ethanporcaro/eric-fulltext-meta huggingface dataset:
A Framework for Managing the Impacts of Work-Integrated Learning on Student Quality of Life
Author: Gillett-Swan, Jenna
Date: 2018-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Practicums,Quality of Life,Well Being,Education Work Relationship,Coping,College Students,Employment Potential,Outcomes of Education

Although work-integrated learning represents an increasingly prevalent part of the tertiary education landscape, there are limited explorations of student experiences through a wellbeing lens. Wellbeing represents more than an individual's quality of life; it is an individual's ability to manage different inputs across intersecting physical, social, cognitive, psychological, environmental and economic factors often from a moment-in-time positioning. In connecting work-integrated learning and wellbeing, this conceptual article introduces work-integrated learning wellbeing (WIL wellbeing) as a construct to identify potential impacts of work-integrated learning on participants' wellbeing within and beyond learning contexts. The model highlights the importance of recognizing and appreciating student diversity in personal circumstance and experience when undertaking work-integrated learning. Explicitly connecting work-integrated learning and wellbeing emphasizes the importance of nurturing a combination of individual coping strategies, formal policy and informal institutional support, and provides a framework for higher-education institutions to address the impact of work-integrated learning on students.
Work-Integrated Learning and Professional Accreditation Policies: An Environmental Health Higher Education Perspective
Author: Dunn, Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Accreditation (Institutions),Job Placement,Student Placement,Environmental Education,Participatory Research,Action Research,Higher Education,Health Education,College Students,Foreign Countries

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of what constitutes WIL in environmental health. This paper describes a Participatory Action Research (PAR) approach undertaken as an initial step towards addressing these problems. The key recommendation from this research is the need to develop a framework to evaluate approaches to WIL in environmental health. In such a framework, it is argued that a shift in focus from a specified period of time students are engaged in WIL, to greater consideration of the essential pedagogical features of the WIL activity is required. Additionally, input from all stakeholder groups, universities, students, employers and the professional body, is required.
The End of Education: Nietzsche, Foucault, Genealogy
Author: Allen, Ansgar
Date: 2018-00-00
Type: Journal Articles
Subjects: Western Civilization,Educational Philosophy,Criticism,Educational History

This paper considers the plight of Western education and the demands it makes upon us. It argues that the feared end of education underpins and unduly shackles reflection on the current crisis of education. As a spectral, abysmal prospect, it both fetters and stimulates educational critique, mobilising critique to the support of a cause it cannot question because it is committed to its rescue. In a time of crisis, we find ourselves tied only more firmly to education, forced to express or enact our faith in educational redemption. Drawing from the work of Friedrich Nietzsche and Michel Foucault, a contrasting, genealogical critique of education is advanced, one that might defer the impulse of educational redemption and defy the limits on thought currently imposed. A genealogy of education is outlined that strips education of its dignity, and thereby challenges its dominion. The necessary incoherence of such an approach is explored.
Cosmopolitan Education in Agonistic Morality: Epistemological Restraint, Discourse Ethics, and Agonistic Pluralism
Author: Hayden, Matthew J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Moral Values,Ethics,Educational Philosophy,Epistemology,Inclusion,Democratic Values,Political Influences,Global Approach,Models

Cosmopolitan education has been much theorized, discussed, and proposed, but what exactly might it look like and what specific processes might it involve? Cosmopolitanism's recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for the prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; and agonistic pluralism reframes the effects of pluralism in educational and moral inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.
The War on Public Education: Agonist Democracy and the Fight for Schools as Public Things
Author: Knight, Kathleen Abowitz
Date: 2018-00-00
Type: Journal Articles
Subjects: Criticism,Educational Philosophy,Public Schools,Educational Policy,Politics of Education,Democratic Values,Governance,Educational Administration,Public Officials,Futures (of Society),Educational Trends,Elementary Secondary Education

Agonistic critiques of democratic theory conceptualize democracy as a site of conflict and struggle; as the fight against privatization escalates, these critiques become more relevant for educational governance. Public education governance has, in addition, increasingly been the site of conflicts between federal, state and local levels, as populist and other types of dissent are now emerging in educational politics. These conflicts reached a new peak with the nomination of Betsy DeVos as U.S. Secretary of Education. This nomination represented a pitched battle over public school as a &quot;public thing,&quot; a material object, space, institution or place of symbolic and embodied civic importance (Honig, 2017). DeVos's nomination stirred up, in popular imagination, the idea of public schools as &quot;public things&quot; of meaning and value for many citizens who participated in unprecedented ways to (unsuccessfully) block her appointment. It was with this threat to public education that the value of school as a &quot;public thing&quot; became crystalized among a diverse network of citizens. This political moment reveals (1) the nature of schools as public things and (2) the importance of agonist critiques of democracy, and public work, as a means for citizens to help safe-guard the future of schools as public things. I conclude by explaining the limits of agonism as a comprehensive approach to the democratic governance of schooling, advocating for its use as a critique and expansion of current models of public engagement with educational politics.
Learning to Be Moved: The Modes of Democratic Responsiveness
Author: Warnick, Bryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Democratic Values,Citizenship Education,Moral Values,Political Attitudes,Teaching Methods

Being responsive to the experiences, ideas, and stories of others is an essential trait for democratic citizens. Responsiveness promotes the general welfare, shows respect for others, and allows for what Tony Laden (2012) has called the social practice of reasoning. Political theorists have shown how responsiveness is a middle ground between dominance and acquiescence, where citizens show a willingness to be moved by those around them. Responsiveness is tested, though, when citizens interact with those who hold what are thought to be immoral or unjust beliefs. The key question: Is it possible to engage responsively with those who hold morally suspect beliefs, to be legitimately &quot;moved&quot; by those around us, without necessarily acquiescing to the moral problems? We argue that such engagement is both possible and desirable. There are at least five different ways to be moved by others in a productive, civic sense. We describe these modes, explain their moral depth, and give some examples. Civic educators should be aware of these modes and teach students how they can manifest in democratic life.
The Examination of the Decline of Philosophy of Education with Institutional Theory: A Focus on the Last Three Decades
Author: Colgan, Andrew D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Trends,Trend Analysis,Organizational Theories,Teacher Education Programs,Foreign Countries,Humanities,Inclusion

Many symposia and special journal issues over the last several decades have been devoted to concerns about the decline of philosophy in teacher education programs. I pursued an answer for my doctoral project and found institutional explanations are rarely invoked in the &quot;decline literature.&quot; I have sketched here the theory and have shown it to be equally applicable to the last several decades of this literature. I argue that institutional organizational theory (IOT) shows how teacher education institutions have changed over time in a way that has ultimately rendered the environment less and less hospitable to philosophy of education curriculum and faculty. Particular attention is paid to the educational context of Ontario, Canada, but I also include the wider American and British decline literature. In the final pages, I offer de-institutionalizing solutions that, if realized, could provide a new soil in which philosophy and other educational humanities fields could take root again in teacher preparation programs.
Deciding Access to Work-Integrated Learning: Human Resource Professionals as Gatekeepers
Author: Mackaway, Jacqueline
Date: 2018-00-00
Type: Journal Articles
Subjects: Workplace Learning,Integrated Activities,Human Resources,Qualitative Research,Foreign Countries,Inclusion,Semi Structured Interviews,Indigenous Populations,Access to Education,Foreign Students,College Graduates

Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports findings from a qualitative study focused on the role played by Human Resource (HR) professionals in influencing student access to WIL placements in Australian organizations. Findings suggest being in a HR role may influence why and how an individual acts as a WIL gatekeeper however, there is an interplay between forces at three distinct levels: organizational, occupational/job and personal, which affect the intentions and actions of the HR professional. Furthermore, the study suggests several conditions are required for an inclusive approach to WIL to be enacted. This study contributes to the underexplored topic of equity and access in WIL.
School Counselor Technology Use and School-Family-Community Partnerships
Author: Cronin, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Educational Technology,Technology Uses in Education,Family School Relationship,Community Involvement,School Community Relationship,Partnerships in Education,Communication Strategies,Elementary Secondary Education,Surveys,Correlation,Counselor Role,Individual Characteristics,Statistical Analysis

Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School counselors (N = 87) answered questions about technology use and school-family-community partnerships. Results indicated certain technology resources were significantly correlated with school-family-community partnerships. Implications for school counselors and future research directions are discussed.
Counseling Relationship Experiences for K-12 School Counselors Who Also Fulfill the Role of Anti-Bullying Specialist
Author: Arcuri, Nicole M.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Elementary Secondary Education,Specialists,Bullying,Prevention,Counseling Effectiveness,Counselor Training,Individual Characteristics,Counselor Client Relationship,Qualitative Research,Interviews

This qualitative study explores school counselors' experiences of the counseling relationship with students when also fulfilling the role of anti-bullying specialist. School counselors who also serve students as the anti-bullying specialist embrace a dual role with students. Interviews with school counselors practicing multiple role to include counselor and anti-bullying specialist were analyzed by the researcher for consistent and inconsistent experiences. The findings can provide guidance for the development and evaluation of school counselor role definitions that safeguard counseling effectiveness. Given that anti-bullying efforts in schools are required by federal law, understanding the indicated model policy, the outcomes in the state of New Jersey and their implications for school counselors in their role as an anti-bullying specialist is imperative. Participant feedback can provide school counseling graduate programs with data to analyze effectiveness of training practices for current real-world job roles and current school counselors with evidence for advocacy efforts.
Value of Industry Mentoring and Resource Commitment to the Success of an Undergraduate Internship Program: A Case Study from an Australian University
Author: Hardie, Geraldine
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Undergraduate Students,Internship Programs,Case Studies,Universities,Foreign Countries,Qualitative Research,Correlation,Outcomes of Education,Student Attitudes,Student Surveys,Feedback (Response),Statistical Analysis

Internships are becoming more relevant to universities as they provide students with practical skills that can be aligned with their career aspirations. Typically, successful undergraduate internship programs depend on the efficiency and design of the university internship program; the student commitment to the internship; and host organization's level of resource commitment to the program. Currently, there is very little empirical research conducted to examine how host organization based factors influence the quality of a good internship from a student interns' perspective. The Transaction Cost Economic (TCE) model was the theoretical lens used to address this research. The study used a survey (n = 83) of an undergraduate internship program at a university in Australia. The findings indicate that the host organizations' resource commitment has a significant positive influence on the interns' perceived success of the internship. Findings from this research can help to align organizational resource commitment with the students' expectations.
Giving Institutional Voice to Work-Integrated Learning in Academic Workloads
Author: Jovanovic, Jessie
Date: 2018-00-00
Type: Journal Articles
Subjects: Empowerment,Workplace Learning,Integrated Activities,School Community Relationship,Preservice Teachers,Active Learning,Inquiry,Faculty Workload,Foreign Countries,Partnerships in Education,School Personnel,Ethnography,Qualitative Research

Little is known about how university institutions are coping with increased placement demands in professional disciplines, and what this means for the quality and integrity of the Work-Integrated Learning (WIL) experiences offered within degree programs for all partners concerned. The first stage of a critical ethnographic study is reported in this paper. It forms part of a larger, ongoing study that seeks to generate critical perspectives on the impact and effects of an inquiry-based WIL philosophy that fosters sustained, meaningful university-community partnerships across a suite of Early Childhood programs. Institutional insights into the workload of university staff responsible for these programs are presented, revealing the complexities and possibilities of what this form of work involves in efforts to sustain meaningful, reciprocal partnerships over time. Findings reveal challenges to the relational foundations of this work and the potential implications for universities to reconsider the nature of their engagement with community in the education of deliberate professionals.
The Relationship between Test Preparation and State Test Performance: Evidence from the Measure of Effective Teaching (MET) Project
Author: Li, Hongli
Date: 2018-05-21
Type: Journal Articles
Subjects: Test Preparation,Standardized Tests,State Standards,Teacher Effectiveness,Longitudinal Studies,Racial Differences,Measures (Individuals),Academic Achievement,Likert Scales,Scores,Path Analysis,Outcomes of Education,Statistical Analysis,Multiple Regression Analysis

The passage of the NCLB Act enhanced accountability policies in the United States, and standardized testing became prevalent as a policy tool to ensure accountability in K-12 education. Given the high stakes of state administered accountability tests, more school teachers have adopted test-preparation strategies to ensure satisfactory student performance on state tests. However, it remains unclear as to whether and how test preparation relates to students' state test performance. In this study, by drawing on the Measure of Effective Teaching (MET) longitudinal dataset, we examined the relationship between test preparation and students' state test performance. We found that students with lower test performance in Year 1 received more test preparation in Year 2; however, the effects of test preparation on students' state test performance were rather small and mixed. In regard to racial differences, we found that Black and Hispanic students received more test preparation than White students. Further, the effect of test preparation measured by the item &quot;practicing for the state test&quot; on state test performance was significantly greater for Black and Hispanic students than for White students. The implications of the study, its limitations, and directions for future research are also discussed.
Sustaining Organizational Change towards Racial Equity through Cycles of Inquiry
Author: Dowd, Alicia C.
Date: 2018-05-21
Type: Journal Articles
Subjects: Organizational Change,Higher Education,Case Studies,Universities,Action Research,Equal Education,Race,College Faculty,College Administration,Teacher Attitudes,Administrator Attitudes,Educational Policy,Policy Formation,Educational Practices,Educational Objectives,Semi Structured Interviews

Many national, state, and institutional policies and initiatives advocate for change in higher education through structured forms of data use. The case study of &quot;Old Main University&quot; presented in this article shows how local reformers (n = 9) drew on data and data use tools provided by a long-term action research project implemented at the university to advance racial equity goals at their university. The case narrative utilizes practice theory, cultural historical activity theory (CHAT), and narrative inquiry to illustrate how administrative leaders and faculty at Old Main University coordinated their efforts in a sustained manner through two cycles of practitioner inquiry that was responsive to policy goals. The findings show that data use is productive to promote racial equity when data and data use protocols are used iteratively and in interaction among practitioners who use them to identify inequities rooted in their own practices. The findings support the conclusion that, to sustain change efforts as long-term (mesogenetic) projects, policy makers and local reformers should plan to iteratively redesign data tools, practices, and policies to institute changes in everyday (microgenetic) work practices. Such purposeful redesign holds potential to re-structure professional interactions, sustain motivation and organizational learning, and acculturate practitioners to equity as a standard of practice.
Title IX Coordinators as Street-Level Bureaucrats in U.S. Schools: Challenges Addressing Sex Discrimination in the #MeToo Era
Author: Meyer, Elizabeth J.
Date: 2018-06-04
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Higher Education,Gender Discrimination,Sex Fairness,Coordinators,Alignment (Education),State Legislation,Semi Structured Interviews,Elementary Secondary Education,School Districts,Professional Autonomy,Administrator Responsibility,Administrator Role,Administrator Attitudes,Role Perception,Qualitative Research,Occupational Information,Educational Policy

Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky's concept of &quot;street-level bureaucrats&quot; (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt undersupported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.