ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development
Author: Seitova, Dinara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Faculty Development,Human Resources,Educational Change,Qualitative Research,Case Studies,Semi Structured Interviews,Program Implementation,Standards,Compliance (Legal),Cultural Context,Resistance to Change,College Faculty

The article aims at examining the present state of higher education faculty development in Kazakhstan in the context of multidimensional nationwide development reforms and exploring implications for the National Human Resource Development of the country. For the purpose of this research, theoretical human resource development (HRD) and perspectives of the National Human Resource Development (NHRD) were identified and a qualitative research methodology and the case study method were used, which included interviewing of 20 faculty members from two large universities of national status in Kazakhstan. The research findings indicate that: (1) there is a need to update professional expertise of higher education faculty members; (2) there is a lack of systematic and consistent approach to faculty development in higher education and (3) there is a link between implementation of higher education reforms and higher education faculty development, whereas the latter shapes implications for NHRD in Kazakhstan. In addition, the absence of faculty development model in higher education negatively affects implementation of HE reforming, whereas compliance with the international standards of higher education implied by the Bologna process is required. Adopting Western model of HE does not imply &quot;blind&quot; copying. The new HE system has to be tailored to Kazakhstan's context, which will open a constructive dialogue between academia and the Ministry of Education and Science (MES) as well as reduce resistance to change.
Is Society Capable of Learning? Beyond a Metaphysical Foundation
Author: Su, Ya-hui
Date: 2016-11-00
Type: Journal Articles
Subjects: Social Integration,Self Concept,Lifelong Learning,Learning Processes,Social Change,Learning

There is an assumption that any contemporary society should become a learning society to maintain stability in the face of change. Although proponents and policymakers take for granted that a society has the ability to learn, can this idea be defended? There is a problem in determining exactly what is meant by a learning society that learns. One response concerning whether a society has the ability to learn is negative, arguing that society lacks agency. In this article, I argue that society has the ability to learn by demonstrating how the negative position is untenable; I also show how the positive position is possible when the idea that a society has the ability to learn assumes a new meaning based on the view that a society is composed of individuals. I present Habermas' view that society can be a learning mechanism on its own, yet I argue that social agency has a distinctive character on its own but not a distinctive character on its own behalf. We need not build a metaphysical foundation, which claims that society can be a learning mechanism on its own in a way that extends beyond the efforts of individuals to construct a self-image.
Integration of Humanitarian Knowledge in Art and Design Activity
Author: Kamzina, Nadezhda Enovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Values,Artists,Art Products,Design,Architecture,Creative Thinking,Creativity,Social Influences,Cultural Influences,Interaction,Foreign Countries

The process of integration of humanitarian knowledge is being examined in the article and the development of the project activities and a special outlook on the examples of famous artists, designers and architects are investigated. The forms of creative thinking are systematized and the factors modifying the borders of design knowledge are formed on the basis of which the new creative principles and new design solutions are made up. The design phenomenon is revealed in connection with many components of the spiritual sphere of society, such as the system of social relations, features of national character, the values of society and an individual. The authors are studying the components of spiritual sphere of society as elements forming the feature of the activities and thinking of a designer, and they highlight contradiction associated with the environment, technological processes and computer technology impoverishing the spiritual essence of a man. In this regard, the importance of interaction between cultures is determined and the principles of art and design activity are defined. They are based on the integration of humanitarian knowledge, their importance in the educational field where the highest level of knowledge is unthinkable without preliminary accumulation and development of the most comprehensive information.
Contemporary Constructivist Practices in Higher Education Settings and Academic Motivational Factors
Author: Alt, Dorit
Date: 2016-11-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Methods,Seminars,Correlation,Self Efficacy,Lecture Method,Measures (Individuals),Undergraduate Students,Learning Motivation,Teacher Student Relationship,Regression (Statistics),Learning Strategies,Questionnaires,Student Attitudes,Academic Ability,Jews,Arabs,Foreign Countries,Multivariate Analysis,Likert Scales

This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the participants: The Constructivist Learning in Higher Education Settings scale (CLHES) aimed at measuring students' perceptions of occurrences of contemporary constructivist practices in learning environments, along three dimensions: constructive activity, teacher student interaction and social activity; the Academic Motivation Scale-College (CEGEP); and the Motivated Strategies for Learning Questionnaire (MSLQ). Regression analysis main results showed that the constructive activity and teacher- student interaction factors were positively correlated. The teacher- student interaction variable was highly effective in enhancing intrinsic motivation for learning which in turn, contributed primarily to academic self-efficacy. The motivational factors were not solely affected by the learning environment perception but were also informed, to some extent, by several pre-entry factors. Multivariate analysis of covariance results have corroborated the research hypothesis, indicating that students perceive seminar learning environments as more constructivist when compared with lecture-based course perceptions. Implications of these findings and directions for future research are discussed.
Emotional Highs in Adult Experiential Learning
Author: Zeivots, Sandris
Date: 2016-11-00
Type: Journal Articles
Subjects: Experiential Learning,Hermeneutics,Phenomenology,Adult Learning,Foreign Countries,Outdoor Education,Surveys,Semi Structured Interviews,Psychological Patterns

Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon of the study. This paper is concerned with developing a more sophisticated understanding of the phenomenon by studying the lived experience of emotional highs. Hermeneutic phenomenology has been selected as a suitable approach. This approach examines the lived state of emotional highs as well as recognises how adult learners make sense of these experiences. The lived experiences of 15 Australian adult learners were examined. Learners participated in one of three 4-8 day adult experiential learning courses, including two Outward Bound courses. The courses were held half indoors and half outdoors. Learners reflected and made sense of their lived experience through surveys and semi-structured interviews. As a result, a sophisticated definition of emotional highs is proposed.
Group Work Oral Participation: Examining Korean Students' Adjustment Process in a US University
Author: Kim, Jung Yin
Date: 2016-11-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Undergraduate Students,Student Participation,Observation,Sociocultural Patterns,Cultural Influences,Business Administration Education,Discourse Modes,Socialization,Personality Problems,Student Attitudes,Group Dynamics,Racial Relations,Foreign Countries,Qualitative Research,Case Studies,Semi Structured Interviews

This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, and how these factors impacted the students' overall adjustment process. Data came from in-depth interviews and group work observations. &quot;Discourse system&quot; is used to categorise how they adapt over the course of a semester, with changes in expressing ideas, holding ground, and self-autonomy. The study showed that while various factors, including the students' English language proficiency, differences in sociocultural values and educational practices, and group work environment were intertwined and informed their group work adjustment process, differences in sociocultural values and educational practices played the most important role in their adjustment process. Regardless of their length of stay in the US, gender, and individual differences, all of the students felt challenged in the initial stages of participation in group work. The findings suggest pedagogical implications for promoting oral participation of Asian international students, especially Korean students, when they first commence in group work.
The Best Practices for Shaping School Culture for Instructional Leaders
Author: Lewis, Jennifer
Date: 2016-09-00
Type: Journal Articles
Subjects: Best Practices,School Culture,Instructional Leadership,Transformational Leadership,Teamwork,Collegiality,Academic Achievement

School culture is the belief and attitude influencing every aspect of how a school functions. Culture shared by all school stakeholders makes the actualization of both short-and long-term objectives easier. In this context, the best practices for shaping school culture for professional educators are personal mastery, team learning, and building a shared vision (Hall &amp; Hord, 2015). Instructional leaders can use school culture as a tool to influence and lead by establishing coordination among employees, having a direct impact on student achievement
Instructional Leadership Programs in Alabama: Results of a Survey of Alabama Association of Professors of Educational Leadership
Author: Gurley, D. Keith
Date: 2016-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Educational Administration,College Faculty,Administrator Education,Teacher Surveys,College Programs,Course Descriptions,Course Organization,Comparative Analysis,Masters Degrees,Graduate Study,Success,Barriers,Institutional Characteristics

During a collegial conversation between faculty members who attended the annual fall conference of the Alabama Association of Professors of Educational Leadership, faculty members posed many questions about how the Instructional Leadership programs for which they worked compared across the state. In the winter of 2015, researchers surveyed faculty members from each of the 13 universities in Alabama that offer certification programs (Class A, Class AA) in Instructional Leadership. Survey results provide an overview of program structures across institutions and served to compile the answers to many of the questions posed during the faculty discussion. Faculty respondents provided feedback regarding program structure and expectations as well as perception data relative to program strengths and challenges. While many features of Instructional Leadership programs are similar, notably, structure and expectations of the residency required for the Class A certificate vary widely across institutions. Faculty perception data point to various program strengths, especially whichever delivery model (online v. face-to-face) their particular program has adopted. Implications for repeated survey administration are presented, as well as potential topics for future inquiry.
Funding Students, Not Units: Moving Alabama from a Regressive Public School Funding State to a Progressive Public School Funding State
Author: Larkin, Brittany
Date: 2016-09-00
Type: Journal Articles
Subjects: Funding Formulas,Public Schools,Finance Reform,Resource Allocation,Expenditure per Student,Data Collection,Progress Monitoring,Need Analysis (Student Financial Aid),Educational Trends,Research Reports,Weighted Scores,Program Implementation,State Policy

Two independent studies conducted by Baker, Sciarra, and Farrie (2015) and Augenblick, Palaich and Associates (2015) reveal Alabama's public school funding mechanism to be regressive and inequitable. The recommendation from both of these studies is to develop a funding formula including per pupil-based allocation and supplemental categorical weights. This study has developed such a formula. This funding formula will guarantee greater transparency and efficiency of public funds and a better public school system for all students. In order to receive the categorical funding, a school system must document a need for each individual that requires that service or program. This required data collection will allow the school systems to monitor progress and trends as well as allow for oversight by stakeholders for the use of public funds. The funding formula will also provide school systems with the mechanism to collect funds to meet the needs of their specific students, and the autonomy to expend those funds on the programs that their students need (which realistically changes from year to year). Implementing this funding formula will be the first big step in moving Alabama from a regressive funding state to a progressive funding state.
Developing Online/Hybrid Learning Models for Higher Education Programs
Author: Young, William
Date: 2016-09-00
Type: Journal Articles
Subjects: Higher Education,Models,College Programs,Online Courses,Blended Learning,Delivery Systems,Educational Methods,Educational Change,Teacher Role,Curriculum Development,Instructional Development,Student Needs,Preferences

Colleges and universities are looking for creative ways to increase student enrollment while providing flexible course offerings and maintaining adequate fiscal stewardship. This review of selected literature advocates for the use of online instruction in higher education in order to address, with instructional fidelity, the learning preferences and needs of the modern era student. A decade ago, student enrollment for online learning was estimated to be around 1.9 million students (Allen &amp; Seaman, 2004). Today, online course enrollment estimations are much closer to 5.3 million (Fleming, 2014). The authors' perspective for meeting this demand is for higher education programs to embrace this evolution in instructional delivery.
Leadership Development Model for Shelby County Schools
Author: Cobia, F. Jane
Date: 2016-09-00
Type: Journal Articles
Subjects: Leadership Training,County School Districts,Management Development,Models,Training Methods,Educational Practices,Best Practices,Qualitative Research,Telephone Surveys,Interviews,Change Strategies,Administrator Attitudes

The purpose of this study was to examine factors impacting program quality in leadership development programs as a means to inform the Shelby County School System of effective practices in leadership development. The qualitative research design method was used to explore two school systems identified through a comprehensive review of research as having exemplary leadership development programs. Telephone interviews were conducted with personnel responsible for the implementation of their school system's leadership development program. A set of predetermined questions were utilized in the interviews. Respondents were asked to elaborate on the unique qualities of their leadership development program, as well as, offer recommendations on how to begin the process of developing a quality program. As a result of this study, school systems should develop programs based on research and revealed implications providing a robust program easily adapted for aspiring leaders, as well as those currently in leadership positions.
Experimental Study of Psychological and Pedagogical Readiness of the Future Teachers for Moral and Spiritual Development of Senior School Students
Author: Akhmetova, Aigul Igenovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Spiritual Development,Foreign Countries,Moral Development,Experimental Groups,Control Groups,High School Students,Correlation,Professional Development,Research Methodology,Self Actualization,Secondary School Teachers

The problem of psychological and pedagogical readiness of the future teachers for moral and spiritual development of high-school students should be considered in the context of holistic manifestation of all aspects of personality. In this regard, one of the most urgent tasks is to identify the professional and personal characteristics that influence the readiness of the future teacher already at the stage of training at the Institution of Higher Education to teach &quot;Self-cognition&quot; discipline. At the same time, the basis of psychological and pedagogical training of the future teachers should be capability for conscious spiritual and professional growth, responsibility for activities in the formation of students' worldview and behavioral guidance through the prism of universal human values, development of their need for self-cognition and creative self-realization.
Formation of Professional Competence of Legal Specialty Students in the Elective Courses Studying
Author: Akhmejanova, Gulnara
Date: 2016-00-00
Type: Journal Articles
Subjects: Elective Courses,Competence,Control Groups,Experimental Groups,Research Methodology,Higher Education

This article examines the scientific problem of the formation of professional competence of legal specialty students in the elective courses studying. The analysis has been conducted and the content of professional competence of legal specialty students has been substantiated. This work substantiates the role of elective courses in the formation of professional competence of legal specialty students. The process of the formation of professional competence of legal specialty students in the elective courses studying has been examined and justified. The model of the formation of professional competence of legal specialty in the elective courses studying has been methodologically proved and developed at the university conditions. The model of the formation of professional competence of legal specialty students contains in its structure the main components: criteria, indicators, levels, which ensure the efficiency of the process of the formation of professional competence of legal specialty students. During the study, the efficacy of the developed model of the formation of professional competence of legal specialty students in the elective courses studying has been proved. The model of the formation of professional competence of legal specialty students in the elective courses studying is recommended for use when developing educational programs.
The Influence of Parenting Experience on Special Education Teachers' Pedagogy
Author: Koch, Katherine A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Influences,Parenting Skills,Disabilities,Qualitative Research,Semi Structured Interviews,Teacher Role,Teaching Experience,Role Conflict,Interpersonal Relationship,Educational Attitudes,Parent Materials,Access to Information,Information Needs,Parent Teacher Cooperation,Role Perception,Preservice Teacher Education,Inservice Teacher Education

The purpose of this study was to explore the experiences of teachers who have the dual role of parent and teacher of children with disabilities. Data were collected in a qualitative methodology through semi-structured interviews with participants about their experiences. Questions focused on how teachers 1) experienced their roles, 2) addressed role conflict, 3) experienced communication with parents of children with disabilities and their colleagues, and 4) their thoughts and experiences regarding their pedagogy. Two broad themes emerged: 1) things parents of students with disabilities need to know about special education teachers and 2) things special education teachers need to know about the parents of their students. Sub-themes were also identified. Suggestions for teacher professional development are offered.
Educating towards Inclusive Education: Assessing a Teacher-Training Program for Working with Pupils with Special Educational Needs and Disabilities (SEND) Enrolled in General Education Schools
Author: Shani, Michal
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Special Needs Students,Inclusion,Teacher Education Programs,Disabilities,General Education,Foreign Countries,Regular and Special Education Relationship,Teacher Education,Teaching Methods,Self Efficacy,Elementary Secondary Education,Structured Interviews,Content Analysis,Parent Teacher Cooperation

Implementing inclusive education is one of the major challenges facing the educational system. One of the main difficulties in implementing inclusive education is that general education teachers receive insufficient training to work in complex teaching contexts and to respond to the unique needs of all the pupils in their classroom. The objective of this research was to assess the components of an innovative integrative training program, developed in a teacher education college in Israel, that integrates special education studies with elementary/secondary general school studies (curriculum and field experience), thus contributing to graduates' sense of self-efficacy in integrating and including pupils with special educational needs and disabilities and helping them develop teaching methods that promote inclusive education. On the practical level, the findings can help training program designers adapt and/or improve existing training programs. On the conceptual level, this study can contribute to research in the field of inclusive education from the perspective of teacher education.