ethanporcaro/eric-fulltext-meta huggingface dataset:
Aspects of Ensemble Participation and Feelings of Belonging among New Horizons Members
Author: Harrington, Ann M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Adult Education,Adult Learning,Student Attitudes,Sense of Community,Music Activities,Community Organizations,Recognition (Achievement)

The purpose of this study was to determine what routine aspects of ensemble participation, if any, activated New Horizons members' feelings of belonging. Members of two New Horizons ensembles responded to an anonymous-online questionnaire in which they indicated the degree with which they agreed with statements that linked specific aspects of ensemble participation with their feelings of belonging. Participants' (N = 31) responses indicated that playing in performances, attending rehearsals, being included in group emails, receiving written and verbal recognition, and participating in ensemble-related social media activated their feelings of belonging. Exclusion from group emails and lack of recognition were most frequently reported as negatively affecting participants' feelings of belonging. Handling these routine aspects of ensemble participation with care and attention may provide opportunities to support New Horizons members' feelings of belonging. Recommendations for supporting feelings of belonging are discussed.
Industry Views on Satisfaction and Value of Work Integrated Learning Placements in Health Services Management
Author: Lloyd, Sheree
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Student Placement,Employer Attitudes,Satisfaction,Supervisors,Supervision,Health Services,Administration,Industry,College Students

This paper describes the findings of an exploratory study to understand industry satisfaction with administrative procedures and the value of student Work Integrated Learning (WIL) placements in health services management. The research aimed to collect data to identify potential areas for improvement of administrative processes for WIL and to determine the value received from host sites through student placement. We used a survey to collect both quantitative and qualitative data using an instrument we developed for this study. The survey was distributed to workplace supervisors hosting health services management students. Using descriptive statistics and analysing responses received the views reflected that students complete work of value within their organisations and students are placed in a diverse range of health care settings private, public, and non-government organisations. Feedback received from workplace supervisors has been used to improve WIL administrative processes, streamline communications, and provide further clarity of expectations. This paper will be of interest to Universities who offer niche programs, such as in health services management, and in describing the value of WIL from industry perspectives. The study has also identified future areas for research such as replication of the survey and testing in other academic disciplines who support work integrated learning courses.
Acquiring Competency in Music, Teaching, and Personal Skill Areas: A Survey of In-Service Teachers
Author: Denis, John M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Teacher Attitudes,Competence,Skill Development,Expertise,Novices,Difficulty Level,Teaching Experience,Specialization

The researchers investigated music teachers' perceptions of the sources and difficulty of competency acquisition for music teaching. Participants (N = 338) were music teachers in Arizona, Texas, and Washington. Using categorized competencies for music teaching (music, teaching, or personal skills/knowledge), the researchers divided participants into three experience levels: novice, experienced, and veteran music educators. Participants viewed teaching competencies as the most difficult to acquire and personal competencies as the least difficult to acquire. Novice music educators perceived both teaching and music competencies as more difficult to acquire than veteran music educators, while veteran educators perceived personal competencies to be less difficult to acquire than both novice and experienced music educators. The majority of participants (77.5%) attributed teaching competency acquisition to job experience. The researchers found no significant differences regarding music teachers' perceptions of competency category acquisition difficulty related to teaching specialization, although item-level differences emerged.
Factors Related to Non-Music Majors&apos; Intentions to Continue Participating in Ensembles: The Theory of Planned Behavior (TPB)
Author: Yoo, Hyesoo
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonmajors,Music Education,Intention,Student Behavior,Music Activities,Student Participation,Behavior Theories,Predictor Variables,Student Attitudes,Self Efficacy

Based on the Theory of Planned Behavior (TPB), the purpose of this study was to identify the extent to which variables proposed by the extended TPB (i.e., attitude, subjective norms, perceived behavioral control, and value of music) were associated with non-music majors' intentions to continue participating in ensembles. The final sample included 200 non-music majors (62% return rate) from performing ensembles in the southeastern United States. Participants took an online survey that involved an open-ended question, the TPB Scale, and demographic information. The results of the quantitative data analysis indicated that all four predictor variables appeared to be significant indicators of non-music majors' intentions to continue music participation. These results appeared to be the same when examining contributors of non-music majors' intentions by their year in school. The responses to the open-ended question showed relationships between predictor variables across the data set: (a) attitude, value of music, and subjective norms; (b) perceived behavioral control (self-efficacy) and subjective norms, and (c) perceived behavioral control (controllability), attitude, and value of music. The findings have potential for music educators seeking to understand non-music majors' psychological decision-making processes, as well as for predicting attitudes and behaviors related to continued participation in ensembles.
The Pedagogical Practices of an Immigrant Parent: Maintaining Heritage Language in the Home Context
Author: Chen, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Language Maintenance,Immigrants,Foreign Countries,Native Language Instruction,Parents as Teachers,Bilingualism,Family Environment,Chinese,English (Second Language),Reading,Writing (Composition)

The maintenance of heritage language is essential to immigrant children's linguistic, cultural, and social development. While there is a large body of literature on heritage language, how heritage language is practiced at home remains largely unknown. Engaging in an autobiographical narrative inquiry, I tell and retell stories of our pedagogical practices in the home context. I seek to bridge the research gap with new understandings of the &quot;parent knowledge&quot; that immigrant parents bring to bear in heritage language education. I invite you into my home and immigrant family's language journey to witness the efforts, challenges, and rewards of learning heritage language.
Accountability Measures in Higher Education and Academic Workload: A Ten-Year Comparison
Author: Nakano Koga, Silvia Mirlene
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Universities,College Faculty,Faculty Workload,Teacher Evaluation,Noninstructional Responsibility,Women Faculty,Gender Differences,Neoliberalism

At the core of New Public Management (NPM) reforms sits the concept of accountability of publicly funded organizations. In Canada, it is suggested that provinces have increased the number of accountability procedures imposed on universities and that those measures would have had an impact on professors' academic workload. This study discusses the evolution of academic workload and evaluation of professors' activities over the last decade, as well as the current distribution of academic workload among the university staff. It relies on the Canadian faculty's perspectives collected through the 2007 Changing Academic Profession (CAP) study (n = 1151) and the 2017 Academic Profession in the Knowledge Society (APIKS) study (n = 2968). Findings suggest that academic workload increased significantly in the 10 years that academic activities are significantly more evaluated, although by academics themselves in a smaller proportion, and that the administrative burden lies more heavily on female and senior faculty members. Descriptive statistics and a MANOVA comparing the scores of five variables in 2007 and 2017 suggest that academic workload increased significantly in 10 years, academic activities are significantly more evaluated, although less by academics themselves, female academics report dedicating more time to administrative tasks and being more frequently evaluated, and senior administrative staff and external reviewers are perceived as being more involved in the evaluation of academic activities in 2017 than in 2007. Our interpretation is that accountability measures could increase professors' administrative burden and grant more authority to non-academic staff.
45° Learning: A Guide to Organising Teaching Online in the COVID Pandemic, Including Peer Observation Revision
Author: Howarth, Mike
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Faculty Development,Teaching Methods,Teacher Competencies,College Faculty,Lecture Method,School Closing,Video Technology,Peer Evaluation,Lesson Plans,Planning,Work Environment,Radio,Technology Uses in Education,Foreign Countries,Online Courses,Distance Education,Interaction,Feedback (Response),Videoconferencing,Computer Software

The paper suggests ways to benefit student learning online by improving staff training. The paper challenges the assumption that classroom based pedagogy applies to online teaching, with alternative ways that resolve the stress and confusion during the pandemic in the move to permanent blended teaching in the coming year. The paper is the 'front end&quot;, a summary guide to online teaching, a demonstration rather than a theoretical framework of well-tried methods used in BBC School Radio, written after creating the examples of videos embedded in web pages during June-December 2020. The paper is a reflection on these solutions presented as an unwritten pedagogy - 'The Knowledge', in the making of education radio broadcasts. Essentially it is self-awareness and self-assessment training of teachers as radio producers evolved between 1935 and 1996 with a handful of expert colleagues, in an atmosphere of creative commitment to learning. In 45° Learning, the author attempts to 'Show Not Tell' how HE lecturers can replace declarative lecturing in a nuanced form of a conversational engagement for online lecturing. The title draws attention to the body-mind element in tacit knowledge and an essential requirement for teaching online: (1) The physical organisation of a lecturer's home online studio; (2) Tradecraft videos demonstrations of creating memorable student learning; (3) Adapts the peer observation form, and online T&amp;L lesson planner; and (4) Extensive Working documents and Production notes of making resources.
Teaching Novice Science Teachers Online: Considerations for Practice-Based Pedagogy
Author: Gonsalves, Allison J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Science Teachers,Teacher Education Programs,Methods Courses,Teaching Methods,Web Based Instruction,COVID-19,Pandemics,Blended Learning,Distance Education,Online Courses,Secondary Education,Educational Technology

The COVID-19 pandemic has required educators at all levels to pivot instruction online. In this article, we consider methods we adopted to engage novice science teachers in approximations of teaching, online. We describe the principles of our science teacher education program and provide a rationale for the core feature of our science teaching methods course: practice-based pedagogy. We then discuss adaptations we have made to engage novices in ambitious science teaching practices online, and the affordances and constraints the virtual context posed to these practices. We conclude with a discussion of considerations for online practice-based pedagogy.
Parallels of Doctoral Supervision and Long-Term Coaching Journeys
Author: Armsby, Pauline
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Supervision,Coaching (Performance),Supervisor Supervisee Relationship,Student Experience,Teaching Experience,Student Attitudes,Teacher Attitudes

This short paper builds on previous work in the area of supervision of professional doctorates, supervision and coaching, and explores the relationship between Long Term (LT) Coaching and doctoral supervision in a transdisciplinary professional doctorate. We begin by summarizing the experience of one doctoral supervisee (Phyllis) whose research focused on LT Coaching in business and her university supervisor (Pauline). Second, we look at how various parts of the supervision role can parallel those of LT Coaching. Finally, we include some thoughts from those that have undertaken a professional doctorate and make some tentative recommendations for supervisors, coaches and doctoral candidates.
Investigating the Impact of a Specialist CPD Training Programme for Teaching Assistants, Related to Supporting Children with English as an Additional Language
Author: Clifford-Swann, Joanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Specialists,Faculty Development,Immigrants,Refugees,Teacher Aides,Foreign Countries,School Districts,Educational Practices,Economic Factors,English (Second Language),Second Language Learning,Second Language Instruction,College School Cooperation,Workplace Learning,Universities,Certification,Teacher Motivation

This research emerged from education practice, specifically from the experiences of one local authority area within the North East of England. Akin to experiences across Europe (Koehler &amp; Schneider, 2019), increasing numbers of economic migrants and asylum seekers in the area presented schools with a variety of new challenges, for which many felt ill equipped. Not only were schools required to support an increasing range of language repertoires and the needs of vulnerable groups, but specialist provision and training was sparse for teachers and even less for Teaching Assistants, who were regularly expected to care for, and educate, these children. There were also concerns over equality of opportunity in education for these children who had English as an additional language (EAL). The local authority area reflected the national pattern of a reduction in such specialist provision for schools. In response to a request for partnership working, a university in the North East of England developed a specialist Certificate of Education Practice with a focus upon offering continuous professional development (CPD) to Teaching Assistants to support EAL learners. This CPD was followed up by a real-time work-based project which aimed to consolidate the learning and effect relevant change within the area. To determine the impact of the programme, a small-scale evaluation was conducted by way of questionnaire and semi-structured interviews, aiming to glean responses from course attendees, their work-based advisors and Head Teachers or managers. The findings identified three themes: motivation, personal and professional development and impact on school. While the impact of the CPD from the perspectives of the teaching assistants is now more clearly defined, the wider impact from the perspectives of colleagues in other school roles remains anecdotal and unconfirmed. [This article was written with Fiona Ranson.]
Roundtable Discussion -- How Does Technology Influence Developing Countries to Emerge and Experience Economic Growth?
Author: Grant, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Influence of Technology,Technological Advancement,Developing Nations,Economic Development,Economics Education,College Students,Student Attitudes,Entrepreneurship,Innovation,Global Approach,Human Capital,Natural Resources,Foreign Countries

The purpose of this research paper is to investigate how technology has influenced the economic growth of developing countries and what steps are needed to be implemented in the regions of the world such as Latin America and Sub-Saharan Africa. The paper reflects the arguments and the conclusions brought up during the discussion with a student roundtable answering the general research question; 'Are certain developing countries doomed to remain emerging'? In answering this question, the group identified four factors for economic growth: (1) human resources, (2) natural resources, (3) physical capital and (4) technology. Of the four factors technology was the single most significant factor for economic growth in developing countries, although the others are just as important. The group concluded that countries that lead the world in generating advanced technologies and leveraging their full productive capacity can gain a strategic comparative advantage and become an advanced country. Innovation and entrepreneurship are crucial for long-term economic development.
Creating an Academic Ecosystem Where Chairs Can Thrive: A Call for Action in Postsecondary Institutions
Author: Dean, Yasmin
Date: 2021-00-00
Type: Journal Articles
Subjects: Department Heads,Middle Management,Professional Identity,Role Perception,Administrator Attitudes,Administrator Responsibility,Conflict Resolution,Stress Variables,Wellness,Professional Development,Universities,College Administration,Rewards,Leadership Role,Foreign Countries

This study aimed to understand the lived experience of department chairs in a Canadian university context. Guided by phenomenological inquiry, 21 individual interviews of experienced academic chairs were analyzed. Findings focus on the rewards and challenges of the position, advice for professors interested in taking on this role, and the systemic issues that impact change. Results highlight the importance of preparatory training and ongoing institutional support, including the deliberate building of a chair community. This paper includes a call to action which will be of interest to Deans and other senior administrators, faculty leaders, those contemplating the chair role, and those involved with institutional governance.
Conceptualising Work Learning: Exploring the Educational Discourse on Work-Based, Work-Related, and Workplace Learning
Author: Allan, David
Date: 2015-12-00
Type: Journal Articles
Subjects: Workplace Learning,Work Experience Programs,Definitions,Misconceptions,Discourse Analysis,Ambiguity (Semantics)

This paper examines the current educational discourse on work and learning and explores conceptualisations of work-connected learning; in particular, work-based, work-related and workplace learning. It is argued that varying definitions of work-associated learning has led to conceptual confusion in the literature. Through a conceptual analysis of the three terms, current usage is problematized. The term work learning is introduced in the paper as an overarching term that refers to any and all of these three forms of learning. Indeed, it is proposed as an umbrella term for any learning that is connected with some form of work in order to aid discussion. Within this remit, many learning forms can be identified; however, it is argued that there is a need for clarification as current conceptualisations are often conflicting.
Dissertation Requirements in Professional Practice Education Doctoral Programs to Facilitate K-12 School Improvement in the United States
Author: Biddle, Jeffrey C.
Date: 2015-12-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Doctoral Programs,Program Design,Education Majors,Doctoral Students,Educational Change,Educational Improvement,Elementary Secondary Education,Needs Assessment,Capstone Experiences,Instructional Design

The Carnegie Project on the Education Doctorate (CPED) was organized to provide guidance for universities to collaboratively redesign the Education Doctorate (Ed.D) to make it a stronger program for school practitioners (CPED, n.d.). CPED recommended the traditional dissertation be replaced with what they refer to as the Dissertation in Practice (DiP). However, CPED provided no specific guidance for the type of skills, knowledge, and dispositions the DiP should measure. The purpose of this study was to determine the project types that should be allowed for use as the DiP in the professional practice Ed. D. in Education program at a large, public university for students enrolled in the program working in K-12 schools and school districts. The study employed a qualitative approach to a needs analysis to determine results. The results of the research identified specific project types that best support K-12 school improvement. Implications of this research include using the results to determine the range of DiP projects for the Ed. D. in Education program for those students working in the K-12 environment. As this study was a needs analysis that serves as a basis for program instructional decisions, the results may inform other universities offering professional practice education doctorates on how to modify or enhance their programs as well.
Employment of People with Mental Illness: Understanding the Challenges from an Employer and Employee Perspective
Author: Shanahan, Patricia
Date: 2015-12-00
Type: Journal Articles
Subjects: Employment,Mental Disorders,Employee Attitudes,Employer Employee Relationship,Employer Attitudes,Foreign Countries,Mental Health,Health Services

This paper focuses upon a study that sought to identify local employers concerns in relation to the employment of individuals in a phase of recovery from mental illness. Furthermore, the research considered potential barriers to employment experienced by service users living in a local North London Borough. The study adopted a phenomenological epistemological approach, where six focus groups were held, three with service users and three with employers or employer representatives within a local North London Borough. 15 employer representatives and 28 service users participated across the six focus groups. The overall aim was to raise consciousness and empower participants by encouraging dialogue, the sharing of good practice and coping strategies amongst participants so that appropriate strategies and resources could be provided to challenge misconceptions and support them. Findings from the research indicate that there are many stakeholders that are involved in supporting individuals back into employment. They also show that mental health and mentally ill health are poorly understood in workplace environments. The research concludes that while work and employment were thought to be important determinants of mental health, those individuals with diagnosed mental illnesses remain at a significant disadvantage in the employment market. The contribution of this study includes a strategy to develop workplace support for employers and employees (or prospective employees) with mental health problems.
Work Based Learning Pedagogy in the Cross Disciplinary Fields of Health and Education
Author: Alam, Aine
Date: 2015-12-00
Type: Journal Articles
Subjects: Workplace Learning,Obstetrics,Nursing Education,Teaching Methods,Personal Narratives,Caring,Empathy

This article explores the emerging pedagogical strategy of narrative pedagogy as a valuable facet of work based learning. The article highlights cross-disciplinary areas of midwifery practice and teaching and parallel modes of enacting learning. A narrative transcript is used to engage narrative pedagogical theory and to challenge the reader to consider alternative learning and teaching strategies for effective work based learning.