for consideration by administrators to optimize faculty success with increased expectations in an age of internationalization and accountability.
Brain-Wise Leadership
Author: Murphy, Carole
Date: 2013-00-00
Type: Journal Articles
Subjects: Brain,Leadership Styles,Leadership Effectiveness,Decision Making,Self Management,Productivity,Feedback (Response),Cognitive Processes,Stress Variables,Stress Management,Cognitive Style,Eating Habits,Energy,Fatigue (Biology),Health Related Fitness

The purpose of this article is to help leaders do their jobs more effectively by examining the components of brain-wise leadership. The article is divided into five parts: Part I is a general overview, defining brain-wise leadership, its traits, attributes and some of the styles of effective leadership. Part II begins with the strategies for effective and ethical decision-making and goes on to explain additional leadership and feedback skills that research finds effective. Part III helps the readers identify their leadership style; Part IV deals with issues that all leaders need to know about how the brain learns and functions. Part V deals with strategies for unleashing your personal energy and managing one's self in a stressful world. The payoff for investigating these processes and learning these strategies is to boost your performance and maximize your productivity and effectiveness as a leader.
The Views of School Administrators and Educational Authorities Concerning the Management of Multiculturalism in a Regional Unity of Northern Greece
Author: Matziouri, Apostolia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Attitudes,Politics of Education,Principals,Multicultural Education,Student Diversity,Administrator Role,Instructional Leadership,Educational Policy,Minority Group Students,Leadership Responsibility,Case Studies,Social Influences,Semi Structured Interviews,Teacher Role,Qualitative Research

By this research--part only of the findings we expose here--we attempted to investigate the degree up to which the financial crisis that has stricken Greece the latest years and the ascension of the nationalist party &quot;Golden Dawn&quot; have affected the concepts of school principals on multicultural issues. Such a change in the profile of modern Greece would make a tradition of hospitality that's been cultivated for thousands of years in this land collapse. More specifically we felt out the school principals on questions dealing with the handling of multiculturalism, given the importance of the role they play on the educational scene and the application of educational policy. It came out that the preparedness for action of the educators is connected with their high education and continuous training and results from their sensitivity, their pedagogical identity, and the contact with the local society and the deep comprehension of the social needs. We estimate that this present task provided revealing evidence on various levels and constitutes a representative reflection of the tendencies that prevail in the sector of primary education. Finally, the corollaries apply to every single regional unity of the country with similar characteristics.
A Study on the Sources of Resources and Capacity Building in Resource Mobilization: Case of Private Chartered Universities in Nakuru Town, Kenya
Author: Kipchumba, Simon Kibet
Date: 2013-00-00
Type: Journal Articles
Subjects: Capacity Building,Private Colleges,Questionnaires,Computer Software,Sampling,Foreign Countries,Educational Resources,Tuition,Fees,Empowerment,Universities,Fund Raising,Educational Finance,Financial Support,History,Workshops,Seminars,Statistical Analysis,Training

The purpose of this study was to review and analyze the resources needs and sources of resources and level of training and capacity building in resource mobilization in Kenyan private chartered universities. The study employed a descriptive survey research design. Purposeful sampling technique was used to select 63 respondents (staff) from three private universities within Nakuru town. Data was collected by use of questionnaires, coded and analyzed descriptively by use of Statistical Package for Social Scientists (SPSS) computer program. Study findings showed that: training and capacity-building efforts on resource mobilization are yet to have a significant impact on resource mobilization efforts; students were the main source of resources for the private universities and tuition fees formed the bulk of the resources mobilized by private universities; regular awareness, training and capacity-building in resource mobilization among the staff; empowerment of university campuses in order to mobilize as many resources.
Perceptions about Teacher Leadership: Do Teacher Leaders and Administrators Share a Common Ground?
Author: Uribe-Flórez, Lida J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Mathematics Teachers,Leadership Training,Administrators,Teacher Administrator Relationship,Program Effectiveness,Content Analysis,Administrator Attitudes,Teacher Attitudes,Surveys,Comparative Analysis,Definitions,Teacher Responsibility,Leadership Responsibility,Teacher Characteristics,Leadership Qualities

In 2010, the Mathematically Connected Communities Leadership Institute for Teachers (MC[superscript 2]-LIFT) started with a vision for preparing teachers to lead the construction of appropriate learning environments in their schools and districts (MC[superscript 2]-Lift Proposal, 2009). During this two-year program, MC[superscript 2]-LIFT prepared thirty-one K-12 mathematics teachers to be teacher leaders (TLs), and involved schools' administrative personnel as a way to support the TLs. To assess the impact of the program, we explored the common ground of teacher leadership perceptions between TL and administrators. Content Analysis methodology (Berg, 2009) was utilized to compare TL candidates and administrators' perceptions to a leadership survey on the second year of the program. Findings of the study indicated that there are some common grounds between TL and administrators, but still there are some perceptions that need to be addressed between TL and administrators to enhance teaching and learning.
Willingness to Study Abroad: An Examination of Kuwaiti Students
Author: Hackney, Kaylee
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,International Education,Business Administration Education,Hypothesis Testing,Predictor Variables,Self Efficacy,Educational Benefits,Intention,Language Proficiency,Prior Learning,Social Networks,Student Surveys,Student Attitudes,Relocation,College Students,Likert Scales

International education is an increasingly important part of business programs throughout the world. This paper investigates the willingness of Kuwaiti business students to study abroad. It tests the hypotheses that student willingness to study abroad is related to a number of variables, including self-efficacy, perceived benefit of study abroad, language ability, previous international experience and having friends and family with international experience. Implications for designing and marketing business study abroad programs are addressed.