ethanporcaro/eric-fulltext-meta huggingface dataset:
Bound by Tradition? Peer Review and New Scholarship: An Institutional Case Study
Author: White, Barbara Jo
Date: 2012-09-00
Type: Journal Articles
Subjects: Peer Evaluation,Scholarship,Definitions,Models,Case Studies,Universities,Research Projects,Documentation,College Faculty,Teacher Participation,Evaluation Criteria,Personnel Selection

Peer review is by no means a routine process for traditional, or basic, research. Even so, peer review is even less routinized for other forms of scholarship. In 1990, Ernest Boyer called for a reconsideration of scholarship and extended the definition to be inclusive of non-traditional modes of scholarly production and delivery. However, peer review processes for non-traditional scholarship modes have proven difficult to assess and implement. An examination of promotion and tenure documents at a regional comprehensive university reveals the various strategies departments use to provide peer review for work faculty consider to be non-traditional. The study found five models for peer review of non-traditional scholarship that have implications for other institutions seeking to recognize and reward non-traditional scholarship.
Using State Assessments for Teaching English Language Learners
Author: Luster, John
Date: 2012-12-00
Type: Journal Articles
Subjects: Minority Group Students,English Language Learners,Academic Achievement,Achievement Gap,Teacher Education,Content Area Reading,Middle School Students,High School Students,Student Needs,Knowledge Base for Teaching,Second Language Learning,English (Second Language),Academic Discourse,Mainstreaming,Standardized Tests,State Standards,Language Proficiency,Language Tests,Classroom Observation Techniques,Teaching Methods

Populations of minority students the United States have increased steadily over the past few decades to 42 percent of public school enrollment (Echevarria, 2011). English language learners (ELLs) are the fastest growing population of students enrolled in public schools across the United States. Nationally, if an ELL speaks English with difficulty, 82 percent will not graduate from high school. California alone has 1.5 million ELLs attending public schools. During the 2007-2008 academic year only 11 states met their ELL accountability goals under the No Child Left Behind Act (Zehr, 2011). A recent Texas study reported that 80 percent of ELLs did not graduate from high school (Echevarria, and Short, 2010). The gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups has widened primarily because many teachers are under prepared to make content comprehensible for ELLs or teach initial or content-area literacy to a forgotten population of secondary ELLs (Echavarria and Short, 2010). The result is that ELLs enrolled in middle and high schools have become long term ELLs, who's specific learning needs for success in school are largely ignored, thus creating an ELL underachieving group (Olsen, 2010). The question posed in this article remains, What specific skills, knowledge, and strategies do teachers need to know and be able to do to provide ELLs with, (a) systematic language development, (b) academic literacy skills, (c) successful experiences in mainstream classes, (d) the ability to comprehend content standards, and (d) pass standardized assessments in their second language?
Hillsborough County Public Schools and the University of South Florida: Better Together
Author: Dennis, Danielle
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Schools,Universities,College School Cooperation,Career Academies,Urban Schools,Faculty Development,Cooperation

The 2014 Professional Development Schools National Conference recognized the partnership between the University of South Florida and Hillsborough County Public Schools for its outstanding collaborative accomplishments, and so named it one of the four recipients of the National Association for Professional Development Schools Exemplary Professional Development School Achievement Award. This partnership also won the 2014 Association of Teacher Educators Distinguished Program in Teacher Education, and the 2014 University of South Carolina Spirit of Partnership Award. This article describes the work of this innovative urban school-university partnership as it relates to the NAPDS Nine Essentials (2008) of professional development schoolwork.
Science Exploratoriums: Connecting Pre-Service Teachers, Practicing Teachers, Students, and University Science Educators
Author: Flores, Ingrid M.
Date: 2012-12-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Preservice Teachers,Science Teachers,College Faculty,Elementary School Students,Grade 5,Learner Engagement,Knowledge Level,Pedagogical Content Knowledge,Self Efficacy,Problem Solving,Scaffolding (Teaching Technique),Discovery Learning,Hands on Science,Surveys,Attitude Measures,Student Attitudes,Teacher Attitudes

Engaging students in inquiry-based learning is viewed by the science education community as the cornerstone of science education reform. Pre-service teachers often enter science methods courses in teacher education credential programs with significant trepidation of science, a lack of strong science content knowledge, a lack of confidence in science teaching, and negative attitudes about science. As a method to increase pre-service teachers' content knowledge and self-efficacy in science teaching and to promote inquiry and science learning supports for elementary students, interactive science exploratoriums were presented to fifth-grade students in elementary school settings in 2008, 2009, and 2011. Pre-service teachers' anecdotal reflections reveal that inquiry-based science teaching requires in-depth knowledge of content and pedagogy beyond what is required for a lesson, significant amounts of planning, and careful orchestration of differentiation to address culturally diverse student populations and learning styles. A perceived increase in teaching self-efficacy was also reported by pre-service teachers. Surveys given to fifth-grade Exploratorium participants indicate that hands-on and learning aspects of the Exploratorium were highly regarded as was enjoyment. Survey data related to fifth-graders' experiences in having conducted science experiments and collecting data prior to the Exploratorium were also analyzed. Open ended response surveys given to fifth-grade teachers indicate that teachers demonstrate some understanding of inquiry teaching and learning but fail to clearly address or describe the essential features of classroom inquiry. The results support research findings that practicing elementary teachers may not have a firm understanding of inquiry or knowledge of how to implement it.
College Students' Evaluation of Effective Teaching: Developing an Instrument and Assessing Its Psychometric Properties
Author: Dodeen, Hamzeh
Date: 2013-08-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Teacher Effectiveness,Psychometrics,Foreign Countries,Student Attitudes,Evaluation Methods,Factor Analysis,College Faculty,Construct Validity,Content Validity,Reliability,Knowledge Base for Teaching,Teacher Student Relationship,Grading,Student Evaluation,College Students,Statistical Analysis

Students' evaluations of teaching (SETs) are currently the most commonly used method for evaluating teaching effectiveness in higher education institutions. They aid in evaluating the quality of faculty teaching and provide useful information for administrators, faculty, and students. The majority of SET instruments were developed based on faculty and/or administrators' knowledge and experience but excludes students' input. The goals of this study were to develop a SET instrument using student samples from the United Arab Emirates University (UAEU), identify its dimensions, and assess its psychometric properties. Data collected from a total sample of 2367 students who were selected randomly and distributed in three different sub-samples. In the process of developing the SET instrument, two types of validity: content and construct, and two types of reliability: stability of the instrument over time and internal consistency were evaluated. A confirmatory factor analysis (CFA) was also used to cross-validate the developed instrument. The final version of the SET instrument consists of 29 items in five dimensions. These five dimensions are: Teachers' Knowledge and Organization (7 items), Clear Explanation (6 items), Grading and Evaluation (6 items), Teaching Methods (4 items), and Relationship with Students (6 items). The developed SET is neither short nor long and is not subject matter specific, so it can be used in different classrooms.
Determining a Relationship between Higher Education Financial Position and Tuition Discount Rates
Author: Browning, Julianna
Date: 2013-06-00
Type: Journal Articles
Subjects: Correlation,Higher Education,Educational Finance,Least Squares Statistics,Tuition,Costs,Institutional Characteristics,Institutional Mission,Reputation,Futures (of Society),Debt (Financial),School Size,Resource Allocation,Indexes,Regression (Statistics)

Institutions have increased the practice of tuition discounting, that is, the strategic use of price discrimination. During the past 30 years, both the average percent discount given to students and the proportion of students receiving tuition breaks have increased. As this practice has increased, there are financial determinants and implications that must be addressed. The purpose of this study was to conduct a thorough investigation of one of the issues embedded within tuition discounting practices: the relationship between an institution's overall financial position and its price discrimination practices. The five component ratios of the financial vulnerability index (FVI)--debt ratio, revenue concentration index, surplus margin ratio, administrative costs ratio, and size ratio--served as a proxy for institutional financial position. Ordinary least-squares regression was used to test the data. There were two main findings. First, institutional financial position had a relationship to tuition discount rates for stable institutions (FVI &lt; 0.10). As the FVI decreased for stable institutions, tuition discount rates increased, showing that institutions with financial resources used these resources to create a class that would further their mission, increase prestige, or use a combination of the two. Second, institutional financial position had a relationship to tuition discount rates for unstable institutions (FVI &gt; 0.20). As the FVI increased for unstable institutions, tuition discount rates increased, indicating that institutions used their current resources as an investment in the future of the institution.
Community College Adjunct Faculty Inclusion: Variations by Institution Type
Author: Spaniel, Suzann H.
Date: 2013-08-00
Type: Journal Articles
Subjects: Adjunct Faculty,Community Colleges,Institutional Characteristics,Teacher Surveys,Statistical Analysis,Rural Schools,Urban Schools,Suburban Schools,Teaching Conditions,Part Time Faculty,Teacher Characteristics,Participative Decision Making,Teacher Student Relationship,Teacher Administrator Relationship

The present article derives from a larger study about the academic and social inclusion of adjunct faculty at representative public, 2-year colleges in Texas. The research identified a significant difference in adjunct faculty inclusion by institution type. Subject institutions represented Basic Carnegie Classification categories: rural, suburban, and urban. Data from survey responses of 75 adjuncts were analyzed using a variety of statistical methods. Results indicated that adjuncts from the rural community college were included in academic and social campus cultures more often than were adjuncts from the suburban and urban community colleges, but anomalies emerged that warrant further investigation. Because a majority of community college students receive instruction from part-time faculty, it is important to understand how adjuncts interact with and perceive their relationships to their institutions and students.
Millersville University Secondary Education PDS
Author: Marcum-Dietrich, Nanette I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary Education,Professional Development Schools,Teacher Education Programs,Educational Change,Educational Practices,College School Cooperation,Program Effectiveness,Educational History,Models,Program Descriptions,Program Design,Preservice Teacher Education,Student Teaching,Institutional Mission,Institutional Characteristics

Millersville University of Pennsylvania (MU) has over 150 years of proud heritage in the preparation of teachers. This article describes how the Secondary Education Professional Development School (PDS) Program model has transformed Millersville University's secondary teacher education from a traditional teacher preparation program into a dynamic learning community. In the PDS program all members share a common vision that both unites us and challenges us to engage in work that benefits the wider education community. Our mission is to improve the teaching and learning for secondary students in the classrooms where PDS interns learn and work. We believe this shift in focus, from developing our pre-service teachers to making a positive impact on the classrooms where our students work, has been the driving force behind the PDS and continues to push us to serve our partner schools in deeper and more collaborative ways.
How Does the Economic Crisis Affect the Psychological Well-Being? Comparing College Students and Employees
Author: Wetzel, Kathrin
Date: 2012-12-00
Type: Journal Articles
Subjects: Well Being,Psychological Needs,Economic Impact,College Students,Employee Attitudes,Stress Variables,Financial Needs,Employment Potential,Gender Differences,Industrial Psychology,Prediction,Financial Problems,Generational Differences,Student Attitudes,Questionnaires,Likert Scales,Foreign Countries,Student Surveys,Occupational Surveys

Little is known about differences in the impact of economic stress on students as compared to persons holding secure job positions. Besides the macroeconomic effects, an economic downturn can also affect individual's physical health and psychological well-being (Aytaç &amp; Rankin, 2009). Prior research showed that socio-demographic characteristics and conditions (e.g. age, gender, job status, or education) are associated with people's mental health (Hobfoll, 1998). The present study addressed two general questions: how people perceive their financial situation and their employability in the time following a financial crisis and whether or not these crisis-based appraisals of their economic standing have influence on their mental health. Of particular interest to this study was to explore these issues across occupational status (college students versus employees) and gender.
Doing More with Less: How One Professional Development School Partnership Strategically Aligned Ideals and Resources
Author: Hunzicker, Jana
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Strategic Planning,Alignment (Education),Educational Resources,Educational Practices,Models,Educational Planning,College School Cooperation,Governance,Field Experience Programs,Pilot Projects,Learning Activities,Technical Assistance,Program Descriptions

The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant proposal to the foundation, we sought additional funding to expand the number of Bradley PDS sites from four schools to eight. However, we received the same level of funding as during the previous three-year term. Around the same time, our university raised the base salary for adjunct faculty, increasing the expense of faculty course reductions--a significant portion of our PDS budget. It quickly became clear that our PDS would have to do more with less. This article describes our restructuring and strategic planning processes and explores the strengths and weaknesses of our newly restructured PDS model. We believe our experience will be useful to other school-university partnerships that are trying to do more with less.
Concept of Readiness: Assessing Factors in the Development, Implementation, and Sustainability of a PDS Partnership
Author: Kolpin, Thierry
Date: 2015-00-00
Type: Journal Articles
Subjects: Readiness,Performance Factors,Sustainability,Program Development,Program Implementation,Partnerships in Education,College School Cooperation,Focus Groups,School Surveys,Formative Evaluation,Educational History,Cultural Context,Administrative Organization,Decision Making,Innovation,Teacher Surveys,College Faculty,Elementary School Teachers,Secondary School Teachers,Workplace Learning,Teacher Education Programs,Mixed Methods Research

Two universities and their prospective partnership schools collected data to help ascertain the perceived readiness of school-university Professional Development School (PDS) partnerships. The measurement tool, ''The Professional Development School Exploration and Assessment'' (PDSEA) includes a five-step process that makes use of survey and focus group data. The PDSEA incorporates the embedded concepts of organizational learning, structures and decision-making, the respective contexts of culture, partnership, and innovation, and the NAPDS Nine Essentials as a basis for the process (NAPDS, 2008). For this study, authors focused on the responses to the PDSEA in a more formative evaluative manner with an emphasis on reporting step-1 survey results between the schools and the universities. Implications for the results, including limitations, are also presented.
Examining Antecedents of Satisfaction for Marketing/Management Students in Higher Education
Author: Fine, Monica B.
Date: 2013-08-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Business Administration,Higher Education,Participant Satisfaction,Feedback (Response),Questionnaires,Alumni,Graduate Surveys,Factor Analysis,Employment Level,Skill Analysis,Educational Attainment,Tenure,Hypothesis Testing,Educational Experience,Income,Predictor Variables,Regression (Statistics),College Outcomes Assessment

Marketing and management departments preach a continual discourse about the importance of feedback from customers. Yet many business schools do not take the time to develop their own student satisfaction surveys to provide the departments with useful feedback. Business schools are constantly forced to compete with other colleges and often other majors within the university setting. This study provides an analysis of student satisfaction based on a questionnaire mailed to alumni.
Comparing Teacher Dispositions in China and the USA
Author: Shao, Kun
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Studies,Teacher Characteristics,Cultural Differences,Personal Narratives,Teacher Attitudes,Personality Traits,Teacher Influence,Academic Achievement,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,College Faculty,Professional Identity,Social Status,Teaching Conditions

In studies conducted in the USA, teacher dispositional factors such as enthusiasm, professional esteem and learning motivation often emerge as the most significant variables affecting student learning and achievement from the primary grades through higher education. Do these factors play as significant a role in student learning and achievement in China as they do in the USA? This conceptual paper aims to compare the patterns of teacher dispositions in China with those patterns in the USA. Fourteen experienced teachers and instructors at schools and universities in China and the USA provided oral and written narratives in which they reflected on how teacher attitudes and dispositions affected student learning and achievement.
The Effect of Leadership on Service Delivery in Universities
Author: Zvavahera, Promise
Date: 2013-00-00
Type: Journal Articles
Subjects: Delivery Systems,Universities,Leadership Effectiveness,Content Analysis,Interviews,Full Time Students,Distance Education,Open Education,Instructional Materials,Student Evaluation,Feedback (Response),Coordination,Alignment (Education),Institutional Autonomy,Educational Assessment,Educational Indicators,Foreign Countries

This study was aimed at assessing leadership effectiveness on service delivery at the University of Namibia and all its campuses throughout the country. The study was carried out during the month of February 2013. The methodology consisted of document analysis, interviews through face to face, video and tele-conferencing. Purposive sampling was applied to come up with the sample. Findings of the study indicated that there is good service delivery to full-time students but poor service delivery to open and distance learning (ODL) students under the Centre for External Studies (CES). There were problems of late delivery of learning materials, assessment of assignments and examinations. Students did not get feedback from their lecturers in a timely manner. There was a crisis of ownership of the ODL students as the programs offered are owned by different faculties but the students belong to CES. There is poor coordination of programs and activities. The findings pointed towards a structural crisis hence it was recommended that CES be given autonomy to run its own programs.
The Impact of Inflation on Endowment Assets
Author: Birkeland, Kathryn
Date: 2013-08-00
Type: Journal Articles
Subjects: Economic Climate,Endowment Funds,Correlation,Educational Finance,Outcomes of Education,Sustainable Development,Simulation,Models

Maintaining spending power in real terms (current) while preserving an endowment's value in real terms (future) is the crux of intergenerational equity. Tobin's (1974) model provides the conceptual basis on which simulations were developed to study the impact of various inflation (0%, TIPS, CPI, HECA, and HEPI) and new giving scenarios ($0, $4 million and $8 million) on the value of the USD Foundation endowment as well as the value of the future payouts from the endowment. All inflation scenarios except 0% inflation require new gifts to the endowment to maintain or grow the inflation-adjusted value of the endowment with a 6.85% nominal return, 4.80% payout and 2% administrative fee. With $8,000,000 in annual new gifts to the endowment, the inflation-adjusted value of the endowment grows in all five inflation scenarios. With $4,000,000 in annual new gifts to the endowment, the inflation-adjusted value of the endowment grows over time in the 0%, TIPS, and CPI inflation scenarios but declines in the higher inflation scenarios (HECA and HEPI). The level of new gifts required to provide for intergenerational equity was also determined; new giving increases the size of the payout on a dollar-for-dollar basis. Holding the sustainable payout rate constant at 4.80% and using HECA as the inflation assumption shows that the &quot;break-even&quot; calculation is $4,946,170 in new gifts per-year. Finally, the sustainable payout rate under the assumption of zero new gifts was determined. As expected, the sustainable payout decreases with higher inflation and is lower than the current payout rate.