ethanporcaro/eric-fulltext-meta huggingface dataset:
Are We Serious about Keeping Women in Science?
Author: White, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Gender Bias,Science Laboratories,Career Choice,Equal Opportunities (Jobs),Case Studies,Interviews,Scientists,Attitude Measures,Leadership,Researchers,Age Differences,Models,Government Role

Women continue to be outnumbered by men in science leadership in most OECD countries. While they are over-represented as PhD students in some science disciplines, there are few senior women scientists. In 2014 women accounted for 63 per cent of applications for the Australian National Health and Medical Research Council's (NHMRC's) early-career fellowships, but just 11 per cent of its most senior and experienced fellowships. Research has identified how women experience both direct and indirect discrimination in science laboratories. To understand better the factors that impact on women's careers in science, this author undertook a case study in collaboration with the Equality in Science Committee at the Florey Institute of Neuroscience and Mental Health in Melbourne, analysing the workforce profile over a five-year period and interviewing 40 research scientists at all levels. The four main findings of this research, &quot;Keeping Women in Science,&quot; were: a passion for &quot;doing science;&quot; entrenched male leadership and its impact on women research scientists; generational change and gender; and new inclusive models that are emerging. The author concludes that, if there is a seriousness about keeping women in science research in Australia, there needs to be a strong indication from the federal government that it understands the risk to its innovation agenda of fewer women in science, and that it can demonstrate a strong commitment to a raft of new measures that are needed to ensure women are valued and can have rewarding science careers.
Changing Teachers' Feedback Practices: A Workshop Challenge
Author: Fonseca, Jesuína
Date: 2015-08-00
Type: Journal Articles
Subjects: Teaching Methods,Feedback (Response),Workshops,Faculty Development,Teacher Student Relationship,Skill Development,Observation,Teacher Attitudes,Program Effectiveness,Foreign Countries,Low Income Groups,Program Evaluation,Reports,Questionnaires,Knowledge Level

Feedback can promote teacher-student relations and student academic involvement, performance and self-regulation. However, some research indicates that teachers do not always employ feedback effectively. There is a need to promote teachers' appropriate use of feedback in the classroom. We describe a long-term workshop designed to enhance teachers' knowledge and skills in the use of feedback strategies, and appreciation of the importance of feedback. Twelve teachers participated in the workshop. Observations as well as teacher reports indicate that participation in the sessions and the follow-up classroom application enhanced teacher involvement, knowledge, competencies and positive feelings in the use of feedback strategies. A workshop for teachers that has specific objectives on feedback strategies, is presented along a school year, and involves reflective sessions intertwined with classroom application work, can effectively promote participants' involvement, knowledge and competencies in the use of feedback, as well as their outlook toward the importance of these strategies.
Strengthening Learners' Perspectives in Professional Standards to Restore Relationality as Central to Teaching
Author: Kriewaldt, Jeana A.
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Professional Identity,Qualitative Research,Student Attitudes,Student Participation,Affective Objectives,Relevance (Education),Context Effect,Personality Traits,Pedagogical Content Knowledge,Expertise,Teacher Effectiveness,Teacher Expectations of Students,Teacher Student Relationship,Educational Policy,Instructional Improvement

Australian teacher standards have effects on what is thought about teachers' work. Just as teacher standards give expression to some characteristics of quality teaching, so too do students' views if solicited and made public, yet the archive of teaching standards pays little attention to learners' perspectives. This paper uses a theoretical framework informed by Foucauldian discourse analysis to contribute to a critical deliberation of how the diminished account of learners' perspectives sidelines the relational aspects of teaching and learning which are thus placed as inferior--as having a low ranking--in this pervasive standards driven policy arena. In this qualitative study, exploring discourses circulating in young people's views of teaching accomplishment can advance understanding of these &quot;silences or blind spots&quot; in teacher standards by unearthing subjugated knowledges to contribute to the (re)articulation of a relational view of standards. This has important implications for the work of teacher-educators, who must go beyond the current teacher standards.
Self-Efficacy in Teaching Chinese as a Foreign Language in Australian Schools
Author: Chen, Zhu
Date: 2015-08-00
Type: Journal Articles
Subjects: Chinese,Second Language Instruction,College Graduates,Self Efficacy,Teacher Effectiveness,Teacher Characteristics,Language Proficiency,Teaching Experience,Student Behavior,Student Motivation,Student Reaction,Teacher Student Relationship,Age Differences,Context Effect,Cultural Influences,Teacher Influence,Class Size,Educational Resources,Foreign Countries,Masters Theses,Coding,Qualitative Research

Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors (proficiency in the medium of instruction, professional learning, teaching experience, and understanding of student), student factors (student responses, classroom discipline, students' motivation, student-teacher relations, and students' age) and contextual factors (culture, influence from other teachers, class size, and resources). Findings of this research have implications for foreign language teacher education.
Helpseeking Experiences of Health Care Learners in a WebCT Online Graduate Study Program
Author: Melrose, Sherri
Date: 2005-00-00
Type: Journal Articles
Subjects: Help Seeking,Online Courses,Health Education,Health Services,Courseware,Graduate Students,Qualitative Research,Electronic Learning,Constructivism (Learning),Action Research,Questionnaires,Focus Groups,Interviews,Learning Experience,Primary Sources,Peer Groups,Social Support Groups,Reflection,Self Management,Family Involvement,Collegiality,Feedback (Response),Teacher Student Relationship,Teacher Effectiveness,Helping Relationship,Foreign Countries

This article presents findings from a qualitative research project that explored health care students' activities related to seeking help within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included one question on a program satisfaction questionnaire, focus groups and ten individual audio tape-recorded transcribed interviews. Content was analyzed for themes and confirmed through ongoing member checking with participants. The following four overarching themes were identified and are used to explain and describe significant features of help-seeking experiences of online health care learners: (1) Self-help included reflection and rereading directions available within the course; (2) A primary source of help was other students in the class; (3) Involving family, friends and coworkers provided important educational support; and (4) Instructors' first message, involvement in weekly discussions and anecdotal comments were highly valued.
Commentary: Assessing the Current Status of Electronic Portfolios
Author: Carliner, Saul
Date: 2005-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Science Education,Bachelors Degrees,Graduation Requirements,Role,Responsibility,Meta Analysis,Educational Practices,Educational Assessment,College Programs

Portfolios are central to the Bachelor of Science program in scientific and technical communication at one large state university in the midwestern United States. At the beginning of the program, students who want to gain admission must submit a portfolio that demonstrates both their ability to communicate in written form and an interest in the field. At the end of the program, students at some of the participating campuses (the program is offered in partnership between the main campus of the University and several of its sister campuses and other public institutions in the state) prepare an electronic portfolio that showcases their best work and that students use while searching for jobs. The portfolio serves as one of the primary pieces of evidence for acceptance into the program. During the program, students are reminded on a regular basis to add other pieces to their portfolios and prospective employers actively seek to view student work when interviewing students for jobs upon graduation. Although no one has publicly declared this portfolio program to be a success, that the academic program has used portfolios for so many years and that both students and faculty actively support it, the program can be considered one. In this article, Saul Carliner points out that although portfolios have great potential as a tool for collecting and gauging long-term learning and the competencies that someone brings to a situation, their long-term success as a teaching and assessment tool in education is no sure thing. Nor should people assume that, because portfolios are widely used in some workplace situations that they can be used in all such situations. In this commentary, Carliner reflects on the potentials and pitfalls of the e-portfolio concepts, using the other articles in this special issue as a springboard for discussion. Specifically, he explores issues associated with the literature that is frequently consulted when communicating about electronic portfolios, the conception of the roles of creators, facilitators and evaluators of the portfolio process, and the research on electronic portfolios.
Exploring Instructional Design Factors Prompting Reflective Thinking in Young Adolescents
Author: Song, Hae-Deok
Date: 2005-00-00
Type: Journal Articles
Subjects: Instructional Design,Adolescents,Thinking Skills,Factor Analysis,Performance Factors,Educational Environment,Reflection,Reflective Teaching,Teaching Methods,Scaffolding (Teaching Technique),Concept Mapping,Prompting,Gender Differences,Middle School Students,Cohort Analysis,Student Surveys,Correlation,Cooperative Learning,Learner Controlled Instruction,Guidance Programs,Student Attitudes,Achievement Need

Reflective thinking is important to young adolescents as they develop their thinking skills. Various instructional methods have been recommended to support reflective thinking, yet the nature of the underlying factors in these methods is unclear. Exploratory factor analysis was used to determine the factors prompting reflective thinking. Results of this study suggest that young students perceived three clusters of methods as supporting their reflection: reflective learning environments, reflective teaching methods, and reflective scaffolding tools. A one-way within subjects ANOVA showed that the most helpful factor was the reflective learning environment, with the most helpful elements being freedom and collaboration. Students' perceptions of concept mapping and reflective question prompts were found to differ significantly across gender. Recommendations are provided for designing learning environments that prompt reflective thinking.
Design-Based Research and Its Application to a Call Centre Innovation in Distance Education
Author: Anderson, Terry
Date: 2005-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Innovation,Research and Development,Research Design,Research Methodology,Educational Research,Student Personnel Services,Intervention,Business Administration Education,Computer Mediated Communication,Help Seeking,Case Studies,Program Descriptions,Undergraduate Students,Educational Practices,Foreign Countries

Design-based research is proposed as a strategy to address the need for innovation in educational contexts. The article argues the case for increased and more effective research and development in education, and then presents a discussion of design-based research as a methodological set of tools to address this need. The four phases of design-based research (Bannan-Ritland, 2003) are explicated and an example, in which design-based methods are used to develop and assess a call centre innovation at Athabasca University, is presented.
Asynchronous CMC, Collaboration and the Development of Critical Thinking in a Graduate Seminar in Applied Linguistics
Author: Abrams, Zsuzsanna I.
Date: 2005-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Critical Thinking,Seminars,Graduate Students,Applied Linguistics,Thinking Skills,Qualitative Research,Research Design,Computer Mediated Communication,Interaction,Blended Learning,Peer Evaluation,Cooperative Learning,Video Technology,Classroom Observation Techniques,Student Surveys,Transcripts (Written Records),Self Efficacy,Attitude Change,Student Attitudes,Student Research,Student Projects,Teaching Methods,Skill Development,Instructional Effectiveness

A primary objective of graduate education, and often promoted by peer collaboration tasks, is the development of critical thinking skills. The present study compares how graduate students enrolled in a qualitative research design course in applied linguistics utilized asynchronous computer-mediated communication (ACMC) and face-to-face interactions to critique field-specific research, to design and conduct their own research projects, and to engage in professional discourse in and out of class. The analyses reveal that 1) it was impossible to measure the &quot;development&quot; of critical thinking skills within one semester, and 2) rather than ACMC serving as a springboard for such development &quot;prior to&quot; or &quot;in collaboration with&quot; classroom exchanges, ACMC and face-to-face interactions served different social and intellectual purposes in the process of practicing critical thinking skills. While face-to-face exchanges were preferred when discussing previous research, only in the ACMC context were students willing to critique each other's work.
Design Models as Emergent Features: An Empirical Study in Communication and Shared Mental Models in Instructional
Author: Botturi, Luca
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Electronic Learning,Educational Technology,Models,Teamwork,Communication Strategies,Foreign Countries,Colleges,Architectural Education,Information Technology,Mass Media,Journalism Education,Interviews,College Students,College Faculty

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-­learning unit. The teams declared they were using the same fast-­prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.
Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program
Author: Smits, Hans
Date: 2005-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Preservice Teachers,Electronic Publishing,Inquiry,Portfolio Assessment,Foreign Countries,Masters Programs,Technology Uses in Education,Student Evaluation,Action Research,Technology Integration

This paper describes the first stages of a project focusing on the use of preservice-­teacher-­generated e-­Portfolios as a means of documenting and assessing inquiry-­based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-­Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.
Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis
Author: Kay, Robin
Date: 2006-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Electronic Learning,Programming,Introductory Courses,Secondary School Students,Males,Student Attitudes,Educational Benefits,Achievement Gains,Correlation,Discussion Groups,Reading Rate,Rhetoric,Taxonomy,Student Participation,Difficulty Level,Individual Differences,Social Cognition,Computer Science,Problem Solving,Teacher Role

Previous research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics. Forty-­five male students, ranging in age from 13 to 15 years old, participated in two consecutive online discussions used to supplement the learning of HTML (24 days) and beginning programming (36 days) respectively. Students were able to actively understand and apply new concepts and procedures using an online discussion format. The majority of students posted clear, good quality messages that covered material which went beyond the course curriculum. Although attitudes toward using online discussions and participation rates were uneven, most students reported gaining useful information from the discussion board. More than three quarters of all discussion threads were resolved. Finally, and perhaps most important, participation in the discussion board was significantly and positively correlated with learning performance.
Can Schools Realize the Learning Potential of Knowledge Management?
Author: Bain, Alan
Date: 2006-00-00
Type: Journal Articles
Subjects: Knowledge Management,Data Analysis,Data Collection,Feedback (Response),Educational Objectives,Lesson Plans,Educational Planning,Information Utilization,Research Problems,Educational Attitudes,Position Papers,Communities of Practice,Definitions

In this position paper, reservations are presented regarding the potential of knowledge management (KM) as it is currently applied to the learning and teaching activity of schools. We contend that effective KM is contingent upon the explication of a deep and shared understanding of the learning and teaching process. We argue that the most important transactions in schools, those related to learning and teaching, are frequently the least explicated. Further, where such explication does occur, it is rarely specific enough to generate the kind of meaningful data required to make timely improvements in the learning experience of individual students. Our intent is to inject a cautionary note regarding current conceptualizations of KM in education and to focus the KM discussion on potentially more valid applications in school settings. We offer strategy and examples that can be employed to address the reservations described herein as well as build the kind of professional culture of practice in schools that is more conducive to effective KM.
Breaking the Ice: Supporting Collaboration and the Development of Community Online
Author: Dixon, Julie S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Electronic Learning,Learning Theories,Distance Education,Cooperation,Class Activities,College Faculty,Questionnaires,Online Courses,Educational Environment

This study explores the concept of &quot;transactional distance&quot;, a term coined by Moore (1993), which relates to the distance that exists in all learning relationships and can be more evident and potentially problematic in online learning environments. Reducing this psychologically perceived distance to help learners develop social presence in support of collaborative relationships and the development of community in online learning environments is the purpose of this research. Icebreakers are fun activities that help people get to know each other. These activities can potentially ameliorate the perceived distance in online learning environments. Two author­-developed icebreakers were used in a preliminary study involving university undergraduates and instructors in online environments. Respondents took part in an icebreaker at the start of a semester and at the mid­-point after which they completed a questionnaire about perceived value of icebreakers. Early results were positive and have led to recommendations for practice.
Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
Author: Dobson, Mike
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Learning Theories,Case Studies,Metadata,Computer Interfaces,Virtual Classrooms,Theory Practice Relationship,Program Evaluation,Elementary Secondary Education,Foreign Countries

A brief review shows several suggested ways in which cultural historical activity theory has proved valuable to technology supported learning environments. Three of our own design cases are then described (evaluating a peer to peer interface for learning objects, designing an on-line school, and rethinking a public science centre). These are discussed to illustrate the approach and finally this is reviewed for potential re-use.
Finding Space for Technology: Pedagogical Observations on the Organization of Computers in School Environments
Author: Jenson, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Computer Networks,Educational Technology,School Buildings,Space Utilization,Educational Facilities Planning,Technology Integration,Case Studies,Laboratories,Interior Space,Rural Schools,Teacher Attitudes,Administrator Attitudes,Principals,Urban Schools,Elementary Schools,Classroom Design,School Space

With the large-scale acquisition and installation of computer and networking hardware in schools across Canada, a major concern has been where to locate these new technologies and whether and how the structure of the school might itself be made to accommodate these new technologies. In this paper, we suggest that the physical location and organization of computer technologies, whether in the lab, classroom, library, or even school hallway, delimits and shapes the ways in which teachers talk about and make use of computers in their schools. As with the distribution of and access to any kind of resource, the distribution and organization of computers has an impact on the frequency and quality of teachers' integration/implementation efforts. We focus on three case studies that highlight how the structuring and re-­structuring of space in schools can be a significant factor in whether and how this technology is used by teachers and students.