ethanporcaro/eric-fulltext-meta huggingface dataset:
Pilot Study of the Effects of Supraliminal Bipolar Primes on Occupational Educators' Viewing Time and Perceived Confidence with Desktop Virtual Reality
Author: Williams, M. Scott
Date: 2008-00-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Simulation,Methods,Teaching Methods,Pilot Projects,Computers,Computer Assisted Instruction,Vocational Education,Social Cognition,Statistical Analysis,Effect Size,Pretests Posttests,Career Development

Virtual reality (VR) has been demonstrated to offer learning benefits over traditional instructional methods in many technical and occupational areas. However, in the framework of Rogers' innovation diffusion theory, adoption of VR in Career and Technical Education and occupational programs appears to be lagging. This study used experimental methodology to test the possibility of positively influencing the dispositions of occupational educators toward desktop VR through application of prime theory in a context of supplantation and technology self-efficacy theory. Supraliminal bipolar primes were used to test whether a positive disposition more conducive to VR adoption could be created in a sample of 30 occupational educators prior to introduction of a desktop VR presentation, with "disposition" defined as a pair of specific performance measures. Intended as a pilot study, this inquiry used ANOVA and correlation statistical analyses to produce sufficient indications of relationships between positive primes, VR viewing time, and perceived confidence in VR to merit recommendation of further investigation. (Contains 2 figures and 5 tables.)
Retention of Graduate Students through Learning Communities
Author: Kraska, Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attrition,Academic Persistence,Cooperative Learning,Models,Definitions,Dropouts,Dropout Characteristics,Dropout Prevention,Educational Environment,Social Influences

This manuscript addresses learning communities (LCs) as a strategy to retain graduate students until program completion. Definitions of LCs and their early development are presented. The benefits of LCs to groups of students with common interests are discussed. In addition, reasons for early graduate student attrition are included. Common models of LCs and characteristics of effective LCs are elaborated. Finally, suggestions for further research are given.
Influencing Technology Education Teachers to Accept Teaching Positions
Author: Steinke, Luke Joseph
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Education,Teacher Shortage,Teacher Recruitment,Influences,Teacher Surveys,Professional Development,Educational Resources,Cooperation,Work Environment,Participative Decision Making,Mentors,Teacher Certification,Teacher Employment Benefits,Teacher Promotion

Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey instrument was developed that asked participants to indicate their level of agreement on 28 factors influence on whether a technology education teacher accepts a teaching position. A five point Likert scale was used to determine level of agreement. The results of the study revealed that the factors believed to most influence a technology education teacher to accept a teaching position included having resources available for the classrooms and labs, having resources for professional development, and a collaborative work environment. Discussions include recommendations for the development of technology education teacher recruitment programs, as well as policies that positively impact recruitment. (Contains 3 tables.)
Education or Incarceration: Zero Tolerance Policies and the School to Prison Pipeline
Author: Heitzeg, Nancy A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Legal Problems,Civil Rights,Violence,Correctional Institutions,Disproportionate Representation,Zero Tolerance Policy,Delinquency,At Risk Persons,Crime,Social Attitudes,Social Bias,School Policy,Racial Bias,Suspension,Expulsion,Dropout Rate,Institutionalized Persons,Public Policy,Social Justice

In the past decade, there has been a growing convergence between schools and legal systems. The school to prison pipeline refers to this growing pattern of tracking students out of educational institutions, primarily via "zero tolerance" policies, and, directly and/or indirectly, into the juvenile and adult criminal justice systems. The school to prison pipeline has emerged in the larger context of media hysteria over youth violence and the mass incarceration that characterize both the juvenile and adult legal systems. While the school to prison pipeline is facilitated by a number of trends in education, it is most directly attributable to the expansion of zero tolerance policies. These policies have no measureable impact on school safety, but are associated with a number of negative effects' racially disproportionality, increased suspensions and expulsions, elevated drop-out rates, and multiple legal issues related to due process. A growing critique of these policies has lead to calls for reform and alternatives.
Oral Language and Beginning Reading: Exploring Connections and Disconnections
Author: Hill, Susan
Date: 2009-00-00
Type: Journal Articles
Subjects: Early Reading,Beginning Reading,Semantics,Written Language,Second Languages,Oral Language,Emergent Literacy,Family Environment,Vocabulary,English (Second Language),Reading Achievement,Foreign Countries,Primary Education

The purpose of this study was to explore the connections between young children's oral language vocabulary and children's reading of written language in beginning reading books. Oral language has been viewed as the foundation for emergent reading development as it provides the semantic base, syntactic base and phonological base for successfully moving from oral to written language. In fact in the years before school the development of children's oral language in the home environment is viewed as an important factor for early reading success. The research reported in this study involved children in their first year of school in a socioeconomically diverse community. The findings revealed disconnections between children's receptive oral language vocabulary and early reading. Children with English as a Second Language scored low on oral language vocabulary but high on reading levelled texts. Children with high scores on oral vocabulary scored low on reading levelled texts and a small group of Aboriginal children scored low on both oral and written measures. This study raises questions about the view that oral language neatly underpins reading development and suggests that learning to read is akin to learning a second language for all children. (Contains 2 tables and 3 figures.)
Stratospheric Transparency: Perspectives on Internet Privacy
Author: Hauck, Rita M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Internet,Privacy,Social Networks,Social Responsibility,Mass Media Effects,Security (Psychology),Trust (Psychology),Behavior Standards,Influence of Technology,Access to Information

As a parent of teenagers in the 1980s, I recall a concern of the intrusion by MTV into our home. After futile attempts to block the program, my spouse and I set out to convince our sons of its intrusion. Our challenge was miniscule when compared to the Internet privacy issues of today. This paper addresses such challenges and proposes some guidelines based on research and experience that may help Internet users to strike a balance between the advantages of social networking and virtually limitless information access, and possible calamities wrought by Internet intrusions and personal privacy breaches. The concept of "stratospheric transparency" touches the social responsibility of what to put in cyberspace, a cyberspace prophylactic that may encourage people who use the Internet to ask themselves questions such as, "Do I want to live in an Internet fishbowl?" "Would I want my most respected relative or friend to see my post?" "Am I using the same standards for behavior in Cyberspace that I use at home and at work?" and, "If I do not have any standards when I "surf the Net" is this a time of my life when I should seriously avoid Cyberspace?" This paper relates the "Karman line" (highest atmospheric altitudes of the earth) to the possibilities for innovation and wisdom in the future development of Cyberspace. Some people are traveling into Cyberspace without knowledge about how they are influenced by activity there, and without knowledge that they can influence its development and help keep it from litter and pollution. It is as if they are traveling into space, not realizing that to maintain altitude at that level, one must travel faster than the rotation of the earth. (Contains 2 figures.)
"Clearing the Sill of the World": Jane Eyre and the Power of Education in the Nineteenth-Century Novel
Author: Davis, Nancy L.
Date: 2009-00-00
Type: Information Analyses
Subjects: Novels,Nineteenth Century Literature,Womens Education,Educational History,Social Class,Sex Role,Imagination,Figurative Language

The idea of education in nineteenth-century women's writing revolves around social class, social mores, and the subtleties of the writer's imagination. Nowhere can this be seen more vividly and thoroughly than in Charlotte Bronte's novel, "Jane Eyre". The book's opening scene, striking in its symbolic detail, highlights and foreshadows the aforementioned criteria for women's education of the era. Although doors to education were opening wider both in the United States and England due to the Suffragist Movement and other influences, specifically, America's Civil War and the West's Industrial Revolution, the majority of women were as constricted in their educational goals as the claustrophobic space in which the young Jane sequesters herself inside the breakfast-room of the Reed home at the opening chapter of Bronte's novel. Four images made clearly apparent in this first chapter become critical motifs in the book, notably the window out of which Jane gazes; the books surrounding her in the library; birds, as highlighted in "Bewick's History of British Birds", which she is studying; and the red curtains behind which she takes sanctuary from the Reed family. Jane's own imagination is far more advanced and exercised than the Brocklehursts of Lowood or even Mr. Rochester himself as he is first introduced at Thorndale. And so, it is Jane's "subtleties of the imagination" that instantaneously endear her to Rochester, subtleties learned from Helen Burns and Miss Temple, Jane's female mentors. It is these same subtleties that imbue her with moral fortitude when Bertha's existence is revealed; protect her on the moor when, destitute, she is found--unbeknownst to either party--by her long lost cousins; and, finally, fill her with the courage to reject the narrow path of St. John and listen to her own "educated" and by now experienced heart. Given the cultural, social, and economic upheavals of the late nineteenth century, given women's compelling desire to pull down the walls of denial in educational traditions, and given the strength of woman's keen intellect and imagination, it was only a matter of time before the Jane Eyres of the middle to late-nineteenth century opened their windows, grabbed their books, and took off in flight draped in the crimson folds of passion, indeed eventually "clearing the sill of the world. (Contains 47 footnotes.
Home-Schooling in Oldtown: The Education of a Virtuous Citizenry
Author: Howard, William L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Siblings,Home Schooling,War,Novels,Religious Education,Christianity,Authors,Moral Values,Ethical Instruction,Biographies,Religious Factors

Harriet Beecher Stowe (1811-1896) was the beneficiary of a unique blend of educational influences. The daughter, sister, and wife of Congregational ministers, she inherited the faith of New England Puritanism and its subsequent redirection by Jonathan Edwards (1703-1758). Studying and then teaching at her sister Catharine's female seminary, she shared some of her sister's dissent from the received faith. Her maternal grandmother ensured that Harriet was a welcome shareholder in the Episcopal Church, to which she would convert near the end of her life. Stowe's New England novels trace each of these influences. In &quot;Oldtown Folks&quot; (1869), she is particularly concerned with the application of Christian principles to the upbringing of three children raised in the ordinary households of a post-Revolutionary War New England community. Irrespective of its theological disputes, Oldtown families consider themselves heirs of Hebrew theocracy and rely on Biblical principles. In the Preface, the novel's narrator argues that the communities in which these households operated created a seed-bed of virtue that eventually helped characterize an entire nation. Stowe's novel thus embodies the source and constituent parts of the virtuous citizenry that the American Founders felt was necessary for a successful republic. (Contains 6 footnotes.)
Mary Shelley: Teaching and Learning through "Frankenstein"
Author: Girard, Theresa M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Authors,Females,Family Environment,Family Influence,Novels,Classics (Literature),Personal Autonomy,World Views,Attitude Change,Feminism,Womens Studies

In the writing of "Frankenstein", Mary Shelley was able to change the course of women's learning, forever. Her life started from an elite standpoint as the child of Mary Wollstonecraft and William Godwin. As such, she was destined to grow to be a major influence in the world. Mary Shelley's formative years were spent with her father and his many learned friends. Her adult years were spent with her husband, Percy Bysshe Shelley, and their literary friends. It was on the occasion of the Shelleys' visit to Lord Byron at his summer home that Mary Shelley was to begin her novel which changed the course of women's ideas about safety and the home. No longer were women to view staying in the home as a means to staying safe and secure. While women always knew that men could be unreliable, Mary Shelley openly acknowledged that fact and provided a forum from which it could be discussed. Furthermore, women learned that they were vulnerable and that, in order to insure their own safety, they could not entirely depend upon men to rescue them; in fact, in some cases, women needed to save themselves from the men in their lives, often with no one to turn to except themselves and other women. There are many instances where this is shown throughout "Frankenstein", such as: Justine's prosecution and execution and Elizabeth's murder. Mary Shelley educated women in the most fundamental of ways and continues to do so through every reading of "Frankenstein". (Contains 53 footnotes.)
Education and Access to Christian Thought in the Writing of Harriet Beecher Stowe and Anna Julia Cooper
Author: Magno, JoJo
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Slavery,Educational Opportunities,Males,Religious Education,Theological Education,United States History,Authors,African Americans,Access to Education,Equal Education,Christianity,Social Attitudes,Civil Rights,Religious Factors,Social Bias,Novels

In attempting to climb past the racist and sexist barriers which existed in nineteenth-century America, women could look to writers such as Harriet Beecher Stowe and Anna Julia Cooper. Their works not only reflect the conditions of women and African-American women in particular, but also call for access to educational opportunities for these women to provide a gateway to Christian thought. Bible study and theological education extended the idea of women and blacks as God's creatures, possessed of a soul, and rebutted the use of Scripture by Southern white males to promote slavery and segregation. (Contains 54 footnotes.)
Thedocracy: Christian Universities and Muslim Students
Author: Chenoweth, Gregg A.
Date: 2009-00-00
Type: Information Analyses
Subjects: Social Problems,Higher Education,Muslims,Democracy,Open Enrollment,Christianity,Church Related Colleges,Democratic Values,Islam,College Admission,School Policy,Social Justice,College Students,Educational Environment,Immigrants,Citizenship Education

Few cultural institutions so potently foster free thought and speech, appreciation for others unlike self, and community service as higher education. As such, universities catalyze democracy. One calls them the "Messiah" of that cause. Christian universities in particular, though not designed as political or religiously pluralist entities, assist democracy under theological warrant. This convergence of theology and democracy make Christian campuses a venue in "thedocracy" for moderating social problems. This paper develops the thedocracy construct, then applies it to the politicized strain between Islam and America. Christian schools often fail to contribute either because American Muslims are off their radar, numbering under 1% of the U.S. population, or comity is perceived unnatural to their religious mission. This project analyzed admission policies among all 111 CCCU member institutions and found 16, or 1 in 7, limit enrollment to Christian applicants. Thedocracy is proposed through open admission, socially conservative campus environments, campus evangelism emphasized on free will and human dignity. (Contains 129 footnotes.)
Women in Educational Leadership in the U.S.: Reflections of a 50 Year Veteran
Author: Gupton, Sandra Lee
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Females,Women Administrators,Status,Reflection,Occupational Aspiration,Sex Fairness,Gender Discrimination,Barriers,Promotion (Occupational),Equal Opportunities (Jobs),Career Guidance

Little did I know when I first stepped into that ninth grade classroom as a very young, timid, first year teacher at Brooks County High School in Quitman, Georgia, that I'd still be plugging away in this profession almost 50 years later! The purpose of this paper is to provide a reflective perspective on the status of women in educational leadership in the United States and the progress they have made moving into and succeeding in the ranks of administrators and leaders since the mid 1900s. More specifically, the author will reflect on and review her own experiences and those of 150 female leaders in education in the 1990s who participated in a study at that time (1993) to discover the best advice and recommendations for prospective women leaders in the profession. The book, &quot;Highly Successful Women Administrators: The Inside Stories of How They Got There&quot; published in 1996, will be the primary source for the author's review and reflection.
Tenured Faculty at Colleges and Universities in the United States: A De Facto Private Membership Club
Author: Spanbauer, Julie M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Universities,Females,Disproportionate Representation,Faculty,Tenure,Research Universities,Doctoral Programs,College Faculty,School Culture,Clubs,Barriers,Group Membership,Faculty College Relationship,Employer Employee Relationship,Gender Discrimination,Job Security,Labor Legislation,Educational History,Perspective Taking

There has been a gradual increase at U.S. universities and colleges in the appointment of women to full time faculty positions with women currently comprising approximately 40% of full time faculty. When status, job security, and institutional affiliation are taken into account, the percentage drops significantly: Women occupy only 24% of tenured positions at doctoral-granting institutions, the institutions that employ 47% of full time faculty nationwide, and a mere 19% of tenured full professor positions at these institutions. Although the reasons for this underrepresentation are numerous and complex, several reasons dominate the issues of continuing gender disparity: (1) The historical and legal culture of the university as an educational institution and as a workplace was akin to a private membership club for men complete with rituals and exclusionary practices; (2) The historical and legal culture of employment generally in the U.S., as reflected in the employment at will doctrine, is that of private club, with anti-discrimination laws and tenure operating as exceptions to this strong presumption; and (3) The application of gender discrimination laws in the university setting are too deferential and are at odds with common cultural assumptions about discrimination. (Contains 108 footnotes.)
Circumcision of the Female Intellect: 19th Century Women Who Opposed Scholarly Education
Author: Holmes, Marbeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Womens Education,Academic Education,Sex Role,United States History,Sex Fairness,Christianity,Quality of Life,Intellectual Development,Religious Factors,Marriage,Moral Values,Family Structure,Homemakers,Mothers

In 19th century America, some women decried the opportunity for scholarly education as rebellion against religion and predicted a grim decline in the quality of life, home, and hearth for American families and for American culture and politics. In particular, women who opposed scholarly education argued that God had not created men and women equally; therefore, women should not desire nor be granted equality in social expectations or roles but remain in the sphere of gender difference. These women preferred the Biblical submission to male-dominant authority, the domestic tranquility of doilies and embroidery, the notion of the morality of motherhood, and the absence of intellectual stimulation and development--objecting to academic education and its consequential outgrowths of political participation, gainful employment, matrimonial choice, and independent living. It is here among these women one finds the desire for womanly piety, purity, social graces, and the necessity of the development of Christian character. The intellectual circumcision was deeply rooted in the Protestant faith and was fostered through all branches of religious service. The idea that harmonious development of Christian character was more rewarding and stimulating than scholarly education pulverized the intellectual growth of women. This article examines the pursuit of perfected womanhood and the damning predictions regarding the quality of life for those women who strayed from their true purpose, which is a fascinating reflection of a truly circumcised female intellect and a thoroughly mutilated spirit. (Contains 72 footnotes.)