ethanporcaro/eric-fulltext-meta huggingface dataset:
The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors
Author: Rotgans, Jerome I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Motivation,Prior Learning,Learning Strategies,Foreign Countries,Path Analysis,Predictive Validity,Metacognition,Correlation,Measures (Individuals),Questionnaires,Classroom Environment

The objective of the present study was to examine how motivation is related to academic achievement. The &quot;Motivated Strategies for Learning Questionnaire&quot; (MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior knowledge, achievement-related classroom behaviors, and academic achievement were included in the analysis. Path analysis revealed that motivation is not directly related to achievement. Instead, the relationship was mediated by both learning strategies and achievement-related classroom behaviors. Prior achievement was a good predictor of subsequent achievement but had no influence on student motivation. Overall, the results suggest that motivation as operationalized by self-report seems to be a construct with limited predictive validity for academic achievement. (Contains 2 tables and 2 figures.)
Defining the &quot;Independent Learner&quot; in UK Higher Education: Staff and Students' Understanding of the Concept
Author: Mckendry, Stephanie
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Learning Strategies,Foreign Countries,Student Experience,Independent Study,Lifelong Learning,Nurses,Nursing,Nursing Education,Research Projects

The concept of the independent learner has become increasingly important within the higher education sector. However, there appears to be no consensus and rarely any clarification of what is meant by the term. As a result, students may fail to understand what is expected of them as independent learners, with implications for retention, progression and the student experience. This paper describes a research project that aimed to clarify what students and staff understood by the phrase. The results suggest that while most staff and students were familiar and comfortable with the concept, there remains potential for misunderstanding and confusion. (Contains 4 tables and 1 figure.)
Building Preservice Teachers' Connections with Communities through Inquiry
Author: Nicholas, Trula Morehead
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Standards,Teaching Methods,Cooperation,Research Methodology,Human Services,Preservice Teachers,Inquiry,Teamwork,Interprofessional Relationship,Teacher Collaboration,Teacher Education,Action Research,Masters Degrees,Community Development,Focus Groups,Surveys,Reflection,Community Education,Higher Education

This study describes how a community-based interprofessional education approach designed to engage preservice teachers with community members and human services professionals contributes to preservice teachers' inquiry skills and their understanding of interprofessional collaboration. Preservice teachers were enrolled in a research methods course where they conducted inquiry projects in collaboration with a non-profit organization and neighborhood associations. They reported learning about the process of doing inquiry, gaining an understanding of collaboration, and increasing their understanding of community issues, as well as how the context of communities might shape their future students' needs. The authors consider how these outcomes contribute to helping preservice teachers develop skills and knowledge indicated by professional teaching standards. (Contains 1 table.)
Preparation and Socialization of the Education Professoriate: Narratives of Doctoral Student-Instructors
Author: Anderson, Stoerm
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Stakeholders,Socialization,Semi Structured Interviews,Doctoral Programs,Teacher Attitudes,Graduate Study,Mentors,Personal Narratives,Career Choice

This study examined the socialization and preparation of future education faculty by exploring narratives of 17 doctoral student-instructors at a large, public, research-oriented university. Data were collected in semi-structured interviews followed by member checks to verify and clarify understandings and interpretations. Participants' experiences were analyzed in a three dimensional inquiry space to identify both common and divergent narrative themes. Findings underscore the importance of faculty mentorship and highlight participants' changing expectations and career goals. Implications emphasize individual and collaborative opportunities for improvement by multiple stakeholders in the doctoral education enterprise, including recommendations for both short and long term curricular practices. (Contains 1 figure.)
Fostering Leadership Skills in Pre-Service Teachers
Author: Xu, Yuejin
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Strategies,Educational Change,Leadership Training,Teacher Leadership,Preservice Teachers,Teacher Empowerment,Faculty Development,Teaching Methods,Teacher Education Programs

Teacher leadership is about empowering teachers to take a more active role in school improvement. Current pathways to teacher leadership, namely the Teacher Leader Master (TLM) degree program and teacher-led professional development, mainly target in-service teachers. Less attention has been paid to teacher leadership training in current teacher preparation curricula. This article describes three instructional strategies for nurturing pre-service teachers' leadership skills in a teacher preparation program. The three strategies are (1) to encourage cross-domain and multiple perspective-taking among pre-service teachers; (2) to enhance pre-service teachers' ethical reasoning; and (3) to engage pre-service teachers in analyzing real-life teacher leadership cases. The specific strategies presented in this article can be used as examples for teacher preparation programs as they strengthen their efforts in leadership training for pre-service teachers.
Discovering the Theorist in Tupac: How to Engage Your Students with Popular Music
Author: Lenning, Emily
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Development,Music,Popular Culture,Criminals,Creative Teaching,Undergraduate Study,Crime,Theories,Theater Arts,Teaching Methods,Educational Technology,Technology Integration,Music Education,Cultural Influences

This paper introduces creative pedagogical techniques for exploring theory in the undergraduate classroom. Using criminal justice and criminological theories as a primary example, it describes a technique that professors from any theory-driven discipline can use to engage students through popular music, from hip-hop to musical theater in order to strengthen their grasp of the basic theoretical foundations of their field. By introducing music as a forum for understanding theory, we can both peak the interest of our students and demonstrate to them that theory is present in our everyday lives. Here we will consider the importance of integrating popular culture and technology in our classrooms, the ways pop music espouses the major assumptions of theory, and creative approaches we can use to make criminal justice, criminology, and other theory-driven disciplines even more exciting to our students.
Resource Development for Novice Educators: The Story of a New Zealand Interinstitutional Collaboration
Author: Honeyfield, Judith
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Action Research,Foreign Countries,Beginning Teachers,Novices,Professional Development,Feedback (Response),Cooperation,Evaluation

Increasingly, many of our higher education teaching staff hail from diverse backgrounds with cultures that are often dissimilar to the world of academia. Drawn to education as a second career, or courted from industry for real world verisimilitude, their experience and external sector knowledge can be invaluable to an institution, but of little practical assistance to the individual in front of his or her first lecture theatre. Between 2008 and 2010, staff developers from five New Zealand higher education providers used an action research framework to investigate and address the needs of these novice teachers. This paper uses the four-phase cycle of planning, acting, observing and reflecting to describe the development and evaluation of Signposts, a professional development resource for new post-secondary educators. Learnings from the project affirm the value of collaborative projects and underscore the need for educational leaders to model reflective and critical practice. Several identified aspects of good practice in resource development are transferable beyond the single action research cycle described here.
Teaching Statistical Research Methods to Graduate Students: Lessons Learned from Three Different Degree Programs
Author: Ekmekci, Ozgur
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Problem Based Learning,Adult Learning,Teaching Methods,Research Methodology,Private Colleges,Graduate Students,Statistics,Statistical Analysis,Feedback (Response),Masters Degrees,Masters Programs

This paper examines the challenge of teaching statistical research methods in three master's degree programs at a private university based in Washington, DC. We, as three professors teaching at this university, discuss the way we employ innovative approaches to deal with this challenge. We ground our discussion within the theoretical framework of problem-based learning and adult learning principles. We provide brief descriptions of our research methods courses to demonstrate how an instructor can facilitate learning of new knowledge and applications in a content area often considered intimidating by students. We also highlight similarities across the three different courses we teach and pose several key questions that might help guide instructors inspired to engage students in the vital practice of using research in professional practice.
Integrating Service Learning into Public Relations Coursework: Applications, Implications, Challenges, and Rewards
Author: Gleason, James P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum,Service Learning,Public Relations,Guidelines,Educational Objectives,Teaching Methods,Teacher Attitudes,College Faculty,Standards

Drawing on a theoretical framework based on "use-inspired" applied research and service learning practice (Honnet-Porter & Poulsen, 1989), this paper argues the relationship between a service-learning approach and Public Relations coursework is a natural and highly desirable fit. Through examination of the goals of both service-learning and public relations curricula, the instructional implications of service learning in Public Relations coursework are explored, with emphasis placed on published standards for good practice. Examples from the authors' own course experiences in promoting service learning are also offered along with specific suggestions for motivating and preparing both students and faculty for a service-learning-enhanced Public Relations curriculum.
Transforming Schools into Learning Organizations: Supports and Barriers to Educational Reform
Author: Williams, Raymond B.
Date: 2012-07-13
Type: Journal Articles
Subjects: Educational Change,Educational Administration,Foreign Countries,Graduates,Communities of Practice,Barriers,Faculty Development,Instructional Leadership,Teaching Methods

The outdated manner in which we operate schools is tied to a reality that no longer exists. The society for which we prepare our students has shifted from a factory to a learning organization model. If we hope to prepare our graduates for successful participation in learning organizations we must transform both the structure and culture of our schools. This article summarizes data from 50 New Brunswick schools that are attempting to implement a professional learning community approach. In it we analyze both the strengths and barriers that impact this effort. The findings focus on the culture, leadership, teaching, and the professional growth in these schools. While identifying essential changes they contain promise that the task is achievable. (Contains 9 tables.)
Exploring School Principals' Hiring Decisions: Fitting in and Getting Hired
Author: Cranston, Jerome
Date: 2012-08-27
Type: Journal Articles
Subjects: Teacher Effectiveness,Personnel Selection,Foreign Countries,Principals,School Culture,Teacher Recruitment,Teacher Selection,Administrator Role,Decision Making

Hiring preferences can often determine the amount and kind of consideration shown to candidates for teaching positions, and therefore can have a profound impact on school culture, but have been largely unexplored. This paper describes how one group of principals in Manitoba approach hiring decisions when assessing prospective teachers for &quot;fit&quot; both for the profession and for their schools. Based on a conceptual framework that examined the criteria used in hiring decisions along four sub-categories of person-environment (P-E) fit (Kristof-Brown, Zimmerman, &amp; Johnson, 2005), the findings illustrate the critical role that principals can play in assessing applicants along various dimensions of fit even though they may have little formal preparation that would increase the reliability of such assessments. Additionally, these highly interpretive assessments constitute a significant part in decisions of who to hire, even though little is known about the relationship between assessments of fit and teacher effectiveness in the classroom. Finally, suggestions are offered that might improve the likelihood that those responsible for hiring teachers are aware of some of the biases that influence various decision-making phases of the hiring process. (Contains 2 tables.)
Twenty Years and Counting: An Examination of the Development of Equity and Inclusive Education Policy in Ontario (1990-2010)
Author: Segeren, Allison
Date: 2012-09-20
Type: Journal Articles
Subjects: Inclusion,Stakeholders,Cultural Pluralism,Vocational Education,Foreign Countries,Content Analysis,Multicultural Education,Policy Analysis,Equal Education,Educational Policy,Ideology,Cultural Context,Political Influences,Economic Factors,Educational History,Racial Bias

In response to the oft-cited inadequacies of the policies and pedagogies of multicultural education, the Ontario Ministry of Education mandated that school boards develop equity and inclusive education policies, as specified in Policy/Program Memorandum No. 119 [2009 version]: &quot;Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools.&quot; Relying on document analysis and policy analysis as methods of data collection, this study examined the ideological, socio-cultural, political, legal, and economic context from which PPM No. 119 [2009] developed in order to understand what groups of stakeholders were included in the policy development and whose values the policy document ultimately represents. Collected documents that represent both the federal and provincial level of policy making and a variety of regional stakeholders and policy actors illustrated that, despite a shift to focus on equity, conceptions of liberal multiculturalism continue to influence education policy in Ontario. This study concluded that the process of equity education policy development must be made a more inclusive process, reflecting the identities, values, and experiences of school administrators, teachers, and students.
School Attachment Theory and Restitution Processes: Promoting Positive Behaviors in Middle Years Schools
Author: Penner, Christine
Date: 2012-10-04
Type: Journal Articles
Subjects: Caring,Teacher Student Relationship,Interviews,Student Behavior,Attachment Behavior,Educational Attitudes,Student Attitudes,School Holding Power,Functional Behavioral Assessment,Qualitative Research,Teacher Attitudes,Best Practices,Positive Attitudes,Positive Reinforcement,Behavior Change,Change Strategies,Middle School Students

This paper presents the findings of a case study that examined school attachment and restitution strategies used in a middle years school to determine if the program had provided a viable means of promoting and sustaining positive behaviors among middle years students. Data were gathered by interviewing five teachers who had Restitution I training and five students who had multiple discipline referrals to the office, and by examining school-wide discipline referral documentation. Students and teachers agreed that positive student-teacher relationships and developing a warm, safe, caring classroom and school environment were instrumental in creating the conditions for students to redress their actions and in attaching students to their school community. Involvement in extra-curricular activities, meeting friends, feeder school visits, the availability of food, and having fun were other factors cited as increasing students' connection and sense of belonging. Collaboration with colleagues, support from administration, speaking the same restitution language, goal setting, parental support, and having a compassionate approach were seen as factors supporting the implementation of restitution, whereas lack of time, not having all staff embrace the philosophies and practices of restitution, teachers who were unwilling to share negative experiences, and students who were hardened from a multitude of poor life experiences and bad choices were seen as hindrances to the restitution process. (Contains 2 tables.)
Considerations for Education Reform in British Columbia
Author: Santos, Ana
Date: 2012-10-29
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Best Practices,Performance Factors,Change Strategies,Politics of Education,Educational Policy,Policy Formation,Policy Analysis,Educational Objectives,Educational Principles,Barriers,Educational Administration,Educational Improvement

Countries around the world refer to twenty-first century education as essential to maintaining personal and national economic advantage and draw on this discourse to advocate for and embark on educational reform. This paper examines issues around education reform, particularly in British Columbia. It argues that reformers should give careful consideration to the latest research on successful reform drivers as articulated by Michael Fullan, examples of best practices as illustrated by the province of Ontario, and heed the U.S. attempt at reform as a cautionary tale. All these factors are crucial to implementing education reform in B.C., especially in the current challenging and contentious political climate.
Developing and Launching an Online Hub to Facilitate the Exchange of Research Knowledge in Education: The Case of the OERE
Author: Tuters, Stephanie
Date: 2012-11-24
Type: Journal Articles
Subjects: Stakeholders,Foreign Countries,Peer Evaluation,Educational Research,Information Dissemination,Program Development,Research Utilization,Computer Networks,Online Systems

This paper outlines the process by which the Ontario Education Research Exchange (OERE), part of the Knowledge Network of Applied Education Research, developed and launched an online hub of education research summaries to facilitate greater use of research by stakeholders in the field of education. The project is an effort in knowledge mobilization funded by the Ontario Ministry of Education to help increase the use of research to inform policy and practice in Ontario. The paper begins with an outline of the background and history of the project. Next, the three main components of the project are outlined--collecting/writing the summaries and creating the inventory, putting together the peer review process, and creating the online hub for storing and sharing the summaries and facilitating the peer review process. This paper provides useful information that can be translated to similar projects with the goals of summarizing, storing, and/or sharing research with a broad audience. (Contains 3 footnotes.)
Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching
Author: Torres, Agustin Reyes
Date: 2012-12-00
Type: Journal Articles
Subjects: Linguistics,Second Language Instruction,Language Skills,Second Languages,English (Second Language),Second Language Learning,Story Telling,Student Interests,Foreign Countries,Teaching Methods,Higher Education,Computer Uses in Education,Educational Technology,Personal Narratives,Multimedia Materials,College Students,College Faculty,Language Teachers,Workshops,Interference (Language)

Digital storytelling constitutes a pedagogical tool for teachers to work on different linguistic skills while generating students' interest and attention. This study analyses the usefulness of including digital storytelling within a didactic sequence in order to work on linguistic routines such as greetings and leave-takings in English as a foreign language. To this aim, we have worked with first year students in the Faculty of Education at the Universitat de Valencia to improve their ability to adapt their language skills to specific situations within common daily interaction. We have designed a didactic sequence consisting of different workshops that have been put into practice in class. The sequence ends with a final project in which students are expected to produce their own digital stories, showing thus what they have learnt. This final production has highlighted a clear improvement in the use of linguistic routines, as well as in the use of more complex structures and of varied expressions used to open and close a conversation. (Contains 9 tables and 1 footnote.)
What Educators Should Know about Teaching Digital Storytelling
Author: Robin, Bernard R.
Date: 2012-12-00
Type: Journal Articles
Subjects: Guidelines,Instructional Design,Internet,Graduate Students,Student Research,Story Telling,Web Sites,Technology Integration,Educational Technology,Multimedia Materials,Copyrights,College Students,Personal Narratives,Production Techniques,Visual Aids,Computer Uses in Education,College Faculty

In this paper, the authors present some of the most important lessons they have learned from teaching courses, conducting workshops, writing articles, and supervising graduate student research on the educational uses of digital storytelling. The guidelines described here are categorized within the ADDIE instructional design framework and are presented as starting points that educators should consider when they begin to integrate digital storytelling in their classrooms. The guidelines provide useful information that will help educators teach students all phases of the digital storytelling process, including analysis, design, development, implementation and evaluation of digital storytelling projects that focus on educationally meaningful topics. (Contains 5 figures.)
Outstanding AFCPE[R] Conference Paper: Debt Burden of Young Adults in the United States
Author: Kim, Jinhee
Date: 2012-00-00
Type: Journal Articles
Subjects: Young Adults,College Students,Developmental Stages,Independent Living,Attitudes,Credit (Finance),Money Management,Student Loan Programs,Debt (Financial),Family Characteristics,Family Financial Resources,Individual Characteristics,Parent Child Relationship

Factors associated with the borrowing behavior of young adults who are transitioning from financial dependence to financial independence were identified. Data used were from the 2009 Transition to Adulthood and its parental companion data set, Panel Studies of Income Dynamics. Results indicate that age, gender, race, and work status are associated with the debt burden of young adults. Conversely, closeness to mother and communication, parental resources, and human capital attainment are negatively associated with borrowing behavior. Financial independence was positively associated with both credit card borrowing and student loan debt of college students. (Contains 4 tables.)