ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings
Author: Peterson-Karlan, George R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Writing (Composition),Editing,Writing Processes,Program Effectiveness,Effect Size,Educational Research,Educational Trends,Research Reports,Literature Reviews,Research Design,Educational History,Evaluation Criteria,Research Needs,Federal Aid,Synthesis,Special Needs Students,Special Education,Assistive Technology,Educational Technology,Computer Assisted Instruction,Technology Integration,Learning Disabilities

The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the scholarly literature. The use of technologies to support each of the components of the writing process is reported in terms of the research designs used, the writing processes supported, and the historical trends in research publication. The research designs represented in the research base suggests that, overall, there is a developed program of research; however, this does not hold for the individual writing process areas (planning, transcription, editing, and revising). Among the four process areas, the largest number of studies is of technologies to support transcription with revising the next most frequent and few studies of planning/organization and editing. Comparison of the historical trends in research to trends in technology development revealed that little new research investigating basic digital writing support tools, as used by students with learning and academic disabilities, has appeared in the last 10 years despite the growth and development of technology. Across the total corpus of applied research studies, basic evidence-based practice criteria related to number of studies and number of participants was not met in the areas of planning and organization, editing, and revising technologies. Applied research studies of the effectiveness of transcription tools nearly meet the criteria for number of studies and number of participants, and nearly enough to warrant further analysis of study quality and effect sizes. Taken together these findings underscore the critical need for further research on the effectiveness of contemporary technologies to support compositional writing. (Contains 3 tables and 6 figures.)
Information Literacy and the Workforce: A Review
Author: Weiner, Sharon
Date: 2011-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Information Literacy,Barriers,Literature Reviews,Labor Force Development,Education Work Relationship,Workplace Literacy,Organizational Theories,Educational Environment

This paper is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace. The paper concludes with recommendations for practice and for further research.
21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries
Author: Leavitt, Laura L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Libraries,Educational Change,Critical Thinking,Information Literacy,Library Instruction,Educational Principles,Skill Analysis,Skill Development,Labor Force Development,Case Studies,Organizational Theories,Change Strategies

This discussion is designed to expose the readers to a selection of educational reform initiatives that fall under the "21st Century Workforce" umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. The author's efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class--in light of these initiatives and in response to employer feedback--are also discussed. It is hoped that the information shared in this article will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework. (Contains 1 footnote.)
From the Classroom to the Boardroom: The Impact of Information Literacy Instruction on Workplace Research Skills
Author: Travis, Tiffini
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Methodology,Program Effectiveness,Research Skills,Information Literacy,Information Skills,Library Instruction,Performance Factors,Workplace Literacy,Library Role,Education Work Relationship,Minimum Competencies,Graduate Surveys,College Outcomes Assessment,Instructional Effectiveness

Since the wide-scale adoption of the ACRL "Information Literacy Standards" (2000), there have been numerous students who have graduated from universities that have formal library instruction programs. Currently there has been very little assessment of their post-graduate research skills or what role information literacy plays on workplace performance. The effect libraries have on graduates is not only of interest to librarians; the skills students gain in college have significant impact on costs and productivity in the workplace. The purpose of this study is to examine various factors that may contribute to continued and sustained use of information literacy skills beyond the college experience, and specifically, what competencies students identify as essential for their work. The results of this study offer insights for both librarians and the corporate world. (Contains 9 figures.)
Academic Bullying: A Barrier to Tenure and Promotion for African-American Faculty
Author: Frazier, Kimberly N.
Date: 2011-00-00
Type: Journal Articles
Subjects: African American Teachers,Tenure,Bullying,Barriers,Equal Opportunities (Jobs),Racial Bias,Mentors,Teaching Conditions,Racial Factors,Teacher Promotion,Collegiality,Case Studies,College Faculty

The author discusses the problem of retention of African American faculty due to tenure and promotion issues. The author outlines obstacles that African American face in the workplace while seeking tenure and promotion in academia. A case example is presented that illuminates how these stressors manifest in the academic setting and recommendations are given on how African American faculty experiencing these obstacles can cope. Suggestions for future research are also discussed.
Troubling Success: Interviews with Black Female Faculty
Author: Edwards, Nivischi N.
Date: 2011-00-00
Type: Journal Articles
Subjects: African American Teachers,Women Faculty,Females,Academic Achievement,Interviews,Womens Education,Womens Studies,Phenomenology,Success,Teacher Background,Professional Identity,Career Development,Tenure,Quality of Working Life,Barriers

This study explores the complexity of success for Black female faculty members based on six Black women at a public research oriented university in the Southeast. All women shared the challenges they experience as Black female faculty members. Findings indicate that while these women seemingly have attained professional success, they are leery of labeling themselves as successful. Participants defined success in three major themes: success was publishing, success was giving back, and success was a journey. Of these women, only one considered herself successful. Participants stated that being successful was defined externally and comparatively, they had some successes, and they could never become complacent or satisfied. The conclusions of this study demonstrate that further analysis of the Black female faculty experience in research-oriented institutions is required to more accurately determine the contributors or obstacles to success. This information may be helpful in supporting and promoting Black females on their professional path. (Contains 1 table.)
Promoting the Inclusion of Tenure Earning Black Women in Academe: Lessons for Leaders in Education
Author: Davis, Dannielle Joy
Date: 2011-00-00
Type: Journal Articles
Subjects: Tenure,Women Faculty,Females,African American Teachers,African Americans,Teacher Researchers,College Faculty,Program Effectiveness,Teacher Promotion,Socialization,Faculty Development,Mentors,Gender Issues,Racial Factors,Teacher Collaboration

This narrative work highlights one Black female faculty participant's experience of the Sisters of the Academy (SOTA) Research Boot Camp. She shares the benefits of the initiative, as well as how the program influenced her research and writing productivity as a faculty member. SOTA leadership supports Black female tenure-track and tenured faculty via offering strategies for academic productivity and expanding professional networks. The article illustrates the role Sisters of the Academy's Research Boot Camp has upon ameliorating challenges faced by Black women throughout the tenure and promotion processes. (Contains 1 table, 4 footnotes and 1 figure.)
Collaborative Responsive Education Mentoring: Mentoring for Professional Development in Higher Education
Author: Bryant-Shanklin, Mona
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Collaboration,Mentors,Faculty Development,College Faculty,Preservice Teachers,Graduate Study,Teacher Researchers

The purpose of this paper is to discuss the refocusing of traditional pre-service/post-graduate education programs using the Collaborative Responsive Education Mentoring Model (CREMM). This mentoring model is particularly relevant as serviced-focused and less research intensive universities shift their mission and purpose of teaching to a scholar-teacher model for research development. The concept of mentoring has changed dramatically in the past decade as downsizing, reorganization, and uncertainty become a part of the daily functioning of higher education institutions. As traditionally defined, mentoring is a one-to-one relationship between a senior person and junior person, such as between a faculty member and a pre-service teacher candidate or practicing teacher. The authors assert that these relationships are changing in schools of education where teaching is now considered secondary to research in institutions that previously held teacher education as a principal objective. (Contains 2 figures.)
Roman Catholic Schooling in Ontario: Past Struggles, Present Challenges, Future Direction?
Author: Brennan, Terri-Lynn Kay
Date: 2011-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Educational Change,Foreign Countries,Institutional Survival,Barriers,Performance Factors,Access to Education,Educational Development,Educational History,Politics of Education,Change Strategies,Educational Finance,Institutional Characteristics,Comparative Analysis,Spiritual Development,Diversity (Institutional),Educational Policy

Ontario Roman Catholic communities have established and maintained their own schools for over 200 years. Yet, their struggle for survival has not come without many challenges, setbacks, and criticisms. With the achievement of open-access at the secondary level and equal funding across the system, many question the legitimacy and worthiness of maintaining two Ontario educational systems. Compounded with the modern faith diversity witnessed in many Roman Catholic schools, those challenges are coming, ironically, from both within as well as between the systems.
&quot;Through the Kaleidoscope&quot;: Intersections between Theoretical Perspectives and Classroom Implications in Critical Global Citizenship Education
Author: Eidoo, Sameena
Date: 2011-00-00
Type: Journal Articles
Subjects: Citizenship,Citizenship Education,Global Approach,Cultural Pluralism,Teaching Methods,Interdisciplinary Approach,Race,Religion,Educational Practices,Doctoral Degrees,Graduate Students,Justice,Literacy

This paper presents a multi-voiced examination of educating for global citizenship from critical, interdisciplinary perspectives. The paper explores how insights from theoretical work on multiculturalism, race, religion, gender, language and literacy, and eco-justice can contribute to a critical global citizenship education practice. It reports the learning of a group of six Canadian PhD Candidates, who engaged in a year-long collaborative process to explore critical approaches to global citizenship education by focusing on key intersecting concerns, particularly critically understanding globalization. Drawing on theoretical considerations and discussions, the authors consider pedagogical implications for classroom teaching and learning. (Contains 1 figure.)
African-Canadian Educators' Perspectives: Critical Factors for Success
Author: Finlayson, Maureen
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualifications,Teacher Attitudes,Success,Interviews,Performance Factors,Biographies,Personal Narratives,Black Studies,Blacks,Teacher Characteristics,Sociocultural Patterns,Teacher Background,Social Support Groups,Phenomenology,Investigations,Interpersonal Relationship,Achievement Need

This study investigates the perspectives of African-Canadian educators on critical factors for success in their educational careers. Interviews were conducted and life histories were constructed to analyze the complex and multifaceted nature of the experiences of ten African-Canadian educators. These data indicate that family and community support, rigorous academic qualifications, role modeling, and the establishment of strong interpersonal relationships have been significant influences on the participants' success. The author suggests that an improved understanding about African-Canadian educators' lived experiences hold implications for all educators in their teaching approaches and for student learning. (Contains 5 notes.)
Individual Stress Management Coursework in Canadian Teacher Preparation Programs
Author: Harris, Gregory E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Stress Management,Teaching (Occupation),Education Courses,Teacher Education Programs,Teacher Burnout,Teacher Education Curriculum,Instructional Design,Foreign Countries,Web Sites,Content Analysis,Course Descriptions,Course Content,Curriculum Evaluation,Course Evaluation

Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress management. In light of the study findings, the author presents a curriculum framework for the development of a course focused on individual stress management for pre-service teachers as a means to facilitate increased availability of such coursework in Canadian teacher preparation programs. Potential areas of future research are also presented. (Contains 4 footnotes.)
The Role of the Social Foundations of Education in Programs of Teacher Preparation in Canada
Author: Kerr, Donald
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Sociology,Educational History,Foreign Countries,Foundations of Education,Philosophy,Social History,Epistemology,Moral Values,Personal Autonomy,Role of Education

This paper argues that the social foundations of education, and particularly the disciplines of history, philosophy and sociology of education, must continue to play an integral role in programs of teacher education. We report on the decline of the study of history of education within Faculties of Education in Canada as an example of the marginalization of the role of the social foundations in teacher education programs generally. In this context we furnish what we take to be some of the strongest reasons for the requirement for future teachers to engage with the social foundations--some of these arguments apply to all of the foundational areas, and some apply to specific foundational disciplines. Some of these arguments will be familiar, some new. We conclude that if a teacher education program in Canada is to be of a very high quality then it must include a strong social foundations component. (Contains 8 footnotes.)
Collaboration within the Context of the Healthy School Approach (HSA): The Case of a Disadvantaged Elementary School in Quebec
Author: Rivard, Marie-Claude
Date: 2011-00-00
Type: Journal Articles
Subjects: Low Income,Models,Discussion Groups,Foreign Countries,Case Studies,Elementary Schools,Health Education,Educational Attitudes,Parent Attitudes,Teacher Attitudes,Family School Relationship,School Community Relationship

This case study focuses on the groundwork aiming at developing school-family-community collaboration in the deployment of the HSA in a low socio-economic status elementary school. Two theoretical models--the HSA and Hoover-Dempsey et al. (1997, 2010) models--guided the analysis of five discussion groups (N = 31) regarding their perceptions of the place of health in school and of parents' and educators' health related practices to support HSA deployment and to establish the pathway to a better school-family-community collaboration. The school is committed to health despite its low economic status. Encouragement, modeling and teaching are the perceived practices or actions. (Contains 1 figure, 1 table, and 1 footnote.)
Exploring Atypical Verb+Noun Combinations in Learner Technical Writing
Author: Luzon Marco, Maria Jose
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Discourse,Technical Writing,Verbs,Nouns,English (Second Language),Second Language Learning,Phrase Structure,Spanish Speaking,Foreign Countries,Native Speakers,Language Patterns,Native Language,Transfer of Training,Difficulty Level,Computational Linguistics

Professional and academic discourse is characterised by a specific phraseology, which usually poses problems for students. This paper investigates atypical verb+noun collocations in a corpus of English technical writing of Spanish students. I focus on the type of verbs that most frequently occurred in these awkward or questionable combinations and attempt to explore the reasons why the learners deviate from NS's norms. The analysis indicates that these learners tend to have problems with a set of sub-technical and high-frequency verbs. Deviant combinations involving these verbs are frequently the result of a deficient knowledge of the phraseology of academic and technical discourse. The unawareness of collocations that are typical of this discourse often leads students to create V+N combinations by relying on the &quot;Open Choice Principle&quot; (Sinclair, 1991) or by using patterns from their mother tongue. (Contains 3 notes and 2 tables.)
Learning through an Aboriginal Language: The Impact on Students' English and Aboriginal Language Skills
Author: Usborne, Esther
Date: 2011-00-00
Type: Journal Articles
Subjects: Immersion Programs,Second Language Learning,Canada Natives,Native Language Instruction,English (Second Language),Program Effectiveness,Foreign Countries,Language Skills,Language Maintenance,Teaching Methods,Language Tests,American Indian Languages

Aboriginal communities across Canada are implementing Aboriginal language programs in their schools. In the present research, we explore the impact of learning through an Aboriginal language on students' English and Aboriginal language skills by contrasting a Mi'kmaq language immersion program with a Mi'kmaq as a second language program. The results revealed that students in the immersion program not only had stronger Mi'kmaq language skills compared to students in the second language program, but students within both programs ultimately had the same level of English. Immersion programs can simultaneously revitalize a threatened language and prepare students for success in mainstream society. (Contains 1 table, 2 figures, and 1 footnote.)
The Learning Profiles of High School Teacher-Coaches
Author: Winchester, Geoffrey
Date: 2011-00-00
Type: Journal Articles
Subjects: Athletes,Biographies,Profiles,Social Environment,Interviews,Teacher Attitudes,Teacher Characteristics,Work Experience,Learning Strategies,Athletic Coaches,Career Development,Personal Narratives,Experienced Teachers,Novices,College Graduates,Foreign Countries

Jarvis' (2006) theory of human learning framed the analysis of qualitative interviews conducted with 31 high school teacher-coaches. Using composite narratives, we present three profiles as an innovative way to explain the social context within which the teacher-coaches have developed and also, to provide insight into the needs of teacher-coaches with varied biographies. Three learning profiles are presented: (1) The &quot;Rookie&quot; had little or no experience coaching or playing sport prior to becoming a teacher; (2) The &quot;Varsity Athlete&quot; learned to coach mainly by reflecting on his/her experiences during his/her athletic career; (3) The &quot;Veteran&quot; gained coaching experience prior to becoming a teacher, often by being an assistant. Suggestions are made to maximise the learning of teacher-coaches.
Spanish Pre-University Students' Use of English: CEA Results from the University Entrance Examination
Author: Diez-Bedmar, Maria Belen
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing (Composition),Academic Achievement,Error Analysis (Language),Foreign Countries,College Entrance Examinations,Computer Assisted Instruction,Language Usage,English (Second Language),Second Language Learning,Classification,Statistical Analysis,Language Tests,Guides,Error Patterns,Secondary School Students

In this paper an updated overview of the main errors that Spanish students make when writing the English exam in the University Entrance Examination is provided. To do so, a Computer-aided Error Analysis (CEA) (Dagneaux, Denness &amp; Granger, 1998) was conducted on a representative sample of the students who took the exam in June 2008 in Jaen, and wrote a composition on the same topic. The use of the most widely-used error taxonomy, the &quot;Error Tagging Manual&quot; version 1.1. (Dagneaux, Denness, Granger &amp; Meunier, 1996), and the analysis of the results by means of descriptive statistics foster the possibility to replicate this study and move forward in the description of the students' written command in the foreign language at this stage. The comparison of the findings obtained in this study and those from previous (C)EAs on the English exam reveals that some common tendencies may be shown. (Contains 8 notes and 3 figures.)