ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Technologies for Teaching Dentistry in Brazil: Reflections from an Integrative Review
Author: Silva, Henrique Salustiano
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Dentistry,Foreign Countries,Reflection,Information Technology,Distance Education,Literature Reviews

This article is an integrative review regarding the use of information and communication technologies (ICT) for teaching Dentistry. Thus, the article aimed to analyze papers that show the use of these technologies as resources and tools for learning. The stages in the elaboration of this integrative review were: establishing the guiding question and aims of the study, establishing the inclusion and exclusion criteria for articles, defining the research instrument and information to be extracted from the articles selected, results analysis, and discussion. For this, bibliographical data was collected from the SciELO, ColecionaSUS, and Periódicos CAPES databases in the search for articles published in the last five years, written in Portuguese, and containing the following keywords in Health Sciences: &quot;education in dentistry&quot;, &quot;dentistry&quot;, &quot;dentistry informatics&quot;, &quot;distance learning&quot;, and &quot;education&quot;, and which were related in context to the topic of study. Eleven articles were selected as the results, which were analyzed using the data collection instrument. It was concluded that the current technologies used as teaching resources and tools contribute as allies for improving ways of teaching and learning, particularly in the area of dentistry, in a way that makes courses more interactive and dynamic, and adding personal and technical skills to the profiles of the professionals trained.
Exploring Common Misconceptions and Errors about Fractions among College Students in Saudi Arabia
Author: Alghazo, Yazan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mathematics Education,Misconceptions,Fractions,Error Patterns,Mathematics Tests,Interviews,Data Analysis,Mathematics Skills,Calculators

The purpose of this study was to investigate what common errors and misconceptions about fractions exist among Saudi Arabian college students. Moreover, the study aimed at investigating the possible explanations for the existence of such misconceptions among students. A researcher developed mathematical test aimed at identifying common errors about fractions as well as short interviews, aimed at understanding the thought process while solving problems on the test, were conducted among a total of 107 (n = 107) college students. The findings suggested that the majority of college students in Saudi Arabia hold common misconceptions about fractions and mathematical calculations involving fractions, such as thinking that all fractions are always part of 1 and never greater than 1, and using cross multiplication to solve multiplication problems involving fractions.
The Role of Continuous Education Programs Organized by Saudi Universities in Literacy--A Case Study of King Saud University
Author: Al Rawaf, Haya Saad Abdulla
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Continuing Education,Case Studies,College Programs,Religious Education,Social Environment,Health Education,Questionnaires,Student Attitudes,Administrator Attitudes,Role of Education,Relevance (Education),College Students

This study aims at highlighting the role of Continuous Education Programs at the Saudi Universities in Religious, Social, and Health Literacy; King Saud University was taken as an example. To achieve the goals of the study two questionnaires were distributed among two samples from King Saud University; (101) of students, and (9) of continuous education centers' directors. Results showed that continuous education programs presented in religious awareness development do not contribute sufficiently in developing them. However; continuous education programs have favorable role in community's social culturing. Also, continuous education programs contribute, at medium degree, in community's health culturing. On the other hand; people in charge agree that the investment revenue in financing continuous education programs is minor as well as financing offered by the University. In light of the study results, the researchers recommended paying more attention to present more continuous education programs of concern as to individuals' needs through cooperation with the research center in the University to perform survey studies targeted to define the individuals' needs in terms of religious, social and health issues.
Teacher Perception on Educational Informatics Network: A Qualitative Study of a Turkish Anatolian High School
Author: Karalar, Halit
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Technology Integration,High Schools,Information Networks,Teacher Attitudes,Usability,Technology Uses in Education,Barriers,Change Strategies,Semi Structured Interviews,Educational Technology,Content Analysis

FATIH Project carried out by the Turkish government is one of the comprehensive technology integration project in the World. With this project, interactive boards, tablets and multifunctional printers have been distributed to schools and Internet infrastructure of schools improved. EIN (Educational Informatics Network) platform, known as EBA (Egitim Bilisim Agi) in Turkey, has been established to access the digital content to be used in conjunction with this technology. In this qualitative study, the process of using EBA was examined by benefiting from teachers' opinions and experiences; and it was aimed at revealing the problems experienced by teachers while using EBA and opinions regarding the alternatives for existing problems. Based on the content analysis of teachers' answers, it was concluded that problematic conditions as insufficient systematic structure and content of EBA, inappropriate content for students' needs and grade level, incompatibility with the changes in instructional programs, central exams pressure, and students' concentration on teacher-oriented approach had negative impacts on teachers unwilling and/or insufficient EBA use. Therefore, a model was presented to include teachers' recommendations which are composed of three strategies for the solution of the problems they experienced while using EBA.
Issues in Implementation of Coeducation in Turkish Education System: A Historical Research on 1869 Statute on General Education
Author: Kamer, Selman Tunay
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Coeducation,General Education,Educational Legislation,Educational History,Educational Policy,Educational Research,Qualitative Research

Though the Imperial Edict of Gülhane, which is regarded as the real beginning of modernization in the Ottoman Empire, does not contain any direct article on education, &quot;Tanzimat&quot; (Reorganization of the Ottoman Empire) and the process following it directly affected the education system in the country. The boards formed and the regulations issued in that period were of great importance. &quot;Maarif-i Umumiye Nizamnamesi&quot; (Statute on General Education) prepared by 7-person committee led by the Minister of Education Saffet Pasha under the influence of the French education system and published on the 1st of September 1869 is a comprehensive text regulating education. This statute, which consists of 198 articles, involves teacher training and placement, determination of school stages, principles about inspection and assessment, educational administration, right to education, training allowances, provincial organization, testing system, and so on. Coeducation was not a problem in the Ottoman Empire because girls were allowed to receive only primary education. With the 15th article of the Statute on General Education, coeducation was prohibited. However, some documents in the state archives prove that some schools and practices disobeyed this ban. That indicates that not every law introduced was enforced across the country. This may have been because decisions were implemented differently in different cities or regions due to the non-equality of conditions.
Enabling School Structures, Trust, and Collective Efficacy in Private International Schools
Author: Gray, Julie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Private Schools,International Schools,School Organization,Trust (Psychology),School Effectiveness,Elementary Secondary Education,Foreign Countries,Statistical Analysis,Communities of Practice,Teacher Surveys,Correlation,Collegiality,Regression (Statistics)

This article explores the role of enabling school structures, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America and Mexico. While most of these schools shared an &quot;American&quot; curriculum the local culture and school norms affected the climate of the school and the likelihood of the development of a professional learning community (PLC) in each school and country accordingly. As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study.
Got Privilege? An Honors Capstone Activity on Diversity, Equity, and Inclusion
Author: Bahls, Patrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Diversity (Institutional),Equal Education,Inclusion,Faculty Development,Workshops,College Faculty,Outcomes of Education,Universities,Sense of Community,Interdisciplinary Approach,Pilot Projects,College Students,Multicultural Education,Student Participation,Theory Practice Relationship,Instructional Design,Student Developed Materials,Student Attitudes

In May 2013, Patrick Bahls, director of the University of North Carolina (UNC) Asheville's honors program, was a participant in a multi-day workshop sponsored by the university's Diversity Action Council. The goal of the workshop, led by off-campus experts commissioned by the university, was to help educate faculty and staff on issues related to diversity, equity and inclusion, and to foster conversations on these topics among these members of the university community. The workshop had several positive outcomes, which included facilitating faculty/staff interactions and fostering a sense of university-wide community as participants worked together to explore identity, intersectionality, and other issues related to diversity in the academic setting. Most importantly, the workshop served as the genesis for a class activity that was piloted in the fall 2013 semester. The workshop activity discussed in this article can be implemented on campuses with modifications to accommodate local needs. The authors provide a brief overview of the literature on practices designed to improve students' understanding of diversity issues; a description of the activity and its logistical details; an examination of the students' reactions; and future plans for the activity on campus at UNC Asheville.
An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership
Author: Stamm, Mark E.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Policy,Ethics,School Districts,Board of Education Policy,Interviews,Documentation,Content Analysis,Policy Formation,Drug Abuse,Alcohol Abuse,Discipline Policy,Suspension,Counseling

This study explored the moral complexity of student drug and alcohol policies that are often disciplinary, punitive, and exclusionary in nature. The Ethic of the Profession and its Model for Students' Best Interests (Shapiro &amp; Stefkovich, 2016; Stefkovich, 2013), a professional ethical construct for educational leadership and for school workers writ large, was employed as a theoretical framework to evaluate a bounded case of seven school districts' pupil policies. This research utilized textual analysis of school policies from the school communities represented in the study, in addition to interview data employed in a larger systemic study from which this research is drawn. Findings contribute to a fuller understanding of the valuation process of local administrators when they are drafting policy in relation to an ethic of the profession. Practical implications include the impact of such school policies on the immediate and long-range needs of students deemed as at risk.
Encouraging Self-Reflection by Business Honors Students: Reflective Writing, Films, and Self-Assessments
Author: Yoder, Stephen A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Honors Curriculum,Business Administration Education,Essays,Imagination,Literature,Art,Films,Ethics,Moral Values,College Students,Leadership Training,Journal Writing,Self Evaluation (Individuals),Personality Measures,Social Development,Cognitive Style

&quot;The Moral Imagination,&quot; edited by Oliver F. Williams is a collection of essays written nearly twenty years ago on how honors educators might teach students to develop a sense of moral imagination through literature, art, and film. The book's subtitle--&quot;How Literature and Films Can Stimulate Ethical Reflection in the Business World&quot;--elucidates the focus of the book, and a good definition for Williams's use of the term &quot;moral imagination&quot; is the &quot;uniquely human ability to conceive of fellow humanity as moral beings and as persons, not as objects whose value rests in utility or usefulness&quot;. This article presents a discussion of several themes contained in &quot;The Moral Imagination&quot; which Yoder believes have become the building blocks of his approach to teaching business honors students courses focused on ethics, but also in courses in leadership and strategy.
Principal Leadership and Its Link to the Development of a School's Teacher Culture and Teaching Effectiveness: A Case Study of an Award-Winning Teaching Team at an Elementary School
Author: Lee, Hsin-Hsiange
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,School Culture,Teamwork,Elementary Schools,Elementary School Teachers,Teacher Collaboration,Educational Innovation,Collegiality,Administrator Role,Teacher Role,Professional Development,Foreign Countries,Educational Quality,Semi Structured Interviews,Participatory Research,Participant Observation

This study aimed 1) to describe a school principal's leadership and the context of the school's overall teacher culture that cultivated an award-winning team at an elementary school; 2) to analyze the award-winning team's learning behaviors, shared goals, values, beliefs, mutual interactions or dialogues, and sharing of experiences; and 3) to unveil the key factors that shape excellent teaching team culture and its functions. Major findings were: (1) The award-winning teacher group at the school was able to facilitate the development of professional co-operation and teaching innovation within the school and to transform the school into a learning community; (2) The campus ethics of affiliation, collegiality, and experience-heritage were cultivated at the award-winning elementary school; (3) The school leaders, especially the principal, had a critical impact on the development of the school's teacher culture via their determination and encouragement; and (4) Both the school principal and the school's senior teachers played an exemplary and leading role in shaping a high-quality school culture for professional development.
Democratic Dialogue as a Process to Inform Public Policy: Reconceptualizing a Supervisory Officer's Qualification Program
Author: Smith, Deirdre M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Policy,Information Sources,Supervisor Qualifications,Supervisory Training,Narration,Guidelines,Questionnaires,Online Surveys,Focus Groups,Feedback (Response),Policy Formation,Ethics,Congruence (Psychology),Cultural Differences,Inclusion,Learning Modules,Educational Administration,Foreign Countries

An exploration of the collaborative reconceptualization of a provincial Supervisory Officer's Qualification Program (SOQP) through the use of dialogic approaches is the focus of this inquiry. The stories, perspectives, and lived experiences of supervisory officers, principals, teachers, parents, students, and members of the public in Ontario were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, dispositions, and ethical commitments necessary for effective supervisory officers today and in the future. They also illustrated the transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspectives. The policy development processes used in this publicly shared educational initiative serve as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively reconceptualize a supervisory officer formation program illustrate an innovative framework for developing policies governing the public good.
Critical Experiential Education in the Honors Classroom: Animals, Society, and Education
Author: Dolby, Nadine
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Honors Curriculum,Student Participation,Social Responsibility,Volunteers,Animals,Teaching Methods,Role Playing,Reflection,Higher Education,Seminars,College Students,Ethics

The role of higher education is not only to prepare students for a career: it should assist and support them as they begin an adult life, which includes contributing to society and a community, participating in a democracy, forming relationships, clarifying their values and beliefs, and finding meaning and direction in the world. However, as higher education becomes more tightly linked to job and career preparation in both the public imagination and the actual practices of institutions, students are not surprisingly focused increasingly on credentialing. Within honors classrooms and curricula, faculty have observed students becoming afraid of taking risks as they fear failure. Given the challenges inherent in today's honors classrooms, we need honors pedagogies that continue in this tradition of seeing honors classrooms as dynamic learning places that promote and encourage authentic engagement, not solely credentialing for graduate school and future careers. Nadine Dolby, an education professor, offers as one form of engaging learning--critical experiential education--the pedagogical philosophy for an honors seminar she taught in the fall of 2015--Animals, Society, and Education. The author's personal experience with volunteering with animals helped her shape the two related pedagogical components from Animals, Society, and Education that are grounded in experiential education philosophy: the use of reflection to understand how students made sense of their relationships with animals and an assignment the author specifically designed for the class called &quot;A Day in the Life of an Animal.&quot; Although the class included other experiential education components, such as a visit with two vendors at the campus farmers' market and role-playing activities that allowed students to act out multiple worldviews different from their own, the pedagogical value of reflection and of the specific assignment might be of greatest value to honors teachers who are considering such a course.
Honors Students' Perceptions of Language Requirement as Part of a Global Literacy Competency
Author: Malecha, Katelynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Student Attitudes,Required Courses,Global Approach,Second Language Learning,Competency Based Education,Leadership Training,Student Research,Undergraduate Students,Citizenship Education,Student Surveys,Cultural Awareness,Consciousness Raising,Communication Skills

Competency-based approaches to education are becoming increasingly common in higher education. One of the key principles of competency-based education is flexibility, which &quot;allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning&quot; (U.S. Department of Education). In some examples of competency-based approaches in collegiate honors education, students may fulfill honors requirements through experiences outside of the traditional classroom. While the degree to which honors programs might award actual credits for experiences taking place outside of the classroom varies across programs, the value in learning gained through experiences and based on student needs is clearly expressed in key recommendations for honors programs by the National Collegiate Honors Council (NCHC) and as stated in the first characteristic of its guidelines, &quot;Basic Characteristics of a Fully Developed Honors Program.&quot; This paper presents the findings of a study focusing on one of three competencies at the Minnesota State University, Mankato (MNSU) Honors Program--the global citizenship competency--and its potential application to other programs with competency-based education or the inclusion of intercultural competency as a key component in their curriculum. The focus of the study was to gauge students' perspectives on the language requirement as part of the global citizenship competency, not as a stand-alone requirement, in order to help students see the critical connections of the language component to the broader competency. Data came from an anonymous survey sent to all sophomores, juniors, and seniors in the program. The survey was designed to solicit students' views on the value of the global citizenship competency requirement, their understanding of the purpose and requirements associated with the competency, and the program experiences designed to help students develop their competency. Students clearly understand the purpose of the global citizenship competency (94%) and what is expected of them in relation to the competency requirement (92%). In addition, students overwhelmingly agree with the values associated with the global citizenship competency, namely that it is important to be able to work with people from various cultures and backgrounds in their future profession (100%). The results of the survey demonstrate the need for MNSU's program to better communicate regarding the various experiences that exist to help students develop their global citizenship competency.
Managing Information in Law Firms: Changes and Challenges
Author: Evans, Nina
Date: 2017-03-00
Type: Journal Articles
Subjects: Information Management,Lawyers,Organizations (Groups),Interviews,Qualitative Research,Foreign Countries,Barriers,Change

Introduction. Data, information and knowledge together constitute a vital business asset for every organization that enables every business activity, every business process and every business decision. The global legal industry is facing unprecedented change, which inevitably creates challenges for individual law firms. These global changes affect law firms' business as well as information environments. Method. Qualitative interview-based empirical research was conducted with partners and practice managers in law firms in Australia, South Africa and the United States of America, to investigate the changes in the legal industry, the challenges subsequently faced by law firms, and how these challenges are being addressed. Analysis. The interview transcripts were thematically analysed, supported by the NVivo10 qualitative analysis software. Results. The legal sector, one of the most data, information and knowledge intensive industries, is currently undergoing unprecedented change resulting in numerous challenges for law firms that are creating increased pressure to be more effective and efficient. Conclusion. The findings show that significant improvement to law firms' business performance can be driven by overcoming barriers to information asset management such as lack of executive awareness, justification, business governance, leadership and management, as well as ineffective tools. This paper recommends the steps that law firms can take to overcome these barriers.