ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Moral Philosophy and Curricular Reform&quot;: Catharine Beecher and Nineteenth-Century Educational Leadership for Women
Author: Lewis, Gladys S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Instructional Leadership,United States History,Educational History,Womens Education,Family Influence,Religious Education,Sex Role,Philosophy,Conflict,Parent Child Relationship,Social Attitudes,Moral Values,Educational Change,Physical Health,Social Networks,Writing for Publication,Clergy,Home Economics

Catharine Beecher, daughter of Lyman Beecher and reared in New England Calvinism, struggled against it as a means of acquiring life orientation. Convinced of the mind's superiority in resolving moral and ethical matters, she developed pioneering views on women's education with its three linchpins, which became known as moral philosophy: (1) transference of soul salvation from theological to social grounds; (2) creation of a moral code to regulate behavior without the presence of an angry God; and (3) assumption of a new class of moral guardians to promote this code. In 1823, she opened The Hartford Female Seminary, in Hartford, Connecticut; and went on to establish the Western Female Institute in Cincinnati, Ohio. She helped in the formation of women's colleges in Burlington, Iowa; Quincy, Illinois; and Milwaukee, Wisconsin. Although Beecher later incorporated support for childhood education, her priority was to women's education as teachers and writers in her curricular advances. This article examines Beecher's educational program, its curriculum, her emphasis on physical health for women, the way she changed the role of teaching as a career for women, and her extensive writings that show the far-reaching influence of Beecher in opening educational and writing careers to women. (Contains 38 footnotes.)
The &quot;Education&quot; of the Indian Woman against the Backdrop of the Education of the European Woman in the Nineteenth-Century
Author: Peacock, Sunita
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Females,Womens Education,Cultural Context,Sex Role,Cultural Differences,Foreign Policy,Social Class

The essay discusses the role and education of the women of India, with special reference to the women of Bengal during the nineteenth-century and a comparison is made between the education of the Indian woman and the education of the European woman during this era. The education of the Indian woman is also referenced against the backdrop of the nationalist movement in India against imperialist rule and its effects on the women of the country. (Contains 34 footnotes.)
Educate the Women and You Change the World: Investing in the Education of Women Is the Best Investment in a Country's Growth and Development
Author: Jackson, Leah Witcher
Date: 2009-00-00
Type: Journal Articles
Subjects: Sex Fairness,Correlation,Economic Progress,Females,Human Capital,Feminism,Employment Patterns,Quality of Life,Developed Nations,Poverty,Gender Bias,Womens Education,Social Development

An extensive body of research indicates a significant correlation between gender equality and the level of economic and social development of a country. Gender inequities have been found to influence the way members of the family spend their time and resources. Evidence suggests that women with more control over resources will spend more money on basic living needs (e.g., food and health) and education. Research demonstrates that investment in women, and more specifically women's education, has numerous positive effects on not only the women but also her children and family. These outcomes not only improve the quality of life of women and families but also combat poverty and foster economic growth. At the heart of achieving gender equality is the education of girls and women and the removal of barriers to education and opportunities for their advancement. The economic benefits of addressing and reducing barriers to women's education and engagement in the workforce can be substantial. A growing number of organizations and governments recognize that focusing on women and girls is the most effective way to fight global poverty and extremism. This article begins with a discussion of why it is beneficial to focus on women as a way to combat poverty and to accomplish economic and social development and growth. A look at the history of international treaties and organizations over the last six decades shows significant improvement and yet the current status of women indicates that a significant gender gap still exists even in developed countries. The article concludes with suggestions and strategies for governments, businesses, organizations and individuals to assist with the promotion and protection of women's rights, resources and voice to effectuate full participation in all aspects of society. (Contains 103 footnotes.)
Stopping the &quot;Flow of Co-Eds and Other Female Species&quot;: A Historical Perspective on Gender Discrimination at Southern (U.S.) Colleges and Universities
Author: McCandless, Amy Thompson
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Educational History,Coeducation,Campuses,Females,College Students,Time Perspective,Subcultures,Gender Discrimination,Racial Integration,Black Colleges

The interrelated nature of gender and racial constructs in the culture of the southern United States accounts for much of the historical prejudice against coeducation in the region's institutions of higher education. This essay offers a historical perspective on gender discrimination on the campuses of Southern universities from the attempts to bar women from the state flagship institutions in the 1890s to the efforts to exclude them from the public military colleges in Virginia and South Carolina in the 1990s. It notes the similarity of the arguments employed for and against gender integration and racial desegregation. In both cases, access was only the first battle in the war against unequal treatment. Coeducation did not bring an end to gender discrimination anymore than racial integration ended racial discrimination. Men students often banned women from clubs, activities, and buildings. Faculty ignored their presence in the classroom and/or graded them more harshly. Administrators put quotas on their admissions and imposed restrictions on their mobility. This was not unlike the discrimination experienced by the first black students in integrated classrooms. Although the campus climate in the 21st century is less chilly for both women and African Americans, traditional prejudices seem to justify the continued existence of separate women's and historically black colleges and universities. Opposition to coeducation on today's college campuses is more likely to come from women who argue that historic patterns of discrimination remain alive and well. (Contains 55 footnotes.)
Midwifery in American Institutes of Higher Education: Women's Work, Vocations and the 21st Century
Author: Brucker, Mary C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Obstetrics,Higher Education,Educational History,Nursing Education,Medical Education,Educational Innovation,Educational Change

Midwifery is one of the universal professions. At the end of the nineteenth century, midwives in the United States were disenfranchised from the mainstream. A concerted effort was waged by male physicians to characterize midwifery practices as unscientific while simultaneously preventing midwives from obtaining formal education. Although midwifery in the United States continued, it was limited to an apprentice model, and viewed as a vocation exclusively for women and without the need for education, especially at the college or university level. In the 1920's a model of nurse-midwifery, based on the British system, emerged and was taught in independent schools. It was not until mid-century that programs were subsumed into schools of nursing within colleges and universities. By the turn of the twenty-first century, programs are taught on the graduate level. Although this has enabled mainstreaming of education, this movement has meant midwifery faculty is increasingly challenged to possess excellent skills in practice, education and research, to be productive scholars within the institution, and to educate millennial students who seek financial security instead of a calling. In addition, the position of midwifery within nursing often obscures its unique role and diminishes both the power of the profession and its faculty. Among the new issues for midwifery academicians are increased technology, increased curricular content and an increasing number of male candidates for this traditional woman's work. (Contains 19 footnotes.)
The Stories We Hear, the Stories We Tell What Can the Life of Jane Barker (1652-1732) Tell Us about Women's Leadership in Higher Education in the Twenty-First Century?
Author: Wilson, Carol Shiner
Date: 2009-00-00
Type: Journal Articles
Subjects: United States History,Females,Biographies,Higher Education,Universities,Private Colleges,Presidents,College Administration,Leadership,Cultural Influences,Life Style

Jane Barker--poet, novelist, farm manager, student and practitioner of medical arts--was not allowed to attend university because she was a woman. Yet she was Oxford-educated in the most modern of medical theories of her time. By the end of her life, unmarried by choice, Barker was writing for pay under her own name in an emerging genre--the novel--and publicly challenging the dominance of male authors. Aspects of her life prompt reflection upon women in higher education leadership today: assumptions about women's competence in a male-dominated domain, personal decisions about marriage and childbearing, and the consequences and rewards of choosing the difficult career path. This essay is based on printed sources such as American Council of Education data (2009) and recent interviews with seventeen women leaders in private colleges and universities in the United States. The stories of these provosts and presidents illuminate challenges faced by women seeking and living in positions of authority and influence. These leaders negotiated suspicions that women could be decisive or have expertise in finance, and they were faced with difficult decisions as institutions responded to the late-2008 economic downturn. Women in this pool made a wide range of decisions about marriage, childbearing, and gender roles in a marriage. Generational and racial differences influenced their approaches to their work. Administrators, especially presidents, negotiated the isolation inherent in their positions. Concerns have arisen, in fact, that the constant scrutiny or &quot;fishbowl&quot; life of a president has decreased the traditional applicant pipeline of provosts. The essay concludes with an overview of women's choices about leadership in higher education today. (Contains 11 footnotes.)
The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields
Author: Page, Melanie C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Disproportionate Representation,Gender Issues,Science Education,Technology Education,Engineering Education,Mathematics Education,Group Dynamics,Leadership,Women Scientists,Gender Differences,Gender Bias,Barriers,Masculinity,Power Structure,Peer Acceptance,Sex Fairness

The under-representation of women in Science, Technology, Engineering, and Math (STEM) fields is of continuing concern, as is the lack of women in senior positions and leadership roles. During a time of increasing demand for science and engineering enterprise, the lack of women and minorities in these academic disciplines needs to be addressed by concentrated institutional attention and resources. Although the overall historical gender inequity in earned doctorates is decreasing, women remain underrepresented in scientific and engineering disciplines in the workforce and in faculty positions. Given the gendered patterns evident in engineering and STEM academic disciplines, it is important to consider the factors contributing to these phenomena, including the interplay between work and family constraints in academic careers. Rather than simply male dominance or individual preferences or capacities, this under-representation in STEM is also due to "deep seated" gender barriers, such as the persistent belief in gender differences in abilities which maintains the status quo and affirms current inequalities as "natural." Our paper focuses on hegemonic masculinities in organizations to better understand the institutionalization of gender inequalities. (Contains 1 footnote.)
International Teacher Education: Liberal Cosmopolitanism Revisited or Postmodern Trans-Nationalism
Author: Grimmett, Peter P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Nationalism,Global Approach,Educational Change,Teacher Education,International Education,Postmodernism,Educational Research,Educational Policy,Politics of Education,Educational Development,Educational History,Educational Philosophy

International teacher education is very topical. A recent article by Roberts (2007) in &quot;Teacher Education Quarterly&quot; concluded that teacher educators face difficulties in creating structures and activities and finding the time, energy, and financial resources to promote a deep level of understanding for world dilemmas and events. But what constitutes &quot;a deep level of understanding for world dilemmas and events&quot; for students of international teacher education, and how is its attainment as a learning outcome &quot;dependent on the vision of associated faculty&quot;? This article attempts to grapple with this question. Starting from an historical characterization of three periods of teacher education research and policy in North America over the last 60 years, the author shows how faculty vision of international teacher education has been influenced by different and contrasting conceptions of internationalization as a result of the changing macro-political context surrounding teacher education. The author explores three different ways of conceptualizing internationalization: (1) classical liberal stance; (2) cosmopolitanism; and (3) postmodern trans-nationalism. His thesis is that the heavy neo-liberal emphasis on economics is denying teacher educators all the benefits of cultural and political globalization in international teacher education. (Contains 11 notes.)
The Writing Experiences and Beliefs of Secondary Teacher Candidates
Author: Daisey, Peggy
Date: 2009-00-00
Type: Journal Articles
Subjects: Role Models,Content Area Reading,Writing (Composition),Writing Instruction,Teaching Methods,Teacher Attitudes,Secondary School Teachers,Teacher Education,Attitude Change,Prediction,Statistical Analysis,Writing Improvement

Writing affords students an opportunity to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. Teachers need to provide positive writing experiences that promote student enjoyment, as well as help students to express themselves with clarity and power. The ability of a teacher to include writing-to-learn activities in a classroom with efficacy and success depends on the teacher's beliefs and attitudes about writing and his or her capacity to develop instructional activities. The purpose of this study was to describe secondary teacher candidates' past writing experiences, present attitudes and beliefs about writing, changes in attitudes and beliefs about writing during a required content area literacy course, as well as their predicted use of writing in future instruction. Qualitative and quantitative methods were used in the design of this quasi-experimental study, which took place at a midwest university that educates many teacher candidates. Secondary teacher candidates (N = 124), who were enrolled in a secondary content area literacy course participated in this study. Results showed that: (1) the past writing experiences of teacher candidates with ("high writing enjoyment," HWE) differed markedly from those with ("low writing enjoyment," LWE); (2) teacher candidates with HWE thought of themselves as writers more than those with LWE; (3) teacher candidates enhanced their writing identity during a content area literacy course; and (4) teacher candidates believed that their future students will enjoy writing because they will offer them variety of writing forms, ownership, and a positive writing role model. (Contains 4 tables.)
Examining Our Career Switching Teachers' First Year of Teaching: Implications for Alternative Teacher Education Program Design
Author: Wilcox, Dawn Renee
Date: 2009-00-00
Type: Information Analyses
Subjects: Program Design,Teacher Education Programs,Case Studies,Alternative Teacher Certification,Case Method (Teaching Technique),Career Change,Beginning Teachers,Program Effectiveness,Teacher Attitudes,Barriers,Goal Orientation,Program Development,Mentors,Journal Writing,Focus Groups,Student Teacher Evaluation,Self Evaluation (Individuals),Observation,Time Management,Student Behavior,Student Needs,Parent Participation,Teacher Collaboration,Peer Relationship,Teacher Responsibility

This study explores the impact of an alternative teacher preparation program development from the "inside out" or through the voices of second career teachers, known as "Career Switchers," at a mid-size state university. The major objective of this study was to probe into their perceptions to inform program development with reporting framed in their first year of teaching experiences. There has been much discussion about the quality, design, and growth of alternative teacher preparation programs which arose due to a growing need for newly hired teachers. Although there has been significant criticism about such programs, this study is responsive to the call for examining alternative teacher preparation at a local level, i.e., within a specific program. This study is framed in the context of a specific alternative teacher education program using a case studies approach. The study consists of an exploration of four cases involving specific in-depth data with context rich information. A collective case study approach with cross-case analysis (Stake, 1994) was utilized to examine the data obtained across teachers. Examining the multiple data sources and addressing their research questions, the authors report on the following: (1) difficulties experienced; (2) surprises encountered; (3) changes reported; and (4) setting and fulfilling professional goals. They frame their major recommendations informed through this study and the voices of teachers which support the importance of: (1) an integrated system of resource supports; (2) scaffolded mentorship; (3) situated learning experiences; (4) alternative new teacher network; (5) active coordination; and (6) university support.
Quality Assessment Dimensions of Distance Teaching/Learning Curriculum Designing
Author: Volungeviciene, Airina
Date: 2008-00-00
Type: Information Analyses
Subjects: Curriculum Design,Distance Education,Quality Control,Educational Quality,Foreign Countries,Scientific Research,Teaching Methods,Independent Study,Instructional Effectiveness,Constructivism (Learning)

The paper presents scientific literature analysis in the area of distance teaching/learning curriculum designing and quality assessment. The aim of the paper is to identify quality assessment dimensions of distance teaching/learning curriculum designing. The authors of the paper agree that quality assessment should be considered during the curriculum design by performing reflective quality assessment. Synthesis of different scientific ideas with regard to distance teaching/learning curriculum designing are presented and discussed in the paper, and then the quality assessment dimensions of distance teaching/learning curriculum designing are presented. (Contains 2 figures.)
Global Learning Quality
Author: Pawlowski, Jan M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,International Cooperation,Educational Quality,Quality Control,Computer Uses in Education,Cooperative Planning,Educational Planning,Definitions,Cultural Influences

Learning, education, and training becomes more and more internationalized. As examples, study programs are exported across borders, curricula are harmonized across Europe, learners work in globally distributed groups. However, the quality of educational offers differs dramatically. In this paper, an approach to manage quality for globally distributed education providers is presented. The key areas of global learning quality are defined. Based on this concept, a sample implementation is described using the international quality standard ISO/IEC 19796-1. The paper shows how quality should be implemented and identifies key challenges. (Contains 1 figure and 3 tables.)
Teaching Online--A Research-Based Guide for Academics
Author: McMahon, Tim
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Effectiveness,Online Courses,Teaching Methods,Guidelines,Feedback (Response),Constructivism (Learning)

The essential lessons from the research literature on successful e-learning are brought together to show how to structure online learning. The results are presented within the framework provided by the seven maxims for effective teaching formulated by McMahon (2006).
The Quality of Distance Learning in the Situation of Technological Change
Author: Targamadze, Aleksandras
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Educational Quality,Information Technology,Educational Trends,Teaching Methods,Technology Uses in Education,Technological Advancement

This paper analyses challenges for higher education raised by the rapid development of information and communication technologies. The paper explores the enhancement of distance education leading to new opportunities to improve quality and develop services in higher education institutions. The paper overviews technical means and systems and also the newest technologies, which are successfully making their way to education and in the nearest future, will have even greater influence on the development of the latter. (Contains 2 tables and 2 figures.)
Quality Assessment of a Blended Studies Course in the Context of Open Learning Ideas: A Case Study
Author: Allan, Audrone
Date: 2008-00-00
Type: Journal Articles
Subjects: Open Education,Course Evaluation,Educational Quality,Program Effectiveness,Quality Control,Blended Learning,Evaluation Criteria,Higher Education,Electronic Learning,Surveys,Student Attitudes,Foreign Countries

This paper analyses problems of course evaluation in the frame work of open learning. It introduces the process of quality assessment of one specific blended learning course. The centre of research is an individual student. From his perspective, an attempt is being made to look at the course as an opening to new study possibilities. In addition, the paper defines criteria and indicators of course quality assessment that are employed for the concept of open learning. These criteria and indicators are employed in the evaluation of a separate course of university studies that is provided by means of blended learning. (Contains 5 tables and 6 figures.)