ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on the Integration of Technology and Assessment
Author: Pellegrino, James W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Testing Programs,Student Evaluation,Educational Assessment,Testing,Program Effectiveness,Technology Integration,Technology Uses in Education,Critical Thinking,Problem Solving,Benchmarking,Summative Evaluation,Innovation,Science Tests

This paper considers uses of technology in educational assessment from the perspective of innovation and support for teaching and learning. It examines assessment cases drawn from contexts that include large-scale testing programs as well as classroom-based programs, and attempts that have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving. These aspects of cognition are seldom well addressed by traditional testing programs using paper and pencil or computer technologies. The paper also gives consideration to strategies for developing balanced, multilevel assessment systems that involve articulating relationships among curriculum-embedded, benchmark, and summative assessments that operate across classroom, district, state, national, and international levels. It discusses the multiple roles for technology in an assessment-based information system in light of the decision support needed from the multiple actors who operate across levels of the education system. The paper concludes with a consideration of the current state of the field as well as the potential for technology to help launch a new era of integrated, learning centered assessment systems. (Contains 1 footnote, 1 table, and 5 figures.)
Cracking the Code: Assessing Institutional Compliance with the Australian Code for the Responsible Conduct of Research
Author: Morris, Suzanne E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research,Foreign Countries,Research Administration,Compliance (Legal),Authors,Researchers,School Policy,Ethics,Universities,College Faculty,Faculty Publishing,Integrity,Higher Education,Intellectual Property

This paper provides a review of institutional authorship policies as required by the &quot;Australian Code for the Responsible Conduct of Research&quot; (the &quot;Code&quot;) (National Health and Medical Research Council (NHMRC), the Australian Research Council (ARC) &amp; Universities Australia (UA) 2007), and assesses them for Code compliance. Institutional authorship policies were specifically chosen for this study as research publications are increasingly underpinning institutional income derived from the Australian Government, with publications likely to become even more important under the Excellence in Research for Australia initiative. Of the 39 Australian institutions reviewed, three universities, namely Charles Darwin University, University of Tasmania and University of Technology Sydney, did not have an institutional authorship policy, while another four universities, namely Curtin University of Technology, Flinders University, La Trobe University and University of Adelaide, had policies that were not compliant with the Code. Most universities, particularly the Group of Eight institutions, need to improve their authorship policies and management practices to avoid continual breach of Section 5.1 (&quot;have criteria for authorship&quot;) of the Code and risk losing ARC and NHMRC research funding. (Contains 1 table.)
Rates of Student Disciplinary Action in Australian Universities
Author: Lindsay, Bruce
Date: 2010-00-00
Type: Journal Articles
Subjects: Discipline,Discipline Policy,Foreign Countries,Plagiarism,Public Colleges,School Surveys,Measures (Individuals),Statistical Analysis,College Students

Although a growing body of research has been conducted on student misconduct in universities, quantitative data on disciplinary action undertaken by institutions against student transgressions are largely absent from the literature. This paper provides baseline quantitative data on disciplinary action against students in the universities. It is concluded that those rates are not insignificant given the effort and resources dedicated to dealing with misconduct and the numbers of students affected. The paper includes limited discussion of reforms to rules and/or practices implied by, or arising from, these figures. (Contains 2 tables.)
Promoting Collaboration in a Project-Based E-Learning Context
Author: Papanikolaou, Kyparisia
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Case Method (Teaching Technique),College Students,Student Projects,Active Learning,Cooperative Learning,Reflection,Computer Science Education,Computer Software Evaluation,Instructional Design,Electronic Learning,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Intelligent Tutoring Systems,Web Based Instruction,Questionnaires,Discourse Analysis

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular collaboration script that combines individual and collaborative activities, aiming to promote individual and socially shared reflective thinking during the planning and evaluation phases of the project. We analysed group discussions and evaluation questionnaires, and the results provide evidence about the importance of the design variables considered in the collaboration script for cultivating metacognitive knowledge, such as project phase, roles undertaken by students, degree and type of interaction, type of activities and products, and activity sequencing. (Contains 3 tables and 4 figures.)
Gender and Shifts in Higher Education Managerial Regimes
Author: Carvalho, Teresa
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Women Faculty,Women Administrators,Gender Bias,Sexual Identity,Masculinity,Sex Stereotypes,Leadership Styles,College Administration

While Portugal is one of the European countries with a high representation of women in higher education, there is both horizontal and vertical segregation. The way universities and especially managerial positions are culturally embedded by masculinity is one of the obstacles women have traditionally faced. Recently, higher education institutions have been subjected to external pressures to create a new institutional and organisational environment aimed at substituting the traditional collegial model with a managerial one. In this paper, the authors discuss the way these different models reflect traditional notions of femininity and masculinity and the potential impact they have on women in academia. Based on qualitative methodology, they provide an analysis of whether senior academic managers still reproduce the traditional stereotypes of managerial styles of women and men, and the potential impact of this on women in the clash between managerial and collegial models. The authors conclude by analysing perceptions about leadership styles for women and men, and the potential implications for women's participation in top management in HE institutions.
Developing an Educational Performance Indicator for New Millennium Learners
Author: Kang, Myunghee
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Technology,Influence of Technology,High School Students,Factor Structure,Factor Analysis,Educational Indicators,Educational Assessment,Student Evaluation,Evaluation Methods,Evaluation Criteria,Test Construction,Affective Measures,Cognitive Measurement,Social Behavior,Interpersonal Competence,Futures (of Society)

Educational performance based on the learning outcomes of formal schooling in a future knowledge society could be significantly different from that of today. This study investigates the possibilities of developing an educational performance indicator for new-millennium learners (NMLs). The researchers conducted literature reviews, a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society. The study identified cognitive, affective, and sociocultural domains as core constructs of the indicator. We conducted exploratory and confirmatory factor analysis to validate the indicator. We have identified three domains with four factors in each have to measure the educational performance of NMLs. Information management, knowledge construction, knowledge utilization, and problem-solving abilities are four factors in the cognitive domain. The affective domain consists of self-identity, self-value, self-directedness, and self-accountability factors. Finally, the sociocultural domain includes social membership, social receptivity, socialization, and social fulfillment factors. (Contains 12 tables.)
Perspectives on Instituting Change Management in Large Organisations
Author: Lawler, Alan
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Organizational Change,Change Strategies,Universities,College Administration

Australian universities are currently undergoing significant and deep-seated change to their funding models through their relationship to Federal government social development and research agendas. Consequently, changes are being instituted at all levels of university activity. Such changes are often accompanied by considerable disruption to traditional and accepted practices. This has had the effect of introducing unanticipated institutional difficulties and is causing some significant levels of personal uncertainty for staff. We suggest that such difficulties might be mitigated by more effective, efficient and transparent change management strategies.
Balance Between Merit and Equity in Academic Hiring Decisions: Judgemental Content Analysis Applied to the Phraseology of Australian Tenure-Stream Advertisements in Comparison with Canadian Advertisements
Author: Boyle, Gregory J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Occupational Information,Affirmative Action,Comparative Analysis,Content Analysis,Teacher Selection,College Faculty,Institutional Characteristics,Intellectual Disciplines

The wording of university academic job advertisements can reflect a commitment to equity (affirmative action) as opposed to academic merit in hiring decisions. The method of judgemental content analysis was applied by having three judges rate 810 Australian tenure-stream advertisements on seven-point magnitude scales of equity and merit. The influence of time (Years: 1970-1973; 1984-1987; 2000-2003), institution (major research universities, the self-designated Group of Eight (Go8); colleges of advanced education and institutes of technology; regional and distance education institutions), as well as academic discipline (physical sciences and technology; social sciences; humanities) on ratings were also examined. Inter-rater reliabilities were high ([greater than or equal to] 0.92), and the &quot;equivalence hypothesis&quot; (that merit and equity are the same) was not supported. Merit and equity criteria increased over time and were influenced by institution type and academic discipline, although in different ways. While some effects could be viewed as being due to rational policy decisions, other significant effects suggested influences that are more difficult to explain. University administrators need to be sensitive to the balance between merit and equity when formulating hiring policies. (Contains 3 figures.)
Short-Changed: The Plight of U.S. Universities in the Age of Economic Instability, or around the Bend--The University of California in the Present Age
Author: Levin, John S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Colleges,Economic Climate,State Universities,Status,College Administration,Budgeting,Retrenchment,Access to Education,Strategic Planning

Public universities in the US are now confronted with conflicts in their missions of access and quality, in the form of legitimacy, as they face severe funding reductions as a result of states' responses to the Great Recession. With an US$800 million budget shortfall, the University of California has chosen to maintain its preeminent position among public universities in the US. This article examines the conditions for this choice and the impending outcomes.
Teachers' and Principals' Perceptions of Citizenship Development of Aboriginal High School Students in the Province of Manitoba: An Exploratory Study
Author: Deer, Frank
Date: 2010-09-20
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,High School Students,Citizenship,Individual Development,Student Behavior,Citizenship Education,Secondary School Teachers,Principals,Teacher Attitudes,Administrator Attitudes

This study sought to investigate the congruence between Aboriginal student citizenship development and the prescribed outcomes of citizenship development in secondary schools in Manitoba. The perceptions of 106 high school teachers and principals in the province of Manitoba were acquired through survey distribution and interviews. This study found that Aboriginal students from Manitoba high schools frequently behave in a manner that is congruent with the values of citizenship development. Participants in this study described a need for the development of curricula that is congruent with traditional Aboriginal ways of learning, the provision of opportunities for practical experiences in the area of citizenship development, and increased research into schools on First Nations communities in the area of citizenship development. Such developments may facilitate citizenship development for Aboriginal students through the provision of education that is sensitive to Aboriginal perspectives and circumstances. (Contains 1 footnote.)
Storytelling as an Insightful Tool for Understanding Educational Leadership in Indigenous Yukon Contexts
Author: Blakesley, Simon
Date: 2010-10-14
Type: Journal Articles
Subjects: Story Telling,Instructional Leadership,American Indian Education,Canada Natives,Principals,Research Methodology,Cultural Differences,Self Concept,Transformative Learning,Foreign Countries

This article is based upon a 2006 review of the research methodologies identified in the articles of two educational leadership journals. It found the use of narrative and biographical approaches specific to the field of educational leadership appears rare. This article examines the stories told by Yukon school principals in Indigenous contexts to accomplish three things: first, it presents narrative and biographical research as a promising approach to expand current conceptions of educational leadership. Second, stories illuminate the transformative nature of learning that can occur when non-Indigenous principals reflect on their lives and work in Indigenous contexts. Finally, narratives and biographies are offered as tools to assist the development of future educational leaders. (Contains 2 footnotes.)
Differentiating with Technology
Author: Stanford, Pokey
Date: 2010-04-00
Type: Journal Articles
Subjects: Classroom Techniques,Individualized Instruction,Educational Technology,Computer Uses in Education,Teaching Methods,Student Needs,Individual Differences,Internet,Technology Integration,Disabilities

There are many challenges for teachers today. One of the most difficult challenges for diligent teachers is reaching the needs of an increasingly diverse student population. In order for teachers to reach ALL students, teachers must begin where students are, which means recognizing individual differences. Differentiated instruction (DI) with the use of technology offers the opportunity for teachers to engage students in different modalities, while also varying the rate of instruction, complexity levels, and teaching strategies to engage and challenge students. Differentiated instruction also allows teachers to begin to think and work "smarter" and more efficiently rather than trying to work harder to meet the needs of such a diverse student population. (Contains 1 table.)
Video Case Studies: Preparing Teachers for Inclusion
Author: Burden, Robin
Date: 2010-04-00
Type: Journal Articles
Subjects: Individualized Education Programs,Inclusion,Video Technology,Case Studies,Preservice Teacher Education,Confidentiality,Interpersonal Relationship,Interaction,Educational Technology,Simulation,Parent Role,Parent Teacher Cooperation,Regular and Special Education Relationship,Teacher Attitudes

Balancing the need to prepare pre-service teachers with the skills necessary to effectively participate in Individualized Education Programs (IEPs) with the constraints of confidentiality as required by law has led one university to develop video scenarios that can be used as teaching tools. Three scenarios have been created, two at the secondary level and one at the elementary level. The videos, which can be streamed via the internet as well as through the university's course management software, deal with the interpersonal interactions that occur during IEP meetings rather than paperwork completion. Thus, the use of the video scenarios serves to alleviate the concerns of pre-service teachers regarding an area that is often perceived to be secretive and daunting. To date, the scenarios have been used with classes in two different university departments and have resulted in richer and more in-depth discussions of what can be expected in actual IEP meetings. (Contains 3 tables.)
Literacy-Based Technology Support for Post-Secondary Second Language Learners
Author: Yakimchuk, Daniel T.
Date: 2010-11-03
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Assistive Technology,English (Second Language),Language Proficiency,Second Language Learning,Academic Achievement,Business Administration Education,Foreign Countries

The academic performance of many international students admitted to Canadian universities is undermined by the students' English language proficiency. The goal of this study was to improve English language proficiency of post-secondary second-language learners (SLLs) through the use of literacy-based assistive technology. Fifty-four participants (32 SLL, 22 non SLL) enrolled in a cross-section of Cape Breton University's Shannon School of Business courses participated in the investigation. Results determined a significant effect (9%) of the use of screen-reading software on academic performance of SLLs and a positive but insignificant effect (3%) of the use of screen-reading assistive technology on academic performance of non-SLLs. The article concludes with a discussion on the responsibility of educational institutions to provide additional language support services to international students studying in their non-native language. (Contains 5 tables and 4 figures.)
Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept
Author: Rinn, Anne N.
Date: 2010-04-00
Type: Journal Articles
Subjects: Academically Gifted,Affective Behavior,Emotional Development,Student Development,Self Concept,Academic Achievement,Competition,Feedback (Response),Interpersonal Competence

The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.
A Continuum of Paraeducator Support for Utilization in Adapted Physical Education
Author: Haegele, Justin A.
Date: 2010-06-00
Type: Journal Articles
Subjects: Adapted Physical Education,Physical Education Teachers,Paraprofessional School Personnel,Teaching Methods,Lesson Plans,Role,Individualized Education Programs,Video Technology,Staff Development,Models,Disabilities

This article describes three different ways of using paraeducators during adapted physical education. (1.) Having paraeducators read a portion of the lesson plan that describes the desired support towards lesson objectives. Paraeducators then assist all students when needed. (2.) Assigning specific modifications for paraeducators through the IEP process. These modifications may be designed for a single child and listed in the lesson plan. The paraeducator then provides specific support for a particular child. (3.) Using video modeling to create media clips for paraeducators to view prior to assisting children during the lesson. The media clips include modeling of key lesson concepts aimed at helping paraeducators understand physical education activities that a child is expected to accomplish during the lesson. The physical educator is then free to attend to other learners with different needs during portions of the lesson. Recommendations for using video technology are provided. (Contains 1 figure.)
Pathways to University: The &quot;Victory Lap&quot; Phenomenon in Ontario
Author: Brady, Patrick
Date: 2010-11-18
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,College Bound Students,College Preparation,Educational Change,Resistance to Change,Anxiety,College Freshmen,Student Surveys,Gender Differences,Readiness,Extracurricular Activities,Maturity (Individuals)

When Ontario eliminated its unique fifth year of secondary school for post-secondary bound students, policy makers, educators, and the general public anticipated that the province would finally adhere to the four-year model of secondary education common to the rest of English speaking North America. For a significant number of students, however, this outcome did not prove to be the case; a substantial proportion of adolescents, having met their graduation requirements, voluntarily chose to return to their former schools for an additional semester or two of secondary education, a phenomenon referred to as the &quot;victory lap&quot;. Utilizing a mixed-methods approach, this study was conducted among first-year students Concurrent Education students in a small Ontario university and examined some of the factors that motivated students to opt for either the direct entry or &quot;victory lap&quot; pathway to university. Results suggest that the &quot;victory lap&quot;, while being a predominately male phenomena, may be a form of transition anxiety. (Contains 1 table.)
Improving Student Outcomes: Data-Driven Instruction and Fidelity of Implementation in a Response to Intervention (RTI) Model
Author: Bianco, Sharon Davis
Date: 2010-06-00
Type: Journal Articles
Subjects: Integrity,Educational Change,Response to Intervention,Instructional Design,Models,Academic Achievement,Disabilities,Disability Identification,Coaching (Performance),Reading Teachers,Emergent Literacy,Reading Fluency,Reading Tests,Reading Skills,Data,Decision Making,Program Implementation

As teachers, administrators, and members of intervention teams use student performance data to inform instructional decisions and monitor implementation of tiered instruction in a Response to Intervention (RTI) model, assuring fidelity of implementation or treatment integrity continues to be a challenge. This article describes how one school district established a model of RTI including three mechanisms to enhance data-driven instruction and fidelity of implementation through the use of: (1) a student intervention tracking form, (2) reading coaches, and (3) teacher-made video clips. (Contains 1 table and 2 figures.)