ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Microaggressions in Higher Education: Proposed Taxonomy and Change through Cognitive-Behavioral Strategies
Author: Schmaling, Karen B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Females,Women Administrators,Disproportionate Representation,Higher Education,Cognitive Restructuring,Behavior Modification,Aggression,Gender Bias,Gender Discrimination,Coping

The underrepresentation of women in leadership positions in higher education is well documented. There are a number of potential reasons for this gender disparity, but gender discrimination appears to be an important maintenance factor. The paper proposes a taxonomy of gender microaggressions, which are forms of gender discrimination, to help identify and validate common discriminatory experiences of women in the academy. Potential change strategies are suggested to address gender microaggressions that are informed by methods familiar to clinical psychology. Examples are presented of the gender microaggression taxonomy and change strategies. A number of opportunities for further research are identified.
Evaluating E-Labs' Experimentation
Author: Plaisent, Michel
Date: 2004-02-00
Type: Journal Articles
Subjects: Experiments,Foreign Countries,Higher Education,Educational Technology,Technology Uses in Education,Electronic Learning,Comparative Analysis,Computer Software,Tutors,Laboratory Experiments,Distance Education,Information Technology,Teaching Models,Tutorial Programs,Integrated Learning Systems,Management Systems,Likert Scales,Questionnaires,Academic Achievement

This communication discusses preliminary results on an experimentation of e-Learning with MIS students, mainly in order to cope with the logistics of lab organization. A learning management software was installed which changed completely the learning process, from content to logistics. Students have expressed their satisfaction with the e-Learning approach. A comparison was computed on their performance improvement in order to assess the usefulness of the learning. Despite its limits, the study has encourage the course coordinator to implement the software use on a broader basis.
Tenure in Higher Education: Property Right or No Rights?
Author: Webb, Sheila Anne
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Tenure,Personnel Policy,College Administration,Educational History,Intellectual Property,Teacher Rights,Job Security,Collective Bargaining

One may ask, &quot;What is tenure today with its fuzzy parameters?&quot; Is it a property right that a faculty member may earn and &quot;hold&quot; to retain employment? To understand the issue, educators must first understand what they are tenured to. Since the tenure process emanates from a department, are they tenured to a department or to a college or to the university? Although professors understand that tenure status is not automatically transferred to another institution but must be earned or negotiated again if the professor changes institutions, they often never ask what they are tenured to. This vital question may be their demise. Institutions that tenure faculty to departments or colleges versus the university itself, may simply dismiss all tenured faculty by eliminating or restructuring the department or college. Collaborative administrators accomplish this through established processes and procedures often involving program review to establish productivity and programmatic need. Procedures for this can encompass programmatic self-study reports and faculty review committees including the Academic Senate. If groups of tenured faculty are removed from their positions through this process, benevolent administrators may offer options for the faculty such as funds for retraining personnel for needed positions in other areas of the university. Retraining offers no guarantees since tenured faculty who have lost their positions must compete for other positions; they need to interview, and, if hired, again seek the tenure track regulations to regain tenure in a new department or college. This paper discusses the pros and cons of tenure as well as the changing definition and frequency of tenure track positions.
Strategies for Reaching Achievement
Author: King, Gwendolyn V.
Date: 2007-00-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Strategies,Social Development,Cognitive Development,College Students,Literacy,Motivation,Self Management,Persistence,Achievement Need

The purpose of this research was to examine the effects of the 3 Ps: Planning, Preparation and Perseverance, in reference to cognitive and social development within America's society. When employed as learning tools, these 3 Ps play a vital role in reaching achievement, and are essential in the accomplishment of successful growth and development. Data was collected among university students to analyze and support this theory. The data results indicate that 50% or more of the sampled population are strategic readers with a strategy base and the appropriate schema to make sense of the text they read. More than half of the sampled population values reading literacy.
When Minorities Are the Majority/A Challenge to Desegregation, the Challenge for Public Education (Minneapolis, A Case Study)
Author: Green, William D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Desegregation Litigation,School Desegregation,Minority Group Students,School Demography,Urban Schools,School Districts,Educational Quality,Access to Education,Educational Opportunities,Professional Development,Educational History,Educational Change,Resistance to Change,Court Litigation

Fifty years after the U.S. Supreme Court held in &quot;Brown v. Board of Education&quot; of Topeka, Kansas, that racial segregation in public schools was unconstitutional the children in America's urban school districts attend schools that predominantly are racial-isolated. In Minneapolis, the student profile is in stark contrast with the racial demographic of the city's residents. Where 86% of the population is white, 70% of the school children are of color. Indeed, 31% reside in homes where ninety languages, not including English, are spoken. Within this context, desegregation, as it is traditionally defined, is as conceptually anachronistic as it is impossible to achieve. This paper examines the assumptions of desegregation and argues that desegregation, as assumed in &quot;Brown,&quot; can no longer be the conditional precedent to a quality education. It concludes that where resources are limited, white middle class students are few in number, and government is reluctant to advance the legacy of Earl Warren--the Chief Justice who delivered the &quot;Brown&quot; decision--urban school districts like Minneapolis are challenged to provide a quality education in racial isolation. Rather than expending resources on achieving racial balance, more investment must be made in providing equitable access to academic opportunity and professional development.
Supporting Diversity and Internationalization through Transformative Learning Experiences
Author: Wong, Mary Shepard
Date: 2007-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Experience,International Education,Intergroup Relations,Cultural Awareness,Cultural Pluralism,Study Abroad,International Educational Exchange,College Faculty,Minority Group Teachers,Disproportionate Representation,Student Attitudes,Attitude Change,College Students

Diversity and internationalization initiatives are priorities on most college campuses due to the need to prepare students to engage in a global workforce. Such initiatives seek to expose students to diverse perspectives and enable them to interact meaningfully with those very different from themselves. Colleges strive to achieve these outcomes by: (a) recruiting, supporting, and valuing underrepresented students and faculty, (b) infusing the curriculum with multicultural perspectives, and (c) providing international exchange programs including study abroad opportunities. Unfortunately, many diversity initiatives and internationalization programs do not engage students in enough direct inter-group contact necessary for mutual understanding of diverse perspectives of complex issues to take place. This paper contends that meaningful change occurs in students when faculty provide a supportive environment with structures that encourage investigation and reflection in conjunction with opportunities for meaningful, sustained, face-to-face interaction among people who are different from one another, whether socially, economically, ethnically, culturally, or ideologically. This provides the opportunity for transformative learning experiences to take place, in which students are able to form new understandings and take action on these changed perspectives. After discussing the challenges campus diversity and internationalization initiatives face and the potential transformative learning experiences have to overcome those challenges, three immersion programs which have found success in promoting change in students' perspective through prolonged and meaning engagement among and across communities of difference are discussed.
Biomedical Online Learning: The Route to Success
Author: Harvey, Patricia J.
Date: 2003-00-00
Type: Journal Articles
Subjects: Electronic Learning,Employees,Teaching Methods,Academic Achievement,Foreign Countries,Online Courses,Success,Internet,Biotechnology,Pharmaceutical Education,Partnerships in Education,Professional Development,Training,Experience

The potential of the World Wide Web for rapid global communication is driving the creation of specifically tailored courses for employees, yet few practitioners have the necessary experience in on-line teaching methods, or in preparing documents for the web. Experience gained in developing six online training modules for the biotechnology and pharmaceutical industry sectors is informing the development by a partnership of academics and practitioners of seven online modules that will meet requirements for continuing professional development in the health sector. This paper highlights lessons for success.
Supporting Staff Using WebCT at the University of Birmingham in the UK
Author: Kent, Tracy
Date: 2003-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Electronic Learning,Online Courses,Foreign Countries,Information Services,Teaching Methods,Staff Development,Higher Education,Information Technology,Technology Uses in Education,Technology Integration,College Faculty,Academic Achievement,Virtual Classrooms,Learning Experience,Teamwork,Teacher Student Relationship,College Students,Web Based Instruction,Computer Mediated Communication

At the University of Birmingham, Information Services, together with the Staff Development Unit and the Learning Development Unit have been working together to set up a number of initiatives to support staff to use WebCT to underpin its learning and teaching strategy within a flexible framework. The framework seeks to invest in developing appropriate skills and training for University staff to ensure that the quality of the content and the communication tools within the WebCT environment are fully exploited to enhance the student learning experience. Developments include the establishment of an e-Learning module, team based projects from the Learning Development Unit and a WebCT training and support pathway.
&quot;Speak Our Language...Abide by Our Philosophy&quot;: Language &amp; Cultural Assimilation at a U.S. Midwestern High School
Author: Brantmeier, Edward J.
Date: 2007-00-00
Type: Journal Articles
Subjects: High Schools,Acculturation,Ideology,Language,Ethnography,Action Research,Empathy,Peace,Curriculum Development,Power Structure,Language Usage,Whites,Secondary School Teachers,Antisocial Behavior,Social Bias

Based on an approximate eight month critical ethnographic action research project at a U.S. Midwestern high school in 2004-2005, this article presents data related to the linguistic ideology and associated cultural assimilationist attitudes and practices at Junction High School. During an intercultural peace curricula development project, members of a teacher inquiry group identified lack of empathy about non-English language use at school as &quot;nonpeaceful&quot; and in need of change. This article links linguistic normative monitoring practices with cultural assimilationist orientations enacted by several members of the local dominant Euro-American population. How social inequality and unequal power relationships are reproduced via restrictive practices on how students speak and on what languages they use when speaking in schools are important questions considered. Discussion focuses on the intersection of language, cultural power, and national identity. Broader ties to conservative ideological movements in the United States that focus on linguistic and cultural assimilation are explored.
From Latin Americans to Latinos: Latin American Immigration in US: The Unwanted Children
Author: Moraña, Ana
Date: 2007-00-00
Type: Journal Articles
Subjects: Latin Americans,Hispanic Americans,Resistance (Psychology),Global Approach,Immigrants,Immigration

It is my understanding that Latin American immigrants in the United States, during the contested process of becoming Latinos (US citizens or the offspring of Latin Americans born in US) are for the most part socially portrayed as unwanted, messy children who need to be educated before they can become American citizens. Whether they can be called subjects of diaspora or just traditional immigrants, they surely produce and generate acts of resistance. On one hand, Latin Americans in United States minimize, in general, the appropriation of English as their second language, and consequently, the culture of the metropolis. This fact makes their ability to function within the limits of the adopted new land obviously difficult. On the other hand, this situation promotes many acts of symbolic resistance by the establishment (to settle English as the official language; a metallic wall along the Mexican border). Both examples are symbolic expressions of a society in fear of turning their racial and cultural identity upside down. As unwanted children, Latin Americans are seeking economic survival within the unfriendly limits of global markets, challenging borders and rules, while stretching the laws of welfare and education. In the majority of cases they provide cheap and reliable labor. This situation grows as Latin Americans/Latinos become the largest minority in the United States. In this article I will explore how globalization, a term that is replacing &quot;modernity&quot; (Monsiváis, 2003, 283), is not only a contradictory process, as Stuart Hall states, due to the co-existence of central and vernacular varieties of the big phenomenon under the name of modernity. It also houses, in my opinion, a contradiction in itself when it comes to accept the consequences that are growing in its womb.
Why Pedagogy Matters: The Importance of Teaching in a Standards-Based Environment
Author: Entz, Susan
Date: 2007-00-00
Type: Journal Articles
Subjects: Risk,Outcomes of Education,Teaching Methods,Standards,Student Evaluation,Educational Quality,Educational Experience,Educational Research,Instructional Effectiveness,Teacher Student Relationship,Early Childhood Education,Teacher Role

The goal of the standards movement has been to improve student outcomes for all children regardless of their backgrounds or risk factors. The focus has primarily been on the instructional, program or performance standards. Paramount importance has been placed on what children will do to demonstrate that they have learned. While important, there is another ingredient in achieving positive student outcomes. What teachers do and how they do it is critically important and has a profound impact on the quality of the educational experience for children. This paper presents the seminal work of the Center For Research On Education, Diversity and Excellence (CREDE), one of the twelve federally funded research centers on education. Its findings, summarized in five critical elements of effective pedagogy, demonstrate that when consistently implemented the result is greater student outcomes across the curriculum regardless of age, and higher academic test scores regardless of the student population. Application in early childhood education settings is also discussed.
Customer-Driven Development for Rapid Production of Assessment Learning Objects
Author: Adams, Andrew
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Software,Computer Assisted Testing,Multiple Choice Tests,Questioning Techniques,Higher Education,Foreign Countries,Resource Units,Users (Information),Electronic Learning,Teaching Methods,Undergraduate Students,Formative Evaluation,Summative Evaluation,Programming,Online Courses,Programming Languages

Customer-Driven Development is a technique from the software development method called extreme Programming (XP) where customers (most importantly including end users of all levels) are closely involved in the software design and redesign process. This method of producing software suitable for customers has been adapted to help in the production of e-learning material, in particular, Assessment Learning Objects (ALOs) consisting of multiple-choice questions. Asking undergraduate students to produce multiple-choice questions as part of their formal assessment processes facilitated this. The outcome shows two distinct benefits to this process. Firstly, the students who took part in this project benefited from the encouragement to participate in reflective learning, both on the specific topic on which they chose to produce a multiple choice question, and in the methods and purposes of multiple choice questions (which form a significant part of their self-assessment regime and summative assessment exam). Secondly, of the questions produced by students a significant number of them were of suitable quality to be used for future cohorts and to be made available to the wider community. This gives two important benefits to staff: developing a wide range of questions is difficult and time consuming; student insight into misunderstandings of material can often be greater than that of staff. Resources for the development of ALOs are scarce and given that students benefit directly from being asked to develop their own questions, the year-on-year expansion of a question set produced by students can be a very useful resource.
Cognitive Style and Attitudes towards Using Online Learning and Assessment Methods
Author: Graff, Martin
Date: 2003-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Educational Technology,Technology Uses in Education,Cognitive Style,Student Attitudes,Computer Assisted Instruction,Undergraduate Students,Attitude Measures,Correlation,Computer Attitudes,Scores,Statistical Analysis,Questionnaires

The studies described in this paper sought to investigate several forms of online learning and assessment methods in terms their efficacy in facilitating student learning. The studies also sought to investigate how participants rated each method. Attitudes toward computer-assisted learning were not related to performance on each of the online methods employed, whereas some relationships were noted between cognitive styles and online learning and assessment. Finally, evaluation feedback from participants indicated that each online task was rated positively. Implications of the findings for further implementation of online instructional methods are discussed.
Understanding and Reducing Stress in Collaborative e-Learning
Author: Lawless, Naomi
Date: 2004-02-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Stress Management,Stress Variables,Educational Principles,Organizational Culture,Influence of Technology,Individual Characteristics,Educational Practices,Foreign Countries,Questionnaires,College Students

On-line collaboration is becoming increasingly common in education and with organisations. It is believed that this can in itself cause stress for collaborators. We believe that in some ways stress can be designed out of on line collaborative exercises through management of the on-line working processes. This paper investigates methods of reducing stress on line and proposes some principles for constructing on-line collaborative events to ensure that stress is eliminated or at least minimised.
MyGfL: A Lifelong Learning Platform for Malaysian Society
Author: Arabee Abdul Salam, Zailan
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Technology Uses in Education,Educational Technology,Online Courses,Web Based Instruction,Distance Education,Access to Education,Metadata,Standards,Pilot Projects,Technological Literacy,Case Studies,Public Opinion

MyGfL which stands for Malaysian Grid for Learning is a One-Stop-Center for quality assured online learning content, tools and services with the aim to promote and support the lifelong learning agenda in Malaysia. It is a platform that enables anyone to learn, unlearn and relearn from anywhere at anytime through any web browser so as to accelerate the growth of K-Society. The main objectives of MyGfL are to enhance discoverability of e-learning content from heterogeneous sources through the use of metadata, to develop e-learning standards to ensure conformance and adoption of best practices in e-learning content and systems, to provide e-Learning systems and tools to enable and support e-Learning activities and processes for the purpose of lifelong learning, and also to encourage the sharing and development of local/indigenous content. Pilot programs have been conducted at different levels of the Malaysian society where processes and factors involved in implementing e-learning to the community and observations of societal acceptance of e-learning were noted. Utilization of MyGfL by the pilot groups has furnished vital information regarding acceptance/perception of use, current standards of computer literacy and skills. This case study will depict the impact of MyGfL with regards to its objectives and public perception towards MyGfL as a platform for lifelong learning.
Adaptive Learning Environments and e-Learning Standards
Author: Paramythis, Alexandros
Date: 2004-02-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Academic Standards,Design Requirements,Database Management Systems,Courseware,Computer System Design,Models,Metadata,Educational Technology,Computer Assisted Instruction

This paper examines the sufficiency of existing e-Learning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The motivation behind this preliminary analysis is attainment of: interoperability between adaptive learning systems; reuse of adaptive learning materials; and, the facilitation of adaptively supported, distributed learning activities.