ethanporcaro/eric-fulltext-meta huggingface dataset:
Listen Up! Be Responsible! What Graduate Students Hear about University Teaching, Graduate Education and Employment
Author: Aspenlieder, Erin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Employment Opportunities,Higher Education,College Instruction,Course Descriptions,Discourse Analysis,Graduate Students,Theory Practice Relationship,News Media,Responsibility

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.
Beyond Skills: An Integrative Approach to Doctoral Student Preparation for Diverse Careers
Author: Porter, Susan D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,College Faculty,Career Development,Transfer of Training,Education Work Relationship,Criticism,Competition,Student Evaluation,Job Skills,Doctoral Dissertations,Educational Policy,Competency Based Education,Professional Development,Professional Identity,Barriers

An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing &quot;skills&quot; were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, we critique this framing of the issue and discuss the limitations of the common approaches taken to address it. We propose a more integrated approach, where students&apos; thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. We illustrate the concepts through the stories of two students, and discuss policy ramifications and the substantial challenges to its realization presented by a highly competitive research environment and established ways of assessing success in faculty and students.
Developing the Intercultural Competence of Graduate Students
Author: Dimitrov, Nanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Cultural Awareness,Intercultural Communication,Interpersonal Relationship,Transfer of Training,Graduate Study,Communication Strategies,Qualitative Research,Prior Learning,Audiences,Undergraduate Students,Peer Relationship,Supervisor Supervisee Relationship,Teacher Education Programs,Foreign Countries,Teaching Assistants,Focus Groups,Interviews,Cultural Differences,Foreign Students,Teaching Methods

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors.
Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study
Author: Levkoe, Charles Z.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Service Learning,Case Studies,Transformative Learning,Course Evaluation,Academic Achievement,Professional Development,Citizen Participation,Geography,Geography Instruction,Planning,Qualitative Research,Statistical Analysis,Graduate Students,Feedback (Response)

Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the &quot;professional turn&quot; and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and highlight opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.
Development, Implementation, and Evaluation of a Professional Skills Development Program: The Case of Concordia University's GradProSkills
Author: Venkatesh, Vivek
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Graduate Study,Skill Development,Case Studies,Course Evaluation,Statistical Analysis,Extracurricular Activities,Curriculum Development,Partnerships in Education,College Administration,Professional Development,Universities,Program Implementation,Program Development,Measures (Individuals),Demography,Reliability,Satisfaction,Predictor Variables

The Graduate and Professional Skills (GradProSkills) program is an initiative developed and run by Concordia University's School of Graduate Studies and the university's Office of the Vice-President, Research and Graduate Studies. This paper presents a case study in which we describe the development, implementation, and evaluative components of the GradProSkills program. Drawing on data from a rigorously validated workshop evaluation tool and from attendance figures spanning a period of a little over two and a half years, we provide a picture of how Concordia's graduate students are benefiting from the GradProSkills program. We present the results of both descriptive and inferential statistical analyses run on a pilot group of registrants who provided evaluation data (n = 3,292). Our case study contributes an empirically derived model of extracurricular programming, with contextualizing details of administrative structures, curriculum-development initiatives, and partnership efforts that have been used in operating the GradProSkills program.
Exploring the Context of Canadian Graduate Student Teaching Certificates in University Teaching
Author: Kenny, Natasha
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teacher Certification,Graduate Students,Educational Assessment,College Instruction

A growing number of Canadian universities offer graduate student certificate programs in university teaching. This paper examines such programs at 13 Canadian universities and presents a discussion of program structures and practices. The findings suggest that most programs were offered over one to two years, and upon successful completion, participants were issued a centre-approved certificate paired with a more formalized method of recognition, such as a transcript notation. The core focus of certificate programs appears to be divided between those that emphasize practical skill development (46%) and those that offer practical skill development along with a focus on the scholarship of teaching and learning (54%). Most certificates included active and authentic assessment methods, such as dossiers (69%), and practice teaching sessions (62%). These findings help to inform the continued evolution of graduate student teaching certificate programs.
Studying the Ways Students Get Help with Classwork
Author: Sparks, Sarah D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Environment,Help Seeking,Student Behavior,Aptitude Treatment Interaction,Socioeconomic Influences,Student Experience,Educational Practices,Educational Strategies,Helping Relationship

One of the first lessons students are taught in school is &quot;If you need help, raise your hand&quot; but as students learn in an increasing variety of settings--in and out of classrooms, in person and online--educators and researchers are starting to take another look at how students learn to ask for help. This brief article uses findings from recent studies to frame a discussion on student help-seeking behaviors and highlights the fact the differences in help-seeking can exacerbate achievement gaps between students.
Beyond the Stacks: How Librarians Support Students and Schools
Author: Freeman, Joanna
Date: 2014-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Media Specialists,Teacher Role,Personal Narratives,Library Instruction,Librarian Teacher Cooperation,Curriculum,Academic Standards,Time Management

There are many different job titles for this position around the country: school librarian, library media specialist, information technology specialist, research technology specialist, and library media coordinator. The position has changed from primarily a traditional librarian position to a balance of teaching and librarianship, and it&apos;s important to acknowledge that evolution. School library positions have evolved over the past few decades, primarily as a result of technological advances, but the main focus has not changed: providing curriculum support, teaching research and technology skills, literature appreciation, information literacy, and Internet awareness. Teacher librarians offer information to parent organizations about copyright information, Internet awareness and safety, book clubs, along with helping children find engaging books. The author shares her experience in being a school librarian.
Help-Seekers and Silent Strugglers: Student Problem-Solving in the Elementary Classrooms
Author: Calarco, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Class,Help Seeking,Student Behavior,Social Differences,Teacher Role,Problem Solving,Elementary School Students,Teacher Behavior,Observation,Working Class,Middle Class,Parent Attitudes

Jessica Calarco explains in this article that students from different backgrounds tend to manage problems in contrasting ways that can have real consequences in the classroom. More specifically, Calarco observed children from middle-class families tended to actively seek help from their teachers, while children from working-class families generally tried to manage problems on their own. The author found that they did so because of contrasting lessons they learned at home, with parents coaching them to adopt class-based understandings of the &quot;appropriate&quot; way to problem solve. These different approaches, however, did not automatically generate inequalities, rather, inequalities resulted when responses to children's class-based problem-solving strategies were addressed in different ways. Calarco recommends, teachers be cognizant of this and make clear their expectations for fielding questions in the classroom. They can also reassure their students that questions will not result in reprimand, that directions cannot cover all situations, and that confusion is normal. When teachers remain aware of the differences that students bring with them to school, the better the playing field to prevent student's social class backgrounds from determining who receives support in managing challenges at school.
Why Teacher Voice Matters
Author: Kahlenberg, Richard D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Administrator Relationship,Teacher Leadership,Interprofessional Relationship,Educational Environment,Academic Achievement,Teacher Persistence,Teacher Participation,Educational Improvement

Kahlenberg and Potter report on research that shows when teachers are engaged in school decisions and collaborate with administrators and each other, school climate improves. The authors add, this promotes a better learning environment for students, which raises student achievement, and a better working environment for teachers, which reduces teacher turnover.
The Future Fiscal Needs of Ontario's College System: Total Resource Development and Strategic Philanthropy
Author: Gouveia, Cindy
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Colleges,Educational Finance,Fund Raising,Educational History,Educational Legislation,Access to Education,Inclusion,College Students,Demography,Financial Support

This paper discusses the idea that for Ontario's colleges to meet the intentions and legal requirements of their original mandates, they will need to consider extending the scope of their advancement departments to implement key components of both the Total Resource Development Model (Worth, 2002, ascited by Barrette, 2013) and the Strategic Philanthropy Model (Porter and Kramer, 2002). The first section of this paper will provide a brief history of the purpose and development of the college system in Ontario with particular emphasis on their legal mandate. The next section of this paper then briefly reviews college student demographics and outlines the crucial relationship between the learner and resource needs. A review of the current college funding system is also presented with the author's forecast for future needs, outlining the tense relationship between public and private funding. The final section of the paper explores a model called The Giving Matrix, in which the author attempts to explore the relationship between altruistic philanthropy versus financial contributions and their social/economic impacts. This is an endeavor to provide a deeper understanding of how colleges can organize their advancement departments to better attract Strategic Philanthropy dollars.
Measuring Opportunity to Learn and Achievement Growth: Key Research Issues with Implications for the Effective Education of All Students
Author: Elliott, Stephen N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Achievement,Accountability,Measurement Techniques,Research Needs,Evidence,Time on Task,Outcome Measures,Educational Practices,Educational Policy,Scores,Course Content,Educational Objectives,Cognitive Processes,Fidelity,Instructional Effectiveness,Teaching Methods

The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended curriculum objectives emphasizing high-order cognitive processes, evidence-based instructional practices, and alternative grouping formats. Both OTL and achievement growth, although frequently talked about by education policy makers and teachers, are actually difficult to measure. Much of my research, in collaboration with other colleagues, over the past decade has concerned the measurement of these constructs in ways that facilitate teachers' understanding of them and to advance sound policies regarding the instruction and assessment of students with disabilities (SWDs). In this article, I examine both the measurement of OTL and achievement growth, share recent research on them, and outline an agenda for future research on these two important aspects of standards-based accountability systems for all students.
Participatory Democracy: Beyond Classical Liberalism
Author: Doughty, Howard A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Democracy,Political Attitudes,Citizen Participation,Citizen Role,Citizenship Responsibility,Elections,Voting,Neoliberalism,Knowledge Level,Authoritarianism,Foreign Countries

Postsecondary teacher, Howard Doughty, has been teaching politics and government for close to fifty years. That time has been spent not only working with the empirical analysis of political behaviour and the normative analysis of political theory, but also in the practical activity of promoting understanding of what is frequently called civic life. In line with current standards and educational goals for faculty members involved in &quot;general education,&quot; Doughty asserts a good part of that mission should involve the both cognitive knowledge (how governments work, issues of policy development, elements of the political process, etc.) and what are sometimes called &quot;affective&quot; and &quot;behavioural&quot; traits--habits of attitude and action that encourage good citizenship. More specifically, these educators are expected to teach something about democracy. Herein, Doughty discusses the historical controversy that follows the concept of democracy in theory and in practice. Next, he highlights four primary concerns about the current state of democracy and electoral system. Doughty goes on to explore briefly one set of criticisms of contemporary democratic politics as they are practiced in the United States of America, Canada and the United Kingdom. A description of the First-Past-the-Post (FPP) electoral system and its overall flaws are then discussed. Three cases are then presented to illustrate why some people regard FPP as an unfair and even an undemocratic way to elect presidents, prime ministers and legislators of various descriptions. Doughty concludes with several arguments demonstrating why FPP should be replaced with the Proportional Representation (PR) electoral system.
Deciding to Transfer: A Study of College to University Choice
Author: Lang, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Transfer Students,College Transfer Students,Student Surveys,Student Attitudes,Interviews,Articulation (Education),Educational Counseling,Attribution Theory,Etiology,Institutional Characteristics,Gender Differences,Observation,Longitudinal Studies,Student Educational Objectives,Decision Making,Models

This study surveyed and subsequently interviewed over 200 hundred college students who indicated an interest in transferring to university. Students were tracked until they left their colleges, whether or not they transferred. The objective was to learn when, why, and how students finally decide to transfer or not. Information from the study will inform decisions about: the most and least effective forms of transfer articulation, the timing and sources of student counseling, the advisability of transfer before or after completion of college studies, and about the differential effects of different categories of transfer &quot;pathways,&quot; and of different college models, for example &quot;university centres&quot; and &quot;concurrent colleges.&quot; The study concludes that the articulation that students &quot;see&quot; is not always the articulation that planners and policy-makers &quot;see&quot; for them, that the &quot;concurrent college&quot; model performed the best and that the &quot;traditional college&quot; performed the worst, that availability of pathways generally promotes transfer, and that program switching or &quot;internal transfer&quot; prior to transfer to university is very frequent.
Making Real Virtual Labs
Author: Keller, Harry E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Experiments,Science Laboratories,Educational Technology,Virtual Classrooms,Computer Simulation,Simulated Environment,Computer Uses in Education

Francis Bacon began defining scientific methodology in the early 17th century, and secondary school science classes began to implement science labs in the mid-19th century. By the early 20th century, leading educators were suggesting that science labs be used to develop scientific thinking habits in young students, and at the beginning of the 21st century, educators are still seeking to achieve this goal. Technology offers one path to success. Yet, the numerous &quot;virtual labs&quot; available offer little, or no, practice in scientific thinking. This paper presents a new approach to using technology, one that uses real experiments and provides students with the opportunity to think like scientists.
World First MarsLink Mission Participants Learn and Enjoy Science
Author: Barry, Dana
Date: 2005-00-00
Type: Journal Articles
Subjects: Space Exploration,Space Sciences,Science Projects,Science Activities,Science Course Improvement Projects,International Educational Exchange,Teamwork,Computer Simulation,Learning Experience

This article describes how students learn and experience the excitement of science by actively participating in the MarsLink Space Mission, an educational component of the National Aeronautics and Space Administration&apos;s (NASA) Mars Missions. This Mission has been made possible by Space Explorers, Inc., in collaboration with NASA. In the World&apos;s First MarsLink Mission, which includes an international team of students in the United States and Malaysia, participants perform science activities and projects relating to Mars and have opportunities to interact with other teams, educators, and scientists around the world.
Design-Based Science
Author: Fortus, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Science Education,Inquiry,Simulation,Class Activities,Design,Scientific Research,Scientific Methodology,Scientific Concepts,Grade 9,Units of Study,Teaching Methods,Educational Practices,Student Experience,Science Activities

It is often difficult to engage students, especially younger students, in authentic scientific inquiry. By authentic, the author means that the classroom activities are both good simulations of scientific inquiry as experienced by professional scientists and something that the students can relate to on an intuitive level. However, by engaging students in Design based Science, DBS does just that. Students can gain experience in DBS contexts that will support their forays into scientific inquiry, because they will already be knowledgeable and well-acquainted with many of the aspects of scientific inquiry. As examples of the DBS pedagogy, three ninth-grade units that were developed at the University of Michigan are described here.