ethanporcaro/eric-fulltext-meta huggingface dataset:
Burnout in Part-Time Postsecondary Faculty at Midwestern University
Author: Hubbard Jackson, Chris
Date: 2019-03-00
Type: Reports - Research
Subjects: College Faculty,Part Time Faculty,Teacher Burnout,Burnout,Measures (Individuals),Stress Variables,Teacher Salaries,Teacher Employment Benefits,Offices (Facilities),Job Security,Faculty Workload

Higher education institutions are relying more and more on part-time faculty, and are inclined to hire them instead of full-time tenure track faculty. It is important to retain this group of faculty therefore making it necessary to understand how teaching part-time impacts them. The purpose of this exploratory study is to examine burnout among part-time faculty at a four-year postsecondary institution. The research questions were 1. What is the level of Maslach's burnout (emotional exhaustion, depersonalization, and personal accomplishment or reduced personal accomplishment) among part-time faculty at a four-year postsecondary institution? 2. What is the difference in the level of Maslach's burnout among moonlighters, freeway flyers, and auxiliary part-time faculty? Participants were 113 part-time faculty at a four-year postsecondary institution in the Midwest. Participants completed the Maslach Burnout Inventory Educators Survey, demographic questions, and open-ended questions. Overall part-time faculty experienced a moderate level of burnout, which is an indication that they experienced burnout a few times a month. Results of a MANOVA revealed a statistically significant difference in the level of emotional exhaustion between several groups of part-time faculty. Freeway flyers had significantly higher emotional exhaustion than moonlighters and auxiliary part-time faculty. See tables 1-5 for descriptive statistics and results of the MANOVAs. In the open-ended questions participants indicated that working conditions and students were the most stressful parts of working as a part-time faculty member. Conducting this study has helped to shed light on the dearth of research on non-medical part-time faculty at four-year post-secondary institutions, as well as has provided insight into how this population experiences Maslach's burnout. If part-time faculty experience burnout a few times a month then there is a stronger likelihood of the student learning environment and students being negatively affected. Thus, reasons for a moderate burnout level need to be explored. When exploring this phenomenon, the researchers recommend starting by looking at the conditions associated with being a part-time faculty member, such as low pay, a lack of benefits, not having an office space, a lack of job security, teaching a large number of courses, etc.
Hotline: Students with Disabilities Speak Out
Author: Martiniello, Natalie
Date: 2011-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Foreign Countries,Attitudes toward Disabilities,Academic Accommodations (Disabilities),Student Attitudes,Employment,Education Work Relationship,Academic Support Services,College Students,College Graduates,Dropouts,Student Experience,Student Personnel Services

Despite the fact that many students with disabilities graduate from postsecondary institutions, most of the research focuses on their academic experiences while completing their degrees, rather than on their transition to employment. To gain a greater understanding of students' transition experiences we included three groups in our study: current students, recent graduates who are no longer studying, and students who recently left their postsecondary program of study without graduating. The number one concern of the participants was getting and keeping a job upon leaving school. Other concerns reported by participants included having difficulty managing the course workload in school, access to academic supports, such as disability service offices and professors, and being able to afford disability-related expenses. Our study highlights the importance of understanding how students with disabilities perceive their academic experience and the transition to employment.
Study of the Impact of Online Education on Students&apos; Learning at University Level in Pakistan
Author: Akhter, Humaira
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,Educational Technology,Distance Education,Foreign Countries,Academic Achievement,Student Motivation,Computer Literacy,Creativity,Virtual Universities,College Students

The objective of this study was to explore the impact of online education and to analyze the online education on students' academic learning. The study helps both the students and teachers to know the impact of online education on students' learning. 300 students from Virtual University of twin cities (Islamabad and Rawalpindi) of Pakistan were selected as a targeted population and 90 students selected as a sample size by using the simple random technique. The close-ended questionnaire was used for data collection. The link of online education with computer literacy, creativity among students, motivation of students towards learning, and performance of students was evaluated by the manual method. Results suggested that some major efforts must be made to continue to improve online technology that fosters dynamic learning opportunities for students through online education. It is recommended to have better distance learning environment or first-class online classrooms that can sense a learner's motivation level and respond adaptively.
Promoting Success for Teachers of English Learners through Structured Observations
Author: August, D.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: English Language Learners,Observation,Teacher Effectiveness,Teacher Evaluation,Feedback (Response),Teacher Competencies,Teacher Improvement,Elementary Secondary Education

The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA) in 2015, recognizes the important role educators play in improving education outcomes for students of color and students from low-income families--groups that historically have included large numbers of English learners (ELs). ESSA requires state education agencies (SEAs) to have a plan to ensure that these students are not served disproportionately by &quot;ineffective, out-of-field, or inexperienced&quot; teachers. One way to ensure that all students have equitable access to well-prepared, effective teachers is to establish evidence-based systems that clearly articulate the competencies a teacher must possess to be successful in educating all students to high standards and that encourage, guide, and support teachers as they work to improve their knowledge base and instructional practices. This document reports on a three-year collaboration among three organizations--the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers (CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). The two widely used teacher evaluation and support systems are the Danielson Group's Framework for Teaching and the Marzano Focused Teacher Evaluation Model. The goal of the collaboration was to integrate attributes that are characteristic of effective teachers of ELs (i.e., critical attributes) and exemplars of effective instructional practices (i.e., examples, resources, and exhibits) for ELs into two widely used teacher evaluation and support systems. This document begins with an overview highlighting the transformational impact that targeted, iterative, and regular observation and feedback can have on improving teaching practice. It also highlights the need to provide specialized support for teachers with ELs in their classrooms. It then turns to a description of the process that the two working groups engaged in to produce the tools and concludes with the competencies that well-prepared teachers of ELs should demonstrate.
Refusals in Javanese and English: A Comparative Study of Saying &apos;No&apos; in Two Different Cultures
Author: Wijayanto, Agus
Date: 2019-07-00
Type: Journal Articles
Subjects: Semantics,Contrastive Linguistics,Native Speakers,Indonesian Languages,Speech Acts,English,Language Variation,Discourse Analysis,Task Analysis,Social Status,Language Usage,Cultural Differences,Foreign Countries,Sequential Approach,Interpersonal Communication,Vignettes,Social Behavior

Refusing is a common speech act; nonetheless people from different cultural backgrounds employ different refusal strategies. The present study compares refusal strategies used between native speakers of Javanese in Indonesia and native speakers of British English in the United Kingdom. Empirical data were elicited by means of discourse completion tasks. The findings showed that Javanese and British native speakers favoured indirect refusal strategies and used approximately similar sequential orders of refusals, although the types of semantic formulas and adjuncts involved were different. Awareness of different social status levels tended to induce different frequencies of the use of semantic formulas and adjuncts of refusals whereas different initiating acts of refusals generated different use of the types of semantic formulas and adjuncts.
Stakeholders and Perkins V: Meaningful Engagement for Student Success
Author: Council of Chief State School Officers (CCSSO)
Date: 2019-02-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Technical Education,State Government,Government Role,Employment Qualifications,Educational Change,State Departments of Education,Stakeholders,Cooperation,Cooperative Planning,Participation,Local Government

In July 2018, the Congress passed and President Trump signed into law the Strengthening Career and Technical Education for the 21st Century Act (PL 115-224), a measure to reauthorize the Carl D. Perkins Career and Technical Education Act of 2006 (the Perkins Act). The reauthorized statute, known as &quot;Perkins V,&quot; gives states added flexibility in administering their career and technical education (CTE) programs; promotes innovative practices in CTE; and calls for extensive collaboration among state- and local-level secondary, postsecondary, business, and other partners in the development and implementation of high-quality CTE programs that prepare students to gain employment in high-skill, high-wage, and high-demand occupations that meet state and local workforce needs. Perkins V, the first reauthorization of the Federal CTE statute in more than a decade, thus offers states a new opportunity to rethink and redefine their CTE programs, in collaboration with a variety of stakeholders. In particular, state education agencies (SEAs), other state agencies that administer CTE programs, and their partners can take a serious look at whether their current CTE programs are effective, at whether they are preparing students for the jobs that are available in the state (and will be available in the coming years), and at what level of performance the state should require from CTE programs administered by local educational agencies (LEAs), community colleges, and other providers. Perkins V will go into effect in school year 2019-2020. This guide contains specific strategies on how best to connect with, speak to and learn from stakeholders with a unique perspective. This tool builds on CCSSO's publication &quot;Let's Get This Conversation Started: Strategies, Tools, Examples and Resources to Help States Engage with Stakeholders to Develop and Implement their ESSA Plans&quot; and provides: (1) Detailed guidance on stakeholder engagement strategies; (2) State examples of potential strategies; (3)Stakeholder-specific tactics; (4) Planning templates and tools; (5) A breakdown of stakeholders with whom states are required to engage under different provisions of Perkins V; and (6) Lists of additional stakeholder engagement resources. [For &quot;Let's Get This Conversation Started: Strategies, Tools, Examples and Resources to Help States Engage with Stakeholders to Develop and Implement Their ESSA Plans,&quot; see ED597939. Penn Hill Group helped in developing this guide.]
Digitization of Credentials: Quality of Shorter-Term Educational Experiences. CHEA/CIQG Publication Series
Author: van der Hijden, Peter
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Credentials,Computer Uses in Education,Educational Quality,Quality Assurance,Accreditation (Institutions),Evaluation Methods,Educational Development

Human beings are compulsive learners. Strong demographic and economic factors coincide with this natural desire to learn. This current paper focuses on quality aspects of shorter-term educational experiences. What features determine quality? What type of quality reviews would be most suitable? Are accreditation and quality assurance as they have been known, still relevant? What role for the Council for Higher Education International Quality Group (CHEA/CIQG) Quality Platform, one approach to addressing the challenge of assuring quality for these experiences? The preliminary responses in this paper draw on the discussion of a Working Group convened by CHEA/CIQG and the American Association of Collegiate Registrars and Admissions Officers (AACRAO) in Washington DC on 13 March 2019. The Working Group focused on the current state of shorter-term educational experiences and efforts to assure quality in this emerging sector: (1) Who are the providers?; (2) Are numbers growing?; and (3) What is known about assuring quality?
Has Quality Assurance Become Obsolete in the Digital Era? Policy Brief. Number 14
Author: Keevy, James
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Quality Assurance,Educational Quality,Educational Change,Credentials,Technology Uses in Education

This is the era in which artificial intelligence (AI) has become more prevalent and is increasingly replacing mid-level skills across both the developed and developing worlds (Majumdar et al., forthcoming). This is also the era in which data privacy is becoming more regulated and the ability of the individual to own his or her own data a reality through technologies such as blockchain (Verbert, Sharples and Klobucar, 2016). In this new normal, one has to consider how learning, delivered through multiple platforms and modes, can be credible, authentic and transferable. Traditional forms of quality assurance, many of which are closely linked to the pervasive development of national and regional qualifications frameworks across most parts of the globe, have played a key role for the last 30 or more years (Allais, 2010; Allais, 2017; Allais, Raffe and Young, 2009; Allais et al, 2009; Branka, 2016; International Labour Office, 2017; McGrath, 1997; Raffe, 2009), drawing on many decades of models and systems that preceded qualifications frameworks. The emerging view is that quality assurance is even more necessary in this new era of multiplicity and diversity, but also that it needs to evolve. Quality assurance in the new world will be more private sector-driven, more open and more digital. This will include industry and vendors as the supply and demand value chains are completed in more direct, and to some extent also unpredictable, ways than have been possible to date. The object of assurance will be less a qualification and more a credential. New quality dimensions that distinguish between presage, process and product will become commonplace (COL, 2016), so too quality labels that signal benchmarking through an emphasis on self-assessment, and lighter touch approaches (European Association of Distance Teaching Universities, 2016).
Is Free Tuition the Panacea to Improve Equity in Higher Education? Policy Brief. Number 13
Author: Botello, Rodrigo Guerra
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Tuition,Equal Education,Higher Education,Foreign Countries,Educational Finance,Student Costs,Access to Education

In the past few years, growing concerns about the rising costs of university education and soaring levels of indebtedness among graduates have led to strong student protests in places as diverse as Berkeley, Bogota, Johannesburg, Juba, Khartoum, Lilongwe, London, Madrid, Montreal, Santiago and Seoul (Salmi, 2017). As a result, several governments have acceded to students' demands for free higher education, notably in Chile and South Africa, followed by initiatives to eliminate or reduce tuition fees in Italy, Japan, and South Korea. In this context, this short article looks at three nations, Mauritius, Mexico and the Philippines, that have recently joined the group of countries seeking to decrease the financial burden on students by eliminating fees for all or at least for those students coming from the lowest income groups. In each case, the article mentions the political economy conditions explaining the policy decision and attempts to assess the likely equity, quality and financial sustainability impact of the new tuition policy.
Transformative Education and Learning: Toward an Understanding of How Humans Learn
Author: Balthazar, Pierre
Date: 2019-09-01
Type: Reports - Evaluative
Subjects: Transformative Learning,Adult Education,Learning Theories,Prior Learning,Reflection,Experience,Educational Sociology,Learning Processes

This paper presents innovative concepts and approaches on human transformative education and learning. The author relies on the works of well-known scholars such as Dewey (2009), Boud and Walker (1998), and Mezirow (1990; 1991; 1997), among others. The overarching views throughout this paper are that learning is not universal and that transformative education and learning require a conscious effort from both educators and learners to foster transformation. The author argues that education and learning should encompass the practice of mitigating or authenticating previously learned constructs (e.g. knowledge, beliefs, values, ideas, perception, etc.) through reflection. To that end, the author focuses his on four key elements of analysis: 1) our early template; 2) how we understand our experiences; 3) two domains of learning; and 4) the role of reflection in the transformative learning. The author concludes that an important aspect of learning comprises the practice of mitigating or authenticating previously learned knowledge or thoughts to fashion current and future behaviors.
Critical Thinking Skills in Northern Ethiopia: The Views of Prospective Teachers
Author: Mahammoda, Salih
Date: 2019-06-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Foreign Countries,Preservice Teachers,Student Attitudes

In current curriculum one of the fundamental focuses is on the development of thinking skill in general and critical thinking skill in special. Critical thinking skill is one of the 21st century skills, and it is directly related with creativity and innovation. The central theme of this study is critical thinking and it aims to find out the views of prospective teachers on critical thinking skills, at the Dessei Teacher Training College in Ethiopia. It has been selected out of 32 governmentally accredited teacher-training colleges in the country because it is easily accessible and it is consumed that the participants here can represent the prospective teachers in the country. The required data for this qualitative study is obtained through focus group discussion with eight prospective teachers and face-to-face interview with three heads of departments at the college. The data has been transcribed, analyzed, and categorized to form the subtitles. As a result, the data is regarded as analyzing, logical argumentation, evidence based rational judgment, examining and open mindedness for ideas by prospective teachers but not practical due to environmental and personal factors.
Let&apos;s Get This Conversation Started: Strategies, Tools, Examples and Resources to Help States Engage with Stakeholders to Develop and Implement Their ESSA Plans
Author: Council of Chief State School Officers (CCSSO)
Date: 2016-06-00
Type: Guides - Non-Classroom
Subjects: Stakeholders,Feedback (Response),Statewide Planning,Educational Planning,Educational Strategies,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Alignment (Education),Guidelines,Student Needs,Goal Orientation,Partnerships in Education,Information Dissemination,Participative Decision Making,Teamwork,Agency Cooperation

The Every Student Succeeds Act (ESSA) offers states an incredible opportunity to develop or refine a strategic vision for education to chart their own path forward. The new federal law allows education leaders and stakeholders to rethink their own accountability, funding, school improvement and grant-making systems by gathering input from the people who know their state best. ESSA requires extensive outreach and engagement efforts to everyone from policymakers to educators to tribal organizations to parents, prompting many states to rethink their definitions of meaningful engagement. This guide was developed in consultation with 15 national advocacy and civil rights groups, and contains specific strategies on how best to connect with, speak to and learn from stakeholders with a unique perspective. This tool expands the guidance on 10 engagement steps first provided in &quot;Let's Get This Conversation Started: Steps Every State Should Take to Map Out Its ESSA Engagement Strategy,&quot; and provides: (1) Detailed guidance on stakeholder engagement strategies; (2) State examples of effective strategies; (3) Stakeholder-specific tactics; (4) Planning templates and tools; (5) A breakdown of stakeholders states are required to engage under each ESSA program; and (6) Lists of additional stakeholder engagement resources. [For &quot;Let's Get This Conversation Started: Steps Every State Should Take to Map out Its ESSA Engagement Strategy,&quot; see ED597957. The following organizations helped in developing this guide: AASA, The School Superintendents Association, American Federation of Teachers, The Leadership Conference on Civil and Human Rights, National Association of Elementary School Principals, National Association of Secondary School Principals, National Association of State Boards of Education, National Conference of State Legislatures, National Center for Learning Disabilities, National Education Association, National Governors Association, National Indian Education Association, National PTA, National School Boards Association, National Urban League, and Partners for Each and Every Child.]
Effective Social Constructivist Approach to Learning for Social Studies Classroom
Author: Shah, Rajendra Kumar
Date: 2019-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Social Studies,Foreign Countries,Elementary School Students,Grade 6,Instructional Effectiveness,Cultural Capital,Cultural Background,Teaching Methods,Elementary School Teachers,Textbooks,National Curriculum,Teacher Attitudes,Diversity,Stereotypes,Rural Areas,Knowledge Level

The major aim of the present study is to address the question do we have any alternative of deficit model of teaching learning? For this purpose, teachers of social studies teachers were interviewed and teaching learning practices of social studies has been evaluated. The researcher adopts the theoretical underpinnings of socio-cultural approach to learning and tries to design and execute constructivist teaching learning setting for teaching social studies. It emerges from the analysis of these constructivists pedagogic settings that it helps to develop and sustain a culture of inquiry in the classroom where the strong interface between students' everyday knowledge and school knowledge take place. The paper concluded that for moving deficit model of teaching learning, knowledge should be viewed as co-constructed, negotiated and situated entity, knower should have agency and the voice in process of knowing and the process learning should be dialogic.