ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from the Tree that Owns Itself: Implications for Education
Author: Mueller, Michael P.
Date: 2011-07-00
Type: Journal Articles
Subjects: Science Education,Plants (Botany),Civil Rights,Relationship,Theories,Legislation,Scientific Principles,Science Teachers,Elementary School Science,Secondary School Science,High Schools,Middle Schools

After taking seriously the idea that nature should have human rights argued by Cormac Cullinan in Orion Magazine (January/February 2008), we examined the lessons that could be learned from the tree that owns itself in Athens, Georgia. The point is to engage others in environmental and science education in a critical conversation about how school would have to prepare students to deal with rights for plants, as distinct from sentient animals and inanimate objects. As discussions of rights often neglects the interests and inference rights of non-sentient plants in the school curriculum and these nonhuman species are objectified for human needs, there is very little written about plant rights in science education. This essay is an imagined question of what science education would look like if rights for plants were adopted by humans. We address the idea of rights for the Tree that Owns Itself in Athens, Georgia, United States, and what science educators and their students can and should learn from addressing these rights. We explore rights for plants more specifically through consequentialist and nonconsequentialist reasoning and the nurturing relationship between humans and nonhuman species. We connect with scholars who argue for biocentric pluralism as a guiding philosophy, while using this theory to develop some educational implications of rights for nature within science education respectively. (Contains 1 figure and 2 notes.)
Primary School Pupils' Perceptions of Water in the Context of STS Study Approach
Author: Havu-Nuutinen, Sari
Date: 2011-10-00
Type: Journal Articles
Subjects: Water,Science and Society,Foreign Countries,Grade 5,Grade 4,Teaching Methods,Students,Freehand Drawing,Elementary Education

This paper focuses on pupils' perceptions of water issues. The instructional situations take place in a Finnish primary school and aim at introducing the Science-Technology-Society (STS) study approach. The primary aim of this study is, in the context of STS instruction, to describe issues that pupils associate with water. This paper involves fourth and fifth graders from a rural primary school in eastern part of Finland aged between 10 and 11 (n = 52). Pupils were asked to write down the issues that came to mind when they thought of water, both before and after instruction. In addition, in the beginning of the process, pupils were asked to draw something about water. After the first set of writings and drawings, pupils participated in a teaching and learning process, which was supervised by master level teacher students. Prior to this process, pupils mostly associated the role of water for human beings, with drinking and washing as well as recreational pastimes such as swimming and fishing. The issues in this process varied from scientific to environmental protection, although the pupils' perceptions were very limited. After instruction, pupils wrote about the meaning of water in more general terms, relating to science, technology and societal issues, including the idea of the water cycle. This study increases and broadens researchers' and teachers' knowledge of pupils' ideas and thoughts about water in an authentic school context. The study focuses on water issues in science, society and technology and aims to support pupils' understanding towards becoming more systemic, multidimensional and critical. Environmental and science education are enriched with technological issues and this study reveals the challenges of integrated instruction. Methodologically, the study discusses the role of essays and drawings in interpreting the research results. (Contains 3 tables and 8 figures.)
American Elementary Education Pre-Service Teachers' Attitudes towards Biotechnology Processes
Author: Chabalengula, Vivien Mweene
Date: 2011-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Curriculum,Elementary Education,Biotechnology,Data Collection,Teacher Attitudes,Likert Scales,Science Teachers,Universities

This study examined elementary education pre-service teachers' attitudes towards biotechnology processes. A sample comprised 88 elementary education pre-service teachers at a mid-sized university in the Midwest of the USA. Sixty and 28 of these pre-service teachers were enrolled in Introductory Science Methods course and Advance Science Methods Course, respectively. Data were collected using a questionnaire which had 15 statements on a 3 Likert-scale and required students to indicate whether each statement is acceptable or unacceptable. The results indicated that elementary education pre-service teachers from both courses generally held a wide range of attitudes towards biotechnology. Notably, majority of the pre-service teachers approved the genetic modification of microorganisms and plants, but disapproved the processes that involved the insertion or removal of genes in humans and animals. Implications for science teacher education, curriculum as well as recommendations for further research are discussed. (Contains 6 tables.)
Reliability and Validation of a Short Scale to Measure Situational Emotions in Science Education
Author: Randler, Christoph
Date: 2011-10-00
Type: Journal Articles
Subjects: Grades (Scholastic),Elementary Secondary Education,Test Validity,Motivation,Measures (Individuals),Botany,Factor Analysis,Foreign Countries,Grade 6,Science Education,Research,Learning Processes,Academic Achievement,Reliability,Validity,Age Differences,Grade 7,Grade 8,Grade 9,Grade 10,Grade 12

Research has shown that emotions play a significant role in the learning process and academic achievement. However, the fact that measurement of emotions during or after instruction usually requires written responses on lengthy research instruments has been given as a reason why researchers have tended to avoid research on this topic in classrooms. Consequently, we developed a short Likert-scale instrument which used only three items within the three factors of interest, well-being and boredom to measure adolescent emotions during instruction in science education. We present four different studies in four populations to assess the validity of the scale. In order to determine the reliability and validity of the instrument, it was administered to pupils across a range of grades (grades 6-12) after being taught standardised lessons by 14 teachers in south-western Germany. The data generated were analysed statistically in terms of their reliability and validity. As the three independent factors (interest, well-being and boredom) had been derived from theoretical constructs, confirmatory factor analysis was applied. In a second study based on pupils from different age groups, grades and school subjects, we found different scores according to age and subject, suggesting that the scale is sensitive to these parameters. A third study used two standardised educational programs in zoology and botany for 5th and 6th graders to assess the scale's sensitivity towards changes in emotions. Pupils rated the zoological topic as more interesting than the botanical topic, as less boring and they felt better. External validity was determined by correlating the data that was generated using our scale in a fourth study on University students with the data generated by an established measurement of motivation (the shortened German version of the KIM--&quot;Kurzskala zur Intrinsischen Motivation&quot;). The data generated suggest that the three factors cluster satisfactorily and that the instrument, which can be administered with minimum disruption of classroom time, is both reliable and valid. (Contains 1 figure and 3 tables.)
Student Labs on a University Campus as a Type of Out-of-School Learning Environment: Assessing the Potential to Promote Students' Interest in Science
Author: Glowinski, Ingrid
Date: 2011-10-00
Type: Journal Articles
Subjects: Student Attitudes,Science Interests,Measures (Individuals),Factor Analysis,Educational Environment,Teaching Methods,Student Interests,Secondary School Students,Laboratories,Instruction,Structural Equation Models,Biology,Foreign Countries

Student labs are out-of-school learning environments that are assumed to promote students' interest in science. They are characterised by aspects of situated and authentic learning, a prominence of application contexts presented by scientists, and a high amount of practical work. Research has shown the potential for promoting students' interest in science for each of these aspects when implemented separately as a teaching approach in science education. This study aims to explore, whether (i) these aspects can be shown to be separately effective on students' interest even when realised jointly in the learning environment and, if so, (ii) which reciprocal effects can be shown with regard to students' attributes (prior individual interest, self-concept, gender) and the degree of pre-visit instruction in school. A questionnaire was developed based on interest theory and theories of interest development. A total of 378 upper secondary students completed the questionnaire. A factor analysis indicated the students' interest in the lab to be three-dimensional with the factors having a strong relation to (1) experiments, (2) application contexts of research, and (3) authentic learning environments. Structural equation modelling dictated significant interrelationships between students' interest in the student lab and students' attributes (e.g. prior individual interest in science), the degree of pre-visit instruction in school and the quality of instruction in the student lab. The analytical framework used in this study is based on theories of interest development by considering the basic needs as mediator variables and offers a means of assessing students' interest in out-of-school settings. (Contains 4 tables and 4 figures.)
Using Interactive Whiteboard Technology-Rich Constructivist Learning Environment to Minimize Gender Differences in Chemistry Achievement
Author: Dhindsa, Harkirat S.
Date: 2011-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Colleges,Chemistry,Foreign Countries,Gender Differences,Teaching Methods,Academic Achievement,Educational Technology,Pretests Posttests,Grade 11,Questionnaires,Likert Scales

In Brunei, more girls are enrolled at the institutions of higher education than boys. The aim of this study was to evaluate if a constructivist teaching approach, enriched with interactive whiteboard technology could empower males to minimize gender differences in achievement in Chemistry. Two groups of students were taught for six weeks: one group using the constructivist teaching approach enriched with interactive whiteboard technology and the other group using a traditional teaching approach. The results of the study demonstrated statistically significant gender differences in pre-test mean achievement scores of both the groups. There were statistically significant gender differences in post-test mean achievement scores for group taught traditionally, however, mean achievement scores of male and female students taught using constructivist approach were statistically non-significantly different. It is believed that this technique has potential to minimize gender difference in chemistry achievement. Implications of this research in Bruneian context are discussed and future research in this area is recommended. (Contains 1 figure and 6 tables.)
Using Findings from the Performance Appraisal Literature to Inform the Evaluation of Students in Higher Education
Author: Mann, Sara L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Student Motivation,College Students,Performance Based Assessment,Performance Factors,Evaluation Methods,Student Evaluation,Academic Achievement

Decades of research in the management literature have guided managers on how to effectively motivate their employees, increase the performance of their employees, and evaluate the performance of their employees. Many of these findings could be applied to higher education, both in research and in practice. More specifically, the findings on performance management and evaluation in the management literature could be integrated into the literature on higher education. This integration could prove beneficial for academics, institutions, and students alike. This article provides recommendations for educators and opportunities for future research.
Easing the Transfer of Students from College to University Programs: How Can Learning Outcomes Help?
Author: Carter, Irene
Date: 2011-00-00
Type: Journal Articles
Subjects: Universities,Articulation (Education),Educational Experience,Transfer Policy,College Transfer Students,Outcomes of Education,Foreign Countries,Knowledge Level,Skill Development

Increasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking transfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs. (Contains 1 table.)
Caring or Collusion? Academic Dishonesty in a School of Nursing
Author: Wideman, Maureen
Date: 2011-00-00
Type: Journal Articles
Subjects: Caring,Nursing Students,Student Attitudes,Cheating,Nursing Education,Foreign Countries,Interviews,Curriculum,Teacher Attitudes,College Faculty,Information Technology,Cooperation

Academic dishonesty is an issue that post-secondary institutions are having difficulty resolving. More than 100 studies have been conducted over the past 30 years, yet these studies have not provided data necessary to effectively address this problem. Indeed, research indicates that academic dishonesty is increasing. The purpose of this study was to determine the meaning of academic dishonesty as described and understood by nursing students at an Ontario university. Eleven students were interviewed to determine their perceptions regarding academic dishonesty. The data provided details of cheating behaviours and situations. Also significant were the students' descriptions of their life worlds, in which academic dishonesty plays a role. As a result, this study demonstrated that situational factors, such as a caring curriculum, heavy workload, faculty attitudes, and technology, had an impact on both why and how these nursing students were collaborating with each other and cheating.
Learning (about) Outcomes: How the Focus on Assessment Can Help Overall Course Design
Author: Ascough, Richard S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Planning,Outcomes of Education,Academic Achievement,Institutional Evaluation,Teacher Effectiveness,College Faculty,Learning Strategies,Statistical Analysis,Curriculum Design,Curriculum Development,College Curriculum

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using learning outcomes, and introduces a tripartite nomenclature for distinguishing between course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness. (Contains 7 figures.)
Graduate Students' Evolving Perceptions of Writing Collaboratively
Author: Ens, Anita H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Discourse Communities,Graduate Students,Collaborative Writing,Writing Processes,Doctoral Degrees,Self Concept,Student Attitudes

As members of a language and literacy doctoral cohort, we four authors attempt to situate ourselves within a community of practice in which knowledge is socially constructed. In this context, we explore our identities as collaborative writers and researchers. This paper documents the self-study that we undertook while collaboratively writing scholarly articles. We framed our research with three questions addressing process, product, and theory. How do individual writers approach a collaborative assignment, both emotionally and cognitively? Do writers perceive a difference in the quality of collaborative text versus individual text? How does experience connect to theory? Our experience indicated an increased consciousness of our writing processes and made us more aware of issues of style, audience, and clarity. Furthermore, the data emphasized the relational aspect of collaborative writing. We concluded that collaborative writing has a place in doctoral studies for its potential in increasing dialogue within a discourse community.
Understanding Universities in Ontario, Canada: An Industry Analysis Using Porter's Five Forces Framework
Author: Pringle, James
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Industry,Global Approach,Foreign Countries,Colleges,Public Policy,Supply and Demand,Purchasing,Power Structure,Competition,Economic Factors,Educational Finance,Government Role

In analyses of higher education systems, many models and frameworks are based on governance, steering, or coordination models. Although much can be gained by such analyses, we argue that the language used in the present-day policy documents (knowledge economy, competitive position, etc.) calls for an analysis of higher education as an industry. In this paper, the university sector in Ontario's higher education industry is analyzed by applying Michael Porter's five forces framework defined by the following forces: the threat of new entrants, supplier power, buyer power, the threat of substitutes, and industry rivalry. Our assessment revealed that competition in Ontario's higher education industry (university sector) is currently mixed. The findings suggest that policy-makers, the sector, and individual institutions will need to consider more seriously the impact of technology and globalization when seeking a competitive position for the Ontarian higher education system. (Contains 1 figure.)
Academic Dishonesty in the Canadian Classroom: Behaviours of a Sample of University Students
Author: Jurdi, Rozzet
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Efficacy,Foreign Countries,Ethics,Cheating,Student Attitudes,Peer Groups,Prediction,Student Motivation,Study Habits,Intervention

Academic dishonesty is a persistent problem in institutions of higher education, with numerous short- and long-term implications. This study examines undergraduate students' self-reported engagement in acts of academic dishonesty using data from a sample of 321 participants attending a public university in a western Canadian city during the fall of 2007. Various factors were assessed for their influence on students' extent of academic dishonesty. More than one-half of respondents engaged in at least one of three types of dishonest behaviours surveyed during their tenure in university. Faculty of enrolment, strategies for learning, perceptions of peers' cheating and their requests for help, and perceptions and evaluations of academic dishonesty made unique contributions to the prediction of academic dishonesty. High self-efficacy acted as a protective factor that interacted with instrumental motives to study to reduce students' propensity to engage in dishonest academic behaviours. Implications of these findings for institutional interventions are briefly discussed. (Contains 5 notes, 1 figure, and 7 tables.)
A Profile of Undergraduate Student Parents in Canada
Author: van Rhijn, Tricia M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Marital Status,Institutional Characteristics,Foreign Countries,Profiles,Parents,Case Studies,Age,Gender Differences,Enrollment Trends,Labor Force,Surveys

Student parents are a significant minority population on Canadian post-secondary campuses. As research exploring this population has been extremely limited to date, this study provides the first national profile of Canadian student parents. We explore student parent enrolment patterns over time and examine current demographic characteristics. The data for this study were drawn from two datasets collected by Statistics Canada: the Labour Force Survey 1976-2005 and the Survey of Labour and Income Dynamics 2004 cross-sectional data file. Student parents accounted for between 11% and 16% of all post-secondary enrolment between 1976 and 2005. Further analyses explore participation patterns based on type of institution (college/university), study status (full-/part-time study), age, gender, and marital status. Future research directions and implications for policies and institutional practice are discussed. (Contains 3 endnotes, 5 tables, and 8 figures.)
Double-Loop Learning and the Global Business Student
Author: Freeman, Ina
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Needs,Transfer of Training,Foreign Countries,International Trade,Employment,Business Education,Computer Mediated Communication,Teaching Methods,Intercultural Communication

In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign environments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only learned about foreign marketplaces but were able to integrate classroom teachings and text knowledge into their actions. This approach resulted in enhanced learning for students through double-loop processes and development in their other courses. (Contains 3 tables and 1 figure.)
Three-Way Conferences Facilitated by Program Supervisors: Student Teachers' Perceptions
Author: Lu, Hsiu-Lien
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Practicums,Teacher Education Programs,Field Experience Programs,Feedback (Response),Preservice Teacher Education,Interviews

This is a phenomenological study exploring student teachers' perceptions of three-way conferences during student teaching. Two preservice student teachers in the stage of pre-practicum and four in practicum (5 females and 1 male; Caucasians; undergraduates) in an early childhood teacher education program were purposefully selected, interviewed, and observed. They were student teaching in urban and suburban public schools in New England. Other data sources included field notes and program documents. Results indicated that three-way conferences provided opportunities for connection, mediation, navigation, affective support, clarification, reflection, and information sharing for the three parties, and could potentially help enhance the field experience. (Contains 1 footnote.)