ethanporcaro/eric-fulltext-meta huggingface dataset:
The Health and Wellbeing of Staff Members at a Tertiary Institution in New Zealand
Author: Dreyer, Sonja
Date: 2010-00-00
Type: Journal Articles
Subjects: Body Weight,Body Height,Body Composition,Fatigue (Biology),At Risk Persons,Foreign Countries,College Faculty,School Personnel,Physical Health,Wellness,Mental Health,Hypertension,Stress Variables,Work Environment,Symptoms (Individual Disorders),Burnout,Quality of Working Life,Health Promotion,Health Behavior

The purpose of this study was to determine the physical, psychological and biochemical health status of staff members at a higher educational institution (Institute of Technology). Relative large numbers of subjects were identified with hypertension (18.5%), stress symptoms (32.1%), job stress (36%) and emotional exhaustion (11.4%). Thirty percent presented with more than three risk factors, 49% with one or two risk factors while only 21% were risk free. Cardiovascular fitness showed positive associations with body fat, body weight, stress, emotional exhaustion and fasting blood glucose levels. Psychological health correlated significantly (p less than or equal to 0.05) with measures of coronary risk, health status, body composition and cardiovascular fitness. Staff assistance programs focusing on exercise, weight management and job stress could potentially have a positive impact on overall health of staff at tertiary institutions. (Contains 7 tables and 1 endnote.)
An Examination of Immunity Statutes Regarding the Liability of Recreational Youth Sport Organizations for the Pedophilic Actions of Coaches, Administrators, and Officials
Author: Baker, Thomas  A., III
Date: 2010-00-00
Type: Journal Articles
Subjects: Athletics,Sexual Abuse,Recreation,Athletic Coaches,Sexual Harassment,Administrators,Youth,Team Sports

Millions of children in the United States participate in youth sports. The literature demonstrates that sexual abuse is a problem in sports. This study examined voluntary immunity statutes for all 50 states and the District of Columbia with the purpose of determining potential liability for recreational youth sport organizations for the pedophilic actions of their coaches, administrators, and officials. Comparisons and differences were drawn between the states regarding whether voluntary immunity statutes were applicable. (Contains 2 tables.)
A Brand Loyalty Model Utilizing Team Identification and Customer Satisfaction in the Licensed Sports Product Industry
Author: Lee, Soonhwan
Date: 2010-00-00
Type: Journal Articles
Subjects: Identification,Satisfaction,Athletics,Structural Equation Models,Marketing,Evaluation,Self Esteem,Team Sports,Group Unity,Questionnaires,Pilot Projects,Reliability,Validity,Likert Scales,Construct Validity,Beliefs,Attachment Behavior

The purpose of this study was to investigate the relationship among the attitudinal brand loyalty variables (i.e., cognitive, affective, and conative components), team identification, and customer satisfaction by developing a structural equation model, based on Oliver's (1997) attitudinal brand loyalty model. The results of this study confirmed the study of brand loyalty stages by Oliver (1997) involving development of a brand loyalty process. Results supported the finding that consumers' strong beliefs about brand quality have increased the degree of "liking". In turn, results indicate a positive intention or commitment to repurchase a particular item. Therefore, this study emphasizes the importance of measuring attitudinal brand loyalty to identify attitudinal brand loyal customers and better understand their repurchasing intentions in the sports licensed product industry. Furthermore, this study showed the significant mediating effect of cognitive and affective brand loyalty in the relationship between customer satisfaction and conative brand loyalty. (Contains 3 tables and 1 figure.)
Pre-Activity and Post-Activity Stretching Perceptions and Practices in NCAA Division I Volleyball Programs
Author: Judge, Lawrence W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Team Sports,College Athletics,Females,Questionnaires,Athletic Coaches,Surveys,Motor Reactions,Human Body,Athletes,Physical Activities,Exercise,Muscular Strength,Higher Education

The purpose of this study was to determine if NCAA Division I women's volleyball programs were in compliance with suggested current pre- and post-activity stretching protocols. Questionnaires were sent to NCAA division I women's volleyball programs in the United States. Fifty six coaches (23 males &amp; 33 females) participated in the study. Some results seemed to conflict with current suggested practices for pre-activity stretching. The results of this study indicate that certification may not influence how well research guidelines are followed. Further research is needed to delineate how these factors affect coaching decisions. (Contains 10 tables.)
Taming the Chaos
Author: Johnson, Doug
Date: 2010-11-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teachers,Competition,Educational Technology,Technology Uses in Education,Handheld Devices,Educational Strategies,Change Strategies,Social Change,Participative Decision Making,Context Effect,Adjustment (to Environment)

The ability to distract has put the use of laptops, netbooks, cell phones, PDAs, iPod/MP3 players, and portable game players on the banned list in many schools. Educators are discovering that students are more interested in online resources, such as Facebook, game sites, chat, and YouTube, than classroom lectures and textbook chapters about the Crimean War, square roots, or past participles. As the author has learned from his experiences both as an instructor and as a student, technology can indeed be a distraction in any teaching/learning environment. In this article, the author discusses how K-12 instructors compete with the portable devices, manage the distractive qualities of technology in schools, and use these very technologies to improve learning and teaching. He presents five ways that districts, schools, and teachers manage technology distractions: (1) burn it; (2) do business as usual; (3) limit the use of technologies; (4) enhance traditional practices; and (5) use the technology to restructure the educational process. (Contains 9 resources.)
The Always-Connected Generation
Author: Bull, Glen
Date: 2010-11-00
Type: Journal Articles
Subjects: Age Groups,Influence of Technology,Social Change,Computer Uses in Education,Educational Change,Technology Uses in Education,Educational Policy,Professional Associations,Teacher Educators,Teacher Responsibility,Adjustment (to Environment),Environmental Education,Teacher Education,Teacher Effectiveness,Pedagogical Content Knowledge

The Pew Internet and American Life project characterizes the millennials--the first generation to come of age in the new millennium--as the first "always-connected" generation. Significant aspects of culture are changing as a result. A changing world where all students are connected all the time has substantial educational implications. Despite advance knowledge of societal trends, schools have generally not anticipated or capitalized on this educational potential. Pew reports that most schools treat portable devices as a disruptive force that educators must manage and exclude from the school and the classroom. In this area, schools are immovable objects in a societal stream flowing around them. The beginning of this decade may offer another opportunity to consider societal trends, with the goal of examining educational policies that could capitalize on them. The author stresses that teacher preparation programs and teacher educator professional associations have a responsibility to develop policies and standards for effective preparation of teachers in this area and to develop a knowledge base to establish best practices and inform policy and practice through effective research. This will require careful thought about the ways technology, pedagogy, and content knowledge (TPACK) intersect. (Contains 3 online resources.)
Culture of Collaboration
Author: McCombs, Brenda
Date: 2010-11-00
Type: Journal Articles
Subjects: Strategic Planning,Technology Integration,Cooperation,Educational Technology,Faculty Development,Technology Uses in Education,Partnerships in Education,Middle School Students,Reading Improvement,Mathematics Achievement,Reading Achievement,Principals,Teachers,Administrators

This article discusses how one school system achieved districtwide technology integration through an ongoing professional development (PD) program that encouraged its teachers to learn and lead together. In an effort to prepare students of Kannapolis (North Carolina) City Schools for success in the 21st century, the author, together with three principals, implemented a strategic plan that began with a dynamic professional development program for teachers and administrators that would ultimately lead to unprecedented collaboration among both staff and students. As the teachers engage in this new 21st century style of collaboration, they have become better educators collectively, and their students have enthusiastically met the new instructional challenges that were given to them. (Contains 4 resources.)
Lessons from New Zealand
Author: Borthwick, Arlene
Date: 2010-11-00
Type: Journal Articles
Subjects: Research and Development,Technology Integration,Foreign Countries,Educational Technology,Literacy,Teacher Educators,International Educational Exchange,Teacher Exchange Programs,Teacher Competencies,Academic Achievement,Educational Practices,Instructional Leadership,Teaching Skills,Communities of Practice

In late February, 13 members of ISTE's Special Interest Group for Teacher Educators (SIGTE) participated in a global exchange, traveling to New Zealand on a SIG-sponsored study tour hosted by CORE Education (www.coreed.org), a nonprofit research and development organization that supports the use of educational technology across New Zealand through professional development, consulting, and education events. The SIGTE study group included teachers, university faculty, and corporate employees from the United States and Puerto Rico. This article is the first installment of a three-part series presenting lessons they learned from their colleagues down under. Reflecting on their learning from the visit, the members identified three key themes: (1) 21st century skills in the New Zealand key competencies; (2) Learning communities, literacy development, and technology integration; and (3) Distributed leadership for achieving student, staff, and community learning. In this article, the authors focus on the first theme.
Reconciling the Tension between the Tenure and Biological Clocks to Increase the Recruitment and Retention of Women in Academia
Author: Clark, Catherine D.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Faculty,Females,Tenure,Women Scientists,Aging (Individuals),Ability,Birth,Role Conflict,Risk,Expectation,Research,Productivity,Context Effect,Recruitment,Family Work Relationship

Most women entering tenure-track positions in the sciences do so in their late twenties or early thirties after completing a graduate degree and post-doctoral training. Tenure-track positions usually span a six or seven year probationary period during which time institutions expect unlimited commitment from the tenure-track candidates to their work. Most tenure-track candidates are overwhelmed by this onerous expectation, but research shows that women are particularly affected by this expectation. Women tend to shoulder more family responsibilities than men especially if women are members of a family unit with at least one child, and women, who aspire to have children, are faced with the difficult decision to bear children and potentially compromise tenure or to delay child-bearing until tenure is achieved and face age-related risk factors associated with maternal and fetal outcomes. Previous research has shown that women in tenure-track positions in science disciplines at research-intensive (R-1) institutions are more likely to acquire tenure if they are unmarried and/or are childless than their married peers with children, thus, the issues of family responsibilities and child-bearing have real consequences for women in science. The purpose of our study is to determine if these issues have consequences for women in academic science at masters-level institutions, which require tenure-track faculty to develop a productive research agenda as well as demonstrate excellence in teaching. We discuss the implications such consequences will have on the future of women in science in the United States unless universities grapple seriously with an environment that may unintentionally force women to choose between an academic career in science or marriage and motherhood. (Contains 1 table.)
Women in the Academy: Female Leadership in STEM Education and the Evolution of a Mentoring Web
Author: Gorman, Susan T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Higher Education,Mentors,Females,Outreach Programs,Program Improvement,Collegiality,Program Effectiveness,Educational Change,Women Faculty,Science Education,Technology Education,Engineering Education,Mathematics Education,Undergraduate Study,Outcomes of Education,Professional Development,Women Administrators,Leadership Responsibility,College Faculty,Administrator Role,Teacher Role,Student Role

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields and in STEM leadership positions. According to the most recent data available from the National Science Foundation, in academia only 31% of full-time STEM faculty and 27% of STEM deans and department heads are women. By comparison at Stevenson University (SU), 71% of the full-time STEM faculty members are female and 100% of the academic leadership in STEM is provided by women, which sets the university apart from the national norm. Together with an informed, innovative approach to curriculum reform, synergistic leadership and management principles and practices have allowed the School of the Sciences (SOS) at SU to do more with less in STEM education. Total enrollment in the SOS has grown dramatically in recent years and now represents 29% of the total full-time undergraduate population. Local and national STEM outreach programs led by the SOS serve to complement the undergraduate programs and to strengthen the STEM workforce and education pipelines at multiple points. By sharing strategies and results in a case study format, this paper will demonstrate a model for &quot;what works&quot; with regard to female leaders building and sustaining successful and effective academic programs in STEM. An important element of the model is the mentoring web that has been developed to support and sustain the leaders, faculty, staff, and students in the SOS. The SOS network includes both formal and informal structures in which one-on-one and group mentoring occurs on a regular basis. The nature of the mentoring is tailored to the position of the participants involved, but in each case the mentoring contributes to professional growth and development. The emphasis on mentoring has contributed to an increased sense of community and collegiality in the SOS and has enabled the School of the Sciences to make rapid progress in STEM curricular reform and program improvement. (Contains 4 tables.)
Women at the Boundaries
Author: Chan, Adrienne S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feminism,Higher Education,Employees,Politics of Education,Offices (Facilities),Space Utilization,College Administration,Administrators,Role,Information Dissemination,Access to Information,Females,Race,Ethnicity,Culture,School Culture,Canada Natives,Human Dignity,Social Attitudes,Change Agents

This paper presents the narratives of women who work in the university and their experiences of silencing and institutional containment. Through these narratives, I describe the ways in which the narrators deal with being silenced, and their attempts to establish their voice in personal, public and institutional realms. Many of the narratives are studies in how women challenge marginalization through their actions and by speaking out. The paper suggests that the stories are shaped by individual diversity and how these women experienced the politicization of difference. Individual voice and agency are mediated by personal, social, and spiritual connections within the past and present. For all of these women, their developing voice and agency were factors in their being able to challenge dominant institutional discourses. Feminist and critical race literature discuss the intersections between race and gender, the connections between race, gender and power, and how the relations of power affect knowledge. These considerations also raise the issues of patriarchy within the institution, and how this affects possibilities of change and empowerment. Race and gender stand out as primary categories and lenses from which these women tell their stories. (Contains 55 footnotes.)
The Experience of Being a Junior Minority Female Faculty Member
Author: Boyd, Tammy
Date: 2010-00-00
Type: Journal Articles
Subjects: Tenure,Women Faculty,Females,Personal Narratives,College Faculty,Minority Groups,African Americans,African American Teachers,Employment Level,Diversity (Faculty),Equal Opportunities (Jobs),Whites,Racial Differences,Males,Cultural Influences,Gender Issues,Gender Differences,Work Environment,Gender Bias,Racial Discrimination,Questionnaires

Much has been written about the trials and tribulations of junior tenure-track faculty; much has also been written about the difficulties faced by women and minority faculty. However, there is very little research about the experiences of minority women faculty who are also tenure-earning, but untenured; what little research does exist tends to focus on African-American females. This gap in the literature is problematic given the persistent inability of the academy to retain and promote significant numbers of minority women to the senior ranks. Even more troubling, some researchers hypothesize that being a women, being a minority and being a junior faculty member interacts synergistically--and destructively. This research uses personal narrative analysis to identify and explore issues of being a junior minority female faculty on the tenure track at an American university. Common themes, particularly those related to marginalization and alienation, are extracted from the narratives and discussed in detail. This research serves as an exploratory study conducted in advance of larger research project.
The Status of Women at Canadian Universities and the Role of Faculty Unions
Author: Varpalotai, Aniko
Date: 2010-00-00
Type: Journal Articles
Subjects: Women Faculty,Females,Collective Bargaining,Unions,Teacher Associations,Case Studies,Sex Fairness,Womens Studies,Public Policy,Social History,Labor Legislation,Foreign Countries,Advocacy,Institutional Role

This paper reviews the status of women in Canadian universities historically and from the perspective of faculty associations, with a focus on a case study of the author's own University and faculty union. Collective bargaining has enabled the formalization of some equity provisions within the collective agreement. A network of status of women committees across the country has played an important role in raising awareness about the issues and inequities facing women in the academy. The paper examines the role of collective bargaining in defining, monitoring and implementing equity policies within the university workplace, particularly as these relate to the status of women faculty members. (Contains 1 table.)
Gender Equity in the University: The Unmet Agenda
Author: Roach, Virginia
Date: 2010-00-00
Type: Journal Articles
Subjects: Women Faculty,Disproportionate Representation,Academic Libraries,Librarians,Sex Fairness,Social Justice,Individual Development,Professional Development,Faculty Promotion,Context Effect,Research,Productivity,Females

In 1991 Topside University established the University Committee on the Status of Women Faculty and Librarians (UCSWFL) to identify obstacles to the professional and personal development of women faculty and librarians and to provide advice and guidance concerning initiatives to support them throughout the University. The University has focused on the status of women faculty for almost twenty years and yet disparities exist specifically related to promotion in rank, which is highly dependent on research productivity at Topside University. Thus, there remains an unmet agenda (at Topside and in the United States) with respect to gender parity. The purpose of this exploratory study was to understand the experiences of men and women as they seek promotion in rank from associate to full professor through the successful execution of their research agenda. Utilizing a liberal feminism framework, which does not change the core assumptions of the culture of the professorate, this study sought to understand research support in four key areas: obtaining sponsored research, writing, research assistance, and conference travel. Findings suggest some of the schools and departments at Topside University have developed policies and procedures that systematically support all faculties, including women, succeed in developing their academic career through research productivity. Unfortunately, these are the exception, not the rule. Further, given administrative responsibilities, patterns of communication, and their inability to be considered &quot;insiders&quot; in certain circles crucial for promotion, women are particularly vulnerable to being ignored or passed over in the process of promotion from associate to full professor. Recommendations focus on specific ways in which Topside can ensure equitable access to research support to develop overall research production in the University. (Contains 1 table, 37 resources, and 3 footnotes.)
To Climb or Not to Climb: The Probing of Self-Imposed Barriers that Delay or Deny Career Aspirations to be an Administrator in a Public School System
Author: McGee, Janet M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Occupational Mobility,Employment Opportunities,Disproportionate Representation,School Districts,Superintendents,Principals,Assistant Principals,Career Development,Females,Barriers,Occupational Aspiration

Throughout history, women have faced numerous career barriers. Although significant progress has made it possible to break through the &quot;glass ceiling,&quot; there remains a disproportionate percentage of women at the higher educational administrative positions, specifically the superintendent and high school principal roles. This study will look at one aspect of climbing a career ladder: self-imposed barriers of the journey to rise to an administrative position in public school systems. This study examines the commonalities and differences between and among gender specific Florida administrators. The study explores administrators at the educational levels: elementary, middle school, high school, and district office, more specifically at administrative positions of superintendents, assistant superintendents, principals, and assistant principals within the Florida public school system. Common themes were extracted from the participants' responses. These themes were used to develop recommendations that schools and universities may implement in order to continue fostering the upward progression of women within education. Acknowledging differences and recognizing barriers, while learning to balance personal and professional career roles will make that climb on the career ladder easier for leaders that wear heels. (Contains 4 tables.)