ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Healthcare Faculty Interest in Internet-Based International Education Collaboration and Exchange: A Pilot Study
Author: Having, Karen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: International Education,Cooperation,Internet,Financial Support,Cultural Awareness,College Faculty,Teacher Attitudes,Computer Mediated Communication,Foreign Countries,Electronic Mail,Surveys,Questionnaires,Health Personnel

The education and training of students to become culturally competent and globally aware is a priority in higher education. Faculty hold the keys to international experience for students by offering an international curricular focus, coursework, and enrichment projects. Utilization of the Internet as a portal for international collaboration holds promise to broaden the ability of faculty to facilitate global education and research. This pilot study assesses the current participation in, support of, and barriers to Internet-based international collaborations of 34 faculty from 13 different countries. A high level of personal experience with Internet collaborations utilizing primarily e-mail and online chat was reported by 82% of the faculty. Common barriers cited to Internet-based collaboration were the lack of administrative and financial support to begin or maintain the activity. An overwhelming majority (90%) of the respondents indicated the need for an Internet-based portal for the purpose of international collaboration and education. (Contains 4 tables.)
Childhood Diabesity: International Applications for Health Education and Health Policy
Author: Pinzon-Perez, Helda
Date: 2010-00-00
Type: Journal Articles
Subjects: Obesity,Health Education,Prevention,Diabetes,Quality of Life,Guidelines,Resource Allocation,Health Services,Public Policy,Disease Control,Children,Advertising,Marketing

Health policy has a direct impact on health education initiatives, health care delivery, resource allocation, and quality of life. Increasing rates in the epidemics of obesity and obesity-dependent diabetes mellitus (aka diabesity) suggest that health policy changes should be included in health education and disease prevention strategies. Health policies should provide a clearly emitted set of guidelines and priorities in health. The implementation of health policies designed to decrease obesity and diabetes rates, as well as the creation of new international visions can have a profound impact on reducing this epidemic.
Prevalence of Health Behaviors among a University Staff: An Exploratory Study
Author: Torabi, Mohammad
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Promotion,Smoking,Incidence,Health Behavior,Regression (Statistics),Gender Differences,Obesity,Drinking,Eating Habits,Educational Attainment,Correlation,School Personnel,Universities

This study assessed the prevalence of health behaviors among non-academic staff at a Midwestern U.S. university. A sample of 627 women and 237 men completed a web survey for the study. Most of the health behaviors showed no sex difference. Health behaviors of drinking, smoking, and irregular breakfast eating were significantly associated with amount of education. Logistic regression analysis indicated that sleeping less than 5.5 hours (odds ratio: 8.44; 95% CI: 3.55, 20.05), coffee drinking (odds ratio: 1.63; 95% CI: 1.12, 2.37), currently smoking (odds ratio: 3.74; 95% CI: 2.25, 6.21), infrequent exercise (odds ratio: 2.01; 95% CI: 1.4, 2.90), and regular soda consumption (odds ratio: 2.13; 95% CI: 1.53, 2.95), were associated with irregular breakfast eating. Amount of education was associated with health-compromising behaviors and needs to be considered during health promotion programs. (Contains 3 tables.)
Canonical Correlation Analysis on Life Stress and Learning Burnout of College Students in Taiwan
Author: Huang, Yun-Chen
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Burnout,Multivariate Analysis,Correlation,Foreign Countries,Data Analysis,Stress Variables,Factor Structure,Environmental Influences,Achievement,Interpersonal Relationship,Social Isolation,Negative Attitudes,Emotional Response,Questionnaires

With rapid social changes, stress in life has increased significantly for everyone including college students. Understanding life stress among college students and how it may affect learning burnout has become an important concern for education researchers. The purposes of this study were (1) to assess the current status and factor structures of college students' learning burnout, and (2) to explore the relationship between life stress and learning burnout. The participants included 3,247 convenient samples of college students in Taiwan. The Learning Burnout Scale and The Life Stress Scale were used as assessment instruments for the study. Results of data analysis found that the students' learning burnout could be described by four factors: &quot;low sense of achievement&quot;, &quot;interpersonal alienation&quot;, &quot;negative learning emotion&quot;, and &quot;emotional exhaustion&quot;. Among these factors, &quot;low sense of achievement&quot; and &quot;negative learning emotion&quot; were found to be more serious. Using canonical correlation analysis the study also found a significant correlation between life stress and learning burnout. Results suggested that the higher the life stress the student experiences, the higher the degree of their learning burnout. (Contains 2 tables and 2 figures.)
Diasporic Chinese &quot;Xianshi&quot; Musicians: Impact of Enculturation and Learning on Values Relating to Music and Music-Making
Author: Mok, On Nei Annie
Date: 2011-01-12
Type: Journal Articles
Subjects: Foreign Countries,Musicians,Asians,Music Teachers,Music Education,Music,Clubs,Role,Folk Culture,Lifelong Learning,Informal Education,Acculturation,Qualitative Research

This qualitative study presents a group of five diasporic Chinese &quot;xianshi&quot; musicians in Hong Kong as an example, illustrating how they learnt and value their music throughout their lives, and examines the possible link between learning-practices and values. It is hoped that the lesson learnt from these &quot;xianshi&quot; musicians may alert music educators to the possible far-reaching effects of enculturation and learning-practices on forming an individual's values relating to music and music-making. The data were drawn from semi-structured in-depth interviews, non-participant observations and a trip to the musicians' homeland. It revealed that they value music for aesthetic and personal enjoyment, and for the purposes of bonding and identity building, as well as for building an imagined community. It appears that their musical enculturation (from homeland) and informal learning-practices (from both homeland and Hong Kong) may have contributed to their lifelong devotion to making music and to how they value their music and music-making on both personal and collective levels. (Contains 1 table and 3 figures.)
School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky's Elementary, Middle, and High Schools
Author: Lyons, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Improvement,Methods,Standards,Elementary Secondary Education,Audits (Verification),Sampling,State Departments of Education,Research Methodology

As a diagnostic intervention (Bowles, Churchill, Effrat, &amp; McDermott, 2002) for schools failing to meet school improvement goals, Kentucky used a scholastic audit process based on nine standards and 88 associated indicators called the Standards and Indicators for School Improvement (SISI). Schools are rated on a scale of 1-4 on each indicator, with a score of 3 considered as fully functional (Kentucky Department of Education [KDE], 2002). As part of enacting the legislation, KDE was required to also audit a random sample of schools that did meet school improvement goals; thereby identifying practices present in improving schools that are not present in those failing to improve. These practices were referred to as variance points, and were reported to school leaders annually. Variance points have differed from year to year, and the methodology used by KDE was unclear. Moreover, variance points were reported for all schools without differentiating based upon the level of school (elementary, middle, or high). In this study, we established a transparent methodology for variance point determination that differentiates between elementary, middle, and high schools. (Contains 5 tables and 1 figure.)
A Historical Survey of the Studies on Tokugawa Educational Thought in Japan: Trends and Issues
Author: Yamamoto, Masami
Date: 2009-12-00
Type: Journal Articles
Subjects: Educational Theories,Research Methodology,Familiarity,Criticism,Foreign Countries,Educational Trends,Trend Analysis,Futures (of Society),Educational History,Educational Research

The aim of this paper is to consider the trends and problems of Japanese educational science from the viewpoint of Tokugawa educational thought. Firstly, I reexamine the past main works of the studies on Tokugawa educational thought, and conduct a survey of the trends of these studies. Second, through critical analysis of these studies I try to elucidate problems regarding Japanese educational science, and discuss viewpoints on the studies of Tokugawa educational thought in relation to future educational studies in Japan. In conclusion, we can ascertain the following two points on the characteristics of the trends; (1) most studies on the history of Tokugawa educational thought have been entirely-focused in their research on Tokugawa thought through educational theories valued by modern educational science or the degree of familiarity to modern Japanese education; (2) as a result, the so called &quot;theory about the lack of educational thought in pre-modern Japan&quot; has been held as the most common evaluation of Tokugawa thought. With our full attention on the above two points, we must adopt research methods which first try to grasp Tokugawa educational thought in the historical context of the Tokugawa era, and second, try to examine various problems of modern education and educational science from the reverse perspective of the pre-modern era. We should be able to see another world of modern education and educational science from these viewpoints. (Contains 25 notes.)
The History of Actual School Lives and the Perspectives of &quot;Learners&quot;--Sickness of Secondary Students and Their Dropping out, in the Age that Lafcadio Hearn Observed--
Author: Saito, Toshihiko
Date: 2009-12-00
Type: Journal Articles
Subjects: Middle Schools,Educational Practices,Foreign Countries,English Teachers,Teaching Methods,Dropouts,Diseases,Educational History,Secondary School Students,Educational Policy

Numerous historical studies have been done regarding education in modern Japan from a great diversity of viewpoints. It is true that studies of educational systems and history of educational policies have made considerable progress. Still, there remains great room for improvement in terms of both quantity and quality for studies of everyday educational activities that actually took place in school or of actual school lives of &quot;learners.&quot; Then, what approaches are available to capture the history of the experiential world of the &quot;learners&quot;? Indeed, there are various difficulties related to historiographical theories. For instance, historical sources describing regular education in middle schools are in most cases not recorded as historical literature or they no longer exist. This paper is one approach to explore the history of the reality of &quot;learners&quot; in the Meiji era. Using the circumstances of illnesses in middle school students and withdrawals from school observed by Lafcadio Hearn, an English teacher in Japan, as a starting point, this study discusses the serious problems and fundamental issues in middle school education at the time. (Contains 1 note and 4 tables.)
New Trends in the Study of Social Education
Author: Yaguchi, Etsuko
Date: 2009-12-00
Type: Journal Articles
Subjects: Economic Status,Community Education,Lifelong Learning,Adult Learning,Partnerships in Education,Home Instruction,Family Involvement,Family Programs,Foreign Countries,Global Approach,Gender Issues,Older Adults,Nonprofit Organizations,Training,Sex Fairness,Youth Employment,Adult Education,Social Development,Social Responsibility,Age

Social education is seen as one important way of building a learning society, through supporting people in solving their daily problems. In a learning society, people could participate in a big project to develop their community as well as enjoying learning, without being excluded because of economic status, gender, age or ethnicity. Implementing a community education plan is the important role for social education, in other words, social education has become a main actor in a changing society. (Contains 1 figure.)
The Challenges of Fieldwork in Comparative Education Studies in Japan: A Methodological Consideration
Author: Otsuka, Yutaka
Date: 2009-12-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Comparative Analysis,Field Studies,Barriers,Research Methodology,Journal Articles,Use Studies,Literature Reviews,Bibliometrics,Investigations,Role Perception

The purpose of this article is to examine the position and role of the research method in one discipline, comparative education. For this purpose, first of all, the content of articles published by the Japan Comparative Education Society's journal over the past 35 years is analyzed. Based on this analysis, the implications, significance as well as apprehension surrounding doing fieldwork in comparative studies of education are then discussed. There are 504 articles published from the first volume to the latest No. 39. The classification based on a full reading of all the articles indicates 86 (approximately 17.1%) are found to be based on the data and information collected and formed by the researchers themselves with the various techniques in their fields. While studies about Western advanced countries account for a majority in all articles, those utilizing various techniques in the field remain limited at 20. The rest of the fieldwork-based articles concern developing countries. However, an increasing number of fieldwork-based studies have been appearing in the JCES journal. Not only has the speed of this increase been accelerating, but also the quality of the fieldwork seems to have been improving gradually. Similarly, countries and areas to be the object of investigation have been diversifying. What is perhaps the most salient phenomenon is that studies centering on advanced Western countries are also coming to adopt fieldwork as their primary research method. These recent academic trends may indicate that studies in Comparative Education in Japan are finally coming into their own: what was long considered a &quot;peripheral&quot; or &quot;consumer&quot; position in academia is now being replaced with hope for making original and active contributions to research in the field. (Contains 38 notes, 3 tables and 1 figure.)
Multicultural and Multiethnic Education in Japan
Author: Nomoto, Hiroyuki
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Students,Educational Needs,Public Schools,Nontraditional Education,Multicultural Education,Indigenous Populations,Special Programs,Global Approach,Cultural Maintenance,Cultural Education,Language Minorities,Minority Groups,School Support,Educational Development,International Schools

In Japan, the Ainu people have been living mainly in Hokkaido and many Koreans continue to live since the end of the World War Two. Since 1990's, the number of migrant workers has increased rapidly. In this sense, Japanese society has been multicultural and multiethnic. However, those minority groups have been strictly discriminated against in Japanese society and in schools, they have not been given opportunities to multicultural and multiethnic education. Against the ignorance of their culture and language, those minority groups established their own schools apart from existing school system to educate their children with pride of their own culture and language. Today those international and ethnic schools have an important role in providing foreign children with alternative education. Then, those schools have to be supported financially by the Government. The struggle of the Ainu people to establish their own school should be also supported by the Government, since the Ainu people have been recognized as an indigenous people by the Japanese Government. With globalization, the number of foreign students has rapidly increased in public schools. In order to respond to the educational needs of those children, the educational authorities have begun to provide them with special programs for teaching Japanese as a Second Language (JSL) and with native language instruction. Concerning JSL programs, the period of the program should be extended to more than 5 years. It is too short to develop cognitive/academic language proficiency (CALP). On the other hand, regarding the quality of JSL program, the content-based program has to be expanded instead of the program that develops only basic interpersonal communicative skills (BICS). Native language instruction for different cultural backgrounds should be implemented in every public school as quickly as possible if there is even one such student. (Contains 8 notes and 1 figure.)
Empowerment and the Construction of a Safe Space in a Women's Studies Classroom
Author: Toraiwa, Tomoka
Date: 2009-12-00
Type: Journal Articles
Subjects: Research Universities,Females,Womens Studies,Empowerment,Feminism,Teacher Student Relationship,Classroom Environment,Teacher Role,Interviews,College Students,College Faculty,Educational Environment,Student Attitudes,Discussion (Teaching Technique),Barriers,Social Class,Racial Differences,Social Influences,Gender Issues,Gender Bias,Emotional Response,Power Structure

One of the original goals of women's studies programs in the United States has consisted in empowering women to enable them to take control of their own lives. In order to achieve that goal, feminist scholars have developed a new pedagogy aimed at empowering students through the creation of equal relations between faculty and students, as well as among students in the classroom. In this paper I address the paradox raised by a concept of empowerment as applied to a site like women's studies and argue that the role of instructors' authority and power in the construction of a safe space is in this case fundamental to students' empowerment. The argument is based on data collected through semi-structured interviews conducted at a research university in the United States. Research participants narrate that the creation of a learning environment where students feel safe to express themselves on delicate issues of gender, race, class, or sexuality, and where they can voice their personal experiences, is necessary for empowerment to unfold. However, my research suggests that there are a number of obstacles that hinder the emergence of a safe space in women's studies classrooms. These involve the presence of fault lines of class, race, and sexuality, as well as the rise of strong emotional intensities. To overcome those obstacles, the interviewees revealed that the role of instructors was central; instructors exercised power and authority in the classroom and constructed a safe space from "above." The interviews suggest that the type of power in operation in the women's studies classroom helps overcome obstacles to empowerment rather than prevent it. In conclusion, I suggest that the seeming paradox of empowerment is produced by the conceptual association of "power" with a coercive, rather than an enabling definition of its effects. (Contains 2 notes.)
Academic Achievement Survey and Educational Assessment Research
Author: Tanaka, Koji
Date: 2009-12-00
Type: Journal Articles
Subjects: Educational Assessment,Performance Based Assessment,Academic Achievement,Educational Research,Educational Quality,National Surveys,Fundamental Concepts,Evaluation Methods,Standardized Tests,Research Methodology,Test Reliability,Test Validity,Evaluation Research,Foreign Countries,High Stakes Tests

The recent &quot;Nationwide academic achievement and study situation survey&quot; was clearly influenced by the idea of &quot;authentic assessment&quot;, an educational assessment perspective focused on &quot;quality&quot; and &quot;engagement&quot;. However, when &quot;performance assessment&quot;, the assessment method corresponding to this focus, is adopted in academic achievement surveys, it runs the risk of turning into a rigid hollow structure. In this paper I will reflect on the ideal application of performance assessment in academic achievement surveys, and will investigate the concepts of &quot;consequential validity&quot;, &quot;equity&quot;, and &quot;moderation&quot; in regard to their potential to further develop the discourse. (Contains 1 note.)
Learning to Label: An Investigation into Ways of Conceptualizing Curriculum Diversity in a Korean Unregulated School Choice Area
Author: Sung, Youl-Kwan
Date: 2009-12-00
Type: Journal Articles
Subjects: National Curriculum,Curriculum Development,Qualitative Research,Research Methodology,School Choice,Ability Grouping,Secondary School Curriculum,Foreign Countries,Political Attitudes,Educational Change,Educational Policy,Occupational Aspiration,Lesson Plans,Academic Achievement,Low Achievement,Curriculum Implementation,Scores,College Entrance Examinations

This study seeks to explore whether unregulated school choice has the potential to diversify the high school curriculum, as elitist conservatives and neoliberals in Korean argue. Making use of qualitative research methods, this paper examines how national curriculum policies are implemented at two selected high schools (high-achievement 1, low-achievement 1) in a non-HSEP area. Elective curriculum and ability grouping, as two core policy measures of the current national curriculum, are intended to overcome the monopolized curriculum implementation that has plagued Korean education. However, the study finds that the term &quot;curriculum diversity&quot; in the document of national curriculum, rather than indicating inclusiveness, actually means &quot;curricular variety&quot; and &quot;differentiation of curriculum&quot; through electives and between-classroom ability grouping. While the mandated elective curriculum appears on the surface to realize students' career aspirations, it actually turns out to emphasize particular subject matters thought to be fruitful for higher college entrance exam scores. In addition, a cream-skimming effect is observed as a result of between-classroom ability grouping that makes it difficult for teachers to implement prepared lesson plans, especially in classrooms with low-scoring students.