ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning and Guidance for Older Workers in Europe
Author: Clayton, Pamela M.
Date: 2013-04-00
Type: Journal Articles
Subjects: Civil Rights,Social Sciences,Foreign Countries,Social Psychology,Careers,Career Guidance,Older Adults,Older Workers,Age Discrimination,Labor Force,Labor Supply,Aging (Individuals),Social Isolation,Economic Factors

Despite still widespread unemployment in Europe, there is a growing shortage of labour, due to the ageing of the population and discrimination against old people both in and out of employment. Following the long history of human rights legislation, such discrimination is now outlawed but many third-agers have become discouraged or do not know how to make their careers more secure. Vocational guidance, therefore, is needed in order to reintegrate them into the labour force and manage their careers effectively. Since the beginning of past century then, theoretical approaches to guidance have been increasingly enriched by several social sciences such as social psychology, pedagogy, economics and sociology. In this paper we will focus on the social and economic policy approach. (Contains 3 notes.)
The Twenty-First Century University and the Concept of Lifelong Learning
Author: Milic, Sasa
Date: 2013-04-00
Type: Journal Articles
Subjects: Adult Education,Lifelong Learning,Foreign Countries,Comparative Analysis,Professional Training,Universities

In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers' or people's universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.
Secondary Science Teachers' Use of Technology in the Classroom during Their First 5 Years
Author: Bang, EunJin
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Secondary School Teachers,Secondary School Science,Classroom Environment,Performance Factors,Interviews,Classroom Observation Techniques,Beginning Teachers,Beginning Teacher Induction,Educational Practices,Teaching Styles,Educational Technology,Teaching Methods

This study examined the technology use of beginning secondary science teachers and explored factors facilitating or inhibiting their use of technology. The researchers collected and analyzed interviews and observational data from 95 teachers over a 5-year period. The results show that teachers used PowerPoint the most and other software the least over time. This pattern was consistent over the 5 years of observation, increasing in frequency of usage only slightly each year. The use of PowerPoint was statistically significant when compared to the use of lecture and procedural laboratories. One-way ANOVAs yielded several statistically significant results, in that induction treatments, teacher's gender, and SES populations were significantly correlated to the use of technology. This study urges that the value of technology used in science classrooms should be redefined to enhance inquiry-based science teaching and learning. (Contains 3 tables.)
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning
Author: Kereluik, Kristen
Date: 2013-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Needs,Knowledge Base for Teaching,Literature Reviews,Teacher Education,Teacher Competencies,Influence of Technology,Educational Objectives,Educational Trends,Educational Practices,Trend Analysis,Knowledge Level,Educational Technology,Teachers,Teacher Educators,Educational Change

This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education. (Contains 1 figure and 10 tables.)
Bead Collage: An Arts-Based Research Method
Author: Kay, Lisa
Date: 2013-03-01
Type: Journal Articles
Subjects: Art,Research Methodology,Art Products,Qualitative Research,Art Education,Art Therapy,Interviews,Art Teachers,Personal Narratives,Artists,Researchers

In this paper, &quot;bead collage,&quot; an arts-based research method that invites participants to reflect, communicate and construct their experience through the manipulation of beads and found objects is explained. Emphasizing the significance of one&apos;s personal biography and experiences as a researcher, I discuss how my background as an artist and art therapist influenced the development of this approach. I propose several pedagogical applications of &quot;bead collage,&quot; offer questions for consideration, and suggest future directions for this method. I invite others to explore this, or similar approaches drawn from their own experiences, to develop what Eisner (1995) and Bresler (2006) describe as &quot;artistically-crafted&quot; and &quot;aesthetically based&quot; research. (Contains 6 figures and 1 footnote.)
Children&apos;s Spirituality and Music Learning: Exploring Deeper Resonances with Arts Based Research
Author: McCarthy, Marie
Date: 2013-03-25
Type: Journal Articles
Subjects: Spiritual Development,Religion,Child Development,Music Education,Music Activities,Art Expression,Research Methodology,Inquiry

The purpose of this paper is to examine children&apos;s spirituality from the 
perspective of music learning, using arts based research as a mode of 
inquiry. Six interrelated themes are chosen to explore the landscape of 
music and children&apos;s spirituality and to evaluate the potential of arts 
based research to inform the intersections between them: a landscape of 
relational consciousness, soft boundaries and transitional spaces, pilgrims on a journey, telling stories along the way, stories form a collage, and transforming the self in/and the landscape. Resonances between music learning, children&apos;s spirituality and arts based research are strong, both in premise and possibility. Among them, the epistemological scope of arts based research is broad and accommodates non-verbal and non-dualistic ways of knowing that are fundamental to spiritual and musical experience. Children&apos;s spirituality is presented as centered in relational consciousness, musical meanings are embodied in a set of relationships, and arts based research, with its focus on reflection, multiple forms of representation and process, is well suited to probing those relationships. The sensory and embodied nature of musical experience juxtaposed with the contemplative and sacred nature of spiritual experience can be captured within the realm 
of arts based research. (Contains 1 figure and 1 footnote.)
Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs
Author: Moore, Janet C.
Date: 2013-01-00
Type: Journal Articles
Subjects: Learner Engagement,Online Courses,Program Administration,Accreditation (Institutions),Strategic Planning,Compliance (Psychology),Guidelines,Comparative Analysis,Educational Quality,Technology Integration,Management Systems,Program Descriptions,Best Practices,Library Services,Technical Support,Student Attitudes,Social Networks

As combinations of place-based, blended and fully online education proliferate, so do options for support and services. Aligning with regional accreditation criteria, the Sloan-C Quality Scorecard for the Administration of Online Programs is a useful way for institutions to measure and compare the quality of social and student engagement and support. The Scorecard aids quality efforts in institutional strategic planning, compliance reporting, and internal and external evaluation. Focusing on two of the nine categories of quality indicators--Social and Student Engagement and Student Support--this paper illustrates some ways institutions can meet Scorecard indicators while complementing regional accreditation guidelines.
Toward Meaningful Education: Investigating Artful Behavior as a Human Proclivity in the Classroom
Author: Blatt-Gross, Carolina
Date: 2013-05-15
Type: Journal Articles
Subjects: Art,Student Experience,Preschool Children,Elementary School Students,Grade 3,Child Behavior,Ethology,Evolution,Preschool Teachers,Elementary School Teachers,Interviews,Observation,Participant Observation,Urban Schools,Public Schools,Aesthetics,Music,Interpersonal Relationship,Art Education,Educational Environment,Student Attitudes,Age Differences

Because students spontaneously exhibit aesthetic and rhythmic acts in the 
classroom and human beings across the world have engaged in the arts for 
thousands of years, this study argues that artful behavior represents an inherent and significant human proclivity. Exploring the tension between the human predisposition and the physical and mental limitations of traditional formal education, this cross-disciplinary study seeks to understand how artful behaviors might represent an intrinsic part of human nature and how such proclivities might inform educational policy and practice. Based on an 
ethological understanding of art (that is, as a behavior rather than an object), this research employs an interpretivist lens and phenomenological design. Data collection methods include observation, participant observation, and teacher interviews in a pre-kindergarten and third grade classroom of an urban public school system. Ultimately, this study aims to understand artful behaviors as they are embedded in educational contexts with the intent of bridging the gap between our natural inclinations for learning and the methods utilized in mainstream education. (Contains 8 footnotes.)
Providing Service Innovations to Students inside and outside of the Online Classroom: Focusing on Student Success
Author: Crawley, Anita
Date: 2013-01-00
Type: Journal Articles
Subjects: Higher Education,Academic Achievement,Academic Persistence,Colleges,College Students,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Academic Support Services,Student Personnel Services,Online Courses

While institutions recognize the need to provide online student support services, the most effective approaches for developing and delivering these services are not always clear. The need to support students inside and outside the online classroom calls for collaborative efforts from many constituencies.
The articles in this volume illustrate good practices in providing student-centered service innovations designed to improve academic success and retention.
The Difficult Transition? Teaching, Research, Service: Examining the Preparedness of Communication Faculty Entering the Academe
Author: Whitfield, Toni Selena
Date: 2013-02-00
Type: Journal Articles
Subjects: Career Readiness,Communications,Employment Qualifications,Job Skills,Skill Analysis,Graduate Study,Learning Activities,Teacher Role,Self Efficacy,College Faculty,Student Surveys,Focus Groups,Teacher Education Programs,Transitional Programs,Education Work Relationship,Graduate Students,Job Analysis,Occupational Aspiration,Knowledge Base for Teaching

This study, based on a survey of graduate students seeking employment, examines the categories and levels of preparedness of new professors/instructors as they enter academe. Preparedness was examined in several ways--specifically knowledge about higher education requirements and their preparation for teaching, advising, and service in the field of communication. In general, the future communication faculty reported that most had participated in teaching preparation activities. Few reported participating or having access to preparation in other academic areas. In hindsight, most respondents would have liked more preparation opportunities in all areas. Even though they did not have extensive preparation in any area, except for teaching, most reported they were confident in their ability to perform the skills of a future faculty member. The survey instrument is included. (Contains 3 tables and 3 footnotes.)
Standards-Based Grading in Introductory University Physics
Author: Beatty, Ian D.
Date: 2013-05-00
Type: Journal Articles
Subjects: Grading,Academic Standards,Introductory Courses,Physics,College Science,Scores,Mastery Learning,Student Evaluation,Scoring Rubrics,Student Attitudes,Questionnaires,Educational Objectives

Standards-based grading (SBG) is an approach to assessment and reporting in which scores are attached to the specific learning objectives of a 
course, rather than to assignments or tests. Each score represents a student&apos;s mastery of that learning objective, and may change over time in response to evidence that her level of understanding has changed. SBG is increasingly popular in K-12 education, but has been poorly documented and studied in a university context. I explored the practicality and effects of using SBG in a moderately large university class by incorporating it into the two successive courses of an introductory physics sequence. Although design flaws and logistical difficulties plagued these attempts, most students responded positively to the basic intent and elements of the approach. Our experiences revealed likely implementation errors and suggested some wise design choices. More interestingly, I found that SBG foregrounds and forces us to confront some fundamental tensions present but latent within most or all teaching. (Contains 2 tables.)
Connecting Social Psychology to the Experience of Others through a Nonfiction Book Analysis: New Wine in an Old Bottle
Author: Preuss, Gregory S.
Date: 2013-05-00
Type: Journal Articles
Subjects: Social Psychology,Nonfiction,Book Reviews,Writing Assignments,Concept Teaching,Reading Assignments,Learning Experience,Active Learning,Relevance (Education),Course Descriptions,Likert Scales,Course Evaluation,Student Attitudes,Reading Material Selection,Teaching Methods,Instructional Effectiveness,College Students

This article evaluates a writing assignment in which students read a 
non-fiction book that they chose from a list provided by their instructor, identified examples of social psychological phenomena, and fully explained how those examples fit social psychology concepts. This novel twist on a traditional assignment yielded surprisingly robust benefits. Across four samples from two universities and two instructors, students indicated that the assignment furthered their learning beyond other aspects of the course by helping them apply social psychology to &quot;real life&quot; situations that were beyond their own particular experiences. The results suggested that allowing students to choose the book that they would read promoted enjoyment of the assignment. Informal discussion with students, including those who rarely read books for pleasure, indicated that many students took pride in reading a book of their own choosing that they actually enjoyed. Almost all students recommended the continued use of the assignment for future courses. Variations on the assignment that could be utilized by instructors in other psychology courses and other academic disciplines are discussed. (Contains 3 tables and 8 footnotes.)
Discussion as a Bridge: Strategies that Engage Adolescent and Adult Learning Styles in the Postsecondary Classroom
Author: Davis, Hope Smith
Date: 2013-02-00
Type: Journal Articles
Subjects: Researchers,Discussion (Teaching Technique),Secondary Education,Postsecondary Education,Critical Thinking,Comprehension,Adult Students,Instruction,Andragogy,Adult Education,Adult Learning,Literacy,Learner Engagement,Instructional Effectiveness,Expectation,Student Participation,Misconceptions,Teaching Methods

This essay examines areas where literacy researchers in secondary and postsecondary contexts have explored the use of classroom discussion for extending critical thinking and content comprehension among students. It provides an argument for the use of strategic conversations in postsecondary classrooms and outlines specific methods for planning and implementing class based discussions aligned with areas of convergence between adolescent and
adult learning theories.
Community Matters: Social Presence and Learning Outcomes
Author: Hostetter, Carol
Date: 2013-02-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Evidence,Teaching Methods,Academic Achievement,Writing Assignments,Social Networks,Network Analysis,Intermode Differences,Content Analysis,Discourse Analysis,Classroom Techniques,Social Psychology,Aptitude Treatment Interaction,Discourse Communities,Mixed Methods Research,Student Surveys,Educational Objectives

The study examines the relationship between social presence  and students&apos; learning outcomes. An emerging body of research connects social presence with learning outcomes in online coursework. Social presence is the &quot;degree to which a person is perceived as a &apos;real person&apos; in mediated communication&quot; (Gunwardena &amp; Zittle, 1997, p.9). The study of 121 student participants addresses the following questions: (1) What is the evidence of social presence in students&apos; communication in an online discussion forum and in an attitudinal survey? (2) What pedagogical methods affect students&apos; perceptions of social presence?  (3) What is the relationship between social presence and students&apos; learning outcomes? The regression model revealed that students with higher demonstrations of social presence in discussion forum posts had statistically significantly higher ratings on the CAT. This seems to indicate that social presence influences student outcomes on written assignments. (Contains 3 tables and 1 figure.)
Remembering the &quot;T&quot; in LGBT: Recruiting and Supporting Transgender Students
Author: Newhouse, Maria R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Recruitment,College Admission,Sexual Identity,College Students,College Environment,Social Environment,Social Discrimination,Classroom Environment,Student Personnel Services,School Policy

It is exceedingly important for student affairs professionals to have an understanding of the types of students living, working and learning on our campuses in order to strategically enhance their experiences. One group on college campuses that is often overlooked is the transgender population of students; the lack of focus on the &quot;T&quot; in LGBT (lesbian, gay, bisexual, and transgender) comes, in part, because working with this group of students requires that professionals truly begin to understand some of the complicated gender constructions we often take for granted. This population of students is coming out and being open about their gender identity at the average age of 16, just as they begin to search for potential colleges and universities (Almeida-Neveu, 2010). The initial contact they have with universities, especially with admission and recruitment representatives, sets the tone for their college years.
A Love Note to Liberal Arts Colleges: Don&apos;t Fear the Market
Author: Lytle, Jesse H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Quality,Commercialization,Educational Change,Educational Development,Institutional Characteristics,Liberal Arts,Administrative Principles

The author states that, at the liberal arts college where he used to work, he would step out of his office each fall to teach an undergraduate course on higher education. What better opportunity for reflection and critical engagement, he thought, than to investigate the enterprise to which the students and he had each made some serious commitments: for the author, all his professional energy, and for them, four years of their lives and up to a quarter of a million dollars? In this article, the author addresses three questions: (1) Can a college balance access and quality? (2) Can a market-based education system provide society a level playing field? and (3) Will liberal arts colleges continue to exist in recognizable forms?
Supporting International Applicants and Promoting an Ethical Model of Global College Admission
Author: Redding, Alexis Brooke
Date: 2013-00-00
Type: Journal Articles
Subjects: College Admission,Foreign Countries,Global Approach,Consultants,Admissions Counseling,Student Personnel Services,Alignment (Education),Articulation (Education),Competitive Selection,Counselor Role,Ethics,Semi Structured Interviews,Stakeholders,Program Attitudes

This article examines the challenges facing the pool of global applicants to US colleges and evaluates the practices of the internationaI IECs who currently fill the void that exists between applicants and admission officers. The author, is a doctoral student at the Harvard Graduate School of Education, where she researches ethical issues in higher education, and she argues that tertiary institutions must reevaluate their responsibility for creating a marketplace where fraud is allowed to flourish and that system-level changes must be made to streamline the process for international students. Ms. Redding takes the position that taking action to reduce these discrepancies and providing adequate information is the only way to regain control of the admission process and genuinely support students applying from abroad.
Will Online Learning Lower the Price of College?
Author: Casement, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Information Technology,Costs,Tuition,Access to Education,Educational Finance,Cost Effectiveness,Colleges,Enrollment

Online learning is revolutionizing the way colleges do business. Study via the Internet makes more knowledge more easily obtainable for more students than ever before. Along with expanded access to higher education, many people are optimistic about an accompanying benefit--a lower price tag. Basic economic factors make the prospect appear promising. The availability of the desired product is growing rapidly. Students no longer need to travel to a special location to obtain it. Colleges no longer need classroom space to provide it, only the amount used by computing facilities and faculty offices. Moving information from experts to learners is easy. The hope is that the core cost of higher education can be offered through technology for far less. This article discusses Massive Open Online Courses (MOOCs), which have taken higher education by storm. This article concludes that optimism about online learning reducing the price of college is premature. So far, the charge for most virtual courses equals or exceeds the charge for traditional ones.(Contains 19 endnotes.)