ethanporcaro/eric-fulltext-meta huggingface dataset:
The Idea of a University: Grey Philistines Taking over Our Universities
Author: McKernan, Jim
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Freedom,Research Methodology,Commercialization,Intellectual Freedom,Educational Research,Institutional Mission,Educational Philosophy,Organizational Change,Institutional Characteristics,College Administration,Research and Development,Educational Policy

In this article, the author stresses the danger of losing the concept of education in favour of lower notions of instruction and training. By "training" he means a process that suggests the acquisition of skills and the enhancing of performance capacities. By "instruction" he means learning facts and new information--the results of retention. Too often, states McKernan, even those in universities confuse training and instruction with pure "education." Traditional (basic) research, what may be thought of as "blue sky" inquiry in the human and social sciences, is being viewed as inappropriate in favour of applied scientific "evidence-based" research methodologies where grant money is being currently channeled. The problem is that the grey philistines who are "running" the colleges and universities claim, falsely, to be businessmen running enterprises that will bring greater economic growth and riches through applied research--not "blue sky" inquiry. The author believes that there are very real possibilities that education can be reclaimed from these "grey philistines and merchants of managerialism." The idea of a university is that it is a community of scholars having a discourse, using a variety of research methods "appropriate to their discipline" to advance knowledge, to contribute to searching for truth through inquiry, to conduct teaching of this knowledge and these methods, so that students can get into perspective the knowledge that  they "do not yet possess" and to offer service to the university and the community. The main thing is to permit academic freedom in the pursuit of these inquiries. Academic freedom means that lecturers and professors have an unfettered right to select materials and methods appropriate to their discipline and the right to conduct research that matches their curiosity and interests.
An Interprofessional Approach to Business Planning: A Model of Collaboration
Author: Ross, Cory
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Services,Health Needs,Health Personnel,Cooperation,Foreign Countries,Teacher Student Relationship,Interprofessional Relationship,Educational Principles,Strategic Planning,Community Health Services,Health Services,Models,Collegiality,Educational Practices,Program Descriptions

George Brown College is among the leaders in the interprofessional health-care education movement in Canada. Interprofessional Education (IPE) and Collaborative Practice occur &quot;when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.&quot; According to the World Health Organization document (WHO, 2010), Interprofessional education is a necessary step in preparing a collaborative practice-ready health workforce that is better prepared to respond to local health needs. George Brown provides undergraduate and post-graduate training programs for health professionals, community service workers and others including early childhood educators. The Division of Community Services and Health Sciences has embedded the IPE principles into their working relationships and have begun sharing and collaborating across the various programs. In the College system, there are always competing needs for resources. The Division of Community Services and Health Sciences of George Brown College has succeeded in embracing the strategic business planning process utilizing the fundamental tenets of interprofessionalism. In this paper, the authors will illustrate the way in which they place IPE at the forefront of their planning and will reinforce to the reader the richness in professional diversity of their team and consequently the dynamic approach to their very robust business plan.
Multiple Intelligences: The Most Effective Platform for Global 21st Century Educational and Instructional Methodologies
Author: McFarlane, Donovan A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Definitions,Instructional Innovation,Educational Methods,Educational Philosophy,Educational Change,Change Strategies,Educational Theories,Best Practices,Educational Trends

This paper examines the theory of Multiple Intelligences (MI) as the most viable and effective platform for 21st century educational and instructional methodologies based on the understanding of the value of diversity in today's classrooms and educational institutions, the unique qualities and characteristics of individual learners, the opportunities that arise from applying the ideas of multiple intelligences, the need for flexibility and adaptation in a global society, and the increasing demand for accountability at all levels of education. Several definitions of intelligence are presented and the author examines the theories of Sternberg and Goleman as supportive of the philosophy of multiple intelligences being the most effective for 21st century educational and curricular platform. The author sees the value of MI theory as broad enough to facilitate 21st century understanding of education and intelligence in so much as diversity and technology have fueled changes in the definitions and requirements of individuals with regard to pedagogy. In putting forth a strong argument of multiple intelligences (MI) being a strong platform for effective educational and instructional methodologies in 21st century classrooms and schools, the author also examines opposing views and attempts to counteract such with supporting literature, examples, and ideas. (Contains 1 figure and 1 table.)
Use Your Head: Neuroscience Research and Teaching
Author: Hunter, William J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Independent Study,Neurology,Educational Change,Brain,Educational Needs,Educational Resources,Classroom Techniques,Influence of Technology,Scientific Concepts,Scientific Methodology,Scientific Research,Teaching Methods

Brain science is a new and complex field. It has emerged with the application of new technologies for brain imaging like Magnetic Resonance Images (MRIs) and Computer Axial Tomography (CAT) scans. Since the brain is the site for learning, educators stand to benefit from this knowledge when it is applied to improving methods of teaching or improving conditions for learning. In this article, the author looks at some of the ways that learning about the brain translates to an enhanced understanding of what faculty can do. The author hopes that this article will (1) make clear that there is a need for educators to learn more about the brain; (2) provide some resources to support them in further independent learning about the topic; and (3) make the case that the work involved in learning about the brain is time well spent. (Contains 5 online resources.)
Managing Disruptive Behaviour in the Classroom
Author: Deering, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Group Dynamics,Classroom Environment,Teaching Methods,Behavior Problems,Student Behavior,Behavior Modification,Classroom Techniques,College Students,Teacher Competencies,College Faculty,Leadership Styles,Power Structure,Nonverbal Communication,Classroom Communication

Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. However, studies show that faculty are often reluctant to confront these situations, or they feel ill-equipped to intervene. If the behaviour escalates, a disproportionate amount of time and effort can be spent trying to manage a volatile classroom environment, generating a negative experience for both faculty and students. This article presents strategies for preventing and managing disruptive behaviour in the college classroom. Drawing from theory and research in communication and group dynamics, specific methods for intervening are outlined.
Adapting Postsecondary Teaching to the Needs of a New Generation
Author: Lynch, Douglas J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Environment,Teaching Methods,Postsecondary Education,Change Strategies,Educational Change,Best Practices,Educational Practices,Educational Methods,Educational Needs,Student Needs,Instructional Innovation,Cultural Relevance

Colleges and universities face the challenge of fostering a learning environment for students who lack self-awareness, have little experience with higher level thinking, approach learning as passive recipients, and experience the traditional college academic environment as foreign to their lifestyle. College and university administrators as well as individual faculty must recognize that the solutions call for systemic changes that address both the learning culture and adopt effective learning strategies. Key practices that may be used by faculty to foster effective learning of passive, disaffected students are developing a shared vision, articulating well defined academic proficiency, formative assessment, and multiple instructional methods. While challenges will certainly persist, these practices will directly address the current dysfunctional gap between high school and postsecondary education.
Teaching Argumentation in a Philosophy Course for Baccalaureate Nursing Students
Author: Gough, Jim
Date: 2011-00-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Persuasive Discourse,Ethics,Teaching Methods,Critical Thinking,Thinking Skills,Philosophy,Undergraduate Students,Undergraduate Study,Course Content,Course Descriptions,Course Objectives,Background

In this paper I introduce the background situation that triggered the need for a particular project offered in a senior undergraduate course in health care ethics. Background information is provided to support the rationale of the project in the course. Then, the argument that opens the challenge to the students is outlined, followed by a representative sampling of the students' responses. Finally, some tentative observations are offered, along with a suggestion for future directions that such projects might take to foster the goals of nursing education to promote the skills or critical thinking and argumentation.
Classroom Meetings as a Restorative Practice: A Study of Teachers' Responses to an Extended Professional Development Innovation
Author: Kaveney, Kathleen
Date: 2011-00-00
Type: Journal Articles
Subjects: Homework,Student Participation,Innovation,Group Dynamics,Educational Change,Foreign Countries,Teacher Student Relationship,Professional Development,Teacher Response,High School Students

Midway High School is a school that would like to be able to claim itself &quot;a restorative school&quot;, though its journey is just beginning. It is a mid-decile, urban, co-educational New Zealand secondary school of approximately 970 students. The school draws a wide range of students with approximately 40 per cent NZ European, 27 per cent Pasifika, 26 per cent Maori and 7 per cent Asian and other. Midway High School is part of the new wave of change in education and through its restorative practices is focussing on building relationships and community. The school embarked on a three year restorative practices development in 2009. This article presents the results of a study of teachers' responses to an extended professional development innovation. Although it is clear that the project has not been uniformly successful in all its aspects, and in spite of the fact that the evidence of four teachers from a staff of seventy is not a huge sample, the authors believe that there is enough evidence offered to suggest that the project is achieving many of the goals of what might be termed a &quot;restorative classroom practice&quot;. The participating teachers felt that class meeting participation had improved their relationships with their students and felt that the atmosphere in the classroom was calmer, more relaxed/relaxing. The teachers also perceived that the class meetings had a beneficial effect on the quality and output of students' work, noticing more student participation in asking questions, revising properly and homework completion. The professional development project at Midway High School represents a considerable commitment in time, resources, and energy from a significant proportion of the staff. Features that would count as innovative in the project include the expectation of reflection on the part of both staff and students, in the presence of one another. The authors believe the process is unique in its explicit mix of discipline and therapeutic or group processes, combined with the use of de-constructive questioning and reflection.
Restorative Practices Meet Key Competencies: Class Meetings as Pedagogy
Author: Gray, Sheridan
Date: 2011-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Change,Foreign Countries,Competence,Educational Improvement,Instruction

New Zealand is going through a major educational shift. It has just brought in a new curriculum that focuses on students, rather than content, as the centre of learning. New Zealand has an increasingly multi-cultural and diverse population and this is reflected in some of the complexities confronting education. Suspensions and exclusions of young people escalated through the 1990s, prompting the Ministry of Education to put in a concerted effort to reduce these rates. At the same time, the country is striving to improve educational outcomes and build its population's capacity to learn and develop together in a peaceful and productive manner. But while it has a progressive and exciting new curriculum, it is questionable whether this can be implemented in what is best described as a traditional, at times punitive, education system. The study reported here suggests that there may be a place for restorative practice in the teaching of the new curriculum and, in fact, a key role in developing key competencies, which are a cornerstone of the new curriculum. If students have increased competency in relating to others and contributing and participating, the values of the new curriculum will become more of a reality. To achieve this educators must provide forums that will allow students to think, practise, develop opinions and, above all, care about these values themselves. This study has shown that it is possible to create the conditions where such social learning can occur through the use of intentionally shaped and focused class meetings. (Contains 4 notes and 3 tables.)
Turning around, Transforming, and Continuously Improving Schools: Policy Proposals Are Still Based on a Two- Rather than a Three-Component Blueprint
Author: Adelman, Howard
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Change,Educational Improvement,Intervention,School Effectiveness,Low Achievement,Models,Barriers,Federal Legislation

Clearly, low performing, and especially failing schools, are a high priority concern for policy makers. And it is evident that fundamental systemic changes are necessary. The authors contend that it is essential that policy makers move to a three-component framework for turning around, transforming, and continuously improving schools. The third component will provide a unifying concept and an umbrella under which districts and schools can weave together all interventions specifically intended to address barriers to learning and teaching and re-engage disconnected students. There is, however, inadequate research and no consensus about a policy and practice blueprint and roadmap to guide such changes. Given all the uncertainties associated with turning around, transforming, and continuously improving schools, it is essential to keep analyzing deficiencies in proposed blueprints and roadmaps. Such analyses are especially important with respect to improving low performing schools. The authors begin their analysis with a discussion of the lenses through which systemic problems are viewed by policy makers in the USA and use the school turnaround models the Obama administration has adopted to illustrate the dilemma confronting efforts to enable equity of opportunity. Then, they broaden the analysis to include current priorities for the reauthorization of the Elementary and Secondary Education Act as outlined in the US Department of Education's &quot;A Blueprint for Reform.&quot; Their findings highlight the ongoing marginalization of practices for directly addressing barriers to learning and teaching and reengaging disconnected students. The findings also raise the question of whether this marginalization characterizes reform efforts in other countries. (Contains 5 exhibits.)
Rural Alaska Mentoring Project (RAMP)
Author: Cash, Terry
Date: 2011-00-00
Type: Journal Articles
Subjects: Eskimos,Mentors,Dropout Prevention,Rural Areas,Program Effectiveness,High School Students,At Risk Students,Computer Uses in Education,Computer Mediated Communication,Teaching Methods,Educational Technology

For over two years the National Dropout Prevention Center (NDPC) at Clemson University has been supporting the Lower Kuskokwim School District (LKSD) in NW Alaska with their efforts to reduce high school dropout in 23 remote Yup'ik Eskimo villages. The Rural Alaska Mentoring Project (RAMP) provides school-based E-mentoring services to 164 high-needs students in grades 4 through 8 in Alaska's most remote schools, with a special focus on high-needs students who are at the greatest risk of dropping out of school. The E-mentoring program is run through the District's Social Work Department. Mentoring is one of 15 &quot;Effective Strategies&quot; advocated by the NDPC to help solve the dropout problem in schools, as well as help promote peer support, social competence, self-determination, and leadership skills. The rural Yup'ik Eskimo villages in the LKSD have been particularly vulnerable to high school dropout and the resulting negative effects that include high incidences of truancy, teen pregnancy, drug use/abuse, and suicide. Obviously, due to the time and distance issues between the remote villages, face-to-face mentoring and peer support is problematic. Using a computer-mediated process to communicate with one another eliminates the time and distance barrier.
School Dropouts in Hong Kong: Parents' Experiences
Author: Lau, Yuk King
Date: 2011-00-00
Type: Journal Articles
Subjects: Dropouts,Focus Groups,Parent Participation,Parent Child Relationship,Foreign Countries,Anxiety,Parent Attitudes,Asian Culture,Parents,Student Behavior,Cultural Influences,Parent Role,Parent School Relationship,Social Influences

Chinese parenting emphasises parents' responsibility in training and governing children's appropriate and expected behaviors, including good academic performance. As reflected by the Attendance Ordinance and the strong involvement of parents in children's study, there is continuous emphasis on parental responsibility in children's education in contemporary Hong Kong. Children dropping out of school could predict stressful parental experiences. However, no exploration on parents' experiences has ever been made in the Chinese context. In response to the identified knowledge gap, a qualitative study was conducted. The study included a focus group interview with five parents and two individual interviews with another two parents. There were six mothers and one father. Four mothers were full-time housewives with two of them relying on welfare, while the other three participating parents had full-time employment. The age of the participating parents ranged from 42 to 48. Their education level ranged from illiterate to bachelor degree. The age of their children ranged from 12 to 15. The qualitative interviews were audio-taped, and the transcribed verbatim was used for data analysis. This article discusses the identified experiences and perspectives of the parents. The analyses indicated that the dropping-out behavior of children brought shame, guilt and a strong sense of incompetence to the parents. Furthermore, children's dropping-out behaviors have added much pressure and tension to the family relationship, which may lead to negative family dynamics. These findings call for strong support for parents when working with school dropouts. More systemic interventions are also necessary to address the family dynamics and the needs of the family as a whole. (Contains 1 note.)
Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Children
Author: Nor, Sharifah Md
Date: 2011-00-00
Type: Journal Articles
Subjects: Dropout Prevention,Foreign Countries,Indigenous Populations,Disadvantaged Youth,Educational Quality,Elementary Schools,Outreach Programs,Inservice Teacher Education,Poverty,Parents,Educational Attainment,At Risk Students,Teacher Competencies,Adult Education,Parent Education,Culturally Relevant Education

This paper discusses dropout prevention initiatives by the Malaysian government for the disadvantaged indigenous Orang Asli people in the rural villages of Peninsular Malaysia. The roles of the Ministry of Education (MOE) as well as the Institutes of Teacher Education (ITEs) are highlighted pertaining to efforts at improving the quality of education for elementary school Orang Asli children. The out-reach programs and in-service courses for teachers in Orang Asli Schools are highlighted. Challenges faced in the implementation of these initiatives are also discussed.
Sport and Other Motor Activities of Warsaw Students
Author: Biernat, Elzbieta
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,College Athletics,Recreational Activities,Physical Activity Level,Questionnaires,Student Participation,Motor Development,Student Attitudes,Student Surveys,Foreign Countries,Competition,Gender Differences

Study aim: To assess the engagement of students of Warsaw university schools in sports and in recreational motor activities. Material and methods: A cohort (n = 1100) of students attending B.S. or M.S. courses at 6 university schools in Warsaw were studied by applying questionnaire techniques. The questions pertained to participation in competitive sports and in recreational motor activities throughout the last year. Results: 8% of all students participated in competitive sports, 5% were members of college athletic clubs. Over 90% of students declared practicing leisure motor activities regularly (53%), seasonally (29%) or occasionally (11%). Most differences were related to the study year, 2nd year students being more active than their 4th year mates. Conclusions: Higher engagement of 2nd than of 4th year students in motor activities may result from obligatory, curricular physical education activities. Academic communities ought to undertake substantial effort towards shaping continuous health-directed habits of students. (Contains 4 tables.)