ethanporcaro/eric-fulltext-meta huggingface dataset:
African American Women Counselors, Wellness, and Spirituality
Author: Knowles, Debora
Date: 2011-11-00
Type: Journal Articles
Subjects: Females,Wellness,Religious Factors,Counselors,African Americans,Womens Studies,Gender Differences,Racial Differences,African American Culture,Helping Relationship,Stress Management,Self Management

Given their tremendous professional responsibilities, professional counselors face daunting challenges to remaining healthy and avoiding role stress and overload. This article explores the intersection of race, gender, wellness, and spirituality in the self-care of African American women counselors. The authors give particular attention to culture, imbedded societal images of African American women, and the affirming role of spirituality.
Improving High School Transition with CAT Camp
Author: Geltner, Jill
Date: 2011-11-00
Type: Journal Articles
Subjects: High Schools,Summer Programs,Day Camp Programs,Grade 9,Academic Achievement,High School Students,Educationally Disadvantaged,Educational Improvement,School Counselors,Transitional Programs

Transition to a new school for adolescent students can be challenging. Students who have difficulty navigating the transition to ninth grade are at an increased disadvantage academically and personally. Even students who approach the move with excitement often have unrealistic expectations of what is necessary for success. Overall, those who do well freshmen year are more likely to graduate from high school and contribute positively to their communities. This article outlines a program designed to promote high school transition success through a summer day camp program called CAT Camp named for the school mascot, the Wildcat. Students who attended CAT Camp demonstrated more success in their first year in high school with higher GPAs, better attendance, less course failures, and fewer discipline referrals when compared to those who did not attend the summer program. Implications for practice are included. (Contains 1 table.)
Here! But What about Those Who Are Not? Reinforcement among Chronically Absent Elementary Students, Its Effectiveness, and the Why behind the Absences
Author: Bickelhaupt, Delane L.
Date: 2011-11-00
Type: Journal Articles
Subjects: Elementary School Students,Reinforcement,School Counselors,Action Research,Attendance,Intervention,Academic Achievement,Grade 1

This paper is a description of an action research (AR) study done with chronically absent elementary school students. The AR sought to answer these questions: 1) do reinforcement and daily check-ins increase attendance and 2) why are some students absent? Related literature regarding attendance and the methods used for the study are described and addressed. Results of the study demonstrated that school counselor daily check-ins and reinforcement increased the attendance of these students. Reasons for absences during the AR study include illness and attending medical appointments. (Contains 4 figures.)
Interventions to Combat the Many Facets of Absenteeism: Action Research
Author: Cole, Jill Friedman
Date: 2011-11-00
Type: Journal Articles
Subjects: Truancy,Action Research,Intervention,School Counselors,Attendance,Academic Achievement,Graduation Rate,Dropouts,Dropout Rate,Kindergarten,Grade 2,Elementary School Students

This paper operationalizes the definition of action research (AR) and the importance of conducting such studies to improve the lives of students and professionals. This paper provides an overview of literature regarding variables related to truancy and absenteeism. The paper discusses the importance of students being present and engaged, negative implications associated with poor attendance and dropping out of school, and reviews the effectiveness of Check & Connect and other multimodal approaches used to increase attendance. Evidence presented in the paper supports the usefulness of having a check-in and reward system for students with frequent absences reduces truancy. Lastly, the paper presents study results and implications. (Contains 2 figures.)
TESOL in Context: Authentic Workplace Learning for Pre-Service Teachers
Author: Thomsett, Janeen
Date: 2011-12-00
Type: Journal Articles
Subjects: Workplace Learning,Practicums,Research Projects,Action Research,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Student Needs,Needs Assessment,Partnerships in Education,Language Skills,Language Proficiency,Units of Study,Curriculum

The action research project entitled &quot;Engaging pre-service TESOL teachers in authentic workplace learning&quot; aimed to enhance the TESOL practicum experience of pre-service teachers in the Graduate Diploma of Education at Edith Cowan University in Perth, Western Australia. Integrated into the relevant TESOL curriculum unit was the requirement that pre-service teachers work with a small group of Year 8-10 ESL students for one hour a week for six weeks in a partner school. During this time they conducted a needs analysis with the students, determined proficiency levels against the relevant progress map and then prepared and taught lessons designed to assist the students in their English language development across the four macro skills of listening, speaking, reading and writing. The results of the action research project indicated strong support for this form of authentic workplace learning and the continuation of its integration into the curriculum unit. (Contains 1 table and 2 figures.)
I Thought It Would Be Just Like Mainstream: Learning and Unlearning in the TESOL Practicum
Author: de Courcy, Michele
Date: 2011-12-00
Type: Journal Articles
Subjects: Student Teaching,Practicums,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Placement,Graduate Study,Teacher Supervision,Beginning Teachers,Teacher Attitudes,Visual Aids,Teaching Methods,Language Proficiency

As researchers and teachers, we have particular beliefs about the world and how it works, and about classrooms and how they work. Borg notes that &quot;beliefs colour memories with their evaluation and judgment, and serve to frame our understanding of events&quot; (Borg, 2001, p. 187). When already qualified teachers, in a TESOL graduate program, undertake their compulsory supervised practice teaching in TESOL settings, they are confronted with just how different their new discipline is. Using former students' reflections on their placements as data, the research project reported in this article aimed to uncover what novice ESL teachers experience during the practicum. What do they have to learn in order to experience success in the ESL classroom? What do they have to unlearn? Some of the reasons for the steep learning curve that the participants noted were that mainstream pedagogy did not just transfer into the ESL context, that visuals were very important, and that they had to learn ways of gauging students' language levels.
Effective Grammar Teaching: Lessons from Confident Grammar Teachers
Author: Petraki, Eleni
Date: 2011-12-00
Type: Journal Articles
Subjects: Metalinguistics,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Language Teachers,Knowledge Base for Teaching,Beginning Teachers,Teaching Skills,Teacher Education,Self Efficacy

Learning the grammar of a language is an integral part of learning a second or foreign language. Studies on teacher beliefs, teacher language awareness (TLA) and grammar teaching have reported that the majority of English language teachers recognise the importance of teaching grammar (Borg, 2001; Borg &amp; Burns, 2008). At the same time, many teachers lack sufficient grammatical awareness, or appropriate skills, to successfully impart grammatical knowledge in a way that facilitates effective language learning (Brinton &amp; Holten, 2001; Gordon &amp; Harshbarger 2003). This article presents findings from a study that investigated teachers' attitudes to, and opinions about, grammar teaching in ESL and EFL contexts (Petraki &amp; Hill, 2010). It reports on teachers' beliefs about the keys to successful grammar teaching, and their understanding of the skills and knowledge needed by beginning English language teachers. The findings have implications for language teacher education and suggest that raising awareness of what is needed to be an effective grammar teacher may contribute to the development of confidence in those who are beginning, or struggling with, grammar teaching.
Measuring Course Learning Outcomes
Author: Keshavarz, Mohsen
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Evaluation,Measurement,Evaluation Methods,Foreign Countries,Outcomes of Education,College Faculty,Accreditation (Institutions),Higher Education,Scores,Program Evaluation,Formative Evaluation,Summative Evaluation

Accreditation criteria of programs require effective learning outcomes, assessment with documented procedures, tools, results, and actions to close the assessment loop with broad faculty involvement. This article describes a methodology for providing quantitative measurement of a course's learning outcomes. The methodology uses a linkage matrix that associates each course learning outcome to one or more course assessment tool. The approach adopted provides a numeric score between 0 and 1 for each learning outcome with respect to each assessment tool and a combined score be calculated for each learning outcome from the tools associated with that outcome. The proposed methodology also provides insights into the consistency of the various assessment tools used to measure the achievement of a particular course learning outcome. The methodology described here has been successfully adopted in obtaining accreditation and reaccreditation to all programs offered by College of Computer Engineering at University of Tehran. (Contains 1 table and 2 figures.)
Leading Learning Design: Investigating Program Leaders' Initial Conceptions of Graduate Attributes
Author: Readman, Kylie
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Design,Leaders,Interviews,Higher Education,Foreign Countries,Outcomes of Education,Semi Structured Interviews

This paper reports on the perspectives of program leaders at a regional university, captured as they prepared to lead a program level curriculum renewal, driven by the introduction of a new set of graduate attributes. The aim of the research was to gain a deeper understanding of how program leaders anticipated leading changes to learning design by inviting them to reflect on the factors that impact on learning design in their program. The program leaders' perspectives were gathered via interview and sought to engage with program leaders' conceptualisation of their role as program leaders and their current understanding of graduate attributes in terms of perceived benefits and challenges. Barrie's (2003) framework for understanding what graduate attributes are and how they can be developed was used as a theoretical framework when analysing the data. The analysis also examined program leaders' views on what would constitute valid evidence of successful integration of graduate attributes into their programs.
Course Cohesion: An Elusive Goal for Tertiary Education
Author: Bahr, Nan
Date: 2011-00-00
Type: Journal Articles
Subjects: Colleges,Foreign Countries,Outcomes of Education,Higher Education,Course Evaluation,Leadership,Curriculum Development

A program's development and implementation in a higher education institution is usually launched with great fanfare, goodwill and a huge effort on the part of the whole development team to ensure a worthwhile cohesive set of learning experiences aligned to the desired course learning outcomes. It is often not long before the glue starts to come unstuck arising from staffing changes, subtle migration of course resources, opportunistic inclusions of &quot;off the shelf&quot; or unit based innovative teaching and learning approaches, and perhaps general poor attention to detail with regard to the impact of new introductions and electives. This paper presents an initial investigation into the elusive goal of achieving course cohesion. The authors consider building cohesion into a course as it is being designed through identified cohesion factors and in sustaining course cohesion through active leadership. (Contains 1 footnote.)
Evaluation of Learning Materials: A Holistic Framework
Author: Bundsgaard, Jeppe
Date: 2011-00-00
Type: Journal Articles
Subjects: Holistic Evaluation,Instructional Materials,Instructional Design,Instructional Material Evaluation,Instructional Effectiveness

This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualised learning potential, and the actual learning. Each aspect is explained and exemplified through theoretical models and definitions. (Contains 3 figures and 1 footnote.)
Blended Learning Using Role-Plays, Wikis and Blogs
Author: Ruyters, Michele
Date: 2011-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Web Sites,Electronic Publishing,Law Schools,Participant Observation,Case Studies,Role Playing,Advocacy,Computer Uses in Education,Educational Technology,Skill Development,Blended Learning,Teaching Methods,Conventional Instruction,Foreign Countries

Student learning about legal skills in legal education is increasingly seen as important. These legal skills include advocacy and negotiation. These skills are often taught through role-play. This article discusses the combination of role-plays with online tools, including wikis and blogs, to assist students to master legal skills. The article describes and discusses two case studies of the teaching of legal skills in a blended learning design. Additionally, through participant observation and selected data from student evaluation of one of the case studies the authors suggest implementation concerns for law teachers to consider when introducing this type of learning design. (Contains 1 figure.)
Nobody Says No: Student Self-Censorship in a Collaborative Knowledge Building Activity
Author: Roberts, Alan
Date: 2011-00-00
Type: Journal Articles
Subjects: Censorship,Conflict,Electronic Learning,Cooperative Learning,Group Activities,Preservice Teachers,Foreign Countries

This paper explores student self-censorship within an online learning environment. Self-censorship in group activity can be seen as a two-edged sword. While it can be advantageous that a student censor personal frustration and angst when working with others, if the self-censorship impacts on the cognitive contribution a student makes then this may significantly impact upon the overall quality of the group's collective knowledge artefact. This paper reports on a study where it was found that students had self censored both their feelings and ideas as they collaboratively worked together. (Contains 1 footnote and 3 tables.)
System Transfer, Education, and Development in Mozambique
Author: Cossa, Jose
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Government (Administrative Body),Education,Economic Development,Politics of Education,Educational Policy,Foreign Policy,Historiography,Social Systems,Political Attitudes,Elementary Education,Womens Education,Literacy

In this study the author used conceptual historical method to assess the phenomenon of system transfer and the association between education and development in Mozambique. The assessment was administered through critical analysis of documents pertaining to the Salazar (1924-1966), Machel (1975-1986), and Chissano (1986-2005) administrations. The findings were that (a) the colonial government created economic and educational systems for colonizing Mozambique, whereas the Machel and Chissano administrations adapted foreign systems of government and education (i.e., Socialism, Soviet, Democracy, Portuguese, etc.), to their particular context without altering the inherent theoretical basis of the systems transferred; (b) the Machel and Chissano administrations, implicitly or explicitly, perceived the relationship between education and development as circular causality rather than a unidirectional linear causality, while the Salazar administration perceived it as unidirectional linear causality; and (c) while the Machel and Chissano administrations focused on primary education, literacy campaigns, and education of women and girls, they differed in the reasons for such focus. (Contains 24 endnotes.)
Research Courses in Education Leadership Programs: Relevance in an Era of Accountability
Author: Bustamante, Rebecca M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Methodology,Courses,Instructional Leadership,Administrator Education,Masters Programs,College Curriculum,Relevance (Education),Course Descriptions,Academic Standards,Content Analysis,Research Skills,Foreign Countries

Master's degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvement. Results also suggested a lack of consensus on the importance of developing research skills for school leaders across university education leadership programs. Implications for education leadership preparation programs are discussed with an emphasis on the need for further studies on the research skills required by practicing school leaders. (Contains 4 tables.)
Information and Communication Technologies in International Education: A Canadian Policy Analysis
Author: Aucoin, Robert C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Technology,International Education,Access to Education,Policy Analysis,Higher Education,Global Approach,Knowledge Economy,Poverty,Disadvantaged,Access to Computers,Capacity Building,Developing Nations,Foreign Countries

The rhetoric surrounding the use of information and communication technologies (ICTs) in international education speaks of providing education access for all. However, an examination of actual policies reveals an emphasis not on creating an educated population, but on improving economic opportunities using discourses such as globalization, knowledge economy, and knowledge society. This emphasis creates an imbalance in opportunities for using ICTs in education and presents challenges for international educators. This paper discusses the Canadian International Development Agency's report, &quot;CIDA's Strategy on Knowledge for Development through Information and Communication Technologies&quot;, as an example of how rhetoric does not always meet reality. The paper concludes with four simple recommendations for good ICT practice in developing contexts.
Countering School Bullying: An Analysis of Policy Content in Ontario and Saskatchewan
Author: Roberge, Ginette Diane
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Violence,Bullying,Prevention,Scoring,Foreign Countries,Content Analysis,Educational Environment,Educational Policy,State Standards,School Culture,Criteria,Student Behavior,Antisocial Behavior,Interpersonal Relationship,Computer Mediated Communication,Social Bias,Disabilities,School Role,Teacher Role

The incidence of extreme school violence as a direct consequence of bullying among peers, exacerbated by vast media attention, has caused educational institutions worldwide to put bullying intervention and prevention strategies into operation. This study focused on an overview of two provincewide antibullying incentives in the Canadian provinces of Ontario and Saskatchewan, and an analysis of the quality of their respective antibullying policies. An itemized list of beneficial practices for bullying intervention and prevention originated from Smith, Smith, Osborn and Samara (2008)'s scoring scheme. The scoring scheme was adapted to the current study by linking research-based program elements that have been found to be effective in reducing school bullying to a content analysis of both provincial frameworks. The final scoring scheme comprised a total of 39 criterions, divided into five categories: Defining Bullying Behaviors, Establishing a Positive School Climate, Disseminating, Monitoring and Reviewing Policy, Reporting and Responding to Bullying, and Involving the Broader Community. Results showed that policies contained a total average of 60% of the criterions in Ontario, and 59% in Saskatchewan. The conclusion of this study observes from policy lenses key essentials of bullying intervention and prevention initiatives in elementary and secondary educational settings. Recommendations are proposed to bridge the gap between areas that have received extensive attention and areas that have received less treatment in bullying intervention and prevention endeavors, using the content of Ontario and Saskatchewan policies as a basis for discussion. (Contains 1 table.)
Gubernatorial Rhetoric and the Purpose of Education in the United States
Author: Carpenter, Dick M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Rhetoric,Educational Objectives,State Officials,Speeches,Content Analysis,Economic Development,Self Actualization,Citizenship Responsibility,Interpersonal Relationship

For decades, scholars have debated the purpose of U.S. education, but too often ignored how power brokers outside of the educational arena define education or the consequences of those definitions. This study examines how one of the most prominent categories of U.S. leaders, state governors, defines education and discusses the policy implications. We examine gubernatorial rhetoric--that is, public speeches--about education, collected from State of the State speeches from 2001 to 2008. In all, one purpose gains overwhelmingly more attention--economic efficiency. As long as governors and the general public, seen enthymematically through gubernatorial rhetoric, define education in economic terms, other purposes will likely remain marginalized, leading to education policies designed disproportionately to advance economic ends. (Contains 4 tables.)
Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio
Author: Misco, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Studies,Citizenship Education,Secondary School Curriculum,Academic Standards,Testing,High Stakes Tests,Decision Making,Teacher Attitudes,Teacher Surveys,Interviews,Secondary School Teachers

In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and sequence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education. (Contains 6 tables and 1 footnote.)