ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploration of Instructional Strategies and Individual Difference within the Context of Web-Based Learning
Author: Alomyan, Hesham
Date: 2004-00-00
Type: Journal Articles
Subjects: College Students,Individual Differences,Cognitive Style,Web Based Instruction,Prior Learning,Achievement Need,Motivation,Student Attitudes,Academic Achievement,Measures (Individuals),Educational Strategies,Foreign Countries

Individual differences have been identified as important factors that might have significant impact on students' learning. This study investigated the effect of student's cognitive styles, achievement motivation, prior knowledge, and attitudes on student's achievement in web-based learning. A web-based course was designed for second year university students in an educational psychology class. Cognitive Style Analysis (CSA), Achievement Motivation Scale (AMS), and Attitude Scale (AS) were administered to a sample of 71 second-year university students enrolled in the educational psychology class. Findings of the study revealed that no significant differences (0.05) in achievement between field-dependent and field-independent students. Also, students with different characteristics learned equally well in web-based learning. The students enjoyed the convenience of web based learning. Competition and high expectation were the motivating forces in web based learning. Prior knowledge and motivation seemed to be the only significant factors that explained more than 25 per cent of student achievement measured by class grade. (Contains 5 tables.)
Emotional Labour and the Permanent Casual Lecturer: Ideas for a Research Project
Author: Barrett, Steven
Date: 2004-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Adjunct Faculty,College Faculty,Personnel Management,Anxiety,Teaching Conditions,Teacher Salaries,Faculty Workload,Foreign Countries

Like most other parts of the Australian public sector, Australian universities have been required to do more with less over the past decade. A key strategy in reducing costs has been the increased casualisation of teaching. This paper uses a hard/soft model of Human Resource Management as a framework within which to argue that increased casualisation of university teaching has increased the emotional labour associated with casual teaching. The intensification of emotional labour is usually accompanied by increased workplace stress. Furthermore, this emotional labour is neither recognised nor valued by university managers, hence it is unremunerated. This paper briefly reviews the concept of emotional labour and then identifies a range of issues that are contributing to the intensification of the emotional labour that is being performed by casual teaching staff. The paper concludes with a call for a more systematic investigation of the issues identified here.
Teaching Processes and Practices for an Australian Multicultural Classroom: Two Complementary Models
Author: Winch-Dummett, Carlene
Date: 2004-00-00
Type: Journal Articles
Subjects: Multicultural Education,World Views,Parent Participation,Urban Areas,Parent School Relationship,Classroom Techniques,Teaching Methods,Educational Practices,Educational Strategies,Teaching Models,Intermode Differences,Instructional Effectiveness,Foreign Countries,Protocol Analysis,Content Analysis,Best Practices

Which pedagogical processes and practices that target the recognition, value and sharing of world views in teaching and learning can be identified as strategies for learning to live together in an Australian multicultural classroom? The question is addressed by this paper, which presents two discrete but complementary pedagogical models that display the successful teaching processes and practices of teachers in Australian multicultural classrooms. These processes and practices accord with the Delors Report recommendations that education for the future should be organised around the four pillars of learning, namely, learning to be, learning to do, learning to know and learning to live together. The two complementary pedagogical models are informed by research in two primary schools in a multicultural urban area in NSW. The implications of these two models in respect to the lesson and syllabus outcomes, and the contribution of parental involvement to education are also examined. (Contains 7 tables and 3 figures.)
The &quot;Including Studies of Asia in Curriculum&quot; Professional Development Program: Who's Doing It and Why?
Author: Trevaskis, Doug
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Asian Studies,Teacher Education Programs,Teacher Motivation,Teacher Characteristics,Teacher Attitudes,Program Descriptions,Action Research,Curriculum Development,Instructional Development

This paper aims to provide a general overview of the cohort of teachers who undertook a major professional development program Including Studies of Asia in Curriculum in South Australia in 2000. As the program was the principal vehicle for introducing South Australian teachers to Studies of Asia, ensuring its ongoing relevance was critical. The only source of data about the program itself was an earlier national evaluation based on the 1995 deliveries of the primary version in most states and territories. What was needed, therefore, was an up-to-date picture, based specifically on the contexts and needs of South Australian teachers. Accordingly, participants were invited to complete a &quot;Participant Profile&quot;. This study examines participants' responses, including their motivations in undertaking the program. Based on the responses, the course was able to be adapted for subsequent delivery, and advanced training courses were developed in line with the needs of the target group. (Contains 6 tables.)
Values: Taught or Caught? Experiences of Year 3 Students in a Uniting Church School
Author: Hunt, Alison
Date: 2004-00-00
Type: Journal Articles
Subjects: Values Education,Religious Education,Males,Elementary School Students,Parochial Schools,Christianity,Single Sex Schools,Student Experience,Parents,Questionnaires,Foreign Countries

This study investigated whether values were taught or caught in the experiences of Year 3 students in a Uniting Church school for boys. Research indicates the need for values education particularly for boys (Lovat and Schofield, 1998), the importance of the home and family in establishing a values foundation (Astill, 1998a, 1998b) and the role of schools in supporting the development of values (Fallon, 1995). Using a Humanistic Sociology conceptual framework and methodology, a prescribed Values Education program was taught and Student Personal Statements and Parent Questionnaires were analysed. Prior to the teaching of the unit the students had caught a narrow understanding of the value as it applied to themselves and their immediate classroom setting. After the program had been taught the students' experiences developed beyond themselves to their family and community perspectives. Their language used more positive meanings and more abstract forms. (Contains 7 tables.)
The Changing Nature of the Role of Principals in Primary and Junior Secondary Schools in South Australia Following the Introduction Local School Management (Partnerships 21)
Author: Sahid, Abdul
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Selection,Supervision,School Councils,Foreign Countries,Instructional Leadership,Principals,Administrator Role,Organizational Change,Interviews,Administrator Attitudes,Faculty Development,Decision Making,Educational Finance,School Community Relationship,Governance

This paper discusses the changing nature of the role of principals following the introduction of local school management (Partnerships 21) in South Australia. The study reports the series of interviews with primary and junior secondary principals with regard to their roles in several areas namely; instructional leadership, teachers' professional development, teacher selection, staff supervision, supervision of students, decision making, budgeting and school finances, curriculum, school council and the parents of the students and major challenges of the principal's role. The findings suggest that there are not great changes in the role of primary and secondary school principals as a result of the introduction of local school management (Partnerships 21). However, the study indicates that the workload of school principals following the introduction of local school management (partnerships 21) in South Australia has increased. In addition, the role of the school principal has also increased in association with the emerging role in working with the governing council and the parents of the students and in relation to decision-making and school budgeting and finances.
Are the Learning Styles of Asian International Students Culturally or Contextually Based?
Author: Wong, Joseph Kee-Kuok
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Student Attitudes,Teaching Methods,Cognitive Style,Learning Processes,Learning Strategies,Educational Quality,Interviews,Learning Experience,Barriers,Cultural Differences,Language Skills,Learning Problems

One of the issues that relates to Asian international students' perceptions about the quality of higher education is with regards to the difficulties and problems they face while studying in an Australian university. A survey was conducted with 78 First Year to Fourth Year Asian international undergraduate students undergoing a range of programs and courses at a South Australian University to determine their perspective of quality in higher education. Further interviews were carried out with nine Asian international students to gain insights into their difficulties and learning experiences. Based on these interviews, the three main difficulties highlighted by Asian international students are: different learning styles, cultural barriers and language problems. This paper seeks to highlight the initial problems faced by Asian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice. These findings present implications for the use of appropriate teaching strategies with Asian international students.
Aspirations, Progress and Perceptions of Boys from a Single Sex School Following the Changeover to Coeducation
Author: Yates, Shirley M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Males,Elementary School Students,Secondary School Students,Single Sex Schools,Coeducation,Academic Aspiration,Occupational Aspiration,Educational Environment,Academic Achievement,Student Attitudes,Satisfaction

Career and further education aspirations, educational progress and perceptions of the learning environment were measured annually over three years in primary and secondary boys from a single sex non-government school, following the changeover to coeducation. Hierarchical Linear Modelling analyses revealed the significant role played by the career aspirations of cohorts on boys' progress over time. Further education plans and perceived difficulty of schoolwork were also significant influences, with difficulty at the grade level affecting boys' progress over time. Furthermore, satisfaction with life at school at both cohort and grade levels was a significant determinant of boys' educational progress. These findings suggest new directions for research into single sex/coeducational learning environments. (Contains 2 tables and 2 figures.)
In Search of a Pedagogy for Character, Competence, and Fitness in Ethics Training for Graduate Psychology
Author: Wall, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Psychologists,Foreign Countries,Clinical Psychology,Ethics,Graduate Study,Standards,Counselor Training,Discipline,Risk,Mental Health,Health Services,Competence

Melba Vasquez (1992), educator, and ethicist, and the President Elect of the American Psychological Association wrote, &quot;Professionals concerned with the problems of unethical behavior believe that the strongest weapon against professional misconduct may be the education of trainees&quot; (p. 196). It is this statement, my professional experience as both a clinician and educator in a graduate psychology-training program, and my membership on a State Examining Board of Psychology that serves as the inspiration for this paper. Every state in the Union and Province in Canada has an Examining Board of Psychology that regulates the practice of psychology. In addition clinicians are responsible to the codes of ethics as members of their respective professional organizations. These groups set the standards for ethical practice that are defined by the various governing laws and ethical standards. These may vary somewhat, but all are designed to define professional practice and safeguard the public. Two of the criteria that define a profession are both the establishment of an ethics code and the capacity to work meaningfully within this code. Nowhere is this more important than in the delivery of mental health care in general and clinical psychology in particular. When problems arise resulting from an ethical violation in the course of treatment, the clinician may be faced with a disciplinary complaint to a licensing or regulatory board or the ethics committee of their professional organization. It is estimated that one in four psychologists will have a disciplinary complaint sometime in their career. In addition, certain specialties with in psychology are at a higher risk due to the nature of their practice.
Lessons on Plagiarism: Issues for Teachers and Learners
Author: Anyanwu, Regina
Date: 2004-00-00
Type: Journal Articles
Subjects: Plagiarism,Citations (References),Information Policy,School Policy,Foreign Countries,Cultural Differences,Ethics,Case Studies,Student Attitudes,Teacher Attitudes,Performance Factors,Barriers,Discipline Problems,Moral Issues

While student difficulty with academic referencing is not new, it is apparent that many tertiary students are not skilled in following referencing conventions, are confused about what does and does not constitute plagiarism in the eyes of academics, and are fearful of the consequences. This paper begins by examining the cases of a number of students at an Australian university who have been suspected of academic dishonesty. It examines the students' prior instruction on academic referencing, and their understanding of the plagiarism policy of the university concerned. It also examines the feedback that staff have given the students concerned and how useful that has been from the students' perspectives. While researching this topic, issues relating to how suspected plagiarism cases are handled emerged. This paper is an initial exploration of some of the issues that arise when handling referencing and plagiarism at tertiary institutions, which affect both students and staff.
Towards Increasing Business Students' Confidence in Facing an Ethically Confusing Business Environment: A Strategic Management Approach
Author: Fox-Wolfgramm, Susan J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Strategic Planning,Student Attitudes,Ethics,Business Skills,Leadership,Self Efficacy,Self Esteem,Values Clarification,Values Education,Case Method (Teaching Technique),Teaching Methods,Organizational Climate,Organizational Culture,Business Administration Education

This paper presentation will focus on the application of self leadership and strategic management concepts to help make sense of the current global financial crisis and its critical connection with our future business professionals' perceptions of ethical behavior. The author will explore ideas that lead to the strengthening of business students' self perceptions in dealing with ethics at the personal and professional levels in business. A micro and macro perspective of the business environment will be necessary to link the self to the environment. Consequently, the strategic management process and its concepts will serve as the core and rich foundation of the paper. This will help with the shaping of confidence and direction in business students' perceptions of themselves and their impact on the future business environment. Relevant and timely business examples will also be incorporated to illustrate and enhance the connection between personal growth, reaction to the current financial crisis, and being able to take a more proactive and useful stance in working in the future global business environment. (Contains 3 tables and 2 figures.)
Assessing the Consequences for Children and Families when a Parent Has a Problem with Substance Use and Abuse: Considerations for Social Workers and Other Helping Professionals
Author: Kimberley, Dennis
Date: 2010-00-00
Type: Journal Articles
Subjects: Child Abuse,Child Welfare,Public Policy,Social Work,Substance Abuse,Parenting Skills,Parent Child Relationship,Addictive Behavior,Risk,Case Studies,Classification,Attachment Behavior,Child Development

The intent of this paper is to contribute to scholarship, knowledge and public policy regarding child maltreatment and parenting capacity within the context of parental substance use and abuse. One goal is to give voice to the children who have moved to, or who are approaching, the threshold for needing a type of protection that is neither governed by the best interest of the parent (even by default) nor by fixation by professionals on an ideology of family preservation--in the face of competing logical possibilities. In their best interest, many children and youth with drug addicted parents, who present repeated risks with known harm, are now more likely to require continuous care and a permanency plan. This policy-practice analysis relies on selected literature and on published studies and analyses within some current and emerging contexts. Part of the analysis is informed by an analysis of 50 case files, exploring an available sample of expert assessment processes and classifications associated with parental capacity and child-risk need--where parental capacity has been repeatedly compromised by substance use, abuse and addictions. The analysis applied predetermined broad child-risk-need-harm dimensions, expanded upon within the context of interpretations arising from the case content and findings from the literature, to enable formulation of conclusions regarding how some drug effects, substance use and abuse, and/or drug using lifestyle, interact with parental capacity and child risk-need-harm. (Contains 22 footnotes.)
Individual Differences: Implications for Web-Based Learning Design
Author: Alomyan, Hesham
Date: 2004-00-00
Type: Journal Articles
Subjects: Individual Differences,Internet,Teacher Educators,Teaching Methods,Electronic Learning,Student Characteristics,Models,Student Needs,Educational Strategies,Cognitive Style,Hypermedia,Elementary Education

In the past ten years the Web has attracted many educators for purposes of teaching and learning. The main advantage of the Web lies in its non-linear interaction. That is, students can have more control over their learning paths. However, this freedom of control may cause problems for some students, such as disorientation, cognitive overload and control problems. To investigate these problems researchers have shifted their focus towards finding how web-based learning is used by learners with different characteristics and styles. In this paper, we outline the findings of some research on individual differences in the context of web-based learning. We also address how web-based learning systems can be adapted to learners' needs and styles. And then we suggest an adaptive web-based learning model, based on the analysis of findings obtained from these studies. (Contains 1 figure.)
Visual Attention Span and Optometric Conditions: Is There a Connection between a Poor VAS and an Optometric Diagnosis?
Author: Carroll, Emily
Date: 2004-00-00
Type: Journal Articles
Subjects: Attention Span,Attention,Identification,Visual Perception,Gender Differences,Visual Impairments,Clinical Diagnosis,Diagnostic Tests,Optometry,Children,Foreign Countries

This paper investigates whether there is a correlation between a poor Visual Attention Span (VAS) and the child's optometric status. Convergence excess impacts most upon a male achieving a VAS-3 more than 75 per cent of the time. Fifty per cent of females with eye-teaming problems are unlikely to achieve a VAS-3 more than 25 per cent of the time. Overall children with an optometric diagnosis were unlikely to achieve a VAS-3 more than 75 per cent of the time. This indicates that children with optometric conditions are more likely to have a poor VAS ability. (Contains 3 tables, 4 figures, and 1 footnote.)
Ethical Sentiments and the Role of Literature in the Jurisprudence Seminar
Author: Penrod, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Law Students,Seminars,Ethics,Lawyers,Novels,Poetry,Legal Education (Professions),Classics (Literature),Literature

This article focuses on a typical law and literature jurisprudence seminar and the use of literary texts in this type of class to foster the development of "ethical sentiments" in future legal practitioners. While the majority of jurisprudence courses within a standard law curriculum tend to use political theory, philosophical, or socio-cultural approaches to the fundamental questions considered in this type of course (what is justice? what is fairness? what does ethical conduct mean for a lawyer?), this course uses literary texts to foreground basic questions relating to ethics and professional responsibility in the practice of law. Whereas a Professional Responsibility or Professional Ethics course often deal with the precise rules and regulations of a specific jurisdiction's ethical code, the law and literature jurisprudence seminar seeks to broaden the experience of law students through juxtaposing fictional narratives (novels, short stories, plays, poetry) with and ongoing ethical questions future lawyers will undoubtedly face throughout their careers.
Family of Origin Addiction Patterns amongst Counseling and Psychology Students
Author: Ponder, Fred T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Substance Abuse,Females,Drug Addiction,Alcoholism,Psychology,Hispanic Americans,Surveys,Counselor Training,Family (Sociological Unit),Whites

In this investigation, the authors surveyed graduate students (n = 129) in counseling and psychology regarding the extent to which addiction was present in their families. A high percentage of respondents, particularly females, reported that their families had alcoholism/drug addiction present. A statistically significant difference was yielded between the self-reported presence of alcoholism/drug addiction between Hispanic and Anglo females. Hispanic females reported a higher percentage of their families having alcoholism/drug addiction (86%) than was reported by Anglo females (78%). Implications of these findings are discussed.