ethanporcaro/eric-fulltext-meta huggingface dataset:
Achievement Goals of Medical Students and Physicians
Author: Babenko, Oksana
Date: 2018-01-23
Type: Journal Articles
Subjects: Medical Students,Physicians,Achievement,Goal Orientation,Online Surveys,Questionnaires,Performance,Mastery Learning,Individual Characteristics,Statistical Analysis,Educational Attainment,Employment Level,Specialization,Foreign Countries

In achievement settings, the types of motivation individuals develop are crucial to their success and to the ways in which they respond to challenges. Considering the competitive nature of medical education and the high stakes of medical practice, it is important to know what types of motivation (conceptualized here as achievement goals) medical students and physicians adopt and how these may differ depending on the nuances of their achievement settings. This is a cross-sectional survey study of medical students (N = 200) and practicing physicians (N = 202). The online questionnaire included measures of achievement goals (performance approach, performance avoidance, mastery approach, mastery avoidance) and background characteristics. Multivariate analysis of variance was used to examine differences in achievement goals of medical students and physicians. Education/career stage, medical specialty, and practice type were used as factors in the analyses. Despite the differences in achievement settings, striking similarities in the achievement goals among medical students and physicians were observed in this study. Both students and physicians were most likely to endorse mastery approach goals (the most adaptive type of motivation) and least likely to endorse performance avoidance goals (the least adaptive type of motivation). Significant differences were observed in mastery approach goals of students and physicians, depending on education/career stage. With respect to medical specialty, although distinct patterns in achievement goals emerged in the student and physician data, the observed differences were not statistically significant. Academic physicians had higher levels of performance goals than community-based physicians. Medical students and physicians thus self-reported themselves as highly mastery approach-oriented; nevertheless, our findings suggest that these goals are more prone to fluctuations than other achievement goals, depending on the stage of one's education/career. The results largely show that medical students and physicians endorse achievement goals that are beneficial for lifelong learning, well-being, and success.
An Evaluation of Occupational Ethical Values of Geography Teacher Candidates in Turkey
Author: Ünlü, Mehmet
Date: 2018-01-23
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Preservice Teachers,Ethics,Values,Student Attitudes,Student Surveys,Social Justice,Social Discrimination,Teacher Behavior,Teacher Attitudes

Geographers can be influenced by the occupational ethical values in their cultures. In this research, the opinions of the geography teaching candidates were determined according to occupational ethical values at Marmara University, Faculty of Education, Department of Geography Teaching. Occupational ethical values identified are used to collect data by help of survey which ethical values are seen as important by geography teacher candidates. 126 geography teachers participated in the study. Findings obtained in the study and 18 ethical and 13 unethical values included in the survey were interpreted according to the results of their priority orders. The study revealed that the teachers' expectancy of ethical values, &quot;justice&quot; comes first as the unethical values order topped by &quot;discrimination&quot;. The suboutcomes that led to this conclusion of general outcome were presented in findings and discussion in the context of research aims.
Education for Tomorrow or Education for the Individual: What Works for the Future?
Author: Stephenson, Elspeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Barriers,Child Development,Teaching Load,Trauma,Educational Practices,Educational Experience,Knowledge Base for Teaching,Teacher Competencies,Change Strategies

This theoretical paper explores current literature relative to challenges faced by early childhood teachers in relation to the increasing accountability to improve measureable literacy and numeracy skills in young children. This sits within a context which has a developing focus on preparing children for the role they will play in future society. The potential detrimental outcomes that more traditional responses to these challenges may have for young children, particularly those who have experienced early trauma, will be discussed. There is a feeling of increasing academic &quot;push down&quot;, where, even for our youngest children, formal literacy and numeracy skills are becoming a measurable outcome of successful education systems and individuals teaching within them. Formal and external measureable assessment processes seem to be driving the shift from contemporary play based, child centred pedagogical approaches, recognised by early childhood educators as &quot;best practice&quot;, back to more traditional formal &quot;sit down&quot; pencil and paper activities. This change is problematic for all children, but is perhaps of greater significance for those who have experienced early loss and trauma. The negative consequences that trauma may have on the development of a child is well documented. The impact of early trauma can affect the way children make sense of their world and learn, particularly in the classroom environment. Teachers' responses to children in trauma, can have a lasting effect on a child's capacity to function and learn. Schools can be safe and predictable places, where learning occurs, or they can exacerbate the impact of trauma already experienced. Practice and pedagogy play a huge role in how school is experienced by the child. Thus, the choices teachers make in how they respond to the challenges they face can have far reaching effects on children and their success. This paper discusses the potential options educators may have and suggests alternatives to more traditional formal approaches when responding to these challenges, where even our most vulnerable children can be given the opportunity to be successful learners who can become valued members of society and contribute meaningfully to the world of tomorrow.
An Exploration into the Barriers and Facilitators Experienced by University Graduates with Disabilities Requiring Personal Assistance Services
Author: Stumbo, Norma J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Barriers,Severe Disabilities,Physical Disabilities,Majors (Students),STEM Education,Qualitative Research,Interviews,Social Isolation,Accessibility (for Disabled),Student Needs,Facilitators (Individuals),Dormitories,Student Financial Aid,Teacher Attitudes,Student Attitudes,Negative Attitudes,Health,Career Development,Academic Persistence,Student Personnel Services,Alumni,College Students,School Policy,Semi Structured Interviews

The purpose of this preliminary study was to explore the residual barriers and facilitators for a selected group of individuals with severe physical disabilities who had been afforded a comprehensive set of strategies and services aimed at meeting their basic personal as well as academic needs. Their perceptions of both barriers and facilitators, experienced while in school and post-graduation, were the focus of this qualitative research study. Due to the funding source, differences between individuals who majored in science, technology, engineering, and mathematics (STEM) and non-STEM fields were also explored. Personal interviews were conducted with a stratified random sample of 13 individuals with severe physical disabilities (IWSPD) that necessitated personal assistance and had lived at Beckwith Hall and its forerunners at the University of Illinois. Frequent educational barriers included social isolation with fewer attitudinal, programmatic, financial, or health barriers. Career barriers included more instances of social/communication and architectural/environmental barriers. Education facilitators included the disability support staff on campus; living in Beckwith Hall; state and university financial assistance; positive attitudes of faculty, staff, and fellow students; and accessibility of campus. Career facilitators included work supervisors and colleagues, with few other facilitators mentioned. STEM students were more likely to report (a) campus inaccessibility as an educational barrier, (b) career barriers of access, negative attitudes, financial expenses, and health problems, (c) disability support staff and Beckwith Hall as educational facilitators, and (d) a wider variety and frequency of career facilitators. This study provides initial yet valuable insights into the lived experience of IWSPD as they progress through postsecondary education and transition to the world of work. Significant educational supports are needed to ensure the success of IWSPD.
Schooling in American Sign Language: A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education
Author: Humphries, Tom
Date: 2013-01-00
Type: Journal Articles
Subjects: American Sign Language,Bilingual Education,Deafness,Special Education,Teacher Education Programs,Teacher Education Curriculum,Visual Learning,English (Second Language),Experimental Programs

Deaf people have long held the belief that American Sign Language (ASL) plays a significant role in the academic development of deaf children. Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between ASL fluency and English literacy, supporting Deaf people's belief. This article describes efforts at the University of California, San Diego to develop and field-test a teacher preparation program that combines best practices in bilingual education and deaf education. The training curriculum designed for this program incorporates cultural practices from the Deaf community into the training of teachers of deaf children, a paradigmatic shift from traditional deaf education pedagogy based on a deficit model to a socio-cultural view of deaf children and their schooling. This shift represents a significant new direction in addressing the chronic poor performance of schools in educating deaf and hard-of-hearing children who as a group are severely under educated. This article also provides background and rationale for the recent approval of ASL authorization on the Multiple Subjects teaching credential in California.
Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision
Author: Supalo, Cary A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education,Blindness,Partial Vision,Visual Impairments,Workshops,Disabilities,Science Instruction,Science Experiments,Laboratory Experiments,Science Laboratories,Science Activities

The Independent Laboratory Access for the Blind (ILAB) project has developed a suite of speech accessible tools for students who are blind or low vision to use in secondary and postsecondary science laboratory classes. The following are illustrations of experiments designed to be used by educators to introduce them to the ILAB tools, and to demonstrate how these tools can be incorporated into standard laboratory experiments. Information about the Lawrence Hall of Science's SAVI/SELPH curriculum is also discussed.
Pre-College Deaf Students&apos; Understanding of Fractional Concepts: What We Know and What We Do Not Know
Author: Mousley, Keith
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Mathematics Instruction,Fractions,Common Core State Standards,Elementary School Mathematics,Mixed Methods Research,Partial Hearing,Mathematical Concepts,Mathematics Skills,Mathematics Teachers,Parent Surveys,Interviews

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use of mathematical fraction concepts in the student participant's experience, at home and in the classroom. Results indicated a strong understanding of fractional magnitude/size when comparing two fractions; however, putting several fractions in order from the smallest to the largest was a struggle for the participants. The findings also support the call for increased incidental learning opportunities between deaf and hard of hearing children and their parents along with increased use of practical applications of fractional numbers, and additional training for teachers who teach fractions to deaf students.
Fostering an Inclusive STEM Workforce
Author: Supalo, Cary A.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Inclusion,Disabilities,Equal Opportunities (Jobs),Career Choice,Blindness,Visual Impairments,Accessibility (for Disabled),Computer Software

This keynote address was delivered by Dr. Cary A. Supalo at the 2015 Training Workforce and Development and diversity conference which is one of the divisions that is part of NIH's general medical sciences. This conference was attended by over 500 program directors from all of the T32 sponsored projects in 2015. This presentation discussed the importance of a full inclusive STEM workforce that includes persons with disabilities
Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe
Author: Gasman, Marybeth
Date: 2017-01-00
Type: Journal Articles
Subjects: Minority Group Students,Institutional Characteristics,Performance Based Assessment,Low Income,Educational Policy,Racial Differences,Males,Academic Achievement,Teacher Education,Statistical Analysis,STEM Education,Institutional Mission,Higher Education,College Students,Educational Finance

Minority Serving Institutions (MSIs) emerged in response to a history of racial inequity and social injustice due to racial and ethnic minorities' lack of access to Predominately White Institutions (PWIs). Enrolling 20% of the nation's college students, MSIs are an integral part of U.S. higher education. The purpose of this paper is to highlight the contributions that MSIs are making to postsecondary education, specifically contributions related to performance with men of color; teacher education; science, technology, engineering, and mathematics (STEM) education; and outcomes measures within two-year MSIs. We use descriptive statistics from the National Center for Educational Statistics and the National Science Foundation to call for deep consideration of the unique mission MSIs serve, especially with regard to educating low-income students of color within the universe of outcomes and performance-based evaluation. We conclude with recommendations and implications for policy.
Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics
Author: Isaacson, M.D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Competencies,Communication Skills,Speech Communication,Ambiguity (Semantics),Textbooks,Disabilities,Printed Materials

Mathematics has the potential for being spoken ambiguously. This is problematic for many students, in particular those who have disabilities that inhibit processing of printed material. This paper documents the magnitude of potential ambiguity arising from textbooks and provides a measure of the degree to which potential ambiguity is actualized through teachers' speech. Inconsistency among teachers in speaking mathematics is also documented. Evidence is provided that teachers are not adequately aware of ambiguity in speaking mathematics and that they believe that they should have training regarding ambiguity in communication of mathematics and how to speak mathematics non-ambiguously.
Reimagining Educational Research: A Conversation
Author: Carter, Prudence L.
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Research,Schools of Education,Deans,Access to Education,Equal Education,Educational Quality,Educational Practices,Politics of Education,Opinions,Higher Education

The following is a transcript of an interview between the Dean of the University of California (UC) Berkeley's Graduate School of Education, Prudence Carter, and UC Berkeley's outgoing Vice Chancellor for Equity and Inclusion, Na'ilah Suad Nasir, recorded at the 2017 Graduate School of Education Research Day.
Signs of Autonomy: Facilitating Independence and Inquiry in Deaf Science Classrooms
Author: Kahn, Sami
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Hearing Impairments,STEM Education,Personal Autonomy,Inquiry,Cognitive Style,Science Instruction,Teaching Methods,Earth Science,Secondary School Science,High School Students,Active Learning,Qualitative Research,Teacher Student Relationship,Secondary School Teachers,Case Studies

Deaf and hard of hearing (DHH) persons are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One of the major barriers to STEM careers is DHH students' extremely low college graduation rates. While social and literacy barriers play a critical role in this phenomenon, student autonomy has also been cited as a major contributor. DHH students have been characterized as dependent learners, a learning style possibly reinforced by reliance on adults for disproportionate amounts of information, as well as a tendency of deaf educators to teach in highly structured, explicit manners. Dependent learning styles can impede autonomy at the college level and also run counter to current conceptualizations of scientific inquiry. For DHH students to succeed in science, they must develop habits of mind consistent with those of practicing scientists and demonstrate high levels of inquiry. This study utilized frameworks of learning style and science inquiry to identify the salient features of autonomy and inquiry in deaf science classrooms with the goal of isolating pedagogical strategies to foster these skills. Applying a general inductive approach, this instrumental cross-case study looks at three earth science classrooms located in three high schools for deaf students. Videos of instructional periods were taken and analyzed for each classroom. Findings suggest that teacher facilitation of inquiry plays a major role in DHH students' apparent learning style and ability to negotiate scientific problem-solving. A model describing teacher facilitation of autonomy and inquiry is developed and recommendations for fostering inquiry and autonomy are identified.
Homophobic Expression in K-12 Public Schools: Legal and Policy Considerations Involving Speech that Denigrates Others
Author: Eckes, Suzanne E.
Date: 2017-01-00
Type: Journal Articles
Subjects: Antisocial Behavior,Homosexuality,Public Schools,Educational Policy,Student Attitudes,Verbal Communication,Court Litigation,Freedom of Speech,Student Rights,Religion,Social Discrimination,Racial Discrimination,Legal Problems

This article examines an education policy matter that involves homophobic speech in public schools. Using legal research methods, two federal circuit court opinions that have examined the tension surrounding anti-LGBTQ student expression are analyzed. This legal analysis provides non-lawyers some insight into the current realities of student speech jurisprudence in public schools and offers school leaders guidance about how they might address speech that denigrates other students. It also proposes how courts might reconsider analyzing homophobic expression in public schools under existing precedent.
Made You Look: Reflecting on the Trump Election and Patterns of False Response
Author: Freas, Adam
Date: 2017-01-00
Type: Journal Articles
Subjects: Elections,Reflection,Community Colleges,Public Opinion,Political Campaigns,Presidents,Political Attitudes,Undocumented Immigrants

Before the start of this past fall semester, a large Northern California community college, celebrated its 100th anniversary. One of the lead programs featured a panel of current faculty, staff, and students, in addition to a former Japanese American student who attended the college during World War II. Her story offered an opportunity for to contextualize the college's current role as a public institution of education. Instead, however, the panel and campus at large responded minimally to this conversation; it may have been startling or inspiring in the moment, but few actions or outcomes were attached. Most attendees returned to the normalcy of preparing for the upcoming semester and did not fully reflect on the relevancy of her story. Yet fast-forward to the middle of the fall semester, and the presidential election uncovered the beliefs and practices of the larger society, creating a crucial time for educational institutions and spaces to hold exactly these conversations about institutional history and responsibility. Within that discourse, many non-dominant communities and the educational institutions that served them would face uncertain futures depending on the outcome. The election included the soon-to-be victor, Donald Trump, who was campaigning on returning the glory days of America's past, featuring a more pronounced white idealism and blue-collar industry, while people of color and marginalized populations were more openly targeted by groups, proposed policies, and systems. The campus' student population is widely diverse; post-election anxiety and fear were evident and palpable throughout the halls, social spaces, and classrooms of the college. In this article, the authors reflect on the Trump election and the patterns of false response.
Righting Technologies: How Large-Scale Assessment Can Foster a More Equitable Education System
Author: Behizadeh, Nadia
Date: 2017-01-00
Type: Journal Articles
Subjects: Equal Education,Measurement,Educational Theories,Evaluation Methods,Writing Tests,Computer Assisted Testing,Social Theories,Epistemology,Educational Technology,High Stakes Tests,Portfolio Assessment,Electronic Publishing,Essay Tests,Automation,Scoring,Elementary Secondary Education

For the last century, the quality of large-scale assessment in the United States has been undermined by narrow educational theory and hindered by limitations in technology. As a result, poor assessment practices have encouraged low-level instructional practices that disparately affect students from the most disadvantaged communities and schools. In this historical and theoretical review, we examine the misalignment between educational theory and large-scale assessment practices that rely upon technology, using writing assessment as a case in point. Drawing upon sociocultural theory and critical software studies as conceptual frameworks, we find that today's software-powered technologies, although capable of taking progressive educational ideals to scale, have not been used for these purposes. Our proposed solution is to shift from using technologies to assess predetermined samples of evidence of learning to using technologies to facilitate complex and negotiated models of assessment. This solution would require policy shifts that honor the needs of various stakeholders in the assessment process. We offer a power-sharing concept called negotiated control that engages policymakers, educators, researchers, and community members in the assessment process.