ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance
Author: Massingham, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Attendance Patterns,Student Behavior,Foreign Countries,Student Attitudes,Student Participation,Student Evaluation,Technology Uses in Education,Life Style,Academic Achievement,Case Studies,Student Surveys,Undergraduate Students,Statistical Analysis

Non attendance of lectures and tutorials appears to be a growing trend. The literature suggests many possible reasons including students' changing lifestyle, attitudes, teaching and technology. This paper looks at the reasons for non attendance of students in the Faculty of Commerce at the University of Wollongong and identifies relationships between attendance, participation and performance. The results indicate that there are valid reasons for non attendance that are both in the control of learners and teachers. There are also clear benefits for students to be gained in attendance; however, changes in the way we learn, teach, assess and use technology are recommended if we wish to reverse the trend.
Guiding Principles for a Reflexive Approach to Teaching Organisation Studies
Author: Duarte, Fernanda
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reflective Teaching,Learning Experience,Educational Principles,Guidelines,Organizational Theories,Imagination,Perspective Taking,Theory Practice Relationship

In this paper, we discuss a reflexive teaching approach, which may make the field of Organisation Studies more permeable to alternative views and thus more responsive to the complexities of processes unfolding in organisations in the context of a rapidly changing world. We contend that reflection on lived experience complements perspectives that focus on the managerial point of view with other perspectives constitutive of the totality of experience inside work organisations. The combination of reflexive teaching and Experience-Based Learning (EBL) creates an effective approach to develop in students the ability to critically reflect upon, and challenge dominant perspectives and practices in the field of Organisation Studies.
Vision &amp; Choice: Ethical Characteristics of Academic Development Programs
Author: Willison, John
Date: 2007-00-00
Type: Journal Articles
Subjects: College Programs,Ethics,Educational Principles,Strategic Planning,Personal Autonomy,Social Justice,Student Educational Objectives,Concept Formation,Developmental Programs,Design Preferences,Foreign Countries

The perceived importance and the prevalence of academic development programs worldwide mean that it is critical that characteristics essential for the success of such programs be identified and incorporated. This article recognises the manifold perspectives on identifying such characteristics, but argues that if it is desirable that an academic development program has ethical outcomes, then an ethical perspective is an appropriate starting point. From the basis of ethical principles, two vital characteristics of academic development programs are identified--vision and choice. In this paper, contemporary conceptualisations of academic development programs are considered first, then characteristics consistent with ethical principles are identified and amplified. The paper concludes with a description of an existing graduate certificate in higher education, and its graduates' outcomes as an example.
An International Educational Literacy: Students, Academics and the State
Author: Frew, Charlotte
Date: 2006-00-00
Type: Journal Articles
Subjects: International Education,Literacy,Literacy Education,Higher Education,Foreign Countries,Universities,College Students,Global Approach,Colleges,Foreign Students,Teaching Methods,Multicultural Education,Governance

Universities are no-longer isolated places where the intellectually or socially advantaged undertake research and contemplation. Universities are central to social and economic policy and can be used to meet the social and economic requirements of the new globalised environment. This paper explores the role of the internationalisation of universities in Australia, facing the challenge of globalisation, in light of declining government support of higher education institutions. A large part of internationalisation involves an increase in international student numbers, and this alongside changes in internal governance, is changing the role of academics within universities. This paper examines the new demands for an international educational literacy, examining the effect of these demands on academic professionals.
Peer-Mentoring Program &quot;Pop-Up&quot; Model for Regional Nursing Students
Author: Penman, Joy
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Mentors,Models,Nursing Students,Program Descriptions,Program Development,Program Implementation,Program Evaluation,Student Needs,Nursing Education,Peer Relationship,Teacher Student Relationship,Student Development,College Freshmen,College Readiness,Student Attitudes,Outcomes of Education

In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peer-mentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique &quot;pop-up&quot; model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from.
Subjective Cognitive Workload, Interactivity and Feedback in a Web-Based Writing Program
Author: Emerson, Lisa
Date: 2006-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Cognitive Processes,Pretests Posttests,Feedback (Response),Web Based Instruction,Comparative Analysis,Writing Skills,Difficulty Level,Statistical Analysis,Qualitative Research,Time Factors (Learning),Pilot Projects,Electronic Learning,Questionnaires,Likert Scales,Grammar,Punctuation,Spelling,Writing Instruction,Teaching Methods,Writing Workshops,Interaction,Technology Integration,Conventional Instruction

This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paperbased version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou's (2003) model. The analysis is based on two quantitative and qualitative questionnaires and subjective cognitive workload is examined using the NASATLX. Analysis showed that while students were positive about the lesson in both modes, they experienced a higher subjective cognitive workload with the web-based lesson. The paper speculates that this difference may be accounted for by different approaches to providing feedback to students, and suggests that this factor be tested by future research.
The Adoption of Multiple Modes of Delivery in Australian Universities
Author: Smith, Andrew
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Methods,Delivery Systems,Foreign Countries,Educational Technology,Surveys,Case Studies,Universities,Online Courses,Conventional Instruction,Higher Education

This paper reports the findings of a major national research project examining the use of multiple modes of delivery in Australian universities. A variety of factors including the increased use of online educational technology has pushed Australian universities in recent years to extend the ways in which they deliver learning and teaching. However, the extent of the uptake of these modes of delivery has remained somewhat unclear as have the precise reasons why universities have adopted multiple modes. The paper reports the result of a survey which clarifies the extent of the use of multiple modes of delivery in Australian universities and case study research that attempts to unpack the reasons for adoption. The research finds that traditional face to face delivery is still the dominant form of delivery but universities are experimenting with a surprisingly wide variety of alternatives.
Mindfulness in Academia: Considerations for Administrative Preparation
Author: Wells, Caryn M.
Date: 2013-10-00
Type: Journal Articles
Subjects: Stress Management,Stress Variables,Administrator Role,Perception,Metacognition,Administrator Education,Course Content,Leadership Styles,Administrator Characteristics

This conceptual paper presents a synthesis of information about the workload stress of educational administrators. Currently, there are few programs designed to assist educational leaders to deal with stress (Hawk &amp; Martin, 2011). Stress reduction programs may include mindfulness, a widely used practice of meditation. Mindfulness is used in formal medical and health care settings, and is gaining interest across disciplines of law and business (Kabat- Zinn, 2003) and has been proven by numerous scientific studies to promote health and reduce stress (Greeson, 2009). In addition to suggesting that meditation be part of the university preparation program for administrative training, this paper presents new thinking by suggesting that the attitudinal foundation of mindfulness practice be embedded within course content for reflective, authentic, and case study assignments.
Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class
Author: Yanamandram, Venkata
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Experience,Student Attitudes,Team Teaching,Large Group Instruction,Class Size,Models,Marketing,Educational Benefits,Outcomes of Education,Learning Processes,Student Surveys,Likert Scales,Learner Engagement,Teacher Effectiveness,Teacher Evaluation,Student Evaluation of Teacher Performance,Data Analysis,Student Satisfaction,Preferences,Teaching Styles,Expertise,Teamwork,Teaching Load,Teacher Selection,Teacher Improvement,Scaffolding (Teaching Technique)

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the team-teaching process. The paper examines students' experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students' perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to 'experts', but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of &quot;good teachers&quot; (perceived as those skillful in teaching large classes) is far more important than a team comprising of &quot;experts&quot; in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.
Evaluating the Superintendent: The Role of the School Board
Author: Hendricks, Stacy
Date: 2013-10-00
Type: Journal Articles
Subjects: Board of Education Role,Superintendents,Administrator Evaluation,Board Administrator Relationship,School Districts,Governance,Cooperation,Conflict,Standards,Surveys,Statistical Analysis,Administrator Effectiveness,Administrator Characteristics,Multivariate Analysis,Statistical Significance

A collaborative superintendent/board relationship is essential to the successful and efficient oversight of a school district. The relationship between the superintendent and the school board lies at the heart of school governance (Callan &amp; Levinson, 2011; Eadie, 2003; McCurdy &amp; Hymes, 1992). To illustrate the importance of a collaborative superintendent/board relationship, Carter and Cunningham (1997) found that the primary reason for superintendents leaving their districts was due to the lack of support from and conflicting relationships with school board members. Further, Ray (2003) stated, &quot;a superintendent can possess all the necessary competencies to be an effective leader, but it is the school board's perception of success that really matters&quot; (p. 5).
Teaching: More than Just Lecturing
Author: Roettger, Caroline J.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Teacher Effectiveness,Student Characteristics,Student Attrition,Dropouts,College Students,Leadership Responsibility,Teaching (Occupation),Learning Processes,Brain,Classification,Higher Education,Constructivism (Learning),Teaching Experience

This study focused on effective teaching strategies for university professors. The researchers studied the relationship between teaching effectiveness and the dynamics of student demographics. An examination of the changes in the composition of the college population over the last few decades, based on statistical data, as well as an overview of theories of teaching and learning published in professional books and journals in both K-12 and Higher Education, provided the framework for an assessment of the effectiveness of various approaches to teaching. The final recommendations are based on the conclusions resulting from a comprehensive analysis of various research studies.
Learning for Success: Distance Education Students' Use of Their Learning Materials
Author: Smith, Andy
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Undergraduate Students,Student Surveys,Instructional Materials,Learning Activities,Electronic Learning,Textbooks,Qualitative Research,Statistical Analysis,Communication Strategies,Student Interests,Study Habits

This paper reports the results of a research project investigating the use that Distance Education (DE) students at university make of the learning materials that are supplied to them. The research is based on a survey of 998 DE students enrolled in ten undergraduate subjects spread across all five Faculties at Charles Sturt University (CSU) in New South Wales, Australia. CSU is Australia's largest DE provider of higher education. The project addressed the following questions: (1) The extent to which DE undergraduate students use their learning materials; (2) The extent to which students undertake the learning activities that are often incorporated in learning materials; (3) The extent to which students obtain learning materials beyond the printed learning materials, especially their use of library facilities and the internet to research topics in their study programs; and (4) The way in which DE undergraduate students approach their study and the study strategies that they adopt. The paper reports the major conclusions from the survey. It was found that the majority of students read most or all of the learning materials that were sent to them. They relied heavily upon the prescribed textbooks, did some additional reading as recommended, to a limited extent carried out additional reading beyond that recommended, and worked through the provided learning materials in a methodical manner. They generally completed, in their minds if not always on paper, the study tasks embedded in the learning materials. Those students that read less and paid less attention to study tasks tended to study in a way that was focused on passing assessment tasks. Overall the study provides a strong argument for the retention of printed learning materials as students seem to work well with them, and the more effectively students use them the better they seem to perform.
The Challenges of International Education: Developing a Public Relations Unit for the Asian Region
Author: Fitch, Kate
Date: 2006-00-00
Type: Journal Articles
Subjects: International Education,Public Relations,Teaching Methods,Foreign Students,Asians,Foreign Countries,Western Civilization,Futures (of Society),Universities,College Students,Cultural Influences,Writing Skills,Academic Discourse

Murdoch University's public relations program attracts a significant number of international students. Up to 60% of students in some units come from Singapore and Malaysia. While many spend at least one year in Australia as part of the three year degree, students in both countries may complete the entire degree offshore from 2007. The authors rewrote a second year public relations unit with the aim of making it more relevant for local and international students. This posed particular challenges in terms of pedagogical and conceptual approaches. For instance, there are cultural and linguistic issues which influence the ways students learn, and which have particular implications for a unit which expressly aims to consolidate students' professional writing skills. There are also implications for public relations theory, which tends to be dominated by Western concepts and models, and public relations practice, which varies in different countries. This paper offers a reflection on the issues we addressed in the redevelopment of the unit, as well as some suggestions for future teaching and learning practices.
Keeping Pace with Current Issues in Reporting Suicide and Mental Illness
Author: Skehan, Jaelea
Date: 2007-00-00
Type: Journal Articles
Subjects: Suicide,Mental Disorders,Foreign Countries,Teacher Role,College Faculty,Journalism,College Students,Competence,Mass Media,Responsibility,Barriers,Journalism Education,News Reporting

The Response Ability Project, funded under the Mindframe National Media Initiative in Australia, seeks to influence tertiary curricula so that graduates in journalism will be aware of and able to respond appropriately to issues relating to suicide and mental illness. Whilst the initial multi-media resources developed to support journalism educators have been received well, engagement with media organisations and individual journalists under other Mindframe projects have revealed further complexities associated with the reporting of suicide and mental illness. In particular, journalists have indicated that the issues become more problematic when they are required to report suicides in other contexts, such as murder-suicides, deaths in custody and voluntary euthanasia. Similarly, the reporting of mental illness was more complex in the context of crime and in the reporting of the mental health care system. This paper will highlight some of these new complexities of reporting and discuss how the Response Ability project has responded through the development of supplementary resources to allow educators to raise such issues with students.
Assessment: What Drives Innovation?
Author: Falchikov, Nancy
Date: 2008-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Measurement Techniques,Measurement Objectives,Lifelong Learning,Instructional Innovation,Portfolio Assessment,Writing Assignments,Group Testing,Educational Practices,Influences,Evaluation Needs,Meta Analysis,Foreign Countries,Surveys

The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this paper. Within this framework, we explore how the demands made on practitioners may influence current reported assessment practices. The reasons given by practitioners for implementing innovations in assessment illuminate the ways in which academics are attempting to meet these demands. Using data from a recent UK Higher Education Academy (HEA) funded literature review, we examined six different types of innovation in assessment. These were presentations and other non-written assessments; portfolios and other non conventional writing assignments; assessment of groups and collaboration; involving students in assessment; use of new technology in assessment and the how and when of guidance and feedback. Our aim was to identify the drivers to each. Evidence from this project (INNOVAS) (Hounsell et al., 2007), suggests that drivers to innovation can be broadly classified as two basic types: those which are related to the student experience (termed &quot;internal&quot;) and those which are clearly &quot;external&quot;. This paper explores the interface between these drivers and current higher education assessment practice as reported in recent literature.
Policing--Or, at Least, Policying--Plagiarism at One Australian University
Author: O'Regan, Kerry
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Plagiarism,Educational Policy,School Policy,Policy Formation,Policy Analysis,Internet,Global Approach,Access to Information,Information Dissemination,Information Retrieval,Intellectual Property,Social Systems,Context Effect,Authors,Student Responsibility,Teacher Responsibility,Integrity

How universities and university people deal with plagiarism is articulated in universities' plagiarism policies. Universities, policies and people are all located in a bigger context, one which is being increasingly shaped by global issues. Some global issues of particular relevance to plagiarism are associated with the Internet and its attendant values and practices, Westernisation and notions of individualism versus collectivism, and contested constructions of the concept of &quot;author&quot;. Within this dynamic milieu, individual universities attempt to formalise appropriate policy statements. The policy of one Australian university is analysed here and suggestions offered regarding possible directions for research which seeks to reconcile plagiarism policy and practice with the global tides buffeting universities and those who work in them.
Using Assessment Practice to Evaluate the Legal Skills Curriculum
Author: O'Brien, Molly Townes
Date: 2008-00-00
Type: Journal Articles
Subjects: Skill Development,Skill Analysis,Curriculum Evaluation,Legal Education (Professions),Qualitative Research,Case Studies,Task Analysis,Educational Opportunities,Curriculum Development,Evaluation Criteria,Portfolio Assessment,Hidden Curriculum,Bachelors Degrees,Foreign Countries

A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.