ethanporcaro/eric-fulltext-meta huggingface dataset:
The SSCI Syndrome in Taiwan's Academia
Author: Chou, Chuing Prudence
Date: 2014-05-05
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Neoliberalism,Publish or Perish Issue,Benchmarking,Higher Education,Citation Indexes,Educational Change,Educational Policy,Accountability,Governance,Financial Support,Salaries,Resource Allocation

With the global expansion of higher education in the last two decades, the maintenance of academic quality to meet requirements for international competitiveness has become a critical issue for policymakers and universities. In addition, the neoliberal emphasis on the market has increased the competition for global university rankings, and this emphasis continues to have consequences for university autonomy and academic governance. To cope with these challenges, Taiwan has introduced strategies for benchmarking its leading universities. Under the new evaluation system, universities are evaluated by external standards instead of those ensuring academic autonomy or contributions to society. This article details how these recent policy reforms have given rise to a new &quot;SSCI syndrome&quot;, which risks turning faculty members into paper producers rather than public intellectuals. These changes have also impacted students' rights as well as the greater goals of academic development. The article then argues that, as voices from both within and outside of Taiwan's academia have begun to respond to the issue, it begs the question as to whether or not Taiwan can serve as a model for the many other non-English-speaking countries of the academic &quot;periphery&quot; who are currently confronting similar issues. Given the increasing global pervasiveness of this SSCI syndrome, understanding the effects of policies recently implemented in Taiwan has important implications for higher education throughout the world.
Social Epistemology, the Reason of &quot;Reason&quot; and the Curriculum Studies
Author: Popkewitz, Thomas S.
Date: 2014-04-28
Type: Journal Articles
Subjects: Epistemology,Logical Thinking,Social Change,Mathematics Education,Music Education,Curriculum,Politics of Education,Power Structure,Sciences,History

Not-with-standing the current topoi of the Knowledge Society, a particular &quot;fact&quot; of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the &quot;reason&quot; of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum. The alchemy of the curriculum is paradoxical. It embodies cultural theses about kinds of people that inscribe differences and divisions in the name of inclusion and equity.
Local Knowledge When Ranking Journals: Reproductive Effects and Resistant Possibilities
Author: Canagarajah, Suresh
Date: 2014-05-05
Type: Journal Articles
Subjects: Periodicals,Faculty Publishing,College Faculty,Mentors,Productivity,Scholarship,Communication (Thought Transfer),Foreign Countries

This article is based on the engagement of a US-based scholar and faculty members in a non-Western university in a mentoring exercise on publishing. It demonstrates how the &quot;list&quot; constructed in a particular academic department in the university for ranking relevant journals for publication has reproductive effects on knowledge construction. The ranking of journals shapes scholarly interactions both inside and outside the academic department, offering limited possibilities for developing local knowledge. A micro-level orientation to publishing is first adopted to bring out how rhetorical and textual choices are influenced by the list of ranked journals. Next, a broad lens perspective is adopted to explore how academic interactions and communication among local scholars are also shaped by such productivity targets to reproduce dominant knowledge. In the final section, the article reports on the way mentoring was reconfigured to identify strategic textual spaces for representing local knowledge within existing publishing conventions.
The Ranking Regime and the Production of Knowledge: Implications for Academia
Author: Gonzales, Leslie D.
Date: 2014-05-05
Type: Journal Articles
Subjects: Reputation,Higher Education,Institutional Evaluation,Individualism,Standards,College Faculty,Teacher Evaluation,Educational Policy,Educational Practices,Commercialization,Productivity,Accountability,Teacher Role,Scholarship,Faculty Publishing,Periodicals,Neoliberalism,Government Role

In this integrated review of literature, we address a powerful movement among interrelated organizations that we call the &quot;ranking regime.&quot; We argue that the ostensive purpose of this regime is to identify &quot;world class&quot; universities, and thus to organize post-secondary education into a competitive transnational market. Although extant research has addressed how rankings are reshaping the field of higher education, there is little work that addresses the influence of rankings on the evaluation of faculty work and the production of knowledge. Thus, we review existing studies that have focused on the intersection of this ranking regime, faculty work, and faculty evaluation in order to assess the implications of the ranking regime for the production of knowledge within academia and for faculty evaluation. We argue that the ranking regime affects the production and evaluation of knowledge by promoting individualism, standardization, commodification, and homogenization. We offer policy and practice implications as well as directions for future research.
The Future of Education Research Publishing: Challenges and Responses
Author: Post, David
Date: 2014-05-05
Type: Journal Articles
Subjects: Educational Research,Scholarship,Faculty Publishing,Writing for Publication,Futures (of Society),Educational Trends,Productivity,Comparative Education,Periodicals,Trend Analysis,Educational Change

This special issue of &quot;Education Policy Analysis Archives&quot; addresses scholarly production and publishing (the two are intimately related) in the field of education. Worldwide scholars are facing similar global pressures for &quot;excellence,&quot; where the personal and institutional production of relevant scholarship is being compared with simple measures. In some parts of the world, these measures of productivity are fast becoming more immediately consequential than whatever else may be produced as a result of scholarship (purpose, critical reflection, insight, meaning, progress, to list some examples). This essay presents the challenges and responses identified by the eight contributions for this special issue on the future of education research publishing
Ranking Regime and the Future of Vernacular Scholarship
Author: Ishikawa, Mayumi
Date: 2014-05-05
Type: Journal Articles
Subjects: Reputation,Institutional Evaluation,Futures (of Society),Research Universities,Foreign Countries,Faculty Publishing,Scholarship,Bibliometrics,Audits (Verification),Periodicals,Institutional Autonomy,Global Approach

World university rankings and their global popularity present a number of far-reaching impacts for vernacular scholarship. This article employs a multidimensional approach to analyze the ranking regime's threat to local scholarship and knowledge construction through a study of Japanese research universities. First, local conditions that have led to the perpetuation of the world university rankings are examined. Next, the use of bibliometric indicators in performance assessment, a critical consequence of the popularization of the world university rankings, is tested against two prevailing factors in Japanese academia: the bipolar character of academic publishing and institution-centered audit. Despite high-flying idealism, the quest to improve positions in the rankings may fall short of addressing real needs of enhancing individual performance in pursuit of globally relevant research and ensuring equity among different generations of scholars. The study also points to the precarious future of vernacular scholarship, as the rankings celebrate audit culture and export its norms as well as an increasingly inward-looking propensity of Anglo-American academic circles to the rest of the world.
Strategies and Tactics in Academic Knowledge Production by Multilingual Scholars
Author: Curry, Mary Jane
Date: 2014-05-05
Type: Journal Articles
Subjects: Multilingualism,Language Role,Scholarship,Writing for Publication,Periodicals,Knowledge Economy,Academic Discourse,English (Second Language),Second Language Learning,Language Attitudes,Longitudinal Studies,Ethnography,Foreign Countries,Networks,Communities of Practice

In the past decade, academic evaluation systems worldwide have markedly increased the use of mechanisms that privilege the use of English in journal publishing. In the context of these trends, this article highlights our findings from more than 12 years of research on the experiences and perspectives of 50 multilingual European scholars with writing for publication, particularly in English. We draw on de Certeau's (1984) notions of &quot;strategies&quot; and &quot;tactics&quot; to explore key ways in which scholars manage often-competing demands and interests in writing for publication. Scholars both adopt &quot;strategies&quot; that align with official publication policies and use &quot;tactics&quot; that support scholars' sometimes competing agendas. At different moments scholars embrace, accommodate, or resist the perceived dominance of English in knowledge production regimes and evaluation systems. We conclude by summarizing the value of drawing on the notions of strategy and tactics in an era of increasing debates over evaluation systems.
Scientific Journals of Universities of Chile, Colombia, and Venezuela: Actors and Roles
Author: Delgado, Jorge Enrique
Date: 2014-05-05
Type: Journal Articles
Subjects: Periodicals,Scientific Research,Editing,Qualitative Research,Universities,Foreign Countries,Semi Structured Interviews,Salaries,Incentives,Administrator Attitudes,Productivity,Library Role,College Faculty,Faculty Publishing,College Libraries

A qualitative study was carried out to identify the roles of actors associated with the publication of scientific journals in Chilean, Colombian, and Venezuelan universities. Twenty-four semi-structured in-depth interviews were conducted with journal editors, university authorities, and other experts. The categories of analysis included university leaders (journal directors/coordinators), institutional actors (university presses and libraries), and journal editors. Changes emphasizing open access journals and salary incentives to increase productivity among university professors are creating new roles for those involved in the publication of journals. University journal directors and coordinators are being challenged to provide support and to seek inclusion in national and international indexes. Although university presses have not played an important role in this process, libraries have gained new responsibilities associated with data processing and the creation of repositories. Challenges exist for individual editors to obtain supporting personnel, as journal publication work grows and demands more.
The Periodic Table as a Tool for Teaching the Nature of Science
Author: Peters, Erin E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Chemistry,Scientific Principles,Visual Aids,Science Instruction,Science Activities,Classification,Prior Learning,Secondary School Science,Instructional Effectiveness

Teaching the connectedness of relationships among elements in the Periodic Table is often an overwhelming task, and can result in shallow student understanding. This article contains a series of activities that evoke student prior knowledge about classification, leads them to discover periodicity and other relationships among the characteristics of elements, and extends their knowledge into other disciplines such as creative writing and art. The activities structure an effective learning environment because the foundation of understanding lies in the nature of science, utilizing process skills, content knowledge, and the history of science in order to teach conceptual understanding on multiple levels. The resultant understanding of the multi-dimensional patterns of the characteristics of the elements gained by engaging with these activities allows students to use the periodic table as a tool for predicting compounds and writing reaction equations. Based on the authors&apos; experiences, 14-to 18-year-old students who have participated in these activities have been able to identify valence electrons effectively and correctly pair elements in ionic bonds. Given the formula, students were also adept in drawing dot diagrams of covalent compounds because they understood the meaning of the position of an element in the periodic table.
The Importance of Pupils' Interests and Out-of-School Experiences in Planning Biology Lessons
Author: Uitto, Anna
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Interests,Questionnaires,Grade 9,Factor Analysis,Natural Resources,Biology,Science Instruction,Student Experience,Television Viewing,Reading,Recreational Activities,Health Education,Physical Fitness,Human Body,Science Interests,Leisure Time,Correlation,Gender Differences,Foreign Countries,Information Technology

How to make learning more interesting is a basic challenge for school education. In this Finnish study, the international ROSE questionnaire was used to survey, during spring of 2003, the relationship between interest in biology and out-of-school experiences for 3626 ninth-grade pupils. Interest and experience factors were extracted by using the explorative factor analysis. Out-of-school, nature-related experiences, including watching nature programs on television, reading on nature from books or magazines, or having out-of-doors, nature-related hobbies were the most important factors correlating with interest in various contexts of human biology/health education like health and illness, personal appearance and fitness, human body in extreme conditions and in general biology like zoology, applied biology and genetics, and evolution. Out-of-school experiences in science and technology-related activities, such as using science kits and constructing models, had surprisingly the highest correlation with an interest in basic processes in biology, such as conceptually more abstract phenomena in ecology or cell biology. Design and technology-related experiences, such as using large tools, or experiences in using computers and mobile phones, were the least important factors to correlate with the studied interest contexts. More boys than girls were interested in basic processes of biology, while more girls than boys found human context interesting. When planning biology lessons and field work, it is important to connect pupils' out-of-school, nature-related hobbies and experiences to biology education, because they may represent longer-lasting personal interests. (Most of this paper is a summary of Uitto, Juuti, Lavonen, &amp; Meisalo, 2006.)
Me and My Body (MAMBO): An Interactive Science Education Programme for Primary Schools
Author: Scalzo, Clare
Date: 2008-00-00
Type: Journal Articles
Subjects: Science Education,Program Descriptions,Elementary School Students,Physiology,Human Body,Web Sites,Lesson Plans,Science Curriculum,Workshops,Health Behavior,Foreign Countries,Formative Evaluation,Program Evaluation,Teacher Attitudes,Student Attitudes

This paper describes a novel science education initiative developed for 8-to 12-year-old children by the Biomedical Diagnostics Institute at Dublin City University, Ireland. &quot;Me and My Body&quot; (MAMBO) is an interactive, multi-faceted programme that enables children to explore and understand the dynamic physiological parameters of the human body using simple sensing and diagnostic devices. The programme consists of a number of complementary elements comprising a colourfully animated website, a classroom-based series of lessons taught by a visiting educator, a curriculum-linked resource CD for teachers, and an out-of-school workshop. Topics investigated by the children include the blood, immune system, heart, and healthy living. The introduction of the programme into Irish primary schools has been met with enthusiastic responses from both students and teachers.
Genomics Analogy Model for Educators (GAME): Fuzzy DNA Model to Enable the Learning of Gene Sequencing by Visually-Impaired and Blind Students
Author: Butler, Charles
Date: 2008-00-00
Type: Journal Articles
Subjects: Genetics,Models,Science Instruction,Visual Impairments,Blindness,Secondary School Students,Logical Thinking,Toys,Physical Activities,Class Activities,Teaching Methods

Much of the general population is aware of terms such as biotechnology, genetic engineering, and genomics. However, there is a lack of understanding concerning these fields among many secondary school students. Few teaching models exist to explain concepts behind genomics and even less are available for teaching the visually impaired and blind. The purpose of the Genomics Analogy Model for Educators (GAME) tutorial is to enable an understanding of the fundamental aspects of genomics. The GAME tutorials use simple analogies to convey scientific information. Recent articles have introduced the GAME approach and two of its components: (1) An explanation of sequencing technology using Lego® blocks (the Lego® analogy model [LAM]), and (2) use of a small town analogy model to explain cellular biology. In this article, we present the concept that the Lego® analogy model can be adapted to enable learning of the concepts of sequencing for visually-impaired and blind students. Textured Lego® blocks, combined with classroom physical activities, are proposed as a teaching module to explain gene sequencing. We term this teaching approach the &quot;Fuzzy&quot; &quot;D&quot;NA &quot;Mo&quot;del (FUDMO).
The Effect of Different Molecular Models on High School Students&apos; Conceptions of Molecular Genetics
Author: Rotbain, Yosi
Date: 2008-00-00
Type: Journal Articles
Subjects: Molecular Structure,Models,High School Students,Genetics,Grade 11,Grade 12,Molecular Biology,Science Instruction,Computer Simulation,Illustrations,Visual Aids,Pretests Posttests,Questionnaires,Interviews,Secondary School Science

Our main goal in this study was to explore whether the use of models in high school molecular genetics instruction can contribute to students&apos; understanding of concepts and processes in genetics. Three hundred and nineteen students from four comparable groups of 11th- and 12th-grade students participated. The control group (116 students) was taught using the traditional lecture format, while the others received instruction that integrated one of the following models: Bead model (71 students), computer simulation (61 students), or illustrations typically used in textbooks (71 students). Each group was provided with similar instructions and the same guiding questions. We used two assessment instruments; a written questionnaire and personal interviews. The written questionnaire (post-test) comprised 10 open-ended and 13 multiple-choice questions. Six of the multiple-choice questions were also given to students before receiving their genetics instruction (pre-test). We conclude that it is worthwhile to integrate activities with specific instructions and guiding questions in the teaching of molecular genetics in high school. Moreover, the open-ended questions brought out the differences among the groups, revealing that activities with the bead model and computer simulation were significantly more effective than the illustration activity. (This paper is a summary of Marbach-Ad, Rotbain, &amp; Stavy, 2005; Marbach-Ad, Rotbain, &amp; Stavy, 2008; Rotbain, Marbach-Ad, &amp; Stavy, 2005; Rotbain, Marbach-Ad, &amp; Stavy, 2006; Rotbain, Marbach-Ad, &amp; Stavy, 2008.)
Outdoors Environmental Education for the Service of Peace: Lessons from a 2-Year Youth Program for Reconciliation in Cyprus
Author: Kadis, Costas
Date: 2008-00-00
Type: Journal Articles
Subjects: Outdoor Education,Environmental Education,Foreign Countries,Peace,Ethnic Groups,Program Evaluation,Program Descriptions,Cultural Awareness,Program Effectiveness

This paper examines the merits of the proposition that outdoors environmental education can be used as a means to promote reconciliation, and in essence peace, among communities in Cyprus. It does so through an examination of an outdoors youth program called CAFE (Camping, Fitness, and Education) that aimed to promote the awareness of members of two conflicting communities, Greek Cypriot and Turkish Cypriot, about local environmental issues. More specifically, the objectives of this program were to determine whether a specially-designed outdoors environmental program can assist in bringing the two communities together. In this paper we describe the nature of the program activities and provide some participant perspectives as anecdotal support for the program's success. The evidence suggests that the outdoors environmental activities provided the participants with opportunities to view socially constructed &quot;realities&quot; and &quot;truths&quot; from the other's point of view, while concurrently developing an understanding of local environmental issues.
The Use of Science Kits in the Professional Development of Rural Elementary School Teachers
Author: Sherman, Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Modules,Instructional Materials,Science Education,Elementary School Science,Elementary School Teachers,Grade 4,Grade 5,Professional Development,Alignment (Education),Science Curriculum,Educational Benefits,Pedagogical Content Knowledge,Self Efficacy,Teacher Attitudes,Scientific Attitudes,Science Teachers

This study reports on a science professional development initiative with elementary school teachers in Canada. Grades 4 and 5 teachers were involved in the implementation and modification of science kits, together with corresponding professional development activities. Each kit was aligned to specific outcomes in the curriculum and provided a complete set of materials and guidelines for classroom use. Teachers describe, through surveys and interviews, the benefits of using the kits and share a new confidence for teaching science.