ethanporcaro/eric-fulltext-meta huggingface dataset:
Risk Factors and Prevention Strategies for Suicide among the Elderly
Author: Franks, Rebecca
Date: 2012-00-00
Type: Journal Articles
Subjects: Risk,Prevention,Older Adults,Suicide,Incidence,Social Isolation,Depression (Psychology),Substance Abuse,Financial Problems,Neurological Impairments,Program Descriptions,State Programs

Suicide is a preventable public health concern affecting the nation as the 10th leading cause of death. The prevalence of suicide among the elderly is higher than any other group. Risk factors attributed to this phenomenon are depression, social isolation, substance abuse, poor physical health or function, financial stress, and access to lethal means, among others. Protective factors have been identified, as well. Prevention of suicide among the elderly is of utmost importance, and national and state-level task forces and prevention strategies are leading prevention efforts. Suicidality is considered to be &quot;a state of total pain, which, coupled with neurological impairment, limits the perceived options to either enduring (suffering through) or ending utter agony.&quot; This represents an important paradigm shift in the way researchers believe suicide occurs. This article provides an overview of factors that contribute to suicide among the elderly, prevention strategies, and examples of national, state and community-based prevention programs. (Contains 2 figures.)
Defining Professional Self: Teacher Educator Perspectives of the Pre-ECR Journey
Author: MacDonald, Abbey
Date: 2013-03-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Comparative Analysis,Graduate Study,Doctoral Degrees,Professional Identity,College Faculty,Foreign Countries,Teacher Researchers,Faculty Workload,Time Management,Research

This paper examines the situations of four teacher educators working within academic contexts, but who do not as yet qualify as early career researchers (ECRs) by definition. Within this paper, we define this group as &quot;pre-ECRs&quot;; those working and teaching within contexts of academia whilst undertaking a PhD or similar higher education qualification. Critical comparative analysis is used to examine the nexus between what is currently known about becoming an ECR and narrative accounts of the authors' experiences of negotiating Faculty expectations for research output, teaching and postgraduate study. This approach provides rich insight into what happens prior to and during the initial stages of what we define as the pre-ECR journey. Through the examination of our storied experiences within the context of the existing body of knowledge, the implications of not being able to locate ourselves within a distinctive and appropriate professional identity become apparent. This paper offers a unique insight as it is researched from the perspectives of four pre-ECRs working within an Australian University Faculty of Education. This is valuable given that current research around ECRs provides minimal insight into experiences and challenges unique to those working toward ECR status.
Exploring Efficacy in Negotiating Support: Women Re-Entry Students in Higher Education
Author: Filipponi-Berardinelli, Josephine Oriana
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Reentry Students,Stress Variables,College Students,Higher Education,Social Support Groups,Qualitative Research,Barriers,Reflection,Educational Attainment,Community Colleges,Foreign Countries,Interviews,Fear,Security (Psychology),Role,Child Rearing,Nontraditional Students,Sex Role,Housework,Self Concept,Individual Development

The existing literature on women re-entry students reveals that women students concurrently struggle with family, work, and sometimes health issues. Women students often do not receive adequate support from their partners or from other sources in helping manage the multiple roles that compete for their time, and often face constraints that affect their choice to return to school (Jackson, Malcolm, &amp; Thomas, 2011). The aim of this study was to identify and understand how women re-entry students learned to negotiate support strategies and resources that they could utilize to offset potential stressors in their daily lives and facilitate program completion. A basic qualitative design using an interpretive approach was used to examine the observations and experiences of women re-entry students as they continued to juggle multiple roles while being a student. The findings of the study revealed four emergent themes: (1) factors that motivated women students to negotiate support; (2) perceived barriers to acquiring support or resources; (3) the influence of self-reflection on how support is negotiated; and (4) external systems utilized for support. This research revealed additional strategies women students resorted to not yet identified in the literature including resorting to unconventional measures to complete course work.
History and Systems of Psychology: A Course to Unite a Core Curriculum
Author: Williams, Joshua L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Core Curriculum,College Curriculum,Psychology,Curriculum,Interdisciplinary Approach,Communication Skills,Mathematics Skills,Ethics,Humanities,Art,Physical Sciences,Biological Sciences,Social Sciences,Undergraduate Study

Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing information from the various core areas. We used an existing core curriculum to delineate the congruency of core subject areas with topics covered in a history and systems of psychology course, which may be used as a capstone course for students across disciplines to unite the areas of a core curriculum.
The Co-Curricular Record: Enhancing a Postsecondary Education
Author: Elias, Kimberly
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,College Students,Learner Engagement,Databases,Transcripts (Written Records),Recognition (Achievement),Employment Potential,Employer Attitudes,Learning,Student Development

This article reports on the co-curricular record program (CCR) that is created by colleges and universities in Canada to help students engage in activities which will enhance their academic performance, personal development and well-being. It examines the validation of the CCR experience in an official document, opportunity of the students to search the database for eligible activities and motivation for engagement. It defines a CCR, sometimes called a transcript, describes its three pillars, and explores its benefits on student learning and development. It notes that employers continue to highlight their desire for employability or &quot;soft-skills&quot;, which are a key component of co-curricular engagement.
Segregation Versus Inclusion: Understanding Minority Serving Higher Education Institutions in the U.S. and Canada
Author: Di Virgilio, Alessia
Date: 2013-00-00
Type: Information Analyses
Subjects: Foreign Countries,Public Schools,Afrocentrism,Elementary Schools,Secondary Schools,Black Colleges,Educational History,African American Education,Minority Group Students,Indigenous Populations,American Indian Education,Tribally Controlled Education,Disabilities,Access to Education,Higher Education,Inclusion,School Segregation

This article explores the issues surrounding the establishment of an Africentric public school in Ontario. It provides a historical overview of the foundation of historically Black colleges and universities (HBCUs) in the U.S. as well as the benefits they provide to Black students, communities and the labor force. It extrapolates the tropes guiding the principles of Africentric schools to explore other minority serving higher education institutions, focusing in particular on institutions for Indigenous students and students with disabilities. Although the current focus within the Toronto school board remains Africentric schooling, the factors which contributed to establishing the school can be easily applied to other underrepresented groups. This article concludes with a discussion of the implications for Canadian postsecondary education institutions.
Complying with School Accountability Requirements and the Impact on School Leaders
Author: Lock, Graeme
Date: 2014-02-00
Type: Journal Articles
Subjects: Compliance (Legal),Accountability,Program Effectiveness,Audits (Verification),Foreign Countries,Educational Administration,Leadership Effectiveness,Administrator Responsibility,Leadership Role,Job Satisfaction,Semi Structured Interviews,Principals,Educational Resources,Time on Task,Cost Effectiveness,Institutional Autonomy,Administrator Attitudes,Educational Policy

Within an era of seemingly ever-increasing school accountability to both Federal and State jurisdictions in Australia, the impact of such requirements has received little attention in the literature. This research project was designed specifically to investigate the impact of compliance requirements on school leaders' workloads. The literature reviewed finds that detraction from the key role of leading teaching and learning due to spending so much time on compliance requirements leads to  disenchantment with the role of the principal and is a leading contributor to why so few aspirants are pursuing a career as a principal. Eleven semi-structured interview questions were developed and analysis of the data revealed three broad themes: the use of resources required to meet compliance; the perceived value of the request for compliance; and, the impact of compliance on the independent nature of the school, educational leadership and personal cost. The findings not only have implications for current school leaders, but also undergraduate and postgraduate course structures, particularly in educational leadership units, as the nature of the demands revealed in this study should be considered within course content.
Raising the Profile of Innovative Teaching in Higher Education? Reflections on the EquATE Project
Author: Robson, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Profiles,Instructional Innovation,College Faculty,Case Studies,Teaching Methods,Educational Research,Communities of Practice,Teacher Attitudes,Epistemology,Program Descriptions,Foreign Countries,Feedback (Response)

This paper presents a methodology developed by members of the Research Centre for Learning and  Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and  pedagogically-based case studies of innovations in teaching and learning. The Equal Acclaim for  Teaching Excellence (EquATE) project investigates whether case studies of teaching innovation,  facilitated by a research team and made public through a community of inquiry, can take educational  research beyond simple descriptions, foster criticality, and facilitate participants' engagement with  theory. The project supports participants as they plan and conduct their case studies and provides a  community of inquiry in which findings are shared and discussed in relation to micro (classroom and  discipline) contexts and macro (university-wide and higher education) agendas. This enables the  project team to make comparisons across the case studies and to explore participants' epistemic  beliefs and views of learning. The project team collected data from the case studies, project tasks,  and discussion groups that were thematically analyzed using inductive and deductive lenses. The  data suggests that participation in the project can promote greater reflectivity, defamiliarize habitual  practices, and promote openness to new theoretical and pedagogical perspectives.
A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map
Author: Tanriseven, Isil
Date: 2014-01-00
Type: Journal Articles
Subjects: Metacognition,Student Attitudes,Beliefs,Preservice Teachers,Teaching Methods,Foreign Countries,Control Groups,Quasiexperimental Design,Pretests Posttests,Questionnaires,Learning Strategies,Student Motivation

The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking &quot;Teaching Principle and Methods&quot;, in the second year at the Faculty of Education Elementary School Department at Mersin University, Turkey. Students in the experimental group planned their tasks individually by means of a mind map, whereas students in the control group directly realized their task. Before and after the experiment, both groups completed the &quot;Motivated Strategies for Learning Questionnaire&quot;, while students in the experimental group also completed the open-ended questionnaire. The research results indicated that there was a meaningful difference between the self-regulated learning of both groups, in favour of the experimental group. Pre-service teachers comprising the experimental  group stated that planning by means of mind map had positive effects on  the use of self-regulation strategies and their motivation.
Impact of Online Social Network on American College Students' Reading Practices
Author: Huang, SuHua
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Internet,Reading,Recreational Reading,Reading Habits,Time,Part Time Employment,Athletics,Recreation,Sleep,Undergraduate Students,Graduate Students,Student Surveys,Correlation,Statistical Analysis

The purpose of this study was to investigate social networking sites (SNS) and ways college students spend their time on both conventional academic and recreational reading. A total of 1,265 (466 male and 799 female) college students voluntarily participated in the study by completing a self-report survey. Descriptive analysis indicated that the average amount of time students spent (M) on academic reading (AR), recreational reading (RR), and social networking (SN) was 7.72 hours, 4.24 hours, and 16.13 hours per week, respectively. When compared with various classifications, freshmen students spent more time on SN (M=18.05 hours) and less time on both AR (M= 6.22 hours) and RR (M=3.47 hours) than other groups. A zero-order correlation statistical analysis indicated socializing with others by using some social networking sites (SNS) (e.g., Facebook) was positively correlated with college students' recreational reading (RR), but was not correlated with academic reading (AR).
International Students' First Encounters with Exams in the UK: Superficially Similar but Deeply Different
Author: Pilcher, Nick
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Tests,Test Preparation,Test Wiseness,Questionnaires,Interviews,Student Evaluation,Test Format,Online Surveys,Student Surveys,Student Behavior,Comparative Analysis

Although end of course exams remain a key mode of assessment in higher education, little research  has focused on international students' experiences of exams. There seems to be a tacit assumption in  most literature that exam preparation and strategies are universal, although differences in other areas  of learning exist. As an exemplar, this article focuses on international students' first encounters with  UK exams and shows that while exams may appear universal, students perceive real differences  between the exams they experienced in their home countries and those in the UK. International  students' previous experiences shaped their expectations and impacted on how they prepared for,  undertook, and made sense of exams. We draw on findings from a questionnaire answered by 168  international students and in-depth &quot;before&quot; and &quot;after&quot; interviews with 21 students. The data show  variety in previous experiences and expectations regarding how international students prepared for  exams, the exam environment, and, most importantly, in exam answers students produced. We  recommend that in addition to exploring differences in other areas of learning for international  students, lecturers clarify what is expected in exams early on and use more exam-type tasks to  expose and explore contrasts that lie hidden below the surface of exams.
The Effectiveness of an Embedded Approach to Practicum Experiences in Educational Leadership: Program Candidates' Perspectives
Author: Chandler, Mary
Date: 2013-00-00
Type: Reports - Research
Subjects: Instructional Leadership,Administrator Education,Practicums,Standards,Focus Groups,Interviews,College Faculty,Teacher Role,Mentors,Surveys,Student Attitudes,School Culture,Participant Characteristics,Educational Experience

This study examined how effective an embedded practicum experience in an educational leadership  program in a Southeastern University is in serving the purpose of preparing educational leaders to  meet future challenges. Findings of this study confirm practicum areas that met the educational  demands and highlight areas that need improvement to make the delivery of the leadership program  more effective.
The Value of Rewriting in Graduate Educator Preparatory Programs
Author: Gimbel, Phyllis
Date: 2013-00-00
Type: Reports - Research
Subjects: Graduate Students,Teacher Education,Feedback (Response),Writing Skills,Revision (Written Composition),Principals,Superintendents,Preservice Teachers,Questionnaires,Longitudinal Studies,Teacher Education Programs

The United States is poised to infuse writing into the K-16 curriculum. The Common Core State Standards have been adopted by 46 states and the English Language Arts and Literacy Standards set benchmarks for literacy in history/social studies, the sciences, and technical coursework (Common Core State Standards Initiative, 2010). The purpose of this retrospective, exploratory study is to understand the motivation of a random sample of 50 graduate students enrolled in educator preparatory programs at our state university with regard to why these students chose to rewrite an assignment. More specifically, the research question is: What motivates graduate students enrolled in educational licensure programs to rewrite an assignment and how do such students perceive the input of instructor feedback on their written work? Data were collected via a voluntary, anonymous, student questionnaire. Data analysis was thematic, using rereading to identify themes emerging from the data (Braun &amp; Clarke, 2006). Findings suggest that integrating the teaching of writing into school licensure programs and providing focused, detailed instructor feedback is helpful to guiding students to revise and improve their writing.
A Study of Children's Musical Preference: A Data Mining Approach
Author: Yim, Hoi Yin Bonnie
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Preschool Children,Interviews,Questionnaires,Childhood Attitudes,Singing,Listening,Dance,Musical Instruments,Comparative Analysis,Data Analysis,Cultural Context,Early Childhood Education

Musical preference has long been a research interest in the field of music education, and studies consistently confirm the importance of musical preference in one's musical learning experiences. However, only a limited number of studies have been focussed on the field of early childhood education (e.g., Hargreaves, North, &amp; Tarrant, 2006; Roulston, 2006). Further, among these limited early childhood studies, few of them discuss children's musical preference in both the East and the West. There is very limited literature (e.g., Faulkner et al., 2010; Szymanska, 2012) which  explores the data by using a data mining approach. This study aims to  bridge the research gaps by examining children's musical preference in Hong Kong and in South Australia by applying a data mining technique--Self Organising Maps (SOM), which is a clustering method that groups similar data objects together. The application of SOM is new in the field of early childhood education and also in the study of children's musical preference. This paper specifically aims to expand a previous study (Yim &amp; Ebbeck, 2009) by conducting deeper investigations into the existing datasets, for the purpose of uncovering insights that have not been identified through data mining approach.
An Historical Perspective on the Idea of Institutional Diversity and Differentiation in Ontario Higher Education
Author: Skolnik, Michael L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Diversity (Institutional),Foreign Countries,Educational History,Educational Policy,Public Policy,Access to Education,Discourse Analysis,Geographic Location,Policy Analysis

Institutional differentiation has frequently been an object of interest in higher education policymaking in Ontario. Occasionally this interest has motivated policy actions intended to increase differentiation, but more often government policy has aimed at limiting institutional differentiation -- or it has had that effect by default. The focus of this article is on the &quot;idea&quot; of differentiation as revealed, or suggested, in the policy discourse on higher education. In looking at discussions of higher education policy in Ontario over a long period of time, the author highlights two general features of those discussions: (1) dimensions of institutional differentiation of interest; and (2) tension between differentiation and geographic accessibility.
A Co-Teaching Model for Developing Future Educators&apos; Teaching Effectiveness
Author: Chanmugam, Amy
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Team Teaching,Teacher Education,Teacher Effectiveness,Graduate Students,Undergraduate Students,Doctoral Programs,Social Work,Case Studies,Educational Benefits,Individual Development,Novices

This article presents a co-teaching model for developing teaching effectiveness, illustrated with a  case example portraying the experiences of two doctoral students who co-developed and co-taught  an undergraduate course. As future educators, the doctoral students profited from the unique  opportunities co-teaching provided for skills and personal development. The model benefitted the  institution, enabling it to add a new elective to its offerings informed by the co-teachers&apos; recent  professional experiences. Participating in a co-taught course provided special opportunities for  enrolled students, such as ongoing modeling of a collaborative professional relationship. The article  highlights additional benefits of co-teaching and also explores cautions and lessons learned.  Recommendations are discussed for maximizing the benefits of co-teaching for higher education  departments, students, and novice educators. Lessons gained from the case example, which occurred  in the social work discipline, are applicable to many disciplines but may have special resonance for  behavioral sciences and applied social and health sciences.