ethanporcaro/eric-fulltext-meta huggingface dataset:
The Virtue of Reverence in Interdisciplinary Studies
Author: Arvidson, P. Sven
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Theories,Perspective Taking,Moral Values,Humanities,Fine Arts,Theater Arts,Difficulty Level,Definitions,Conflict Resolution,Congruence (Psychology)

One reason scholars and students are attracted to interdisciplinary studies and its research process is because doing good work in the field requires values, traits and skills that are virtuous rather than vicious. This study examines how successful interdisciplinary research is intrinsically related to the human capacity for reverence in the face of complexity. Articulating reverence in the research process advances our understanding of interdisciplinary theories concerning complexity, perspective taking, common ground and integration. The result helps balance the cognitive emphasis in interdisciplinary studies with an account emphasizing emotion and character. Interdisciplinary reverence illuminates the kind of integration practiced in the humanities and fine and performing arts.
Extensional Definition of Interdisciplinarity
Author: Szostak, Rick
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Definitions,Educational Practices,Best Practices,Identification,Intellectual Disciplines,Educational Assessment,Scholarship,Criteria,Advocacy

An extensional definition of interdisciplinarity--that is, a definition that identifies the types of practices that are interdisciplinary--is explained, advocated, and developed. The criteria for identifying appropriate interdisciplinary practices are outlined. Such a definition is useful both for interdisciplinary teachers and researchers who reflect on the nature of interdisciplinary practice, and for students and administrators who wish to better appreciate what interdisciplinarity involves. Critically, it facilitates identification of where along a continuum from interdisciplinarity to disciplinarity a particular field, course, or project lies. Some scholars or fields might then decide, and--importantly--know how, to become more interdisciplinary. Such a definition is arguably necessary, though hardly sufficient, in our efforts to advocate for better administrative treatment of interdisciplinarity.
Navigating Complexities: An Integrative Approach to English Language Teacher Education
Author: Ryan, Phillip
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Teaching Methods,Teacher Education Programs,Undergraduate Study,Undergraduate Students,Interaction,Interdisciplinary Approach,Critical Theory,English Language Learners,Preservice Teachers,Inservice Teacher Education,Language Teachers

This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this particular English language teacher education program and its three-pillared theoretical framework, focusing on how these pillars contribute to the program individually and integratively. The authors include examples of how this framework has manifested in program graduates' own professional practices. They conclude with considerations of the role of integration in this framework and program of study.
The Front End of Interdisciplinarity: An Acculturation Framework for Explaining Varieties of Engagement
Author: Horn, Sierk A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Acculturation,Interdisciplinary Approach,Intellectual Disciplines,Business Administration Education,International Programs,Theories,Economics,Geography,Asian Studies,Factor Analysis,Factor Structure,Scholarship,Questionnaires,Hypothesis Testing,Surveys,Regression (Statistics)

Scholars trained and credentialed in disciplines have a vast array of response options when challenged to engage with others from other disciplinary backgrounds. By considering the ways in which disciplines are like cultures and putting acculturation theory squarely into the domain of interdisciplinary studies, this article takes a new look at these variations. My aim is to undertake a systematic exploration of adjustment processes of the individual disciplinary scholar involved in interdisciplinary work. I discern two fundamental adjustment responses that characterize interdisciplinary engagement: disciplinary maintenance and participation in another discipline. The context for this research is international business (IB) studies, a discipline in which scholars come regularly into contact with research from diverse disciplinary backgrounds. I use a study of scholars from two adjacent subject areas--East Asian studies and economic geography--to explore the many ways scholars make themselves familiar with IB specific repertoire. Consistent with the well-established acculturation modes, my exploration suggests that interdisciplinarity of those in these fields can take on the form of assimilation, integration, separation, and marginalization. I find that scholars' academic background has differential effects on the outcomes of interdisciplinary engagement.
Mandated Interdisciplinarity in Secondary School: The Case of Science, Technology, and Mathematics Teachers in Quebec
Author: Hasni, Abdelkrim
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Secondary Education,STEM Education,Science Teachers,Mathematics Teachers,Integrated Curriculum,Teacher Surveys,Teacher Education,Program Implementation,Data Collection,Focus Groups,Interviews,Questionnaires,Educational Practices

New curricular orientations in the secondary schools of many Western countries invite teachers of STEM school subjects (science, technology, engineering, and mathematics) to integrate these school subjects (Czerniak, 2008). In Quebec, such interdisciplinarity is not a mere recommendation, but an official component of the curriculum (a prescription). Teachers are expected to integrate the school subjects composing the STEM subjects, and to integrate this area with other school subjects. While this interdisciplinary orientation is laudable, it is important to discover how teachers whose training is disciplinary understand this mandated interdisciplinarity and apply it in their teaching practices. Based on a survey of 245 secondary school teachers, this study shows that the interdisciplinarity practiced and described by these teachers is a superficial one and is based on links that do not enable an integration of the contributions of the subjects concerned in order to solve complex problems or achieve unified knowledge (Klein, 1985, 1990; Lenoir &amp; Klein, 2010). These links mainly involve theme-based approaches, the contextualization of subject knowledge (relationship with life outside the school), or the mobilization, in a given school subject, of prior learning acquired in another school subject. These means of understanding and implementing interdisciplinarity can be attributed to teacher education and to the organizational context and the curricular structure of the schools. This article suggests recommendations to help overcome obstacles to understanding and implementing full interdisciplinarity as highlighted by the study in question. Moreover, it also suggests that comparative studies, along with the sharing of training experiences among teachers in different countries, might shed important light on this issue. These comparative studies would make it possible to identify the best ways to train teachers to be able to implement more-than-merely­- superficial interdisciplinary practices in their classrooms. Moreover, the analytical framework and methodology used herein, as well as the results obtained, are not limited to STEM subjects but also apply to all other school subjects. Therefore, such studies as the study we report on here should be of interest to all actors (practitioners and researchers alike) concerned with interdisciplinarity in school programs at any level anywhere in the world.
Curricular and Didactic Conceptions of Interdisciplinarity in the Field of Education: A Socio-Historical Perspective
Author: Lenoir, Yves
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Education,Elementary School Students,Middle School Students,Epistemology,Foreign Countries,Statistical Analysis,Teaching Methods,Curriculum Development,Educational Research,Citizenship,Integrated Curriculum

Although interdisciplinary approaches to education are found throughout the West, interdisciplinarity is not everywhere conceived and implemented the same way. Adopting a socio-historical perspective, this article presents two conceptions of interdisciplinarity in primary and middle school education (though the conceptions are apparent at other levels, also), one Anglo-Saxon and American, based on the notion of curriculum, the other French and European, based on the notion of didactics. The Anglo-Saxon and American conception promotes a functional, pragmatic and utilitarian reading of interdisciplinarity that translates, in education, into a greater focus on pedagogical methods in order to promote learning processes and to address societal problems, questions, and phenomena related to the real world. The Francophone European conception for its part puts greater emphasis on the question of epistemology, on the theoretical question of the meaning of interrelationships between disciplines, and hence on the acquisition of disciplinary knowledge. To conclude, we will bring attention to the greater complementarity observed between these two approaches in education today, in the context of globalization, universalization (on economic, social, cultural, and political levels), and internationalization of exchanges. Indeed, these two approaches effectively combine the operational modes of interdisciplinary work (the &quot;how&quot;) with the aims pursued (the ''why&quot;) and the cognitive contents (the ''what&quot;).
Integration, Language, and Practice: Wittgenstein and Interdisciplinary Communication
Author: Piso, Zachary
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Figurative Language,Philosophy,Integrated Curriculum,Bilingualism,Epistemology,Socialization

The dominant account of interdisciplinary integration mobilizes linguistic metaphors such as bilingualism or the learning of new languages. While there is something right about these linguistic metaphors, I urge caution about philosophical confusions that can arise in the absence of careful scrutiny of how our language relates to the world. Drawing particularly on Ludwig Wittgenstein's insights in his &quot;Philosophical Investigations,&quot; I recommend four therapies to treat confusions that may arise when we uncritically reflect on the relationship between language and the world. Interdisciplinary scholars could benefit from careful attention to the ways that (1) understanding is a social deed, (2) language is a set of tools, (3) analysis into simple concepts loses meaning, and (4) the &quot;grammar&quot; of different regions of language can complicate translation. I then revisit what is correct about linguistic metaphors and emphasize that the challenge of integration is agreeing to a way of organizing social practices and prioritizing social goals, or what Wittgenstein called a &quot;form of life.&quot; These closing reflections shift from the therapeutic, anti-theoretical reading of Wittgenstein's later philosophy to a reading that recognizes a positive project in his work.
The Interaction Systems Generated by the Teacher&apos;s Didactic Imprinting
Author: Peralta, Nadia S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interaction,Psychology,Physics,Qualitative Research,Teacher Student Relationship,Intervention,College Students,College Faculty,Foreign Countries,Teaching Styles,Observation

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order to register the interaction during practical sessions. Six classes and their teachers, from two different epistemic areas (Psychology and Physics), were observed, and the results were analyzed in order to describe the characteristics of the classes and the type of interactions that take place in them. Based on a global qualitative analysis of the classes, three basic types of interaction were detected: collaborative, guided participative and expositive. Beyond the characteristics detected, it is stated that no matter the interaction system, teachers aim to increase the students' knowledge in all cases.
The Relation between the Epistemological Beliefs of Teachers and Students and Their Behavior in Educational Practice
Author: Maravilla, Jaime
Date: 2015-00-00
Type: Journal Articles
Subjects: Epistemology,Teacher Attitudes,Correlation,Beliefs,Case Studies,Qualitative Research,Teaching Methods,Student Attitudes,Educational Practices,Role,Observation,Interviews,Foreign Countries,Classification

This article analyzes the relation of the epistemological beliefs of students and teachers and the actions deployed in the classroom. The framework is the study of personal epistemology, which was developed, among other researchers, by Hofer, Pintrich and Schommer. The research method was, within the qualitative paradigm, through case studies, given the interest in describing the phenomenon in a specific scenario. The results show the epistemological beliefs of teachers and students, the events that make them evident and its relationship with the behaviors shown in the classroom. The role of pedagogical beliefs as mediation between personal epistemology of educational actors and their practice are described and, finally, the relation between beliefs and educational practice is illustrated by analyzing specific class events and the justification expressed by teachers and students about their actions in the classroom.
Beliefs about Teaching and Learning in University Teachers: Revision of Some Studies
Author: Solis, Carmen A.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teaching Methods,Learning Processes,Academic Achievement,Beliefs,Educational Experience,Reflective Teaching,Attitude Change,Teacher Improvement

Research shows that the belief the teachers have about teaching, learning, and their students affect their planning, instructing and evaluation processes in the classroom, and also that they have a repercussion on the student's learning and performance in the classroom. In the case of university teachers, the beliefs about the teaching-learning process are shaped from the experience their own school and university teachers had. This leads them to repeat the same teaching schemes their old teachers had, thus perpetuating traditional pedagogical practices. For this reason, higher education teachers' beliefs are becoming a more and more relevant research subject in several countries. To know the teachers' belief scheme regarding the teaching-learning process will allow to generate teaching reflection processes about their pedagogical practice, their relation to change and their improvement.
Epistemic Evaluation of the Training and Managerial Competence Development Process
Author: Machado, Evelio F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Competence,Skill Development,Competency Based Education,Management Development

This article presents the problem of defining the concept of &quot;competence&quot;, due to it being an integral and complex term that has been applied in many domains as well as in a more general sense for everyday life. However, no doubt, a competence can only be tested and valuated in the practice, and it is a person who becomes competent in a context for a certain function. This is why there are many different conceptions in the literature regarding this issue; it's a consequence of its imprecise, variable character. However, the position profiles (mainly in educational entities) and the acceptation/graduation profiles are being more and more frequently established in terms of competences. This paper intends to check what has been valuated and written about the managerial competences training and development regarding the educational field, in order to obtain conclusions regarding its dimension in the school level.
The Role of Universities and Other Institutions in Successful Entrepreneurship: Some Insights from a Literature Review
Author: Zarate-Hoyos, German A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Institutional Role,Universities,Entrepreneurship,Literature Reviews,Case Studies,Program Development,Program Design,Program Implementation,Human Capital,Business Administration Education,Job Training,Gender Differences,Risk,Government Role,Incentives,Taxes,Financial Support,Investment,Education Work Relationship,Correlation,Models,Comparative Education,Foreign Countries

The purpose of this paper is to analyze the role of universities and other institutions in successful entrepreneurship. Insights are obtained following a literature review approach. Case studies from the United States (New York startup), Spain (Mondragon), and Germany provide strong evidence that universities are very instrumental in the creation, design and implementation of entrepreneurial initiatives by providing new and ongoing entrepreneurs with human capital training, fundamentals, and theoretical and empirical models to contribute to lasting businesses. Results from university research on gender and risk-issues lead to believe that women are more risk averse than men to work and invest in start-up businesses. Other institutions, such as governments, are critical to provide with the necessary incentives to launch start-up businesses, including tax cuts, seed capital funding, investment in human capital, etc. While the evidence supporting the links between education and entrepreneurial outcomes is promising it is not yet definitive. In addition to providing a review of existing research, this paper suggests an integrative framework for future research.
Implementation of the Human Talent Management through Competencies Model in a University in Metropolitan Lima
Author: Rodríguez, Juan C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Universities,Talent Development,Human Resources,Personnel Management,Models,Web Sites,Reputation,Scores,Outcomes of Education,Benchmarking,Definitions,Institutional Characteristics,Skill Development,Institutional Evaluation,Job Skills,Occupations,Foreign Countries,Strategic Planning

This article is a work proposal that aims to describe the methodology proposed by the Management of Personnel Management from a university in Lima, to implement a management model based on competencies which traceability involves various technical HR processes practiced in the organization and is aligned to institutional outcomes defined in the balance score card. In order to do it, various literature sources were consulted, and the websites of the top ten universities worldwide to identify benchmarks were visited. Generic skills, competencies level, specific skills, competencies dictionary and graduation for each of the managements, occupational categories and administrative headquarters of the University: as a result, the following definitions and elements were obtained. In this way, the institution develops a tool to guide how and to what extent human resources should have and develop skills to achieve specific organizational results.
Identification of two SLI profiles through WISC-IV, CELF-4 and FON
Author: Martínez, Ana B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Impairments,Children,Intelligence Tests,Language Tests,Psychometrics,Profiles,Phonology,Syntax,Disability Identification,Nonverbal Ability,Comprehension,Short Term Memory,Phonetics,Error Analysis (Language),Logical Thinking,Language Skills,Receptive Language,Foreign Countries

This work has two objectives. First of all, to offer psychometric instruments that help more precisely identify and differentiate children with specific language impairment (SLI) in the educational field and, secondly, to establish profiles of the two cases that illustrate the two current subtypes of SLI: phonologic-syntactic SLI and lexical-syntactic SLI. According to bibliographic reviews, the following tests are ideal for its identification: on the one hand the CELF-4, because language should be significantly the most affected area, the WISC-IV, an optimum test for the determination of the level of non-verbal reasoning, verbal comprehension, working memory and processing speed, and the FON, on a phonetic level, due to the level of analysis of the errors found. The results obtained in both cases corroborate a Perceptual Reasoning measured with WISC-IV, above 75, and the presence of a 1.5 deviation below average, in one of the three main scales of the CELF-4 (three in two cases: basic linguistic skills, receptive language and comprehensive language).
Effects of the Picture Exchange Communication System (PECS) on Maladaptive Behavior in Children with Autism Spectrum Disorders (ASD): A Review of the Literature
Author: Battaglia, Dana
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Behavior Problems,Pictorial Stimuli,Augmentative and Alternative Communication,Literature Reviews,Behavior Change,Communication Skills,Program Effectiveness,Search Strategies

This paper provides an overview of the literature investigating the functional relationship between the use of the Picture Exchange Communication System (PECS) and maladaptive behavior (i.e., aggression, tantrums) in individuals with autism spectrum disorders (ASD). Digital searches were conducted to identify single subject design studies published between 1994 and 2012. While nine studies were identified, only three explicitly addressed the collateral effects of PECS training on reduction of maladaptive behavior. Of the seven participants across these three studies, four demonstrated an inverse relationship between PECS exchange and reduction of maladaptive behavior. Results are promising in terms of functional communication. However, the authors suggest caution due to limited number of publications to date.
Comparing Measure of Academic Progress (MAP) and Piers-Harris 2 Scores of Students with Emotional and Behavioral Disorders
Author: Chisolm, Terrence Rainer
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Problems,Comparative Analysis,Academic Achievement,Self Concept,Special Education,Special Education Teachers,Middle School Students,Teaching Methods,Educational Environment,Grade 6,Grade 7,Grade 8,Middle Schools,Children,Self Concept Measures,Statistical Analysis

In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Academic achievement scores and self-concept scores for 2007 were compared between the two groups (n = 70 for each group), with 2005 scores used as a baseline. The findings of the study demonstrated that when students with EBDs are given an opportunity with highly skilled professional staff members trained in both mental health therapy and special education, improvements are possible. In addition, this study enhanced both the broken-glass and Social, Academic, and Cognitive (SAC) theories by demonstrating the potential of integrating academic skills with emotional and behavioral support. Additional research is needed to investigate more intensive and innovative strategies designed to help students with EBDs succeed academically and socially.