ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of the International Baccalaureate (IB) in Canadian Universities
Author: Fitzgerald, Saira
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Advanced Placement Programs,Universities,Admissions Officers,Administrator Attitudes,Program Attitudes,Comparative Education,Mixed Methods Research,Online Surveys,College Preparation,Transitional Programs,Research Skills,Communication Skills,Problem Solving,Information Sources,College Admission,Relevance (Education)

This article presents the results of the first Canada-wide survey on how university admissions personnel view the International Baccalaureate Diploma Program (IBDP) in relation to other curricula. The purpose of this study was twofold: (i) to move beyond anecdote and discover how Canada compares with universities in the UK and Australia/NZ, and (ii) to determine whether a dominant or hegemonic discourse surrounding the IBDP exists. Building on a small-scale pilot of perceptions in Ontario universities, the present study replicates two International Baccalaureate Organization studies (in the UK, 2003, and in Australia/NZ, in 2007) in the Canadian context. Results reveal a pattern of responses consistent with the previous studies--i.e., a confident positive general view, combined with uncertainty regarding specific aspects of the IBDP. Such widespread and consistent views suggest the existence of a dominant or hegemonic discourse surrounding the IBDP, constructing it as the standard of excellence in pre-tertiary education, which has important implications for publicly funded education in Canada.
Not What I Expected: Early Career Prospects of Doctoral Graduates in Academia
Author: Etmanski, Brittany
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Graduate Surveys,National Surveys,Employment Potential,College Faculty,Faculty Promotion,Career Development,Employment Patterns,Vocational Interests,Intellectual Disability,Regression (Statistics),Tenure,Foreign Countries,Statistical Analysis

Various studies acknowledge the uncertainty many doctoral graduates face when beginning their search for full-time employment within the academic sector. Recent graduates face a job market where the likelihood of obtaining full-time permanent positions in academia is perceived to be declining, and the mobility of graduates within the sector is unclear. Drawing on Statistics Canada's 2013 National Graduates Survey, this paper assesses whether graduates who pursued a doctoral degree to become a full-time professor achieved their goal within three years of graduation. The results suggest that although a large portion of doctoral graduates pursued their degrees to become fulltime professors, relatively few reported obtaining such positions within three years of graduation, regardless of field of study.
Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms
Author: Louie, Dustin William
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Indigenous Populations,College Faculty,Canada Natives,Scholarship,Teaching Methods,Epistemology,Teacher Education,Universities

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maori scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.
Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective
Author: Buzzelli, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Organizational Theories,Universities,Strategic Planning,Institutional Research,Institutional Characteristics,Organizational Objectives,Content Analysis,Statistical Analysis,Contracts,College Planning

This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen's, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities' responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities' own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities
Author: Giamos, Dimitris
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,School Culture,College Environment,Foreign Countries,Coping,Health Services,Undergraduate Students,Student Attitudes,Video Technology,Campuses,Interviews,Qualitative Research

This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students' mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.
(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative
Author: Aubrecht, Katie
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Higher Education,Phenomenology,Ethnography,Autobiographies,Disabilities,Pregnancy,Human Body,Personal Narratives,Universities,Resistance (Psychology)

In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of &quot;disclosure&quot; in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counternarratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure--for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild's (1983) notion of &quot;emotional labour&quot; to explore how socio-spatial processes of disclosure can be an embodied form of &quot;extra work&quot; (e.g., managing perceptions of stigmatized identities).
Left out in the Academic Field: Doctoral Graduates Deal with a Decade of Disappearing Jobs
Author: Acker, Sandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Graduate Surveys,Interviews,Educational Sociology,Student Experience,Qualitative Research,Semi Structured Interviews,Followup Studies,Tenure,Career Development,Employment Opportunities,Performance Factors,Labor Market,College Faculty,Teacher Responsibility,Concept Formation,Foreign Countries

In 2001-2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu's concepts of &quot;habitus&quot; and &quot;field&quot; are particularly useful for our analysis, and we explore the tensions between these concepts for our participants.
Two Future Ready Librarians Explore Advocacy in and outside of the Library
Author: Miller, Shannon McClintock
Date: 2018-00-00
Type: Journal Articles
Subjects: Librarians,Advocacy,Library Services,School Libraries,Library Role,Partnerships in Education,Librarian Attitudes

As part of the national Future Ready Librarians initiative at the Alliance for Excellent Education, Mark Ray and Shannon McClintock Miller serve as national advocates for school library programs and librarians. Mark and Shannon began their library advocacy careers in school libraries. For eight years, Shannon was the district librarian in Van Meter, Iowa, Community School District, working with all grades K-12. For twenty years, Mark was a public school librarian in Vancouver, Washington, working in elementary, middle school, and high school libraries. For the last five years, he has been a district administrator serving in a variety of roles. In this exchange between Shannon McClintock Miller and Mark Ray, they explore the topic of advocacy and lessons learned both in and outside of the library.
Evaluation of the Effects of Conflict Resolution, Peace Education and Peer Mediation: A Meta-Analysis Study
Author: Turk, Fulya
Date: 2018-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Meta Analysis,Peace,Teaching Methods,Peer Mediation,Violence,Outcomes of Education,Program Effectiveness,Program Evaluation,Instructional Program Divisions,Educational Research,Statistical Analysis,Foreign Countries

The purpose of this study was to examine the effects of conflict resolution, peace education and peer mediation on the conflict resolution skills of students via meta-analysis method. 23 studies were determined to be in accordance with the study criteria. According to research findings conflict resolution, peace education and peer mediation education programs have a wide range of effect on the conflict resolution skills of students. In addition, the education program, education level, the type of application, publication type, the duration of application have been examined and evaluated. As a result, it can be stated that conflict resolution, peace education or peer mediation is effective in the constructive development of conflict resolution skills of the students.
What Makes a Change Unsuccessful through the Eyes of Teachers
Author: Cimer, Sabiha Odabasi
Date: 2018-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Evaluation Methods,Foreign Countries,Educational Change,Biology,Science Teachers,Science Instruction,Secondary School Science,Semi Structured Interviews,Qualitative Research,Phenomenology

Over the past two decades, Turkey has initiated a reform movement to change her classroom assessment system to accommodate performance-based alternative assessment methods in schools. However, research investigating the impact of assessment reform on learning and teaching in schools report that performance assessment approaches have not been implemented effectively. This study investigated the teacher related factors behind the adoption decisions of teachers of these changes introduced. Data for the study were collected through interviews with 53 biology teachers in 24 schools. According to the findings, teachers' lack of self-agency, superficial understanding of the ideas introduced, mistrust that the innovations will work in practice, skepticism about the need for a change and inadequate knowledge and abilities as a result of ineffective dissemination and professional guidance were the main factors affecting the success of the reform. Suggestions to overcome barriers to reform and implications of the findings in managing change are presented and discussed at the end of the paper.
The Relationship between Affective and Social Isolation among Undergraduate Students
Author: Alghraibeh, Ahmad M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Social Isolation,Affective Behavior,Prediction,Gender Differences,Undergraduate Students,Multivariate Analysis,Foreign Countries,Self Esteem,Student Attitudes,Peer Relationship,Family Relationship,Regression (Statistics),Measures (Individuals)

We examined the correlation between social isolation and affective isolation among 457 undergraduate students using a stratified cluster sampling technique. Participants comprised 221 men and 236 women, all of whom were either first- or fourth-year students enrolled in various majors at King Saud University. Means, standard deviations, Pearson (Spearman) correlations, z-values, a regression analysis, and an analysis of variance were used to address the study questions: (Are there significant differences (a = 0.05) in affective isolation per sex and academic level? Does the interaction between sex and academic level have a significant impact on affective isolation? What is the nature of the relationship between affective isolation and overall social isolation and its dimensions? Are there significant differences (a = 0.05) in the relationship per sex and academic level? Does affective isolation contribute towards the prediction of social isolation?). Significant differences regarding sex were found, as men showed more affective isolation. Significant differences were also found regarding the interaction between sex and academic level on affective isolation. However, the correlations between the social isolation dimensions of self-confidence, family containment and communication, and interaction with friends with affective isolation were negative. In addition, affective isolation predicted social isolation among students.
Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices
Author: Alles, Martina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Communication,Student Educational Objectives,Active Learning,Instructional Improvement,Teaching Methods,Classroom Observation Techniques,Video Technology,Comparative Analysis,Pretests Posttests,Faculty Development,Secondary School Teachers,Mathematics Teachers,Science Teachers,Coding,Data Analysis

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.
The Effectiveness of Using Online Blogging for Students&apos; Individual and Group Writing
Author: Alsamadani, Hashem A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Instructional Effectiveness,English (Second Language),Second Language Learning,Males,Undergraduate Students,Foreign Countries,Writing Skills,Pretests Posttests,Prewriting,Writing Instruction,Qualitative Research,Writing Improvement

The current research study investigates the effectiveness of online blogging for students' individual and group writing skills. The participants were divided into individual learners and group learners. They produced pre-writing and post-writing samples through blogging practices. The study conducted lasted for 14 weeks so that blogging could be optimized. The results of the study reveal that unlike traditional ways of improving writing skills, blogging has revolutionized EFL pedagogy and methodology (learning and teaching). Blogging-based writing practice is more participatory and interactive in that learners can dramatically improve their writing skills in terms of content, word choice, style, language mechanics and the like. The learner-blogger becomes aware that the arbiter is no longer the classroom teacher, the audience or readership. This study recommends that blogging be part of writing classes and be incorporated into school curricula. This essentially requires pedagogical consideration of the design of blogging-based writing materials.
Learner Views about Cooperative Learning in Social Learning Networks
Author: Cankaya, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Networks,Cooperative Learning,Student Attitudes,Semi Structured Interviews,Online Surveys,Learning Experience,Computer Mediated Communication,Qualitative Research,Statistical Analysis,Computer Science Education,Group Dynamics,College Students,Foreign Countries

The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of &quot;social networks used&quot;, &quot;preferences of forming groups,&quot; &quot;communication within group&quot; and &quot;views about the courses executed via Edmodo.&quot;
Classroom Teacher Candidates&apos; Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis
Author: Ozenc, Emine Gül
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Figurative Language,Preservice Teacher Education,Preservice Teachers,Elementary School Curriculum,Phenomenology,Concept Teaching,Reading Instruction,Writing Instruction,Student Teacher Attitudes,Foreign Countries

The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University's Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.
Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway
Author: Aspøy, Tove Mogstad
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Vocational Education,Job Training,Nontraditional Education,Pilot Projects,Workplace Learning,Educational Policy,Vocational Training Centers

Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.