ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;The Italianate Englishman&quot;: The Italian Influence in Elizabethan Literature
Author: Fox, Maureen
Date: 2011-00-00
Type: Journal Articles
Subjects: English Literature,Literary Styles,Literature Appreciation,Literary Criticism,Intellectual History,Foreign Culture,Cultural Influences,Historiography,Foreign Countries

Whether it was thought of positively or negatively, Italy is a popular topic of discussion in Elizabethan literature. Some Elizabethan writers mimic Italian writers and incorporate Italian ideas into their own works, while other writers alter Italian literary conventions and openly attack Italian morals. This range of positive and negative sentiments towards Italy ultimately reveals the existence of a love-hate relationship between England and the Italian Renaissance that became a foundation of Elizabethan literature. My paper illustrates how various Elizabethan writers, including Sir Thomas Wyatt, Edmund Spenser, and William Shakespeare, demonstrate their awe for the Italian Renaissance by imitating Italy's greatest poets and integrating Italian ideas into their texts, reveal their feelings of inferiority and jealously towards Italy's literary and social progress through their efforts to improve upon Italian literature, and show a genuine fear of Italy's negative influence on English morals and values by using their works to warn against Italians' immoral natures.
Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors
Author: Rowtho, Vikash
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Identification,At Risk Students,Low Achievement,Academic Failure,Predictor Variables,Predictive Measurement,Early Intervention,Potential Dropouts,Dropout Prevention,Personality Traits,Cognitive Style,Socioeconomic Status,Learner Engagement,Demography,Likert Scales,Correlation,Factor Analysis,Componential Analysis,Grade Point Average,Student Surveys,Multiple Regression Analysis,Monte Carlo Methods

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.
The First Experience of International Travel: Contributing to Global Nursing
Author: Smith-Stoner, Marilyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Global Approach,Nursing Education,Student Exchange Programs,International Educational Exchange,Multidimensional Scaling,Partnerships in Education,Research Projects,Student Research,Student Attitudes,Teacher Attitudes,College Students,Student Experience,Foreign Countries

Providing experiences for international travel is an important aspect of higher education, and creating high-quality international exchanges can be a challenge. Developing appropriate experiences for nursing students may be especially difficult due to the complexity of regulatory and accreditation requirements. However, it is possible to find like-minded educators and provide students with enriching opportunities to compare healthcare and nursing practice. This article describes the development of a successful multi-dimensional nursing research partnership between three universities in California, Karlstad, Sweden, and Gjovik, Norway. An additional partnership between Karlstad University in Karlstad, Sweden and California State University San Bernardino includes student and faculty exchanges.
Cognitive Processes in History: Learners' Explanation of the Causes of Colonialism in Africa
Author: Schoeman, Sonja
Date: 2007-00-00
Type: Journal Articles
Subjects: Cognitive Processes,History Instruction,Etiology,Foreign Policy,African Studies,Historical Interpretation,Age Differences,Expertise,Questionnaires,Secondary School Students,Narration,Performance Factors,Cognitive Mapping,Foreign Countries

Despite enormous growth in the study of learners' cognitive processes, relatively little is known about how learners reason about social phenomena and issues involved in disciplines, such as history. Yet, according to scholars the process could hardly be more important, and it demands redress and scientific explanation. To contribute to the understanding of learners' reasoning about historical issues, an empirical research project, on the cognitive processes of learners' while explaining the causes of an historical event, was undertaken. The data obtained showed that difference in age and expertise tended to lead to different types of historical explanation. A model to induce learners' understanding of an historical event is put forward.
Ukraine's Participation in the Bologna Process: Has It Resulted in More Transparency in Ukrainian Higher Education Institutions?
Author: Filiatreau, Svetlana
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Participation,Accountability,Educational Policy,Qualifications,Regional Cooperation,Educational Change,Social Change,Institutional Characteristics,Quality Assurance,Educational Practices

In the beginning of the 21st century, Ukraine finds itself in a complex position as it continues with the post-Soviet transition. The country faces tasks of national identity formation and nation building. Due to its location at the geopolitical crossroads between Russia to the East and the European Union to the West, Ukraine is also faced with the need to assert its independence and to strategically reposition itself within the contexts of globalization. Education, and particularly higher education, is central in addressing these strategic objectives. Having joined the Bologna Process in 2005, Ukraine hopes to strengthen its relationships with the EU through participation in European Commission-sponsored projects, and to increase its own research capabilities and build the capacity of its higher education system. However, after the collapse of the Soviet Union, higher education has become one of the most corrupt areas in Ukraine. This paper analyses the impact of the Bologna Process reforms on Ukrainian higher education institutions. It explores Ukrainian educational policies during 2005-2009 period and aims to answer the question of whether the Bologna Process agreements have resulted in more transparency within Ukraine's higher education institutions.
Enhancing Students' Confidence in Employability Skills through the Practice of &quot;Recall, Adapt and Apply&quot;
Author: Sinclair, Alison J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Undergraduate Students,Employment Potential,Job Skills,Decision Making Skills,Recall (Psychology),Prior Learning,Transfer of Training,Self Efficacy,STEM Education,Likert Scales,Cohort Analysis,Medical Students,Biomedicine,Laboratories,Student Surveys

The ability to apply prior knowledge to new challenges is a skill that is highly valued by employers, but the confidence to achieve this does not come naturally to all students. An essential step to becoming an independent researcher requires a transition between simply following a fail-safe set of instructions to being able to adapt a known approach to solve a new problem. Practical laboratory classes provide an ideal environment for active learning, as the primary learning objective of these teaching sessions is to gain skills. However, laboratory handbooks can be presented as a series of fail-safe recipes. This aids the smooth running of practical classes but misses the opportunity to promote engagement with the underlying theory and so develop confidence in recalling approaches and adapting them to a new problem. To aid the development of employability skills, a practical laboratory series was developed for Bioscience teaching that requires on-the-spot decision-making, the recall of skills and their adaptation to new challenges. After using this approach, the proportion of student's expressing a high level of confidence with each of eight key employability skills rose by between 9 and 35% following the practical sessions, showing that the approach of recalling, adapting then applying prior knowledge and skills can increase the confidence that students have in their employability related skills. The approach was developed for use within biological sciences practical laboratories but the principles can be adapted to any discipline involving project work.
Effective Teaching: Linking Teaching to Learning Functions
Author: Grösser, Mary
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Definitions,Teacher Characteristics,Instruction,Learning,Learning Processes,Outcomes of Education,Questionnaires,Educational Planning,Progress Monitoring,Educational Assessment,Educational Strategies,Teacher Motivation,Self Evaluation (Individuals),Reflective Teaching,Statistical Analysis,Foreign Countries

The quest for effective teaching remains a demanding, complex and daunting task. In spite of the wealth of research evidence on the nature of effective and ineffective teaching, there are still problems about spelling out what effective teaching really is. Most research efforts aim at investigating teacher effectiveness by probing the following dimensions: special characteristics of the teacher, which include cognitive dimensions, personality dimensions, perceptions of self and others, instructional procedures and interaction styles. An important aspect emanating from the last is the fact that teachers are the ones who contribute most to the educational enterprise and therefore need to ensure that the learner is engaged appropriately with the instructional material. In this regard, it is important that teachers are able to link teaching to learning functions in order to facilitate the optimal realization of learning outcomes. In this study the extent to which teaching assists the development of learning functions was examined by means of a quantitative research project. The findings indicated that, at present, teachers did not link their teaching to learning functions. Recommendations are made to improve the situation.
Enhancing Teacher Efficacy for Urban STEM Teachers Facing Challenges to Their Teaching
Author: Seals, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Urban Education,Science Teachers,STEM Education,Faculty Development,Program Effectiveness,Self Efficacy,Teacher Improvement,Likert Scales,Constructivism (Learning),Data Analysis,Barriers,Online Surveys,Statistical Analysis

This paper explores challenges of teaching in relation to teachers' efficacy for 49 teachers who were part of a year-long teacher development program (PD) called the UrbanSTEM program. This program took place in an urban school district that serves over 300,000 students. This research asked if there are common challenges that urban teachers face when teaching STEM content. If so, do these challenges influence efficacy of teachers, and did the teachers' efficacy change over time due to their involvement in the UrbanSTEM program? Teachers identified external challenges, lack of resources, and organizational contexts having effect on their capacity to address the needs of their diverse students. Although the study did not identify significant relationship between challenges and efficacy, the study did show that this PD was successful in supporting urban STEM teachers by significantly increasing their self-efficacy
Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership
Author: Brown, Byron
Date: 2008-00-00
Type: Journal Articles
Subjects: Parent Participation,Governance,Foreign Countries,Instructional Leadership,Qualitative Research,Rural Areas,Rural Schools,Parents,Secondary Schools,Semi Structured Interviews,Folk Culture,Phenomenology

School governance is a feature of school leadership in schools in South Africa. Currently, there is a dearth of research examining the dynamics in, and how parents navigate their way through, the process of school governance. Using a qualitative approach, we investigated these dynamics. The sample was parents in rural communities in secondary schools in the Eastern Cape. The parents responded to questions in semi-structured phenomenological interviews. Multiple factors linked to gender politics and African traditions shaped how parents participated in school governance. School governance practices were imbued with a tension between values inherent in African traditions/customs and values of modern school policies/legislations. While outlining the implications for school leadership, we argue that conflict and tension in school governance is likely to continue unless leadership practices and policy provisions reflect more of people's customs/traditions.
Augmented Virtual Reality: How to Improve Education Systems
Author: Fernandez, Manuel
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Simulated Environment,Barriers,Technology Integration,Teaching Methods,Higher Education,Faculty Development,Program Development,Teamwork,Program Implementation

This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students' learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students' knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.
Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project
Author: Plater, William M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Social Change,Civics,Higher Education,Private Colleges,Citizenship,Global Approach,Citizen Participation,Program Descriptions,Role of Education,Community Involvement,Networks,Transformative Learning,Scoring Rubrics,Competence,Self Concept,Metacognition,Cultural Awareness,Cross Cultural Training,Service Learning,International Organizations

Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers' missions are discussed. Laureate's Global Citizenship Project is introduced, highlighting the development of the project's civic engagement rubric and the challenges of assessing civic engagement.
Investigating Shape and Space in Mathematics: A Case Study
Author: Kotzé, Gary
Date: 2007-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Case Studies,Mathematical Concepts,Mathematics Skills,Concept Formation,Geometry,Spatial Ability,Geometric Concepts,Mathematics Teachers,Foreign Countries,College Students,Pedagogical Content Knowledge,Teaching Skills,Grade 10,Rural Schools,Urban Schools,Secondary School Students,Mathematical Logic,Mathematics Tests,Statistical Analysis

In this investigation I focused on a process of activities of a particular group of teachers and learners. Basic skills in mastering mathematical concepts were addressed. The focus was on concept formation in the geometry classroom. The methodology involved an educational case study as a form of inquiry to investigate spatial sense. Evidence was obtained regarding mathematics teachers' and mathematics learners' knowledge of space and shape. Problems experienced in concept formation in geometry were investigated and analysed. An account is provided of how teachers and learners responded to problems related to space and shape. Information about the mathematical performance of a group of mathematics teachers and mathematics learners is organised, interpreted, and evaluated.
Exploring the Relationship Between Students Needing Accommodations and Instructor Self-Efficacy in Complying with Accommodations
Author: Wright, Anna M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),College Students,College Faculty,Self Efficacy,Teacher Student Relationship,Self Disclosure (Individuals),Empathy,Predictor Variables,Teacher Characteristics,Interpersonal Communication,Likert Scales,Multiple Regression Analysis,Surveys,Factor Analysis,Statistical Analysis

The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors' perception that they can meet the accommodation. Specifically, the authors' explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors' levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.
Educators' Conceptions and Practice of Classroom Assessment in Post-Apartheid South Africa
Author: Vandeyar, Saloshna
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Practices,Educational Change,Social Change,Multilingualism,Student Evaluation,Evaluation Methods,Grade 4,Case Studies,Classroom Techniques,Ethnography,Observation,Semi Structured Interviews

The changes in post-apartheid South Africa have been accompanied by considerable changes in the education system. The most notable include desegregation of schools, development of a National Qualifications Framework, adoption of new language policies for education, and introduction of outcomes-based curricula. However entrenched assessment practices appear to be hampering the efforts to transform school education. An analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education.
Implementation of Life Orientation Programmes in the New Curriculum in South African Schools: Perceptions of Principals and Life Orientation Teachers
Author: Prinsloo, Erna
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Curriculum Implementation,Daily Living Skills,Administrator Attitudes,Teacher Attitudes,Secondary School Curriculum,Qualitative Research,Barriers,Educational Change,Outcomes of Education,Teaching Skills,Pedagogical Content Knowledge,School Support,Organizational Climate,Performance Factors,Semi Structured Interviews,Parent Participation,Community Influence,Role Models,Work Ethic

The curriculum of the Life Orientation (LO) learning area forms an excellent basis for equipping learners to respond positively to social demands, assume responsibilities, and optimise their life chances. I report on a qualitative study that focused on the extent to which schools and LO teachers succeeded in achieving the outcomes of the programmes. Teachers' views regarding their training and skills in this area were investigated and factors that determined successful implementation were probed. Data were gathered through semi-structured questionnaires and interviews with principals and LO teachers from 12 secondary schools in four provinces in South Africa. Principals identified the problems they experienced in establishing the necessary climate and structures for the implementation of Life Orientation in their schools and teachers described the barriers they had struggled to overcome. The findings emphasised key challenges in achieving successful implementation of the LO programmes in schools.
The &quot;Movement&quot; of Mixed Methods Research and the Role of Educators
Author: Creswell, John W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Research Methodology,Teacher Role,Educational Research,Teacher Researchers,Inquiry

The landscape of research is continually evolving, enabling researchers to study increasingly complex phenomena. Educational researchers have propelled much of this forward progress and have developed novel methodologies to provide increasingly sound and complete evidence. Mixed methods research has emerged alongside quantitative and qualitative approaches as an important tool for researchers. In this article our overall aim is to better acquaint educational scholars with the mixed methods field by articulating the development of the mixed methods field and by citing current trends and issues. The role of educational researchers in the evolution of mixed methods research is highlighted. The early and ongoing dialogue of mixed methods research is multidisciplinary in nature with current writings across fields. The current debate over key aspects of mixed methods research is now in progress and is ripe for future contributions. Even the very nature of what constitutes mixed methods research is being discussed among scholars. Understanding and advancing the mixed methods field is an important goal for methodologists and researchers. With the increased interest and enthusiasm for mixed methods research, it is likely that the dialogue surrounding mixed methods approaches will thrive, continuing the movement of the field.