ethanporcaro/eric-fulltext-meta huggingface dataset:
Emerging Issues II: The Changing Roles and Identities of Teachers and Learners in Higher Education
Author: Higgs, Bettie, Ed.
Date: 2008-11-00
Type: Books
Subjects: Foreign Countries,Higher Education,Theory Practice Relationship,Curriculum Design,Holistic Approach,Interdisciplinary Approach,Synthesis,Collaborative Writing,Professional Identity,Instructional Design,Generational Differences,Internet,Introductory Courses,College Science,Academic Achievement,Novices,Expertise,Cooperative Learning,Inquiry,Group Activities,Teaching Assistants,Graduate Students,Scholarship,Instruction,Learning,Lecture Method,Creativity,Interpersonal Communication,Academic Libraries,Library Role,Educational Change,Virtual Classrooms,Information Literacy,Teaching Methods

This book presents a wide selection of issues currently of interest and concern in higher education institutions in Ireland. The chapters are snapshots of the intersection between theory, practice and research in particular settings; they are not meant to be comprehensive. Nevertheless, they present practice approaches, new theoretical considerations and informal conversations, and include signposts to important literature in the area. The authors contextualise current concerns, and discuss how they have responded strategically to national and international trends in higher education. They also highlight how new roles and identities for staff and students in higher education have emerged in response to changes in institutional, social and technological contexts, among others. This book contains the following: (1) Higher Education in Ireland: Introduction (Bettie Higgs and Marian McCarthy); (2) Writing Identity through the Educational Developers in Ireland Network (EDIN) (Ciara O'Farrell); (3) Mature Cynics and Fledgling Eclectics: Elaborating Instructional Design for the Net Generation (David Jennings and Diane Cashman); (4) Promoting Integrative Learning in First-year Science (Bettie Higgs); (5) The Journey to High Level Performance: Using Knowledge on the Novice-Expert Trajectory to Enhance Higher Education Teaching (Sarah Moore, Geraldine O'Neill and Terry Barrett); (6) Integrating Concepts of Integrative Learning (Bettie Higgs and Brendan Hall); (7) Strategies for Implementing Group Work in Large Classes: Lessons from Enquiry-Based Learning (Geraldine O'Neill and Ivan Moore); (8) Supporting Graduate Teaching Assistants at Trinity College Dublin (Jacqueline Potter and Orla Hanratty); (9) Teaching for Understanding for Lecturers: Towards a Scholarship of Teaching and Learning (Marian McCarthy); (10) Encouraging Student Creativity in Higher Education (Terry Barrett and Roisin Donnelly); (11) Reflections on Conversations as a Catalyst for Change 2003-2007 (Marion Palmer and Conor Heagney); (12) The Changing Role of the Academic Library in Learning and Teaching (Helen Fallon and Ellen Breen); and (13) The Role of a Virtual Learning Environment (VLE) in the Teaching of an Accredited Module in Information Literacy Skills (Claire McAvinia, Helen Fallon and Mairead McQuaid). Librarians' Reflections are appended. Each section contains tables, figures, and references.
NAIRTL Grants Initiative: Evaluation of Impact
Author: Murphy, Jennifer
Date: 2011-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Teaching Methods,Foreign Countries,Grants,Research Proposals,Program Evaluation,Intervention,Financial Support,Instructional Innovation,Research Reports,Case Studies,Program Descriptions,Educational Improvement,Improvement Programs,Awards,Professional Development,Educational Resources,Student Experience,Capacity Building,Interdisciplinary Approach,Collegiality,Knowledge Management,Technology Uses in Education,Politics of Education,Electronic Learning,Computer Assisted Testing,Best Practices,Expertise,Social Work,STEM Education,Second Language Learning,Learning Modules,Political Science

The mission of the National Academy for Integration of Research, Teaching and Learning (NAIRTL) is to ensure that all higher education students are exposed to cutting edge research in their classrooms, and that students at undergraduate and postgraduate levels are actively engaged in relevant and authentic research in their chosen discipline. To this end, NAIRTL has initiated a wide range of events and activities aimed at enhancing student learning and that support stronger links between research and teaching. This report focuses on the impact of just one of these creative interventions, namely the NAIRTL grants initiative. The objective of the grants initiative is to provide financial support to research proposals that endeavour to enhance student learning through developing innovative and creative approaches to teaching and assessment. More than forty per cent of the National Academy's total budget to date has been invested in the grants initiative, funding 161 projects that involve 420 researchers in seventeen higher education institutions in Ireland. This report focuses on the impact of the projects that were funded in the period 2007-2010. The report is divided into three parts. The first part provides a brief introduction to the National Academy, giving an overview of a selection of its main initiatives i.e. the awards programme for excellence in teaching, professional development activities in academic practice, and development of publications and resources. Part two of this report presents the findings of an evaluation of the impact of the grants initiative. Part three of this report presents fifteen case studies of projects that were funded through the NAIRTL grants initiative. Appended are: (1) NAIRTL Publications; (2) Table of Outputs; and (3) List of Projects Funded 2007-2011. (Contains 23 footnotes.)
Identifying the Characteristics of Effective High Schools: Report from Year One of the National Center on Scaling up Effective Schools. Research Report
Author: Rutledge, Stacey
Date: 2012-09-00
Type: Reports - Research
Subjects: Research Design,Educational Change,High Schools,Academic Achievement,Institutional Characteristics,Effective Schools Research,Research Reports,Best Practices,Educational Practices,Educational Improvement,Improvement Programs,Educational Innovation,Change Strategies,Program Descriptions,Case Studies,Achievement Gains,Comparative Analysis,Individualized Education Programs,Literature Reviews,Performance Factors,School Demography,Identification

The National Center on Scaling up Effective Schools (NCSU) is a five-year project working to develop, implement, and test new processes to scale up effective practices in high schools that districts will be able to apply within the context of their own unique goals and circumstances. This report describes the activities and findings of the first year, specifically, from fieldwork conducted in four case study high schools in one of its partner districts, Broward County, Florida. The findings from this fieldwork inform a joint team of researchers, designers, and district educators toward promising practices around which an innovation will be built in the same district in years three, four and five of the Center's work. The report is divided into ten sections. After an introduction, Section II presents eight essential components of effective high schools drawn from a comprehensive review of the high school reform literature (e.g., Dolejs, et al., 2006; Murphy, Elliott, Goldring, &amp; Porter, 2006) and two others that emerged from the analysis of the fieldwork data in Year One. Section III details the research design, describing the sample selection, data, and three-stage approach used to analyze the data. In Section IV, the authors present case summaries of each of the four sites, referred to herein as B101, B102, B103, and B104 to protect confidentiality. In addition to summarizing the practices through which the essential components were manifest in each school, this section includes structural and demographic features that may be important for contextualizing the findings. In Section V, the authors compare higher and lower value-added schools in terms of the ten essential components and identify the bundles of practices that might explain observed differences. Section VI points to practices that the findings suggest cut across various components to support school success, with particular attention to their major finding on personalization for academic and social learning. The authors also conclude with the next steps for the Center. Appended are: (1) Definitions of Subcomponents and Dimensions; (2) NVivo Code List; (3) CLASS-S Findings; and (4) PASL Case Examples. (Contains 6 tables, 7 figures, and 5 footnotes.)
DAWN Handbook: Teaching Students with Disabilities--Guidelines for Academic Staff
Author: Kennedy, Stephen
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Higher Education,Guidelines,Teaching Methods,Foreign Countries,Academic Support Services,Related Services (Special Education),Inclusion,Best Practices,Instructional Development,Academic Accommodations (Disabilities),Testing Accommodations,Communication Strategies,Guides,Asperger Syndrome,Attention Deficit Hyperactivity Disorder,Blindness,Visual Impairments,Deafness,Partial Hearing,Epilepsy,Health Conditions,Mental Health,Physical Disabilities,Learning Disabilities,Educational Strategies

This guide was developed by DAWN (Disability Advisors Working Network) in consultation with AHEAD (Association for Higher Education Access and Disability), Asperger Syndrome Association of Ireland, Brainwave, DeafHear, Dyslexia Association of Ireland and the National Council for the Blind. This is an introductory guide and should be used as a stepping stone for finding out more about people with disabilities and related issues. The Handbook is intended to act as a resource for third level academic staff wishing to develop their awareness of disability issues and to improve practice in relation to students with disabilities. The broad aims of the guide are to focus academic staff on the individual student rather than on the disability, to develop an understanding of appropriate methods of communication and to create awareness of the need to be proactive in developing a curriculum which is accessible to all students. Within the context of Higher Education in Ireland, the Handbook covers: (1) the role of Disability Support Services; (2) inclusive teaching and assessment; and (3) guidelines for supporting students with specific disabilities.
Campus and Community Coalitions. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-08-00
Type: Collected Works - Serial
Subjects: Higher Education,Prevention,Change Strategies,Strategic Planning,Drug Abuse,Drinking,Community Involvement,School Community Relationship,Social Problems,Conservation (Environment),College Students,School Policy,Law Enforcement,Police

This issue of &quot;Issues in Prevention&quot; focuses on campus and community coalitions. This issue contains the following articles: (1) Campus and Community Coalitions: Implementing Environmental Prevention Strategies (John D. Clapp); (2) Campus Brief: University of Rhode Island; (3) International Town &amp; Gown Association; (4) Q&amp;A With Traci Toomey and Bob Saltz on the Role of Coalitions in Prevention; and (5) Higher Education Center Resources.
Investigating Graduate Competences: Survey Results
Author: National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
Date: 2009-06-00
Type: Information Analyses
Subjects: Higher Education,Stakeholders,College Outcomes Assessment,School Surveys,Educational Research,Competence,Competency Based Education,Minimum Competencies,Academic Standards,National Standards,Employer Attitudes,Student Attitudes,Teacher Attitudes,Skill Analysis,Investigations,Educational Needs

This document presents the views of a broad spectrum of stakeholders regarding the importance of equipping learners with various global generic competences and how best to integrate these into the curriculum. Nearly 2700 survey responses were gathered from employers and the higher education sector. The responses from the higher education sector were drawn from a representative sample of staff and students from both universities and institutes of technology with responses gathered from a wide range of disciplinary backgrounds. The integration of global generic competences into the curriculum is a challenge for many teaching professionals. The National Academy for Integration of Research, Teaching & Learning (NAIRTL) and the Bologna Working Group are working to develop national guidelines in this area. The current survey is one of a number of initiatives feeding into this objective. (Contains 9 figures.)
Selecting High and Low Performing High Schools in Broward County Florida for Analysis and Treatment. Technical Report
Author: Sass, Tim R.
Date: 2012-02-00
Type: Reports - Research
Subjects: Intervention,Educational Change,High Schools,Research Methodology,Evaluation Criteria,Effective Schools Research,High Achievement,Low Achievement,Best Practices,Educational Practices,Data Analysis,Statistical Data,Technology Transfer,Achievement Gains,Comparative Analysis,Program Descriptions,School Districts,Identification,Research Reports,Achievement Rating,Racial Differences,Change Strategies,Scaling

The core work of the National Center on Scaling Up Effective Schools consists of four stages: identifying practices of highly effective high schools, designing interventions and transfer of practices, evaluating the intervention's implementation and effects, and evaluating implementation at scale. The purpose of this report is to describe the methodology used for selecting two high value-added and two low-value added schools in one of the partner districts for intensive field work in year one of the Center. Florida and Texas were selected for study of scaling up effective practices in high school because they have two of the most comprehensive student-level administrative and achievement data systems among the 50 states. While NCLB only requires states to test once in the high school grades, both Texas and Florida test English/language arts and mathematics in more than one high school grade, improving the ability to identify effective and ineffective schools. As part of the proposal for the Center, initial analyses using statewide data were conducted in both Florida and Texas. The goal was to identify districts that had both highly effective and low-performing high schools for students in traditionally low performing subpopulations to serve as both sites of research in which to identify effective practices and sites of intervention to which to transfer those practices. This report describes how Broward County Public Schools (BCPS) compare in value added to other schools in Florida, as well as how the four case study schools were identified. (Contains 2 figures, 9 tables, and 6 footnotes.)
Women's Ways of Leading: A Qualitative Content Analysis to Determine Leadership Messages Contained in Literature of National Panhellenic Conference Groups
Author: Fechner, Andrea M.
Date: 2000-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Females,Power Structure,Leadership,Content Analysis,Women Administrators,Leadership Styles,Meta Analysis,Theories,Teamwork,Transformational Leadership,Sororities,Contingency Management,Ethnography,Guides,Student Behavior

This study documented the leadership messages sent to women in 16 of the National Panhellenic Conference groups' official literature. The purpose of the study was to provide detailed descriptive analysis using excerpts from the official literature to show both traditional and non-traditional (women's ways of leading) theoretical themes as well as to determine the use of followership versus leadership messages to women. The approach to this study was the use of qualitative content analysis whereby messages were collapsed into larger theme categories. Datum from content analysis was represented in excerpts and quotes from the official literature of the 16 groups analyzed for this study. Both analysis and meta-analysis were provided. Meta-analysis indicated that the 16 groups sent a wide variety of descriptive, theoretical, and structural messages. However, the amount of traditional leadership messages outweighed non-traditional, women's ways of leading, messages. Additionally, there was message dissonance between some messages sent regarding non-traditional leadership as embedded in bureaucratic structures. Finally, there was a paucity of followership messages as compared to leadership messages sent. Appended are: (1) Initial Contact Letter with NPC Groups (not included); and (2) Categories Provided in Letter to NPC Groups for Member Checking. (Contains 4 figures.)
Multiple Intelligences: Curriculum and Assessment Project. Final Report
Author: Hyland, Aine, Ed.
Date: 2011-09-00
Type: Books
Subjects: Educational Policy,Action Research,Foreign Countries,Multiple Intelligences,Evaluation Methods,Student Evaluation,Curriculum Development,Curriculum Enrichment,Curriculum Implementation,Educational Improvement,Improvement Programs,Teaching Methods,Teaching Models,Educational Strategies,Learning Strategies,Cognitive Ability,Cognitive Processes,Transitional Programs,Articulation (Education),Social Studies,Concept Mapping,Change Strategies,Educational Change,Best Practices,Educational Practices,Elementary Secondary Education

The &quot;Multiple Intelligences, Curriculum and Assessment Project&quot; at University College Cork was a collaborative project carried out between 1995 and 1999. The key research question focused on whether Howard Gardner's theory of Multiple Intelligences could be applied to, and enhance, aspects of curriculum and assessment at primary and second level in Ireland. The project involved educators from all levels and sectors and included an action research component, which involved over thirty teachers from primary and second level schools in the Cork region. It focused in particular on the subject Civic, Social and Political Education; on the interface between primary and second level and on Transition Year. The project also involved students enrolled in courses in the Education Department of UCC during the period, particularly student teachers on the Higher Diploma course in Education; teachers on the inservice Higher Diploma course in Curriculum Studies (CSPE); and teachers taking certain modules of the Masters in Education course. The various elements of the project are described and discussed in Chapters 2 to 6 of this report. As well as researching the implications of MI theory in Irish classrooms, the project also set out to influence local and national educational policy at a time of considerable change and innovation in curriculum and assessment in Ireland. The period of the project saw many changes in attitudes and approaches, especially to assessment, which were to affect the direction and the work of the project. The resistance of some second-level teachers to assessing their own pupils for national certification purposes meant that it did not prove possible at national level to introduce elements of assessment which required the participation of the student's own teachers. However, in spite of these difficulties, the debate and the work on developing modes and techniques of assessment at national level continued and the Project contributed to this in a number of ways. Indicative Examples of Lectures, Seminars and Workshops given outside University College Cork by members of the &quot;Multiple Intelligences Curriculum and Assessment&quot; Project Team (1996 to 2000) are appended. A bibliography is included. (Contains 45 footnotes.)
Making Connections: Intentional Teaching for Integrative Learning
Author: Higgs, Bettie, Ed.
Date: 2010-10-00
Type: Books
Subjects: Foreign Countries,Higher Education,Curriculum Design,Holistic Approach,Interdisciplinary Approach,Synthesis,Critical Thinking,Teaching Methods,Medical Students,Legal Education (Professions),Economics,Reflection,Student Journals,Criminals,Justice,Criminal Law,Curriculum,Problem Based Learning,Information Literacy,Archives,Earth Science,Speech Language Pathology

In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners. In doing so they try to analyse and name the learning that is taking place, and so make it visible to the reader. The work is intended as a resource for all those involved in teaching and student learning in Higher Education and beyond. The ultimate goal is to ensure that students in higher education can make meaningful connections within and between disciplines, for example by integrating on-campus and off-campus learning experiences, and tying together and synchronising different perspectives and ways of knowing. This paper contains the following chapters: (1) Drawing on Medical Students' Representations to Illuminate Concepts of Humanism and Professionalism in Newborn Medicine (C. Anthony Ryan); (2) Integrative Learning in a Law and Economics Module (John Considine); (3) Making Connections for Mindful Inquiry: Using Reflective Journals to Scaffold an Autobiographical Approach to Learning in Economics (Daniel Blackshields); (4) Integrative Learning on a Criminal Justice Degree Programme (Sinead Conneely and Walter O'Leary); (5) The Use of Learning Journals in Legal Education as a Means of Fostering Integrative Learning through Pedagogy and Assessment (Shane Kilcommins); (6) Beyond Wikipedia and Google: Web-Based Literacies and Student Learning (James G.R. Cronin); (7) Archetype or for the Archive? Are Case Histories Suitable for Assessing Student Learning? (Martina Kelly, Deirdre Bennett and Suin O'Flynn); (8) The Arts in Education as an Integrative Learning Approach (Marian McCarthy); (9) Assessing the Role of Integrated Learning in the BSc International Field Geosciences (IFG) at University College Cork, Ireland (Pat Meere); (10) The Confluence of Professional Legal Training, ICT and Language Learning towards the Construction of Integrative Teaching and Learning (Maura Butler); (11) Integrative Learning with High Fidelity Simulation and Problem-Based Learning: An Evaluative Study (Nuala Walshe, Sinead O'Brien, Angela Flynn, Siobhan Murphy and Irene Hartigan); (12) Facilitating Learning through an Integrated Curriculum Design Driven by Problem-Based Learning: Perceptions of Speech and Language Therapy (Catharine Pettigrew); (13) Building Student Attributes for Integrative Learning (Bettie Higgs); and (14) End-Game: Good Beginnings are Not the Only Measure of Success (C. Anthony Ryan, Bettie Higgs and Shane Kilcommins). Each chapter contains tables/figures and references.
College Party Intervention Checklist
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Intervention,Alcohol Abuse,Check Lists,College Students,Drinking,School Policy,Prevention,Guides,Program Implementation,Program Evaluation,Program Development,At Risk Students,School Community Relationship,Violence,Substance Abuse,Law Enforcement,Communication Strategies,Needs Assessment,Stakeholders

Off-campus parties are a major source of underage and excessive drinking among college students and cause alcohol-related problems for students and residents. This checklist is a brief, evidence-based guide for campus-based prevention professionals. It is designed to give the basic information needed to develop, implement, and evaluate an intervention for addressing the problems related to off-campus parties. Implementing effective intervention strategies around off-campus parties will: (1) Reduce the overall number of student parties; (2) Reduce underage and excessive drinking; (3) Limit the availability of alcohol to minors; (4) Decrease alcohol-related problems for students and residents; and (5) Improve town-gown relations. (Contains 2 footnotes.)