ethanporcaro/eric-fulltext-meta huggingface dataset:
University Student Expectations of Confidentiality When Disclosing Information to Their Professors
Author: Harris, Gregory E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Expectation,Confidentiality,Disclosure,College Faculty,Psychology,Comparative Analysis,Predictor Variables,Teacher Student Relationship,Measures (Individuals),Student Surveys,Demography

The purpose of this study was to explore university students' expectations of confidentiality when they make disclosures to their university professors. A secondary purpose was to consider if students have a higher expectation of confidentiality when talking with Psychology professors versus professors in other disciplines. Students were asked to complete online survey scenarios assessing their expectations for confidentiality during various student-professor exchanges. Independent variables included professor discipline and disclosure location. Results suggested that students maintain a high degree of confidentiality expectations when making disclosures to their professors, especially when these disclosures happen in the professor's office. Implications for teaching and future research are discussed.
Validating One-on-One GPS Instruction Methodology for Natural Resource Area Assessments Using Forestry Undergraduate Students
Author: Unger, Daniel R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Forestry,Natural Resources,Teaching Methods,Electronic Equipment,Geographic Location,Geographic Information Systems,Maps,Measurement,Accuracy,Experiential Learning,Field Instruction

Undergraduate students pursuing a Bachelor of Science in Forestry (BSF) at Stephen F. Austin State University (SFA) attend an intensive 6-week residential hands-on instruction in applied field methods. The intensive 6-week instruction includes learning how to use the Global Positioning System (GPS) with a Garmin eTrex HCx GPS unit to accurately calculate area. Students were instructed how to assess the accuracy of their GPS collected waypoints by calculating the Root Mean Square Error (RMSE) comparing their GPS collected area measurements with instructor on-screen digitized area. Student's average area RMSE between digitized and GPS derived area was 0.015 hectares, whereas instructor's average area RMSE between digitized and GPS derived area was 0.015 hectares. Over 76% of students measured GPS area was within 5% of instructor on-screen digitized area. No difference between the students and instructors area RMSE of 0.015 hectares and high level of agreement between student measured GPS area and instructor on-screen digitized area: (1) indicates students receiving hands-on instruction in GPS applications can record accurate area measurements after only a limited 2 hour introduction; (2) the accuracy of the Garmin eTrex HCx GPS unit is not user dependent; and, (3) validates the interactive hands-on instruction methodology employed at SFA.
An Analysis of Mongolian Culture-Loaded Words and Their Translation Strategies
Author: Wang, Jian-Jun
Date: 2014-00-00
Type: Journal Articles
Subjects: Translation,Cultural Influences,Cultural Background,Languages,Mastery Learning,Second Languages,Foreign Countries

With massive cultural exchanges in the world, the translation of culture-loaded words is drawing the attention of translators. Because of different cultural backgrounds and mentalities, the translation of culture-loaded words may lead to misunderstanding or confusion to target readers. Thus, a good mastery of culture-loaded words is a must for translating. In this paper, the authors will mainly analyze the basic information of Mongolian culture-loaded words and give some translation strategies to it, hoping it can be useful to the translation of Mongolian culture-loaded words in the future.
The Role of Eportfolios in Finance Studies: A Cross-Country Study
Author: Domínguez, Amparo S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Electronic Publishing,Business Administration Education,Money Management,Higher Education,Learning Strategies,Metacognition,Information Technology,Colleges,College Students,Questionnaires,Comparative Analysis

This study explores the use of ePortfolios as an efficient assessment tool to support students pursuing a Business degree, where Finance is a major component. We conducted an analysis on the role of ePortfolios in Higher Education at Dublin Institute of Technology (Republic of Ireland) and at Universitat Jaume I (Spain) for undergraduate studies. Our findings suggest that ePortfolios could be used to facilitate and enhance students self-regulated learning experiences where the role of the instructor is fundamental at early stages--to ensure that the learning process comply with basic academic standards--and diminishes as students become familiar with their course requirements, the ePortfolio's artefacts and the quality of work that is expected. Overall, students' judgment of the ePortfolio as a tool to complement their education was very positive as they found that their learning experience improved significantly and allowed them to benefit from breaks on their traditional learning approach. The initial evidence suggests that ePortfolios could be used to support technical and complex modules under a controlled environment that ensures that students do not lose focus from their core studies but simultaneously they are flexible enough to allow them to be creative and integrate their own ideas and views on their learning experience. This study allowed us to identify the need for further research looking to understand the characteristics and value of ePortfolios to support Finance Studies with the aim of enhancing assessment and learning strategies in Higher Education that foster student involvement in the learning process.
Where It All Comes Together: How Partnerships Connect Communities and Schools
Author: Blank, Martin J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Community Schools,Educational Change,Educational Development,Educational Practices,School Restructuring,Institutional Characteristics,Governance,School Effectiveness,Educational Policy,Change Strategies,Elementary Secondary Education

The modern-day community schools movement reached a new plateau in 2008 when Randi Weingarten made community schools a central element of her platform as the new president of the American Federation of Teachers (AFT). The AFT's action was a milestone on a journey that began a decade earlier, when advocates for community schools determined that it was necessary to renew a core American value--that our public schools should be centers of flourishing communities where everyone belongs and works together to help our young people thrive. This article outlines how far the community schools movement has come since the AFT made community schools a priority in 2008. It explains why the movement has grown, clarifies what exactly makes a community school different from other schools, lays out how community schools work, and shows the positive results that community schools are attaining. The article concludes with a brief discussion of the challenges that lie ahead.
Do Students Remember What They Learn in School? Ask the Cognitive Scientist
Author: Willingham, Daniel T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Retention (Psychology),Cognitive Science,Cognitive Psychology,Cognitive Processes,Classroom Techniques,Educational Practices,Educational Strategies,Memory

How does the mind work--and especially how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves us well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular &quot;American Educator&quot; column, we consider findings from this field that are strong and clear enough to merit classroom application.
Challenges Towards Employability: Higher Education's Engagement to Industrial Needs in Japan
Author: Ito, Hiroshi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Employment Potential,School Business Relationship,Industry,Universities,Skill Development,Partnerships in Education,Surveys,Questionnaires,Active Learning

This paper examines the challenges and strategies of twenty-three Japanese universities working towards the improvement of employability skills. These universities have been selected for the national project &quot;Improving Higher Education for Meeting Industrial Needs&quot; funded by Japan's Ministry of Education, Culture, Sports, Science and Technology. The purpose of this project is to improve the higher education systems that help develop employability skills that industry seeks by sharing their challenges and strategies in collaboration with companies. This paper analyses these challenges and strategies from the reports submitted by these universities for the preparation of the Second Conference of Industry-University Partnerships that took place in Nagoya, Japan on November 14, 2013. This paper concludes with discussion drawn from the reports and the conference.
Is ATAR Useful for Predicting the Success of Australian Students in Initial Teacher Education?
Author: Wright, Vince J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Undergraduate Students,Academic Achievement,Teacher Placement,Correlation,Admission Criteria,College Admission,Prediction

Quality teaching is the most significant systemic factor contributing to student achievement. Attracting, developing and retaining effective teachers are important goals for Australia as they are for all nations. Debate rages currently about criteria for selection of students into Initial Teacher Education (ITE). The Australian Tertiary Admission Rank (ATAR) is promoted by some commentators as a useful selection measure. The data from six cohorts of students from undergraduate degree programmes at a Melbourne university campus were investigated to evaluate the validity of ATAR as a predictor of academic success and performance on school placement. ATAR was positively related to academic success for students in the three Bachelor of Education Primary cohorts but was weakly related for the three Early Childhood/Primary cohorts. Ratings of performance by associate teachers on placement were unrelated to ATAR for all six cohorts. Given less than one third of students nationally enter ITE on the basis of their ATAR the data suggest that a variety of selection methods and criteria are required and ensuring high standards within IITE courses is the best way to control for quality of graduates.
What Benefits Can Be Derived from Teaching Knowledge about Language to Preservice Teachers?
Author: Carey, Michael D.
Date: 2014-09-00
Type: Journal Articles
Subjects: English Instruction,Grammar,Preservice Teachers,Teacher Education Programs,Blended Learning,Educational Technology,Conventional Instruction,Knowledge Level,Quasiexperimental Design,Student Attitudes,Skill Development,Pretests Posttests,Grade Point Average,Scores,Foreign Countries,Program Effectiveness,Statistical Analysis,Qualitative Research

This paper evaluates the validity of teaching English grammar to preservice teachers in a teacher education course at a regional university. The course was delivered in blended mode using the grammar component of My Writing Lab Global (MWLG) and face-to-face instruction. The aim of this study was to establish if there are benefits to derive from teaching knowledge about language (KAL) to preservice teachers. Our quasi-experimental study found MWLG was well-received by participants who believed it had improved their KAL; this improvement was confirmed by 10% improvement on a pre and post KAL test (p &lt; 0.001). MWLG scores and the KAL test also reliably predicted other academic competencies: the students' accumulated GPA and their final written assessment scores for the course (r= 0.4 to 0.54; p &lt; 0.01). Collectively, these findings suggest that explicit KAL is valued and valid knowledge and should be included in teacher education programs.
The Practice Teaching Platform and System for Innovating Talents and Performing Research
Author: Wang, Boyu
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Praxis,Talent Development,Creative Teaching,Instructional Innovation,Teaching Models,Teaching Methods,Educational Quality,School Effectiveness,Change Strategies,Faculty Development,Educational Improvement,Higher Education,Foreign Countries

The practice education is an important part of higher educational system and an important approach to cultivating applied innovative talents. This paper studies practice of teaching platform and practical teaching system for the research and practice based on the objective basis of applied innovative talents and the basic characteristics of the practice educational system.
How to Setup a Continuous Experimental Teaching System: Case Study on the Tourism Management Program
Author: Hu, Jun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Case Studies,Higher Education,Experimental Teaching,Professional Training

Chinese higher tourism education witnesses 32-year continuous innovation and exploration since the reform and opening policies. And it has gained many successful experiences in the aspects of talents cultivation mentality, nurture target, subject construction, curriculum arrangement and training module. However, it suffers the shortage of tourism professionals in tourism management. Disjunction between college education and market demand is one of the important reasons. Many-year teaching reform proves that tourism experimental teaching centre is able to encourage students' innovative idea and practice ability to realize seamless connection of talent cultivation and market demand. What's more, experimental teaching system can not only offer basic education for undergraduates, it also designs connectional experimental teaching system based on collaborative education between undergraduate and graduate education. It possesses basic dimension, professional dimension, comprehensive dimension, innovative dimension and dynamic dimension with the feature of basic recognition experiment, professional ability cultivation, disciplinary application innovation and industrial application development. Hence it is expected to train practical and innovative talents of different levels for tourism industry and offer an example and reference for graduate's innovative education in major of tourism management.
Arts Immersion: Using the Arts as a Language across the Primary School Curriculum
Author: Chapman, Susan N.
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Art Activities,Art Education,Teaching Methods,Elementary School Teachers,Team Teaching,Art Teachers,National Curriculum,Educational Methods,Teacher Competencies,High Stakes Tests,Teacher Characteristics,High Schools,Secondary School Teachers,Music Education,Personal Narratives,Singing,Social Influences,Films,Communication Strategies

Australia's national arts curriculum has potential to realise the following benefits: cognitive, social, affective and curricular. This curriculum is designed for generalist and special arts teachers, but its delivery may be hindered by the prioritisation of high-stakes-tested disciplines and pedagogies, and reduced government funding to arts education across school and tertiary sectors. This may lead to a lack of opportunities to build teacher capacity in arts education, and diminished support for arts education in terms of time allocation and resourcing. The notion of &quot;silos&quot;, where the separation of teaching practices persists between teachers of different disciplines, discourages meaningful interdisciplinary collaboration and can promote less effective models of arts integration. Arts education embodies a range of intelligences and semiotic systems providing for inclusive curricula and educational equity. Arts Immersion is a proposed response to these factors, intended to be implemented through democratic generalist and arts specialist team-teaching in primary schools.
Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools
Author: Corkin, Danya M.
Date: 2015-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Instruction,Poverty,Regression (Statistics),Self Efficacy,Teacher Effectiveness,Faculty Development,Knowledge Base for Teaching,Pedagogical Content Knowledge,Literature Reviews,Locus of Control,Epistemology,Teaching Experience,Educational Attainment,Surveys,Elementary School Teachers,Secondary School Teachers,Summer Programs,Urban Schools

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers' self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their change in self-efficacy beliefs through professional development. Findings also indicated that epistemic beliefs about mathematics, which became more availing through professional development, were the strongest predictor of their mathematical knowledge for teaching. Results may inform professional development programs in promoting adaptive educational beliefs among teachers in high poverty schools.
Preferences of ELT Learners in the Correction of Oral Vocabulary and Pronunciation Errors
Author: Ustaci, Hale Yayla
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Likert Scales,Pronunciation Instruction,Vocabulary Development,Error Correction,Pronunciation,Student Attitudes,Preferences,Teacher Student Relationship,Teaching Methods,College Freshmen,College Faculty,Language Teachers,Oral Language,Foreign Countries

Vocabulary is an essential component of language teaching and learning process, and correct pronunciation of lexical items is an ultimate goal for language instructors in ELT programs. Apart from how lexical items should be taught, the way teachers correct oral vocabulary errors as well as those of pronunciation in line with the preferences of learners is a crucial issue on which a consensus should be reached. This present study aimed to explore the preferences of ELT learners in a Turkish university on the correction of oral vocabulary and pronunciation errors by their instructors. The data were gathered from 213 ELT students through a five-point Likert scale, the items of which were derived from the answers given by the students to the open-ended questions regarding the research question. The findings in our study reveal that instructors teaching various field courses including the skill courses in freshman level in ELT departments need to be sensitive towards the preferences of learners in the correction of oral vocabulary and pronunciation errors, and they should explore how the learners would prefer their errors to be corrected as this can enable them to treat such errors more effectively and facilitate the learning process.
From Surveillance to Formation? A Generative Approach to Teacher &quot;Performance and Development&quot; in Australian Schools
Author: Mockler, Nicole
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Effectiveness,Teacher Evaluation,Faculty Development,Educational Objectives,Teacher Role,Professional Identity,Inquiry,Collegiality,Evidence Based Practice,Feedback (Response),Educational Policy,Position Papers

This paper explores the possibilities and limitations of the AITSL Performance and Development Framework (Australian Institute for Teaching and School Leadership, 2012b) as a vehicle for authentic teacher professional learning. It suggests that the Framework offers a range of implementation possibilities, from surveillance of teaching practice at one end of the spectrum to ongoing and generative formation of teachers at the other, and argues that at its best, the Framework will be interpreted and implemented as a catalyst for school-developed, inquiry-based professional learning that builds collegial professional practice and supports teachers to develop and take an inquiring stance toward their practice.
Responding to the Call to Prepare Highly Effective Teacher Candidates in the United States: The Curriculum Redesign Effort in Advancing Teacher Education
Author: Banks, Tachelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Effectiveness,Educational Quality,Professional Education,Instructional Development,Program Development,Program Implementation,Teacher Education Curriculum,Admission Criteria,Field Experience Programs,Assignments,Mentors,Teacher Collaboration,Models,Educational Change,Educational Practices,Educational Strategies,Curriculum Development,Integrated Curriculum

This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice. This article outlines the creation and implementation of a clinically-based teacher preparation program. Project CREATE, the result of the contributions of university faculty, administrators, and P-12 stakeholders, proposes strict admission criteria, extensive field experiences, and the integration of field-based assignments and collaborative mentoring by university and P-12 faculty to address criticisms aimed at traditional models of teacher training.
A Critique on the Concept of Social Accountability in Higher Education
Author: Pedroza Flores, René
Date: 2015-00-00
Type: Journal Articles
Subjects: Accountability,Social Responsibility,Higher Education,Public Colleges,Educational Policy,Universities

This paper attempts to present a critique of the concept and meaning of the term social accountability at university level from a critical point of view. The main objective is to analyze and re-build the term accountability in order to contextualize it for public universities. First, we present the importance of the idea of accountability in universities as a way of being and acting. Then, a comprehensive literature review is presented referring to the term University Social Responsibility (USR, hereafter) using the economic thinking of Milton Friedman and Edward Freeman. Subsequently, we look at the meaning of USR within the framework of higher education. Finally, we conclude that it is necessary to rethink the idea of university accountability as opposed to the current policy of USR affecting the policies implemented for public universities.