ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving Data, Moving Students: Involving Students in Learning about Internet Data Traffic
Author: Reinicke, Bryan A.
Date: 2010-07-23
Type: Journal Articles
Subjects: Undergraduate Students,Internet,Management Information Systems,Telecommunications,Business Administration Education,Pretests Posttests,Networks,Technological Literacy,Computer Simulation,Active Learning,Comprehension,Learning Activities

Undergraduate students often have difficulty understanding the way in which data moves across a TCP/IP network, such as the Internet. From the initial data request, to larger files being packetized and transmitted via multiple routes, the students can become lost in the details. These are important concepts for both introductory Management Information Systems courses and telecommunications courses in the business school. This article describes the results of an in class exercise that involves the students in the process of data transmission and aids their understanding of this topic.
Computer Literacy and Non-IS Majors
Author: Thomas, Jennifer D. E.
Date: 2010-07-26
Type: Journal Articles
Subjects: Computer Literacy,Information Systems,Nonmajors,Required Courses,Computer Science Education,Introductory Courses,College Students,Student Attitudes,Academic Achievement,Technology Integration,Thinking Skills,Critical Thinking,Student Surveys,Teamwork,Pretests Posttests,Outcomes of Education

This paper presents an investigation of non-Information Systems (IS) major's perceptions and performance when enrolled in a required introductory Computer Information Systems course. Students of various academic backgrounds were taught Excel, Hypertext Markup Language (HTML), JavaScript and computer literacy in a 14-week introductory course, in the context of what are called &quot;learning pods&quot;. In the perceptions study, students answered a survey about their perception of the technologies and assignments used throughout the semester, as they contributed to various learning and team-building skills. The second study examined student performance through a series of pre- and post- quizzes. Results from the two studies indicate that students' perceptions and performance were impacted favorably.
The Need, Use, and Best Practices for the Implementation of Learning Management Systems in Organizations and Higher Education Institutions
Author: Dehinbo, Johnson
Date: 2010-07-27
Type: Journal Articles
Subjects: Integrated Learning Systems,Best Practices,Program Implementation,Higher Education,Educational Benefits,Use Studies,Instructional Materials,Electronic Publishing,Open Source Technology,Reading Material Selection,Electronic Learning

The shortage of skills in the academic sector is a reality. This has led to the excessive work overload for the few academic staff available, leaving them less time to pursue further training and develop their carrier. Furthermore, the excessive work overload means academic staff have less time to learn and use educational technologies that could assist teaching, learning and knowledge sharing, and to seek best practices for the implementation of such educational technologies. Efforts towards alleviating skills shortage and encouraging knowledge sharing as well as the need for e-learning and Learning Management systems can not be over-emphasized. This realization prompts the need for this study and subsequent detailed report for higher education institutions to adopt and use Learning Management Systems while implementing best practices for such systems. The benefits of Learning Management Systems are highlighted, the various Learning Management Systems available and the comparison between the different available systems as well as best practices for implementing and using a learning management system are presented. The possible under-utilization and limitations of Learning Management Systems are also discussed. A discussion of on-line learning materials is given, highlighting what on-line materials are available and emphasizing the impact of the Open-content initiative. Also presented are general best practices in choosing existing on-line learning materials and developing learning contents. This report will enable the organization to limit cost of training, maximize time for training and to improve staff development through knowledge sharing and collaboration through the use of Learning Management systems.
Music Alumni Play a Different Tune: Reflections on Acquired Skills and Career Outcomes
Author: Miller, Angie L.
Date: 2017-06-25
Type: Journal Articles
Subjects: Career Development,Music,Music Education,Alumni,Music Theory,Statistical Analysis,Higher Education,Careers,Musicians,Elementary Secondary Education,Undergraduate Students,Graduate Students

This study explores how a variety of music alumni perceive the skills that they learned at their institutions in comparison to their diverse career outcomes using data from the Strategic National Arts Alumni Project (SNAAP). Focusing on alumni with music education, music theory, and music performance majors (16,317 respondents from 105 different arts undergraduate and graduate colleges or arts programs within larger universities), the study demonstrates how a survey of skills learned and career outcomes is a meaningful way of measuring student achievement and skill. Similarities and differences between these three majors are further investigated using inferential statistical analyses. There is also further discussion suggesting that equating &quot;value&quot; in education solely with alumni income may not be the most appropriate for the arts, and that value instead could be expanded to include various skills and components of job satisfaction in understanding alumni success.
Sharing Mindfulness: A Moral Practice for Artist Teachers
Author: Heaton, Rebecca
Date: 2017-06-25
Type: Journal Articles
Subjects: Metacognition,Art Teachers,Artists,Moral Values,Social Justice,Art Education,Focus Groups,Student Attitudes,Cognitive Development,Cultural Pluralism,Sociocultural Patterns,Qualitative Research,Higher Education,Educational Philosophy,Questionnaires,Foreign Countries,Social Change,Change Agents,Curriculum Design,Schemata (Cognition),Undergraduate Students,Teacher Education

By exploring changemaker principles as a component of social justice art education this research-informed article exemplifies how moral consciousness and responsibility can be developed when training artist teachers. It embeds changemaker philosophy in the higher education art curriculum and demonstrates how this can create ruptures and ripples into educational pedagogy at the school level. A sociocultural qualitative methodology, that employs questionnaires, the visual and a focus group as methods, is used to reveal three lenses on student perceptions of the changemaker principle. The dissemination of these perceptions and sharing of active art experiences communicate how engagement with the concept of changemaker in art education can deepen the cognitive growth of learners, whilst facilitating an understanding of and involvement in interculturality.
Exploring Teacher Leadership in a Rural, Secondary School: Reciprocal Learning Teams as a Catalyst for Emergent Leadership
Author: Cherkowski, Sabre
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Rural Schools,Secondary School Teachers,Case Studies,Classroom Observation Techniques,Reflection,Interviews,Educational Change,Inquiry,Learning Experience,Strategic Planning,Ownership,Change Agents,Educational Administration,Teacher Competencies,Teacher Collaboration,Foreign Countries

The purpose of this case study was to examine how teachers experienced professional development as collaborative inquiry, and how their experiences contributed to their development as teacher leaders. Three overarching themes were identified through iterative qualitative analysis of multiple data sources including interviews, observations, participant reflections, and classroom artifacts. Through inquiry foci derived and developed in small learning teams, teachers were able to establish increased ownership and sense of agency towards change at the classroom and school level. The authors recommend sustained focus on (a) the emergent and fluid nature of teacher leadership experienced and fostered through collaborative inquiry; (b) attention to educators' personal and interpersonal social and emotional competencies as an important aspect of teacher leadership; and (c) how rural and/or small secondary school contexts offer and require situated leadership development opportunities. This case study offers the field illustrations of teacher leadership that challenge typology-oriented descriptions.
&quot;Trois Chaises,&quot; ABER, and the Possibility of &quot;Thinking Again&quot;
Author: Blumenfeld-Jones, Donald S.
Date: 2017-06-25
Type: Journal Articles
Subjects: Art,Educational Research,Inquiry,Scholarship,Performance,Theater Arts,Video Technology,Aesthetics,Participatory Research,Imagination,Cognitive Processes,Personal Narratives,Dance,Poetry,Gender Issues,Teacher Attitudes,Beliefs,Emotional Response,Gender Differences,Affordances

These two pieces represent a new approach to the presentation of ABER [arts-based educational research] inquiry projects. They are part ABER writing and presentation mixed with more conventionally scholarly voiced writing. &quot;Trois Chaises&quot; is all at once a theoretical examination of ABER practice, a presentation of one ABER practitioner's practice and a presentation of the actual ABER work. Dr. Carlson's work is a poetic, personal and scholarly response to both the manuscript and a public, live performance of the work. The accompanying video is an artistically rendered version of the ABER piece. This scholarship is meant to honor the humanness of inquiry and, yet, not give up the more formal voice of thinking through ideas and issues, both with method and, in our case, thinking through schools as places for the pursuit of a self.
Leading Professional Learning to Develop Professional Capital: The Saskatchewan Professional Development Unit's Facilitator Community
Author: Osmond-Johnson, Pamela
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Capacity Building,Human Capital,Social Capital,Decision Making,Teacher Leadership,Expertise,Communities of Practice,Mixed Methods Research,Case Studies

Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the Community to be a powerful platform from which teachers extended their own individual skills (human capital), learned from and with each other (social capital), and used their collective expertise to lead the learning of their peers (decisional capital). Teacher leadership within the community is nurtured through a mentored model of gradual release designed to create an environment conducive to supporting organic and meaningful learning and growth experiences for its members. It is this same environment that serves as the platform for the development of professional capital.
Transitioning from Teacher Leader to Administrator in Rural Schools in Southwestern Ontario
Author: Hohner, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Teacher Leadership,Administrators,Professional Development,Assistant Principals,Administrator Role,School Administration,Semi Structured Interviews,Elementary Secondary Education,Leadership Responsibility,Learning Motivation,Professional Isolation,Adjustment (to Environment),Collegiality,Interprofessional Relationship

This study investigates the experiences of a group of classroom teachers who transitioned into administrative roles as vice-principals in a rural schoolboard in southwestern Ontario. We included both elementary and secondary former teacher leaders who moved into the school administration and explored the aspects of their leadership experience that influenced their decision to make the transition into an administrative role, the challenges they faced, and how their formal and informal leadership experiences prepared them for their responsibilities within their new role. Eight former teacher leaders who moved to the vice-principal role within the last two years were interviewed using semi-structured interviews. The data were analysed using a two level coding strategy that allowed for the identification of key themes and patterns. This study found that (1) increased responsibilities and professional growth were motivators for teacher leaders to enter into administration; (2) while that there was a rapid adaptation entering the new job, the teacher-leader experience did not prepare them for the feelings of isolation from their former peers in their new role; and (3) establishing professional and collegial relationships with staff and community members is central to the successful transition from teacher leader to administrator in a rural context. This research aims to inform further research in the area of transitioning from teacher leader to administrator as well as future recruitment and support initiatives for aspiring leaders in rural schools.
&quot;It's as If…&quot; Preschoolers Encountering Contemporary Photography
Author: Rissanen, Mari-Jatta
Date: 2017-06-25
Type: Journal Articles
Subjects: Preschool Children,Early Childhood Education,Photography,Constructivism (Learning),Educational Benefits,Teaching Methods,Prompting,Aesthetics,Aesthetic Education,Qualitative Research,Case Studies,Workshops,Foreign Countries,Child Care Centers,Discourse Analysis,Self Expression

This article reports a study on an encounter between preschoolers and contemporary photography. The article has two aims: first, it elucidates preschoolers' meaning-making when viewing photographs, and second, it investigates the possible benefits of using contemporary photography as a forum for prompting children's aesthetic agency in early childhood education. This article is based on a qualitative case study that draws on childhood studies, research in art education and visual cultural studies. The data was produced in a photography workshop in a Finnish daycare center in autumn 2014 during which children both viewed contemporary photographic art and took photographs themselves. The article reports on preschoolers' accounts of contemporary photography studied by applying discourse analytic thinking. In contrast to earlier research findings, the article elucidates diversity and flexibility in the preschoolers' accounts and their aesthetic agency expressed in both individual and collective meaning-making.
Decolonizing &quot;Othello&quot; in Search of Black Feminist North American Identities: Djanet Sears' &quot;Harlem Duet&quot; and Toni Morrison's &quot;Desdemona&quot;
Author: Cucarella-Ramon, Vicent
Date: 2017-00-00
Type: Journal Articles
Subjects: Feminism,Literature,Authors,Drama,African Americans,Blacks,Self Concept,Social Integration,Sex Role,Females,Definitions,Cultural Pluralism

The plays &quot;Harlem Duet&quot; (1997) by African Canadian playwright Djanet Sears and &quot;Desdemona&quot; (2012) by Toni Morrison signify upon European texts aiming to carve out a new definition of what it means to be black in North America. Therefore, both texts make for interesting reading in the study of (black) identity construction within US and Canadian contexts for, by revising Shakespeare's &quot;Othello,&quot; they rethink and rewrite a social and racial reality unrelentingly disrupted by difference and hybridity. Sears' play establishes a specific reading of Canadianness in dialogue with African America to erect a possibility of healing and inclusion, offering a feminist vision of the black self. Similarly, Morrison inscribes the voice of Africa within the US to conclude Sears' account of a feminist and transnational subjectivity for blacks in North America. By reversing the manly ethos that characterized Shakespeare's story and bringing the role of women to the front, both plays succeed in readjusting the Shakespearean story to render a feminist, transnational, cosmopolitan and democratic definition of the black female self.
Undergraduate Peer Mentors as Teacher Leaders: Successful Starts
Author: Wallin, Dawn
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mentors,Qualitative Research,Teacher Leadership,Preservice Teacher Education,Communities of Practice,Teacher Characteristics,Focus Groups,Interviews,Professional Development,Professionalism,Foreign Countries,Preservice Teachers,Peer Relationship

This paper discusses the results of a qualitative study that examined the professional growth of undergraduate peer mentors as teacher leaders during an innovative Learning Community initiative designed for a teacher education program at the University of Saskatchewan. The paper describes the extent to which peer mentors exhibited characteristics of teacher leadership during the enactment of this role. Focus group and individual interview data were analyzed using a conceptual framework developed by Hunzicker (2012) that considers how teacher leadership is enacted in three areas: (a) participation in a professional community, (b) growing and developing professionally, and (c) demonstrating professionalism. The paper concludes by suggesting that the Learning Community's initiative provides an exciting opportunity to foster the development of teacher leadership for peer mentors during their undergraduate teacher education preparation.
Teacher-Led Professional Development: A Proposal for a Bottom-up Structure Approach
Author: Macias, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Instructional Leadership,Faculty Development,Qualitative Research,Expertise,Models,Teacher Effectiveness,Educational Change,Accountability,Teacher Surveys,Teacher Attitudes,Workshops,Conferences (Gatherings),Questionnaires,Teacher Role,Administrator Role,Common Core State Standards,Elementary School Teachers,Secondary School Teachers

This article uses current research recommendations for teacher-led professional development as well as qualitative data from a set of grassroots conferences to propose a new model for bottom-up teacher-led professional development. This article argues that by providing a neutral space and recruiting expertise of local experts, a public sphere can be created that allows participants to tackle challenging topics and learn new ideas in a manner that promotes teacher efficacy. Findings from the data indicate that participants enjoyed this model mainly due to practical topics, a positive academic environment, and a diverse group of presenters. Considerations are provided for this model as well as seven simple necessary steps to accomplish it.
Principals Supporting Teachers in Providing Language Instruction to English Learners in Elementary School
Author: Munguia, Celia
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Elementary School Teachers,English Language Learners,Qualitative Research,Case Studies,Questionnaires,Semi Structured Interviews,Organizational Culture,Teacher Collaboration,Teacher Administrator Relationship,Second Language Instruction,English (Second Language),Educational Practices,Teaching Methods,Intervention,Educational Strategies,Faculty Development

The purpose of the study was to examine the systems of support that principals establish at their school sites to support teachers with the academic achievement of the English learner population. Two schools from a single district were selected. Specific strategies, structures, and processes that support teachers and principals of English learners were explored. Based on the finding in this qualitative case study, major themes that emerged included (1) the implementation of a culture of high expectations and trust, (2) principals holding teachers and themselves accountable by supporting teachers with lesson development and monitoring daily instruction during a structured English Language Development (ELD) time as well as in other content areas, (3) principals providing various collaboration structures to support data analysis, targeted planning and instruction, and (4) principals supporting teachers with practicing the strategies learned in professional development sessions. In conclusion, the author proposes recommendations a principal must have in place to support teachers of English language learners.
Predictive Effects of Temperament on Motivation
Author: Rawlings, Anna Maria
Date: 2017-06-00
Type: Journal Articles
Subjects: Predictor Variables,Personality,Student Motivation,Rewards,Punishment,Goal Orientation,Structural Equation Models,Environmental Influences,Cues,Educational Experiments,College Students,Humanities,Factor Analysis,Factor Structure,Foreign Countries,Questionnaires

Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students' temperament (sensitivity to punishment, intra-individual reward sensitivity, inter-individual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students' achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intra-individual reward sensitivity of mastery orientations, and inter-individual reward sensitivity of performance and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioural responses these typically incite.