ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Celebrating the Other&quot;: Power and Resistance as Prelude to Benhabib's Deliberative Democracy
Author: Brooks, Julia G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Democracy,Socialization,Sociology,Introductory Courses,Student Attitudes,Shyness,Classroom Communication,Student Participation,College Students,College Faculty,Self Concept,Power Structure,Dialogs (Language),Group Discussion

Each semester, Julia G. Brooks writes &quot;silence=agreement&quot; on the board during a discussion of socialization in her Introductory Sociology classes, and invites students to discuss their initial responses to this statement. Inevitably, there are students who agree with the statement outright, claiming &quot;If people have something to say then they have the responsibility to say it.&quot; These students generally warrant their responses by referring to democracy and adamantly asserting &quot;that for a democracy to be successful, individuals have to take responsibility for speaking their minds.&quot; Other students argue, however, that though some people might indeed have something to say, &quot;There could be lots of reasons for why they don't speak up.&quot; These students generally offer reasons that revolve around the &quot;shy student&quot; or the individual that &quot;might just be scared to speak up.&quot; When the author presses students to explain what they mean they offer that &quot;some people just don't want to be laughed at,&quot; or &quot;some people just don't know what they want to say.&quot; The aim of this essay is to consider Seyla Benhabib's espousal of &quot;deliberative democracy&quot; as a provocative frame for (1) articulating the fundamental conditions necessary for egalitarian opportunity and participation in the college classroom, and (2) challenging students to consider the deeper meanings and implications of their assumptions regarding identity, silence, and dialogue. As evidenced by students' comments, it seems that deliberation and democracy in American public education have somehow become debased to the level of &quot;curious luxury&quot; or &quot;fanciful idealism.&quot; Thus, the author seeks to enliven a discussion about how we might better challenge students to consider and engage deliberation and democracy in the college classroom under the guise of preparing them for more democratic and dialogic considerations of their own imminent futures as citizens and possibly educators.
The Ohio Transfer Articulation Guide: An Ethics Case Study for Social Foundations of Education Faculty
Author: Abowitz, Kathleen Knight
Date: 2006-00-00
Type: Journal Articles
Subjects: Case Studies,Teacher Education Programs,Educational Technology,Educational Psychology,General Education,Transfer Policy,Standards,Foundations of Education,Course Descriptions,Educational Change,Teacher Attitudes,College Faculty,Advisory Committees,Legal Responsibility,Curriculum,Teaching Methods,Democratic Values,Social Justice,Course Content,Student Diversity,Cultural Pluralism,Knowledge Base for Teaching,Ethics,Teacher Educators,Guides

In 2004, the Ohio Transfer Articulation Guide (TAG) for Education set forth the Professional Education Module to serve as the foundation for preparation into all licensure areas for teachers. A TAG is a transfer module or set of courses approved by the Ohio Board of Regents that provides a standard set of general education courses (such as English Composition, mathematics, arts/humanities, and social and behavior sciences) in selected academic disciplines. TAG modules provide guaranteed paths of transfer between two year and four year institutions of higher education, and have been around at least a decade in Ohio. Reviewed and endorsed by a faculty panel of more than 30 members, as well as the State University Education Deans council, the Education TAG is a set of four teacher education courses: Introduction to Education, Educational Psychology, Introduction to Exceptionalities, and Educational Technology. This essay describes the author's integration of the TAG required Introduction to Education course in the pre-existing Socio-Cultural Foundations of Education course she taught prior to the new standards set forth by the Ohio Board of Regents.
Root Metaphors, Paradigm Shifts, and Democratically Shared Values: Community Service-Learning as a Bridge-Building Endeavor
Author: Sheffield, Eric C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Service Learning,Democratic Values,Barriers,Teaching Methods,Cooperation,Figurative Language,School Community Relationship,Educational Philosophy

This paper claims that community service-learning (CSL) projects in schools and universities, if done well, might very well take us--all of us--to important new places. Under the conception of community service and democratic education more generally, CSL projects in schools and universities can take us to &quot;the&quot; most important place: a new root metaphor for American Democracy--one of connection, conflict, and compromise. As with any new metaphorical understanding of the world, the shift will certainly be slow and difficult. However, it is the nature of CSL, as understood in this essay, to break down the barriers of isolation and create connections and relationships across pluralistic communities; to be a bridge-building pedagogy; and to create democratic beauty via establishing important, though contentious, relationships. Successful community service-learning grows from the understanding that our democracy cannot survive as a tossed salad while simultaneously weaving its own, new, root metaphor: that of the tapestry.
Gadamer and the Game of Truth: Frames and Fusions
Author: O'Neill, Linda
Date: 2007-00-00
Type: Journal Articles
Subjects: Counselor Training,College Faculty,Foundations of Education,Masters Programs,Course Descriptions,Figurative Language,Hermeneutics,Comparative Analysis,Teacher Collaboration

This essay describes the author's collaboration with a counseling faculty in the development of a Social Foundations of Education course that was tailored specifically for Masters level preparation of school and community counselors. This exploration of dilemmas arising during the first offering of the course compares the interpretive and communicative possibilities of two metaphors: George Lakoff's analysis of &quot;frames&quot; and Hans-Georg Gadamer's hermeneutic &quot;fusion of horizons.&quot; Both metaphors are mined for their insights, entailments, and implications for educators.
Emerson and the Education of Nature
Author: Warnick, Bryan R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Outdoor Education,Educational Philosophy,Educational Attitudes,Journalism,Learning Experience,Comparative Analysis,Moral Values,Figurative Language,Spiritual Development

Ralph Waldo Emerson experienced the natural world as a sort of school. He thought that the school of nature offered both challenging instructors and an unlimited number of lessons. What are these lessons, for Emerson, and who are these teachers? How can the education that nature offers be discovered? To talk of the education of nature is, like everything else in Emerson, to speak from one's own experience. Emerson does not offer systematic argument or rigorous empirical data to support his educational claims. He offers, instead, personal glimpses of educational possibility. It is better to think of him as a journalist who records his own experience. He tells of his experience not merely to chronicle, however, but to provoke. He wants us to compare our experiences with his. If we find that we share Emerson's experience, we do more than get caught up in his rhetorical finery. We become convinced by his thought. This essay discusses four ways in which to learn from nature, and the author's experience in nature, which echoes that of Emerson.
Common Runners/Walkers Foot Injuries
Author: McDaniel, Larry W.
Date: 2010-02-00
Type: Journal Articles
Subjects: Physical Activities,Human Body,Injuries,Exercise,Sports Medicine,Athletics,Symptoms (Individual Disorders),Pain

This is my 35th year of running most days a year. That was correct most days a year not a week. Running is my first priority each day. Developing a routine will assist those who want exercise to become a habit. After I awake I drink a glass of water and a cup of coffee then my dog &quot;Jazz&quot; and I hit the streets for a 3-4 mile run. Later in the day, we walk one to two miles after going to the gym to lift weights. I will admit that I am very addicted to running and working out. I enjoy the physical, psychological, and health benefits. This paper will focus on common foot injuries. There are several foot injuries that runners or walkers may suffer. Most of the injuries on that list may result from overuse. Other problems of the foot maybe related to chronic injuries that develop over a period of time. According to Mike Walden, a former teacher of sports injuries, sports massage, and sports science, &quot;the average runner has between 37-56% risks of injury during the course of a year's training.&quot; (Walden 2005) Plantar fasciitis, metatarsal stress fractures, metatarsalgia, blisters, turf toe, and Morton's neuroma will be the focus of this paper.
Investigating the Correlation between Gender of the Teacher and Fathers' Parental Involvement in Elementary Classrooms
Author: Unal, Zafer
Date: 2010-03-00
Type: Journal Articles
Subjects: Correlation,Gender Differences,Teacher Characteristics,Fathers,Parent Participation,Elementary School Teachers,Foreign Countries,Surveys,Teacher Attitudes,Parent Attitudes,Parent Teacher Cooperation

The purpose of this study was to investigate if there is a relationship between the genders of teachers when it comes to fathers' involvement in their children's schooling in elementary classrooms. We attempted to answer the following questions: 1) Are the fathers less/more involved when the teacher is female? 2) Are the fathers less/more involved when the teacher is male? 3) Is there a correlation between the gender of the teacher and fathers' involvement?
Teaching Positive Networking for Life-Long Impact
Author: Addams, Lon
Date: 2010-04-00
Type: Journal Articles
Subjects: Social Networks,Interprofessional Relationship,Career Development

As college communication instructors, we could further assist students by teaching the value of positive networking. This article provides (1) a foundation for positive networking and (2) several successful ways in which students can begin building a strong long-lasting network of professional relationships during the semester…and for their entire careers.
An Assessment of Business Schools' Student Retention, Accreditation, and Faculty Scholarship Challenges
Author: Cavico, Frank J.
Date: 2010-01-00
Type: Journal Articles
Subjects: School Holding Power,Accreditation (Institutions),Scholarship,Business Administration Education,Business Education,Educational Quality,Quality Control,Academic Standards,Guidelines,Institutional Mission,Educational Opportunities,Barriers,Student Recruitment,Student Diversity,Educational Practices,Educational Assessment,College Programs

Business schools' curriculum, faculty and graduates have become a target for many critics as they link the ethical lapses of senior executives to major scandals that have partially led to the financial challenges that the world is facing today. Some claim that business faculty research is not practical and mainly theoretical. This paper discusses the current state of affairs in business education, business school quality control through accreditation guidelines, and faculty scholarship in order to consistently keep faculty up-to-date on the latest research. The paper also offers reflections, suggestions, and practical tips for student recruitment and retention. A bibliography is included.
Effect of the Problem-Solving Approach on Academic Achievement of Students in Mathematics at the Secondary Level
Author: Perveen, Kousar
Date: 2010-03-00
Type: Journal Articles
Subjects: Problem Solving,Academic Achievement,Mathematics Achievement,Secondary School Mathematics,Grade 10,Experimental Groups,Control Groups,Pretests Posttests,Intervention,Statistical Analysis,Teaching Methods,Achievement Gains,Instructional Effectiveness,Foreign Countries

This study sought to determine the effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. The secondary school students studying mathematics constituted the population of this study. The students of 10th class of Government Pakistan Girls High School Rawalpindi were selected as a sample for the study. Sample size consisted of 48 students who were equally divided into an experimental group and a control group on the basis of pre-test. Treatment of the planned problem-solving approach is the guideline of Sherreen (2006) and Polya's (1945) heuristic steps of the problem-solving approach. After the treatment, post-test was used to see the effects of the treatment. A two-tailed t-test was used to analyze the data, which revealed that both the experimental and control groups were almost equal in mathematics base at the beginning of the experiment. The experimental group outscored the control group significantly on the post-test.
Creating Sustainable Education Projects in Roatán, Honduras through Continuous Process Improvement
Author: Raven, Arjan
Date: 2010-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Attendance,Educational Improvement,Program Development,Tutoring,Generalization,College Preparation,Workshops,Educational Planning,Educational Development,Action Research,Sustainability,Test Preparation,College Entrance Examinations,Futures (of Society),Cultural Awareness

The investigators worked together with permanent residents of Roatán, Honduras on sustainable initiatives to help improve the island's troubled educational programs. Our initiatives focused on increasing the number of students eligible and likely to attend a university. Using a methodology based in continuous process improvement, we developed tutoring programs, college preparation workshops, long-term plans for a local school, and solicited involvement by an island educational coalition. Lessons learned from these initiatives may be used to expand other efforts on the island and can be generalized to other programs in Central America.
Burnout among English Language Teachers in Malaysia
Author: Mukundan, Jayakaran
Date: 2010-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,English (Second Language),Language Teachers,Second Language Instruction,Age Differences,Faculty Workload,Teaching Conditions,Teacher Characteristics,Emotional Response,Achievement,Elementary School Teachers,Secondary School Teachers,Questionnaires,Burnout,Measures (Individuals),Teacher Attitudes

The phenomenon of burnout has always been under scrutiny, especially with reference to the teachers and their demographics. This study has deliberately focused on the English teachers' burnout and its relation with their demographics of age and workload in Malaysia. The findings showed that burnout is evident at high levels in all dimensions. In addition, some age and workload categories demonstrated significant relations with emotional exhaustion, depersonalization and reduced personal accomplishment. The findings would help school administrators consider such factors as important in the effectiveness of English teachers.
What Are the Alternatives to Student Loans in Higher Education Funding?
Author: Stokes, Anthony
Date: 2010-01-00
Type: Journal Articles
Subjects: Student Financial Aid,Student Loan Programs,Paying for College,College Students,Higher Education,Financial Support,Government Role,Labor Market,Postsecondary Education,Income,Human Capital,Debt (Financial),Federal Aid,Grants,State Aid,Socioeconomic Status,Foreign Countries,Occupations,Models,Loan Repayment,Low Income Groups

In a period of student loan scandals and U.S. financial market instability impacting on the cost and availability of student loans, this paper looks at alternative models of higher education funding. In this context, it also considers the level of financial support that the government should provide to higher education.
High School Employment and Academic Achievement: A Note for Educators
Author: Keister, Mary
Date: 2010-01-00
Type: Journal Articles
Subjects: Academic Achievement,Employment,Employment Level,Correlation,High School Students,Evidence,Part Time Employment

Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours worked per week stays under 20.
Reforming the Madrassah System of Education in Pakistan
Author: Inamullah, Hafiz Muhammad
Date: 2010-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Religious Education,Parochial Schools,Islam,Terrorism,Religious Factors,Politics of Education,Public Opinion,Clergy

The unfortunate attacks of 9/11 forced the government to reform madrassah education programs. The aim of this article is to discuss the reform and its results and points of view, as well as the reaction of the Islamic seminaries toward these madrassah reforms.
Comparison of the Frequency and Effectiveness of Positive and Negative Reinforcement Practices in Schools
Author: Dad, Hukam
Date: 2010-01-00
Type: Journal Articles
Subjects: Comparative Analysis,Positive Reinforcement,Secondary School Students,Student Behavior,Negative Reinforcement,Secondary School Teachers,Punishment,Foreign Countries,Rewards,Urban Schools,Rural Schools,Educational Practices,Questionnaires,Statistical Analysis,Teacher Education

The major purpose of the study was to compare the frequency and effectiveness of positive and negative reinforcement practices deployed by teachers in boys' and girls' secondary schools in urban and rural areas. It was hypothesized that there would be no difference in use of reward and punishment by teachers in secondary schools in urban and rural areas with respect to their frequency and effectiveness. The results of this study brought out a clear picture of the reward and punishment practices being followed in schools, which may serve as a useful tool for improving these practices that influence development of students? desired behaviour. The population of the study comprised of the teachers serving in government secondary schools of Punjab. A sample of 1,000 teachers (200 from district Rawalpindi, 150 from district Attock, 200 from district Lahore, 150 from district Gujranwala, 150 from district Multan, and 150 from district Khanewal) was randomly selected in such a way that the proportion of rural and urban boys? and girls? secondary school teachers was evenly balanced. In order to collect data from sample teachers, a comprehensive questionnaire was developed and personally administered. The data obtained was tabulated, analyzed and interpreted by using appropriate descriptive and inferential tests of significance, such as one-way chi-square and two-way chi-square. The level of significance was 0.05. On the basis of results and discussion, it was concluded that the teachers of urban schools had better knowledge of using reward and punishment with respect to their frequency and effectiveness as well. There should be a countrywide program to train teachers according to the demands of the new era.
Using a 360-Degree Appraisal Approach to Re-Design Advising Programs
Author: Maples, Glenn
Date: 2010-01-00
Type: Journal Articles
Subjects: Academic Advising,Program Improvement,Program Implementation,Feedback (Response),Human Resources,Change Strategies,Online Surveys,Student Attitudes,Factor Analysis,Participant Satisfaction,Cohort Analysis,Likert Scales,Attitude Change,Guidance Programs,Program Effectiveness,Performance Technology,College Programs

Over the past 30 years, researchers have repeatedly demonstrated the need to improve academic advising. Nonetheless, at many Universities academic advising remains a neglected endeavor--poorly measured, managed and rewarded. This paper considers the implementation of an academic advising program which parallels the 360-Degree feedback approach drawn from the Human Resources Management discipline. The details of the program are outlined and preliminary results of the program, which literally transformed academic advising at our institution, are discussed.
Innovative Assessment for Learning Enhancement: Issues and Practices
Author: Zacharis, Nick Z.
Date: 2010-01-00
Type: Journal Articles
Subjects: Educational Practices,Educational Innovation,Alternative Assessment,Summative Evaluation,Academic Achievement,Motivation,Test Reliability,Test Validity,Faculty Workload,Usability,Computer Assisted Testing,Group Testing,Peer Evaluation,Self Evaluation (Individuals),Evaluation Methods,Evaluation Research

Although summative assessment is indispensable for determining whether or not students meet the content standards, it alone is insufficient for providing teachers and administrators with the information necessary to make ongoing decisions about instruction. This article looks at the motivational impact of the assessment on students' achievement and concentrates on methods of formative assessment that considered being innovative, such as assessment by objective tests, small group assessment, peer- and self-assessment.
Does College Education Pay? Evidence from the NLSY-79 Data
Author: Afxentiou, Diamando
Date: 2010-01-00
Type: Journal Articles
Subjects: Salary Wage Differentials,Wages,Education Work Relationship,College Graduates,Regression (Statistics),Models,High School Graduates,Comparative Analysis,Economic Climate,Predictor Variables

This study examines if the college wage premium favoring college graduates still exists. The NLSY-79 data is employed. The sample includes individuals who received their high school degree and college degree in 1980 and 1981. These individuals were followed until the year 2004. A cross sectional regression model was estimated for the years 1982, 1994, and 2004 and found that education, occupation, and gender were the primary determinants of wages. The income gap between college educated workers and high school educated workers has widen over time. Most interestingly, it is the stagnation of high school educated workers that accounts for the gap.
Veterans Returning from War into the Classroom: How Can Colleges Be Better Prepared to Meet Their Needs
Author: Zinger, Lana
Date: 2010-01-00
Type: Journal Articles
Subjects: Veterans,Veterans Education,College Students,Qualitative Research,Structured Interviews,Posttraumatic Stress Disorder,Foreign Countries,Student Adjustment,Interpersonal Relationship,Coping,Self Destructive Behavior,Goal Orientation,Community Colleges,Student Personnel Services,Symptoms (Individual Disorders),Therapy

Colleges throughout the country are bracing for a large influx of returning veterans over the next couple of years and the question is whether they can meet the needs of this population. There is a paucity of empirical literature on Iraqi and/or Afghan veterans' adjustment in the college arena and the factors that mitigate the attrition rate and facilitate success. This research offers a glimpse into the lives of the veterans returning into college life. An important implication of this research is to better inform educators, mental health professionals and administrators with regard to policy making, program development and restructuring efforts. A qualitative research design using structured interviews to obtain information about returning veterans from Afghanistan and/or Iraq was used in this study. This study discusses the many challenges that soldiers face when they return into the classroom. Experiencing symptoms of PTSD is an issue exacerbating the transition into student life. Campus health and counseling officials should have knowledge regarding symptoms and treatment strategies for PTSD and have an extensive referral list for veterans.