ethanporcaro/eric-fulltext-meta huggingface dataset:
Convincing Students That Their Groupmates&apos; Success Can Increase, Not Diminish, Their Own Success
Author: Jacobs, George M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Group Activities,Peer Relationship,Peer Groups,Teamwork,Success,Academic Achievement,Norm Referenced Tests,Criterion Referenced Tests,Cooperative Learning

Both theory and research support the use of group activities to aid student learning. However, some students are reluctant to learn with peers for fear that the peers will gain more. The article attempts to address this fear. This article provides educators with explanations to give their students as to why, even in norm referenced assessment environments, by helping their groupmates, students are positively, not negatively, impacting their own success on assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied--standardised exams, class grades and class ranking--and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.
&quot;Office Hours Are Kind of Weird&quot;: Reclaiming a Resource to Foster Student-Faculty Interaction
Author: Smith, Margaret
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Academic Advising,Working Hours,Student Attitudes,Undergraduate Students,Student Surveys,Research Universities,Use Studies,Statistical Analysis,Coding

Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perceptions of office hours with results from a survey administered at a public research institution. We conclude that it is necessary for institutions--large public research institutions, particularly--to do more to demonstrate to students the value for interacting with faculty and to consistently support the development of relationships between undergraduates and those who teach them.
Reading Effectively across the Disciplines (READ): A Strategy to Improve Student Success
Author: But, Juanita C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Area Reading,Critical Reading,Reading Skills,Academic Achievement,Teacher Education,Reading Instruction,Reading Assignments,Pilot Projects,Introductory Courses,Biology,Engineering,Marketing,Reading Improvement,Reading Strategies,Program Effectiveness,College Students,Pretests Posttests,Learning Laboratories

This paper describes the structure and activities of READ (Reading Effectively Across the Disciplines), a pilot initiative to improve students' critical reading skills, disciplinary literacy and academic success. READ employs a multimodal design that consists of faculty training in disciplinary literacy instruction and curricular enhancement, development and implementation of active reading assignments and assessments, peer-led team learning, and the dissemination of discipline-specific teaching and learning resources on an Open Lab site to provide an interactive teaching and learning environment for students and faculty. Empirical evidence of the initial effectiveness of the pilot in three gateway courses in Biology, Electromechanical Engineering Technology, and Marketing showed improvement in student pass rates after implementation of reading strategies and instructional approaches that guide students through the reading process.
Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor&apos;s Web-Based Course Instruction
Author: Olliges, Ralph
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Web Based Instruction,Cognitive Style,Measures (Individuals),Peer Relationship,Learner Engagement,College Faculty,Undergraduate Students,Student Surveys,Graduate Students,Masters Programs,Doctoral Programs,Active Learning,Statistical Analysis,Educational Technology,Factor Analysis,Multivariate Analysis

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master's level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.
What We&apos;re about Out Here: The Resilience and Relevance of School Farms in Rural Tasmania
Author: Corbett, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Relevance (Education),Interviews,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Principals,Integrated Curriculum,Rural Schools,School Community Relationship,Barriers

School farms were established in Tasmania in the 1930s following a visit of an Australian eduation official to the United States and the United Kingdom. There are still more than 30 school farm operations functioning in some capacity throughout the state, unlike in the rest of Australia where similar small school farms are not common. In this article we analyze interviews undertaken in 2016 with 22 school farm educators about the state of Tasmania's school farms, what they do, how they are seen in their communities, what challenges they face, and how they integrate the agricultural program with the demands of contemporary curriculum. While these school farms face considerable challenges, we conclude that they have a unique place in the state's education system, a powerful symbolic presence in rural communities, and significant potential to provide relevant, valuable, and potentially transformative curriculum and pedagogy in support of educational and rural development policy agendas.
Postsecondary Transitions for Youth in Appalachia&apos;s Central Subregions: A Review of Education Research, 1995-2015
Author: Kannapel, Patricia J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Geographic Regions,Postsecondary Education,Rural Youth,Educational Research,Graduation Rate,High School Graduates,Employment Opportunities,Unemployment,Career Readiness,Academic Aspiration,Educational Attitudes,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Regional Programs,Educational Innovation,College Preparation,Community Colleges,Attachment Behavior,Scores,College Entrance Examinations

This article reviews research on issues surrounding postsecondary transitions for youth in middle (North Central, Central, and South Central) Appalachia, a region that faces numerous education challenges because of its geography, poverty, and economy. Examining published research and data from 1995 to 2015, the review seeks to inform education policymakers, practitioners, and researchers about the current context, successes, challenges, and opportunities for students as they transition to adult life and to suggest directions for supporting postsecondary transitions. The review finds that high school graduation rates have improved, many youth are committed to the region, and numerous initiatives are underway to support successful postsecondary transitions. Challenges include limited job opportunities and possible misalignment with career preparation programs, high unemployment, and lack of postsecondary education experience and understanding among many adults. Implications include a need for more research on the nature and rigor of preparation in high schools and postsecondary institutions, development of place-based approaches, improved postsecondary transition awareness and support programs that involve parents, and more research on career choices of non-college-bound students.
Leadership and Small Firm Performance: The Moderating Effects of Demographic Characteristics
Author: Flanigan, Rod L.
Date: 2017-06-00
Type: Journal Articles
Subjects: Leadership,Small Businesses,Leadership Styles,Individual Characteristics,Performance,Marketing,Statistical Analysis,Regression (Statistics),Transformational Leadership,Predictor Variables,Age,Tenure,Work Experience,Educational Attainment,Questionnaires

The present study builds on extant leadership literature by examining the role demographic variables (including age, tenure as a leader at the current company, experience in the industry, and level of education) play as moderating effects on the relationship between leadership style and small business financial performance in the national distribution wholesale industry. Financial data, leadership data, and demographic data were collected from 100 small, industrial distribution organizations. Statistical regression models were used to examine the relationship between the independent variables (transformational and transactional leadership styles) and dependent variables (year-over-year sales and profit margin performance), as well as the potential moderating effect of demographic variables (age, tenure, education, experience). The findings showed that transformational leadership was positively associated with the financial performance of an industrial distribution firm. It was also shown that the demographic characteristics examined did not moderate the relationship between leadership and firm performance.
Women Expatriate Leaders: How Leadership Behaviors Can Reduce Gender Barriers
Author: Speranza, Carly
Date: 2017-06-00
Type: Journal Articles
Subjects: Females,Women Administrators,Leadership Qualities,Foreign Countries,Cultural Differences,Phenomenology,Interviews,Gender Bias,Barriers,Leadership Styles,Competence,Interpersonal Relationship,Listening Skills,Trust (Psychology),Federal Government

Multinational organizations that have integrated female expatriates into their leadership ranks have experienced a number of benefits; yet, many organizations are hesitant to send females overseas because they perceive that women will have difficulty in the cross-cultural environment. This study contributes to the limited body of work on female expatriate leadership and shows through phenomenological interpretation analysis of in-depth interviews with senior-level female expatriates from the U.S. government, how women expatriates can reduce gender barriers and successfully lead by employing specific leadership behaviors. These leadership behaviors, as expressed by study participants, include competence, display of respect, and listening. When employed together, these behaviors provide female expatriates an opportunity to gain trust, develop relationships, and socially deconstruct existing bias against women leaders.
A Descriptive Literature Review of Harmful Leadership Styles: Definitions, Commonalities, Measurements, Negative Impacts, and Ways to Improve These Harmful Leadership Styles
Author: Burns, Wallace A., Jr.
Date: 2017-06-00
Type: Journal Articles
Subjects: Leadership Styles,Antisocial Behavior,Literature Reviews,Classification,Bullying,Improvement

There are many harmful leadership styles--the egotistic leader, the incompetent leader, the ignorant leader, and leaders that are reckless, cruel, or even evil. To understand what ultimately are considered leadership traits that are contrary to good order, discipline and productivity, the author conducted a review of the literature to obtain a current typology (the grouping of items by their similarities) of selected harmful leadership styles--specific styles that are counter to enabling others to succeed, overcome challenges, achieve desired results, and create a positive environment in which to work. The paper focused on three distinctly harmful leadership styles (abusive, bullying, and toxic), and set these in context with each other and within the domain of destructive leadership in general. Commonalities, measurements, negative impacts, and ways to improve these harmful leadership styles were identified from the literature and detailed. The paper concluded with recommendations for future research and action. [Note: The publication month (July) shown on the PDF is incorrect. The correct month of publication is June.]
An Inquiry into the Challenges of Literary Translation to Improve Literary Translation Competence with Reference to an Anecdote by Heinrich von Kleist
Author: Kahrizsangi, Abbas Ali Salehi
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature,Translation,Creoles,Teaching Methods,Language Styles,Linguistic Theory,Second Languages,Native Language,Language Proficiency,Indo European Languages,Phrase Structure,Written Language,German,Text Structure,Sentence Structure

Acquisition and improvement of literary translation competence is an important undertaking in teaching literary translation with the aim to enable the student to translate into the target language the content, expressive power, language style, and an equal function of the literary text. This essay pursues the aim of helping to create and improve the literary translation competence in the student by inquiring into and analyzing the challenges and proposing solutions to translation. The approach of this inquiry seeks to explain the significance of the language style and translation function in the target language using Nord's Function-Focused Theory by making reference to a translation of an anecdote by Heinrich von Kleist.
An Action Research Project by Teacher Candidates and Their Instructor into Using Math Inquiry: Learning about Relations between Theory and Practice
Author: Betts, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Mathematics Instruction,Active Learning,Inquiry,Theory Practice Relationship,Preservice Teachers,Teacher Educators,Preservice Teacher Education,Elementary Education,Elementary School Mathematics,Foreign Countries

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.
Puzzling Pieces and Spiders&apos; Webs: A Narrative about My Personal Journey to Teaching
Author: Burns, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teaching,Elementary School Teachers,Personal Narratives,Career Choice,Experience,Teacher Student Relationship,Student Needs,Cooperating Teachers,Motivation

I wrote the following paper upon completing my semester as a Student Teacher at an elementary school in a mid-size Midwestern university town. The goal in writing and presenting this paper was to select a focus area of growth throughout my time in the education program, considering how I've developed, what I've learned and where I hope to go as I continue forward on my journey of teaching and learning.
Greater than the Sum of Its Parts: A Qualitative Study of the Role of the Coordinating Center in Facilitating Coordinated Collaborative Science
Author: Rolland, Betsy
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperation,Biomedicine,Coordination,Research and Development Centers,Research Administration,Cancer,Qualitative Research,Interviews,Consortia,Grounded Theory

As collaborative biomedical research has increased in size and scope, so, too, has the need to facilitate the disparate work being done by investigators across institutional, geographic and, often, disciplinary boundaries. Yet we know little about what facilitation is on a day-to-day basis or what types of facilitation work contribute to the success of collaborative science. Here, we report on research investigating facilitation by examining the work of two coordinating centers (CCs), central bodies tasked with coordination and operations management of multi-site research. Based at the Fred Hutchinson Cancer Research Center, both CCs were run by the same team and part of National Cancer Institute-funded consortia engaged in what we call &quot;Coordinated Collaborative Science.&quot; These CCs were charged with facilitating the collaborative work of their projects, with the aim of helping each cancer-epidemiology consortium achieve its scientific objective. This paper presents the results of a qualitative, interview-based study of the coordinating centers of two National Cancer Institute-funded consortia. Participants were observed in meetings and interviewed about their work in the consortium. A grounded-theory approach was used to analyze field notes and interview transcripts. We found that each CC engaged in four types of facilitation work: (a) structural work; (b) collaboration-development work; (c) operational work; and (d) data work. Managerial and scientific experience and expertise have been institutionalized in processes and procedures developed over decades of managing consortia. By applying collective decades of experience and expertise in the facilitation of collaborative work, the CC PIs and staff were able to provide the consortium with a neutral, third-party view of the project, keeping it on track toward its scientific objectives, and providing leadership and support when needed. The CCs also helped the consortia avoid some of the pitfalls of collaborative research that have been well documented in the literature on team science. As such, the CC saved research-site personnel time, effort, and money. Further research on the development of facilitation standards is crucial to the success of Coordinated Collaborative Science.
Perspectives on Institutional Bridge-Funding Policies and Strategies in the Biomedical Sciences
Author: Yates, Robin M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Biomedicine,Financial Support,Financial Policy,Medical Research,Online Surveys,Cost Effectiveness,Foreign Countries,Medical Schools,Medical School Faculty

Bridge-funding by tertiary-educational institutions allows researchers to continue their research in times of funding loss. With the ever-declining funding rates for major medical research institutions in North America, and the global economic downturn, it is crucial to critically assess institutional policies surrounding the allocation of bridge-funding. We review the theoretical framework of bridge-funding decisions and present theoretical factors that determine the success of bridge-funding. We also report the results of an online survey of bridge-funding policies in major medical research institutions in North America.
Reprint 2007: Why Academics Have a Hard Time Writing Good Grants Proposals
Author: Porter, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Discourse,Faculty Publishing,Writing for Publication,Proposal Writing,Comparative Analysis,Writing Skills,Researchers,Grants,Writing Strategies,Communication (Thought Transfer),Research Design,Peer Evaluation,Time Management

This paper discusses the contrasting perspectives of academic prose versus grant writing, and lists strategies grant specialists can use to help researchers break old habits and replace them with techniques better suited to the world of competitive grant proposals. [This article is a reprint of &quot;Why Academics Have a Hard Time Writing Good Grant Proposals,&quot; &quot;Journal of Research Administration,&quot; v38 n2 p37-43 Fall 2007 (EJ902223).]
Research Shared Services: A Case Study in Implementation
Author: Squilla, Brian
Date: 2017-00-00
Type: Journal Articles
Subjects: Universities,Administrative Organization,Shared Resources and Services,Educational Research,Research Administration,Program Implementation,Organizational Development,Educational Planning

The private sector has been moving toward the idea of consolidating administrative functions within organizations since the 1980s. While this sector has traditionally implemented shared services with cost reduction in mind, traditionally through economies of scale, many universities across the country have begun to explore the concept of managing the research enterprise with hopes of finding an enhanced model for supporting operational and administrative processes. While several university-based shared service campaigns have allowed for reinvestment of time and money into mission-critical endeavors, the complex realities of assessment, design, and implementation make it a potentially daunting undertaking. This manuscript describes the strategic challenges of implementing a shared service model for organizing research administration at a major academic medical center, Thomas Jefferson University.
The Roles of Chief Research Officers at American Research Universities: A Current Profile and Challenges for the Future
Author: Droegemeier, Kelvin K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Role,Research Administration,Research Universities,Administrator Attitudes,Administrator Responsibility,Profiles,Administrator Surveys,Administrator Characteristics

The individual charged with stewarding the academic research and creative activity enterprise (i.e., Chief Research Officer or Vice President/Chancellor for Research), has tremendous responsibility and influence over the institution's ability to achieve its overall mission. Yet, the skills and knowledge required to successfully serve in this role have not been comprehensively studied. To address this deficiency, we synthesize the views of 78 sitting Chief Research Officers to document the academic and experiential pathways of respondents, their current roles and responsibilities, and future challenges. We provide recommendations for effective ways of preparing future candidates for this important role.
Integrated School-Based Teacher Education: From Apprenticeship to a Complex Learning System
Author: Collins, Steve
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Theory Practice Relationship,Systems Approach,Public Schools,Apprenticeships,Practicums,Elementary Education,Integrated Activities

This article differentiates approaches to school-based teacher education. It contrasts the pervasive apprenticeship model, to a &quot;naturally integrated&quot; school-based teacher education program that we describe as a complex learning system. Rather than view teacher education as fragmented by separating educational theory (physically based on a university campus) and teaching practice (based in a school and resembling an apprenticeship), we favor an approach where all coursework is integrated with practice in a host school while maintaining close connections to the university. The latter model highlights learning as contextualized in school, focused on the whole school, yet also informed by progressive educational thought. All participants in the school environment (not just university students) are at once both learners and teachers.