ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment Training in Principal Preparation Programs
Author: Grigsby, Bettye
Date: 2011-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Evaluation,Administrator Qualifications,Data Analysis,Testing,Measurement,Course Content,Research Skills,Textbooks,Decision Making,Data Collection,Higher Education,College Faculty,Statistical Analysis,Questionnaires,Online Surveys,Course Descriptions,Teaching Methods

The role of the administrator has evolved over the past 30 years from manager to instructional leader. As instructional leaders, administrators are now responsible for student achievement on high-stakes state-mandated assessments. Therefore, it is imperative principal preparation programs provide the necessary training instructional leaders need to analyze and interpret assessment data and make informed decisions toward school improvement. This descriptive study analyzes four syllabi components to determine the extent to which testing and measurement are covered in each course: objectives, classroom sessions, resources, and activities. Based on responses from 30 universities across the United States, less than 30% of principal preparation programs are preparing candidates to be data-driven decision-makers. The most frequently adopted textbooks provided practical applications, and respondents used a wide variety of activities that provided relevant data-driven experiences; however, less than 50% of respondents spent at least 19 hours on testing and measurement in a 45-hour semester. The researchers make recommendations principal preparation programs may include to increase data-driven decision-making experiences.
Childhood Loss and AD/HD: Program Implications for Education Administrators
Author: Harris, Helen Wilson
Date: 2011-00-00
Type: Journal Articles
Subjects: Best Practices,Elementary School Students,Correlation,Grief,Trauma,Attention Deficit Hyperactivity Disorder,Administrator Role,School Counselors,Counselor Role,Teacher Role,Intervention,Coping,Incidence,Clinical Diagnosis,Parent Role,Physicians,Disability Identification,Surveys,Statistical Analysis,Regression (Statistics)

Evidence-based practice and evidence-informed practice are not just buzzwords in education. It is essential that administrators encourage both the development and the application of new knowledge in the field. This study of 1755 elementary age children in Central Texas indicates a positive association between the experience of childhood loss and grief and a diagnosis of AD/HD. Implications of this information for administrators in education are explored, including the training of counselors and classroom teachers in grief interventions and accommodations for grief related attention problems in children.
Navigating the Challenges of Helping Teachers Use Data to Inform Educational Decisions
Author: Thomas, Kelli
Date: 2011-00-00
Type: Journal Articles
Subjects: Decision Making,Data,Mathematics Education,Science Education,Educational Policy,Curriculum Development,Educational Assessment,Qualitative Research,Administrators,Models,Urban Schools,Elementary Schools,Elementary School Students,Elementary School Teachers,Participant Observation,Focus Groups,Interviews

In this paper we present a model of collaborative evaluation that has been used to engage teachers in data-based decision making for improving teaching and learning in mathematics and science. We examine three external challenges that threaten the process of continuous school improvement; namely, making sense of data, policy changes, and curriculum changes. In addition, we describe how the collaborative evaluation model facilitated progress beyond these challenges.
Transforming Diversity Tensions: Shifting Knowledge through Arts-Based Practices
Author: Macdonald, Geraldine
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Practices,Transformative Learning,Experiential Learning,Art Education,Role Playing,Learning Strategies,Learning Activities,Critical Thinking,Reflection,Cultural Pluralism

In this paper, the authors engage in a dialogue to illustrate their teaching practice with experiential arts-based diversity learning. The adult education theoretical frameworks of transformative learning/unlearning and experiential learning frame the paper. Examples of experiential arts-based diversity learning include: participating in experiential role-playing during the &quot;animal game,&quot; creating paper figures that represent participant diversities, and creating an impromptu human installation.
Distance and Face-to-Face Learning Culture and Values: A Conceptual Analysis
Author: Tejeda-Delgado, Carmen
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Conventional Instruction,Values,Teaching Methods,Measures (Individuals),Cultural Influences,Educational History,Futures (of Society),Teacher Student Relationship,Online Courses,Enrollment Trends,Program Implementation,Academic Achievement,Student Characteristics,Ethnicity,Cognitive Style,Independent Study,College Students,Business Administration Education,Global Approach,Student Attitudes

With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance of the community concept in distance education. Also analyzed were research studies in which the importance of culture and values were addressed. Subsequently, the rationale for the development of instruments to quantify values, including the Schwartz Value Scale (SVS), was provided. Growth in online education has created an environment where educators must meet new challenges while having little practical experience. Research, then, is--and will be--needed to guide future practice and pedagogy. Therefore, to provide institutions with much-needed information about the value profile of the distance-learning student, it is essential that research on student values is performed. This information could aid in the creation and implementation of programs aimed at increasing student success and decreasing student withdrawals. In sociological terms, then, distance-learning courses would meet the criteria set forth for societies: courses are groupings of individuals living or participating in a territorial space. Furthermore, courses contain formal, and develop informal, structures that regulate the allocation of rewards.
Negotiating Shared Understandings of Our Work through a Collaborative Curriculum: Exploring the Experience of Creativity in Cross Discipline Visual Arts Projects
Author: Tousignant, Wayne
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Research,Art Education,Visual Arts,Curriculum Development,Interdisciplinary Approach,Cooperation,Educational Benefits,Play,Creativity,Problem Solving,Experiential Learning,Learning Strategies,Teaching Methods,Constructivism (Learning),Class Activities,Student Projects,Case Studies,Foreign Countries

In 1994, the National Arts Education Association created a research agenda to address major research issues in the field of visual arts education for the purpose of examining, negotiating, and modifying commonly held beliefs in the field of art education. Research by arts educators has done much to inform visual arts education theory and practice, but largely through studies by individuals with few collaborative efforts. In 1991, Neil Owen Houser proposed a collaborative processing model for arts education, which reflects the experiential or constructivist nature of instruction. In this paper, we present our reflections on our shared work where we explored the benefits of interdisciplinary collaboration, the role of play in the process of problem solving, and how experiential learning strategies and techniques could be applied to the teaching of various subjects through visually-mediated arts projects.
Sessional Teaching Staff and Learning, Teaching, and Assessment: Engaging the Marginalised
Author: Bradley, Sally Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Higher Education,Part Time Faculty,Adjunct Faculty,Barriers,Questionnaires,Faculty Development

This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional development. Sessional teaching staff present a challenge when their main employment is outside of the institution.
Breaking Bad News in Healthcare Organizations: Application of the Spikes Protocol
Author: VonBergen, C. W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Organizational Change,Dislocated Workers,Job Layoff,Information Dissemination,Health Personnel,Administrators,Retrenchment,Empathy,Communication Strategies,Interpersonal Communication

Organizational downsizing has increased exponentially worldwide and is also affecting the healthcare industry. It is one thing to speak abstractly of the need to reduce costs and quite another to actually tell a worker the bad news that he or she has been laid off. This paper offers practical advice to healthcare managers on conducting unpleasant conversations with employees based on a widely used medical model--the SPIKES protocol. This strategy has been extensively employed by physicians and other health care professionals who frequently communicate negative information to patients and is offered as an approach that can be easily and effectively adapted by healthcare managers when they must tell a person they have been terminated. Although breaking the bad news of a cutback will never be easy, having a plan of action that entails sound business and medical advice and is also the necessary thing to do can help firms carefully manage and execute reorganizations for the well-being of the organization and the terminated worker.
Clinical and Practicum Education in the Professions: The Student Voice
Author: Ralph, Edwin
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Professional Education,Practicums,Clinical Experience,Student Attitudes,Engineering,Engineering Education,Nursing Education,Teacher Education,Teacher Student Relationship,Achievement,Conflict,Student Surveys

Undergraduate students in professional education programs typically rate their clinical or practicum experiences as the most important component of their entire pre-service preparation. This essay addresses the value of students' views regarding the effectiveness of practicum programs. We summarize the views of 546 post-practicum students from three professional disciplines (engineering, nursing, and teacher education), concerning what they considered to be the most positive and negative aspects of their respective practicum/clinical field-experiences. Our data analysis revealed three positive themes across the disciplines: the supportive interrelationships that students experienced; their own professional achievements; and their personal contribution to the welfare of their clients/pupils. Three negative elements also emerged: individual personal/professional challenges; site-based interpersonal conflicts; and policy or procedural problems with the program. Implications are raised for practicum administrators regarding the contribution of the student voice to clinical program enhancement.
Exploring Strategies in Facilitating Cultural Diversity: A Freirean Approach
Author: Jamal, Zenobia
Date: 2008-00-00
Type: Journal Articles
Subjects: Cultural Differences,Classroom Environment,Student Diversity,Educational Change,Educational Practices,Educational Strategies,Change Strategies,Higher Education,Inclusion,Culturally Relevant Education,Educational Innovation,Models,Classroom Techniques,Barriers,Foreign Countries,Workshops

The student population in Canada's higher education institutions is becoming increasingly racially and culturally diverse. Canadian higher education has the obligation to build inclusive teaching and learning environments where the needs and aspirations of students from diverse cultures and backgrounds can be addressed in an equitable manner. Using a Freirean approach, this paper aims to develop a process for deriving useful and practical strategies to meet the challenges of creating culturally and linguistically inclusive classroom environments.
I Light This Candle: Using Rituals in Teaching
Author: Taylor, Laura E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Environment,Classroom Techniques,Learner Engagement,Ceremonies,College Faculty

The use of rituals in the classroom can enrich and enhance learning. They can also build a sense of community and belonging which in turn makes the classroom a safer place to risk sharing ideas and engaging in class discussion. Rituals also bring closure to a particular segment of the class learning experience or for the class itself. How many times have instructors taught the last class of a term or the final class of students' university education without marking this rite of passage of having completed all of the classes required for a university degree? For many students who do not attend their graduation, the last class may afford them a unique opportunity to reflect on their passage of learning for their degree. This paper suggests that the classroom offers many opportunities for building rituals. It provides examples and guidelines for creating rituals. The instructor who is willing to spend the time to engage students in these activities will enrich the subject matter and the students' learning experience. Rituals, however, need to be carefully considered to ensure that they are culturally and historically sensitive.
Evolving toward Laughter in Learning
Author: Strean, William B.
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,Teacher Student Relationship,Classroom Environment,Classroom Techniques,Learning Activities,Delivery Systems

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms.
Helping Teachers Be Successful: Lessons for Administrators
Author: Neill, Steven W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Competencies,Teacher Dismissal,Employer Employee Relationship,Teacher Administrator Relationship,Classroom Techniques,Principals,School Districts,Qualitative Research,Statistical Analysis,Questionnaires,Administrator Attitudes,Surveys,Interviews,Response Rates (Questionnaires),Teacher Characteristics,Teacher Shortage

The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that will improve professional practice. The study found that teachers failed primarily in the area of classroom management. Of the 22 possible teaching skills in which teachers could be deficient, four of the top five causes for nonrenewal came within the category of classroom management (Creating an Environment of Respect and Rapport, Managing Student Behavior, Managing Classroom Procedures, and Establishing a Culture for Learning). School districts should examine their staff development strategies and teacher induction programs to assure that these areas of concern are addressed.
I Know What Not to Do. Now What? Rethinking Business Ethics Education
Author: Johnson, Ryan
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Business Administration Education,Case Method (Teaching Technique),Moral Values,Undergraduate Students,Textbooks,Textbook Content

Most business ethics classes are supplemented with cases, the majority of which have a negative orientation. We empirically measure the preponderance of negative-oriented cases found in the top selling textbooks used in many business ethics courses. However, neuroscience research indicates that a negative orientation is less effective than a positive or balanced approach for learning. An ethics course focused on scandal, corruption, fraudulent behavior, and misdeed often leaves students with a view for avoiding ethical pitfalls, but not much clarity on achieving moral excellence in the marketplace. We offer some pedagogical suggestions for creating ethics courses which strengthen students' moral resolve by demonstrating what excellent ethical business looks like.
Educational and Financial Impact of Technology on Workforce Development
Author: Carruth, Paul J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Labor Force Development,Corporate Education,Educational Research,Futures (of Society),Educational Trends

In the current evolving economic environment, developing and implementing an effective workforce to improve the skills and capability of employees are seen as central to improving individual and organizational performance and competitiveness. The availability of online education in universities as well as the work place has significantly increased during the past decade. This paper summarizes and addresses the current research, trends and future prospects of e-learning as it relates to the awarding of higher educational degrees and private sector workforce development.
Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems
Author: Pelton, Tim
Date: 2008-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Handheld Devices,Educational Technology,Undergraduate Students,Student Surveys,Student Attitudes,Instructional Effectiveness,Self Evaluation (Individuals),Foreign Countries,Likert Scales,Student Characteristics,Questionnaires,Teaching Methods

This project began in response to a perceived need to assess students' perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a &quot;Clicker Use Survey&quot; to gather students' opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.
Using Excel's Solver Function to Facilitate Reciprocal Service Department Cost Allocations
Author: Leese, Wallace R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Spreadsheets,Costs,Equations (Mathematics),Computation,Computer Software

The reciprocal method of service department cost allocation requires linear equations to be solved simultaneously. These computations are often so complex as to cause the abandonment of the reciprocal method in favor of the less sophisticated and theoretically incorrect direct or step-down methods. This article illustrates how Excel's Solver Function can be used to greatly simplify the reciprocal cost allocation method. Solver Function users will be pleased to see how easy it is to let Excel do the mathematics once the linear equations are formulated.
&quot;Learning by Doing&quot; in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project
Author: Kopera-Frye, Karen
Date: 2008-00-00
Type: Journal Articles
Subjects: Service Learning,Graduate Study,Program Evaluation,Needs Assessment,Volunteer Training,Course Descriptions,Family Life Education

The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, &amp; Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challenges and issues that need to be anticipated before designing this type of service learning experience will be highlighted.
You Say IFRS, I Say FASB…Let's Call the Whole Thing Off
Author: Tickell, Geoffrey
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Standards,Retirement Benefits,Global Approach,Cost Effectiveness,Standard Setting,Foreign Countries

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for &quot;Pensions and Other Post-Employment Benefits&quot;. The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.
Enacting Social Justice: Perceptions of Educational Leaders
Author: Vogel, Linda R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Social Justice,Instructional Leadership,Multicultural Education,Elementary Secondary Education,Higher Education,Familiarity,Knowledge Level,Cultural Awareness,Administrator Qualifications,Competence,Leadership Responsibility,Consciousness Raising,Case Studies,Administrator Education,Attitude Measures,Surveys,Educational Environment,Equal Education

This qualitative study examines how educators who are either currently enrolled or who have completed an educational leadership preparation program in the past five years at one Rocky Mountain university understand social justice--as a concept and operationally--and the role of multicultural education in promoting social justice in P-12 school settings. Less than half (44%) of the educational leaders in this study were familiar with the concept of social justice, with those leaders who were familiar with the concept identifying full and equal participation (17%) and equal distribution of resources (11%) as the focus of school programs. Less than one third (28%) of participants expressed views reflecting cultural proficiency or competence, indicating a need for explicit coverage of social justice issues and cultural responsiveness in the educational leadership program examined. The results of this study indicate the need for leadership preparation programs to explicitly address social justice and oppression issues to increase the awareness of leaders and thus their capability to facilitate change that supports greater social justice and equitable educational outcomes for all students.