ethanporcaro/eric-fulltext-meta huggingface dataset:
Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students
Author: Wozniak, Carl
Date: 2012-00-00
Type: Journal Articles
Subjects: Advanced Placement,Stakeholders,College Programs,Principals,Superintendents,Dual Enrollment,Barriers,Postsecondary Education,Educational Finance,Financial Support,Student Financial Aid,Online Surveys,Measures (Individuals),Student Participation,Access to Education,College Readiness,College Faculty,Teaching Skills,High School Students,College Bound Students,Administrator Attitudes

Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district superintendents, 181 high school principals, and 23 college dual enrollment officers regarding their use of these options, their perceptions of barriers to program expansion, and their ranking of possible solutions to overcome the barriers. Findings demonstrate that all parties find postsecondary options of value, with traditional dual enrollment the most used option. Although all groups identified funding as a primary barrier, other systemic barriers were of great concern. Participants suggest that expansion of Advanced Placement and early and middle college programs, financial assistance for dually enrolled students, and increased program availability for career and technical options would be beneficial. (Contains 8 tables.)
Frequency and Correlates of Campus Crime: Missouri Public Postsecondary Institutions
Author: Han, Seunghee
Date: 2012-00-00
Type: Journal Articles
Subjects: Colleges,Campuses,Crime,Incidence,Postsecondary Education,Correlation,Drinking,Drug Use,School Size,Age,Full Time Students,Enrollment,Out of State Students

Data from 34 public postsecondary institutions in Missouri showed liquor- and drug-related offenses and burglary as the most frequent campus crimes. Four-year institutions, institutions with a greater number of students, full-time students, younger students, out-of-state students, and a larger percentage of program completion were positively correlated with campus crime. (Contains 1 table, 4 figures and 4 endnotes.)
Pedagogical over Punitive: The Academic Integrity Websites of Ontario Universities
Author: Griffith, Jane
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrity,Cheating,Ethics,Plagiarism,Semiotics,Higher Education,Public Education,Student Attitudes,Student Behavior,College Students,Distance Education,Web Sites,Learning Processes,Punishment,Access to Information,Audiences,Video Technology

This study is a snapshot of how Ontario universities are currently promoting academic integrity (AI) online. Rather than concentrating on policies, this paper uses a semiotic methodology to consider how the websites of Ontario's publicly funded universities present AI through language and image. The paper begins by surveying each website and documenting emerging language-based trends like interpellating different audiences, inducting students into a larger scholarly community, and appealing to peer disapproval. The paper also records how these websites visually communicate AI through images and video, arguing that image and text inform one another in a two-way relationship: for example, a punitive image may undermine an otherwise textually pedagogical website. Overall, the majority of Ontario websites have a decidedly educative mandate in their online AI resources, aligning with current AI scholarship that lauds education rather than after-the-fact punishment. (Contains 2 tables, 11 figures, 1 note and 20 online resources.)
Differentiation and Diversification in Higher Education: The Case of Private, Faith-Based Higher Education in Manitoba
Author: Smith, Dan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Postsecondary Education as a Field of Study,Educational Legislation,Educational Policy,Educational Change,Administrative Organization,Church Related Colleges,Public Colleges,Differences,Systems Approach

The central proposition of this article is that Manitoba's faith-based higher education institutions have become more accepted by, and more closely integrated into, the mainstream post-secondary system in the province. Drawing on theoretical work explaining change in higher education systems, the article examines legislative and policy actions by government, public universities, and the faith-based institutions themselves that have increased the legitimacy of the private, faith-based institutions. (Contains 1 table and 1 note.)
Service Learning as a Practicum Experience in a Pre-Service Education Program
Author: Maynes, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Reflection,Learning Experience,Service Learning,Practicums,Educational Benefits,Transformative Learning,Questionnaires,Preservice Teachers,Student Attitudes,Administrator Attitudes

This paper presents research on the benefits of service learning for pre-service teachers in the final year of their concurrent education program. The purpose of the research was to determine whether liberatory learning (Chambers, 2009) occurred for those students during a four-week service learning placement in organizations other than schools. Liberatory learning involves transformational shifts in social consciousness and provides service of benefit to both the participant and the host organization. Seventeen pre-service teachers and service learning supervisors completed questionnaires. Results suggest that service learning has the potential to be liberatory for pre-service teachers, but learning may remain tacit rather than explicit unless substantial opportunities for reflection are included in the service learning experience. Debriefing activities following the experience may be a critical contributor to helping participants realize the nature and extent of their learning. (Contains 2 tables.)
Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics
Author: Boman, Jennifer S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Needs,Educational Research,Program Evaluation,Teacher Education,Graduate Students,Student Teaching,Teaching Assistants,Workshops,Student Diversity,Foreign Students,Public Speaking,Self Efficacy,Teacher Behavior,Teacher Effectiveness,Job Skills,Instruction,College Faculty,Student Characteristics,Outcomes of Education

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and diverse cultural backgrounds. Results indicated that over the course of training participants significantly increased their self-efficacy and effective teaching behaviours and decreased their public speaking apprehension. Although participants with varying levels of experience as well as participants with Canadian and international backgrounds benefited from the program, the results highlighted the need for additional teaching development opportunities for international graduate students. (Contains 1 table.)
The Great Divide between Business School Research and Business Practice
Author: Dostaler, Isabelle
Date: 2013-00-00
Type: Journal Articles
Subjects: Scientific Research,Business Education,Relevance (Education),Educational Research,Debate,Research Needs,Research Opportunities,Educational Practices,Intellectual History,Educational Development,Educational Theories,Educational Change

In their 2005 "Harvard Business Review" article, Bennis and O'Toole described business schools as being "on the wrong track" as a result of their focus on so-called scientific research. Some commentators argue that business schools have slowly lost their relevance since the end of the 1950s when they undertook a major overhaul in response to the harsh criticism of the Ford and the Carnegie Foundations on the state of theory and research in business administration. Inspired by Khurana's (2007) book on the development of American business schools, this article describes the debate on the relevance of scientific business research that can be found in the popular business press and the academic literature, and suggests a number of structural and cultural changes to increase the relevance of business research and its impact on practice. (Contains 2 notes.)
Gender and Specialty in Business Management Education
Author: Hunt, Gerald
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Gender Issues,Disproportionate Representation,Performance Factors,Beliefs,Business Administration Education,Decision Making,Sex Role,Student Characteristics,Questionnaires,Student Surveys,Student Educational Objectives,Specialization

Undergraduate university enrolment in Canada is characterized by a higher proportion of women to men, with a pattern of gender segregation across some disciplines. Within some disciplines, there is also a pattern of internal sex segregation whereby women and men still sort themselves into gendered sub-fields, a pattern that is particularly evident in undergraduate business management programs. This study set out to understand why this segregation occurs. The study found that men and women use the same criteria in selecting a business major, including beliefs about success and fit, as well as advice from referent others. However, they attach different weight to these factors in a pattern that is gendered. (Contains 11 tables and 1 note.)
Approaches to Standard School Education Balanced with Psychological Care for Children during Disaster Recovery: From the Point of View of Class Management
Author: Kawamura, Shigeo
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Seismology,Natural Disasters,Junior High School Students,Shared Facilities,Quality of Life,Classroom Techniques,School Support,Posttraumatic Stress Disorder,Trauma,Psychological Needs,Child Safety,Anxiety,Classroom Environment,School Counseling,School Counselors

Schools in the areas afflicted by an earthquake disaster of unprecedented scale, already faced with the challenge of simply carrying out regular school education, also struggled with the problem of how to ensure the necessary psychological care for the damaged children. With regard to this, I undertook school support based on the following policies: 1. to enrich class management so as to provide a &quot;safe-feeling environment&quot; through overall support of the class group; 2. to grasp the support level of individual students in the class through regular assessments including survey methods, and adjust the support level as needed. In classes in good condition, results showed a significant decrease in students' stress, and it was considered that an effect similar to the group approach took place through life and activity experiences in the Japanese class group. (Contains 2 charts, 3 figures and 4 notes.)
Inexpressible Memories and Learning for Reconstruction: Between the Major Earthquake Disasters in Postwar in Japan
Author: Yamazumi, Katsuhiro
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Seismology,Natural Disasters,Trauma,Role of Education,Adjustment (to Environment),Coping,Memory,Geographic Location,Elementary School Students,Grade 5,Grade 6,Teaching Methods,Educational Practices,High Schools

Learning for disaster reconstruction carried out by teachers and children in schools faces the fundamental contradiction of how tragic memories leaving deep scars can be told and shared, and the attempts to deal with this problem. In this paper, in order to approach the issue of whether an educational practice which overcomes this contradiction is possible, I carried out case study analysis of learning and education from earthquake experiences, based on the framework of activity theory. As the result of the analysis, it became clear that through learning for disaster reconstruction in school, children encountered various "providers of learning" outside school, and according to the connections they made, came to possess the possibility of creating new mutually supportive cultures and lives. (Contains 2 figures and 1 note.)
Cultivating the Ground for the Study of Education as an Interdisciplinary Enterprise: A Philosophical Perspective
Author: Misawa, Koichiro
Date: 2013-03-00
Type: Journal Articles
Subjects: Educational Research,Interdisciplinary Approach,Role of Education,Philosophy

There has been no shortage in calls for interdisciplinary enquiry. Yet it is often difficult to know exactly what is intended by this in the fullest sense. What is interdisciplinary enquiry in its totality? If we do not know precisely what it is, how do we bring this kind of enterprise to fruition? The study of education, while being already interdisciplinary in some sense, is far from ideal. Whereas the sociology of education and educational psychology that are somehow "scientific" in character have retained widespread appeal, the history and philosophy of education, which are not necessarily scientific, have lost much of their appeal. This indicates that something has been left out of the development and expansion of the study of education. What has been left out, this paper asserts, is a broader reconsideration of the normative character of our knowing something in particular and of our lives in general. This paper draws on the combined conceptions of "the space of reasons" and "second nature" to fully acknowledge the need for an interdisciplinary perspective on the study of education and on the role of education itself in a broader context of human living. To develop an appreciation of these notions suggests that philosophical thinking should be open to, rather than proffered in intrinsic opposition to, empirical or "scientific" investigations. The happy consequence of such a position is that this would open up a far more inclusive terrain on which educational issues can be addressed. (Contains 17 notes.)
Making Citizens in Modern Fukui: An Aborted Attempt at Local Citizens' Cultivation
Author: Kumazawa, Eriko
Date: 2013-03-00
Type: Journal Articles
Subjects: Educational Change,Educational History,Educational Policy,General Education,Military Training,Public Schools,Access to Education,Social Class,Asian History,Foreign Countries

The content of school education has always been at the center of modern school reforms. At the end of Edo period and during the early Meiji period, Fukui domain (han) and later Fukui prefecture took the initiative in modernizing their school system. The program of &quot;futsu no gaku&quot; (&quot;general education&quot; for the samurai class in Fukui domain) established at middle schools in the Fukui domain provided its students with basic learning that widely incorporated civilian and military knowledge and can be regarded as a program for the cultivation of a civil-military elite. While the initial intention was the creation of modern schools that combined civilian and military education, this later changed to creating &quot;civilian&quot; (bun) schools dedicated to the cultivation of a new &quot;citizenry&quot; (shimin) following the dissolution of the occupational monopoly held by the samurai class over administrative and military posts. In 1871, the Fukui domain opened its schools to the general public, and common people were allowed to enter elementary school alongside members of the former samurai class. Disciples of the reformer Yokoi Shonan has already implemented education that focused on public debate (koron) at the local schools (gogakusho). After the abolition of the domains and the establishment of prefectures, they promoted a process in which decisions were reached through public debate in the prefectural assembly. What set Fukui apart and ahead of the central government and other prefectures was that its &quot;Regulations for Public Schools&quot; provided severe penalties for those depriving others of their &quot;right to attend school.&quot; This kind of education through regional reform seen in Fukui came under increasing government control after 1881 and was completely contained by 1886. As the country became more centralized, a shift from the regionalized cultivation of citizens to the creation of national subjects (kokumin) occurred in the education system. (Contains 1 table and 9 notes.)
Learning Competencies in Action: Tenth Grade Students' Investment in Accumulating Human Capital under the Influence of the Upper Secondary Education System in Japan
Author: Ryogi, Matsuoka
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 10,Secondary School Students,Human Capital,Multiple Regression Analysis,Cultural Context,Student Characteristics,Institutional Characteristics,Secondary School Mathematics,Mathematics Achievement,Learning Activities,Competence,Track System (Education),Supplementary Education,Socioeconomic Status,Family Characteristics

Kariya (2009) proposes a concept of learning competencies to understand how social reproduction occurs in the current context of Japanese society; he argues that students learning competencies are not equally distributed but shaped by their family background, a foundation of unequal socioeconomic inequality. While he contends that learning competencies are &quot;the core engine that structures and runs the accumulation and distribution of this new form of human capital&quot; (AM), his study does not show if students differently engage in learning activities because of their level of learning competencies. ALSO, he does not address any relationship between school characteristics and learning competencies. Thus, this study is designed to investigate whether students' current learning competencies, under the influence of the school system, shape their attempts in improving academic and learning skills that likely lead to the accumulation of human capital, revealing how learning-competencies function in action. By employing a nationally representative data called the Programme for International Student Assessment (PISA) 2009, four multilevel logistic regression analyses were carried out to test how school and student-level variables are related to four types of students' learning activities: attending additional lessons in mathematics outside regular lessons for enrichment and remedial purposes. studying mathematics (as opposed to not studying at all), and studying for improving their academic skills. Findings of this study show that tenth grade students' learning competencies and school's ranking shape their engagement in the learning activities. As students from high socioeconomic families are more likely to have higher learning competencies and to attend competitive schools, the Japanese high school ranking system, known as school-based tracking, functions to differentiate students' degree of engagement in learning, contributing to the unequal distribution of learning opportunities. (Contains 7 tables and 15 notes.)
Rethinking a Case Study Method in Educational Research: A Comparative Analysis Method in Qualitative Research
Author: Murakami, Yusuke
Date: 2013-03-00
Type: Journal Articles
Subjects: Case Studies,Educational Research,Comparative Analysis,Qualitative Research,Research Methodology,Social Science Research

There are two types of qualitative research that analyze a small number of cases or a single case: idiographic differentiation and nomothetic/generalization. There are few case studies of generalization. This is because theoretical inclination is weak in the field of education, and the binary framework of quantitative versus qualitative research is strong. Thus, individual case studies are not linked to systematic theory construction. In the present paper, from the findings of social science methodology, a methodology of ease studies that goes back to the basics of rotation of abstract (theory) and specific (experience) is presented. (Contains 2 tables, 1 figure and 16 notes.)
Student Satisfaction with Blended and Online Courses Based on Personality Type
Author: Bolliger, Doris U.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Personality,Graduate Students,Research Universities,Blended Learning,Satisfaction,Student Attitudes,Questionnaires,Measures (Individuals)

The purpose of the study was to investigate differences in perceived student satisfaction in blended and online learning environments based on personality type. A total of 72 graduate students enrolled in blended and online courses at two research universities in the United States completed an abbreviated online version of the Myers-Briggs Type Indicator (MBTI[R]) and an online student satisfaction questionnaire. Overall, results indicate participants were satisfied with courses delivered in both environments. Analyses revealed several significant differences in perceived student satisfaction with certain elements in blended and online courses based on personality type. (Contains 8 tables and 4 figures.)
Are They Climbing the Pyramid? Rating Student-Generated Questions in a Game Design Project
Author: Siko, Jason Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Chemistry,Control Groups,Taxonomy,Expertise,Science Instruction,Experimental Groups,Classification,Visual Aids,Computer Software,Teaching Methods,Computer Games,Questioning Techniques,High School Students

Researchers have examined the use of homemade PowerPoint games as an instructional technique to improve learning outcomes. However, test data have shown no significant difference in performance between high school chemistry students who created games and students who did not (Siko, Barbour, &amp; Toker, 2011). One of the justifications for the use of the games is that students will, with practice, write higher-order questions when constructing the games. Two subject matter experts rated over 2,500 questions from games created by students in an environmental chemistry class through thematic analysis using Bloom's taxonomy as a coding scheme. The students wrote primarily recall questions, and students who created games on two occasions did not write more questions than students who only created games once. This suggests that changes to the question-writing aspect of the game project may be necessary in order to see improvements in achievement when compared to control groups. (Contains 3 tables and 4 figures.)
Course Design Using an Authentic Studio Model
Author: Wilson, Jay R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Video Technology,Learning Experience,Feedback (Response),Teaching Methods,Foreign Countries,Graduate Study,Graduate Students,Asynchronous Communication,Synchronous Communication,Educational Environment,Classroom Environment

Educational Technology and Design 879 is a graduate course that introduces students to the basics of video design and production. In an attempt to improve the learning experience for students a redesign of the course was implemented for the summer of 2011 that incorporated an authentic design studio model. The design studio approach is based on the idea of working and learning in a shared space. Offering a course that employs a studio design model provides the opportunity for exchanging ideas, sharing artifacts, and developing community more deeply and more quickly. What makes this course offering different is the combination of authentic tasks incorporating both online and face-to-face design studio environments. This paper will describe how a studio design approach combined with an authentic learning design was implemented and what was learned.