ethanporcaro/eric-fulltext-meta huggingface dataset:
Master's Degree &quot;Educating in Diversity&quot; (MDED): Toward Inclusion Education Quality
Author: Alegre, Olga M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,College Faculty,Masters Degrees,Higher Education,Cultural Pluralism,Learning Disabilities,Disabilities,Educational Quality,Teacher Effectiveness,Teacher Competencies,Regular and Special Education Relationship,Foreign Countries,Likert Scales,Inclusion

Special education master's degrees are proliferating, most probably in response to the requirement for all special education teachers to be highly qualified. The aim of the study is to evaluate the 10-year Master's Degree &quot;Educating in Diversity&quot; (MDED) at the University of La Laguna (ULL) and to examine the extent to which the development of diversity competencies in graduates is related to their perceptions of the overall quality of the postgraduate program. Two hundred and eight University students and 235 part-time faculty members evaluated the basic program indicators. Finally, MDED results gathered from 135 postgraduates and 707 beneficiaries indicate high levels of purpose achievement and satisfaction with the program, the faculty, and the curricular content. The framework for improvement in which the MDED is viewed as compatible with national and regional evaluation and accrediting agencies is discussed. (Contains 6 tables and 2 figures.)
Inquiry Based Method: A Case Study to Reduce Levels of Resistance
Author: Mthethwa-Sommers, Shirley
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Foundations of Education,Inquiry,Case Studies,Cultural Differences,Activism,Models,Resistance to Change,Social Justice,Critical Theory,Reflection,Data Collection,Data Analysis,Sex Fairness,Sexual Orientation,Gender Discrimination,Learner Engagement,Homosexuality

This article is based on a case study exploring the effectiveness of inquiry-based method of teaching to reduce levels of student resistance to diversity issues and increase students' willingness to become activists. The case study draws from a one-year action research conducted in a Foundations of Education class. Data were collected through class discussions, informal interviews, reflective journals, papers, and observations. The results of the case study showed that application of the inquiry based method reduced levels of resistance and increased students' willingness to engage in activism. The results of this case study may be meaningful not only in the field of education but also in other fields of study that are presented with student resistance. (Contains 1 table and 1 figure.)
Exploring Leadership as a Phenomenon in an Educational Leadership Paper: An Innovative Pedagogical Approach Opens the Unexpected
Author: Giles, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Ideology,Leadership Training,Instructional Leadership,Teaching Methods,Instruction,Hermeneutics,Leaders,Theory Practice Relationship,Higher Education

Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership  experiences are a matter of urgency in our present educational context.
Co-Creating Metaphor in the Classroom for Deeper Learning: Graduate Student Reflections
Author: Willox, Ashlee Cunsolo
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Figurative Language,Teaching Methods,Reflection,Academic Achievement,Higher Education,Educational Opportunities,Educational Environment

Metaphors are pervasive and accessible thinking and learning machines that have the ability to disrupt and transform our patterns of thought. While much has been written about metaphor as a pedagogical tool, the potential learning opportunity that arises when students co-create metaphor within the classroom as a way to make sense and meaning of the curriculum and co-discover knowledge is not discussed. Through the example of six graduate students co-creating a metaphor of capacity-development-as-fire, this critical reflective paper describes an emergent learner-driven process involved in utilizing metaphor as a learning activity to promote deeper and long-lasting student learning and knowledge acquisition.
Balancing Theory and Practical Work in a Humanoid Robotics Course
Author: Wolff, Krister
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Robotics,Science Instruction,Theory Practice Relationship,Technology Education,Technology,Higher Education,Engineering,Engineering Education,Programming,Computer Software,Questionnaires,Delphi Technique,Science Education

In this paper, we summarize our experiences from teaching a course in humanoid robotics at Chalmers University of Technology in Goteborg, Sweden. We describe the robotic platform used in the course and we propose the use of a custom-built robot consisting of standard electronic and mechanical components. In our experience, by using standard components, the students obtain a deeper understanding of robotics hardware than would be possible with the use of (some) commercially available robot kits such as e.g. Boe-Bot or Lego Mindstorms. Furthermore, we propose a division between time spent on teaching the theoretical background and time spent on robot assembly and programming, which, in our view, provides the optimal balance between theory and practical work. Summarizing briefly, for a seven-week course, we propose two weeks of theoretical background lectures, followed by five weeks of practical work, in which each practical session starts with a brief theory demonstration. (Contains 1 table and 2 figures.)
Introducing Students to Ways of Thinking and Acting Like a Researcher: A Case Study of Research-Led Education in the Sciences
Author: Valter, Krisztina
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Undergraduate Study,Research Methodology,Laboratories,Data Analysis,Research Skills,Researchers,Literature,Case Studies,Higher Education,Foreign Countries,Research Universities,Research Projects,Program Proposals,Library Research

The concept of research-led education is gaining increasing attention in higher education. However, the concept may be interpreted in different ways, some more feasible within an undergraduate curriculum than others. The approach described in this paper aims to introduce students to ways of thinking and acting like a researcher through engaging in research-like activities during lectures, tutorials, practical sessions, and assessment. This case study models an approach to research-led education that involves identifying key research skills, then designing learning activities that encourage the development of those skills, such as collecting small amounts of data in laboratories, using data analysis, and writing weekly practical exercises and reports; presenting findings to peers; interpreting and writing results and conclusions to accompany data drawn from the research literature; exploring the literature in a research field and finding gaps in the research; and producing a mock research grant application. We conclude that this approach to research-led education can be integrated into the general undergraduate curriculum with relative ease.
Performance Assessment: Lessons from Performers
Author: Parkes, Kelly A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Performance Tests,Literature,Musical Instruments,Outcomes of Education,Reliability,Validity,Standards,Teaching Methods,Higher Education,Summative Evaluation,Formative Evaluation,Case Studies,Academic Achievement,Models,Feedback (Response),Foreign Countries,Music,Scoring Rubrics,Music Education

The performing arts studio is a highly complex learning setting, and assessing student outcomes relative to reliable and valid standards has presented challenges to this teaching and learning method. Building from the general international higher education literature, this article illustrates details, processes, and solutions, drawing on performance assessment and studio research literature in the field of one-to-one, or applied, music teaching. The nature of musical performance assessment will be explained as an emerging tool embedded in the pedagogical methodology research literature of the applied studio learning setting. Implications are explored and suggestions are made for other disciplines in regards to both summative and formative performance assessment strategies. (Contains 1 table.)
Health-Related Intensity Profiles of Physical Education Classes at Different Phases of the Teaching/Learning Process
Author: Bronikowski, Michal
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Metabolism,Physical Education,Teaching Methods,Learning Processes,Instruction,Evaluation,Foreign Countries,Athletics,Educational Improvement,Physical Education Teachers,Obesity,Health Related Fitness,Physical Activities,Pedagogical Content Knowledge,Stimuli

Study aim: To assess the intensities of three types of physical education (PE) classes corresponding to the phases of the teaching/learning process: Type 1--acquiring and developing skills, Type 2--selecting and applying skills, tactics and compositional principles and Type 3--evaluating and improving performance skills. Material and methods: A cohort of 350 schoolchildren, aged 13 years, from 3 selected urban schools in Poznan participated in the study. A total of 202 PE lessons was involved using heart rate (HR) monitors, one randomly selected subject per every class. Four intensity zones were assumed (less than 140, 140-159, 160-179, [greater than or equal to]180) and exercising time spent within each zone was measured. Results: Type 2 classes induced the most pronounced cardio-respiratory responses irrespectively of the kind of sport activities thus enhancing the cardio-respiratory fitness. Conclusions: Type 2 activities ought to be taken into consideration when designing PE curricula in order to avoid long runs of inadequate physiological stimuli. (Contains 5 tables.)
Participation in Sports and Sociometric Status of Adolescents
Author: Gadzic, Aleksandar
Date: 2009-00-00
Type: Journal Articles
Subjects: Sociometric Techniques,Student Participation,Athletics,Secondary School Students,Questionnaires,Adolescents,Foreign Countries,Peer Acceptance,Interaction,Life Style,Correlation,Competition,Interpersonal Relationship

Study aim: To examine the relationships between sport participation and sociometric status of adolescent youths. Material and methods: A group of 359 secondary school students from central Serbia (143 male and 216 female) aged 16-19 years participated in the study. The subjects were given questionnaires pertaining to their participation in sports and sociometric relations, especially &quot;work with&quot; and &quot;interact with&quot;. Results: In total, about 23% of subjects were actively engaged in sports at various levels: local (11%), regional (8%), national (3%) and international (2 subjects), the others were classified as sedentary. The sport-active subjects scored significantly (p less than 0.001) higher sociometric acceptance and sociometric status and lower sociometric rejection (p less than 0.05) than the sedentary ones. However, no significant correlations were found between sport-engagement variables and the sociometric ones. Conclusions: The presented results can be regarded as preliminary only and call for conducting the study on a larger cohort and to include more psychosocial variables. (Contains 1 table and 1 figure.)
Embedded Librarianship Is a Winning Proposition
Author: Jacobs, Warren N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Services,Library Instruction,Library Science,Librarians,Reference Services,Improvement,Departments,Academic Achievement,Librarian Teacher Cooperation,Budgets,Schools of Education,Higher Education,Library Materials

A reference/instruction librarian used targeted outreach to furnish library services to faculty and students while assigned to work in the College of Education during a library renovation project. Due to the success of this temporary assignment, the author has subsequently maintained regular office hours in the College to provide research consultations for faculty and students, collaborate on collection development, and continue outreach efforts resulting in increased requests for research assistance and course-integrated information literacy instruction. The benefits and challenges of embedded librarianship in an academic department are also discussed.
The Curriculum Material Center's Vital Link to Play and Learning: What's the Connection?
Author: Madray, Amrita
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Instructional Materials,Information Literacy,Library Services,Cognitive Development,Child Development,Educational Theories,Librarians,Academic Libraries,Games,Teacher Student Relationship

Many educational theorists who study child development concur that the importance of play related materials in schools, homes and libraries is vital to the concept of play and learning. As academic librarians responsible for information literacy, and as the education liaison for the management and collection development of the instructional component in the Curriculum Materials Center, the authors of this paper will explore valuable connections between children's play and learning. Further, they will discuss how that association affects a child's cognitive development as seen through the curriculum materials and the educational support for teachers who work closely with students.
Censorship or Selection? Academic Library Holdings of the Top Ten Most Challenged Books of 2007
Author: Best, Rickey
Date: 2010-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Public Libraries,Academic Libraries,Professional Associations,Library Materials,Censorship,Books

Academic libraries often serve as the protectors of challenged books. Pressure on public libraries to remove controversial works can and often does result in the restriction of access or removal of the work from those libraries shelves. Academic libraries, however, operate with a stronger sense of academic and intellectual freedom. To analyze how well academic libraries do in acquiring and making available books which appear on the American Library Association's Challenged Books list, the list for 2007 was analyzed in WorldCat to determine the number and overall percentage of academic libraries holding the titles. Overall, 29.94% of the libraries holding challenged books were academic libraries. (Contains 39 endnotes and 7 tables.)
Activities and Strategies for the Inclusion of a K-12 Educational Component in Digitization Grant Projects of Academic Libraries
Author: Teel, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Electronic Libraries,Academic Libraries,Cultural Background,Grants,Media Adaptation,Electronic Publishing,Cooperation,Partnerships in Education,Focus Groups

This article seeks to explore and discuss activities and strategies for including a K-12 educational component in digitization grant projects in academic libraries. The article is based on cases studying the K-12 educational component of the three following grants awarded to East Carolina University Joyner Library by North Carolina Exploring Cultural Heritage Online (NC ECHO) grant program: &quot;Digitizing Eastern North Carolina History, Fiction and Artifacts: The Eastern North Carolina Digital Library&quot; (http://digital.lib.ecu.edu/historyfiction/), &quot;Seeds of Change: The Daily Reflector Image Collection&quot; (http://digital.lib.ecu.edu/reflector/), and &quot;Ensuring Democracy Through Digital Access: North Carolina Government Publications Collection&quot; (beta testing). Planning, budgeting, implementation, promotion and lessons learned are discussed offering first-hand experiences in effective methods to integrate activities and strategies into digitization projects providing access to useful resources for all users with a focus on K-12 educators and students. The author's interest in this topic is based on cumulative experiences of involvement in the listed digitization grant projects as a private investigator and as an educational consultant of the above grants. Lessons learned are highlighted providing readers with specific, valuable details for consideration to improve future digitization projects.
Conserving for the Future by Archiving Our Past; A Story about Technology and Digitization Informed by a Vintage Paperback Book Collection
Author: Werts, Cybele
Date: 2010-00-00
Type: Journal Articles
Subjects: Books,Media Adaptation,Electronic Publishing,Technology,Internet,Librarians,Web Sites,Computers,Computer Peripherals,Periodicals,Preservation

The books, photographs, letters and other ephemera of our past are for the first time becoming completely transformed into the digital bits and bytes of our computer-generated present. What happens to these products as they shift from the corporeal to the technological world? What essence might be lost when a book is scanned into a computer or is part of the Google Book Library Project, and what might be gained? Or is it all energy simply transferred to another medium like when wood is burned in a fireplace turns into to heat energy? This extended article explores these questions using a collection of vintage magazines and paperback books, which provide a lighthearted timbre to a somewhat esoteric subject. (Contains 7 endnotes.)
Linking Scholarship and Practice: Community College Leaders, State Mandates, and Leadership Competencies
Author: Hebert-Swartzer, Cathleen A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Community Colleges,Minimum Competencies,Job Skills,Skill Analysis,Faculty Recruitment,Personnel Management,Alignment (Education),Interviews,Content Analysis,Creativity,Leadership Qualities,Strategic Planning,State Standards,Compliance (Legal),Case Studies,Educational Administration

To be an effective leader in today's community college requires a sophisticated set of skills that are often learned through on the job training, mentoring, and professional development activities. Using case study methodology, this study examined how community college leaders in California use their skills to implement a state mandate related to faculty hiring. The findings describe the relationship between the skills used by study participants and those identified as essential by the American Association of Community Colleges; the study offers recommendations to support the alignment of these leadership competencies with doctoral program curricula. (Contains 1 footnote.)
Hidden Expert Knowledge: The Knowledge That Counts for the Small School-District Superintendent
Author: Hyle, Adrienne E.
Date: 2010-06-00
Type: Journal Articles
Subjects: Small Schools,School Districts,Superintendents,Epistemology,Qualitative Research,Focus Groups,Expertise,Interpersonal Competence,Leadership Qualities,Problem Solving,Decision Making Skills,Institutional Mission,Context Effect,Perspective Taking,Participative Decision Making,Administrator Effectiveness

Using Bereiter and Scardamalia's (1993) hidden expert knowledge, we explored what knowledge counts from the perspectives of working small school-district superintendents and the ways in which they gain that knowledge. This qualitative study used focus groups as its primary data collection method. Participants were 37 superintendents of districts with fewer than 1,000 students representing the Midwest, southwest and west, and southeast. We learned that what counts for our superintendents appears to be in constant and fluid negotiation because of the small-district context supporting themes of competing visions, you are the center of the wheel and balancing/negotiating/weighing decisions. We also learned that preparation programs may not help in all the ways necessary to prepare these superintendents for their jobs.
A Cohort, Is a Cohort, Is a Cohort...or Is It?
Author: Pemberton, Cynthia Lee A.
Date: 2010-06-00
Type: Journal Articles
Subjects: Doctoral Degrees,Females,Instructional Leadership,Grouping (Instructional Purposes),Peer Relationship,Biographies,Longitudinal Studies,Qualitative Research,Graduate Study,Adult Learning,Participatory Research,Cohort Analysis

This paper presents findings from a multi-year qualitative study based upon life-history narratives of women pursuing doctoral degrees in Educational Leadership. This paper focuses on findings specific to educational cohort models, and suggests that perhaps, at least for women, naturally emergent cohorts--born of relationships of choice--may be more consistent with women's lived experience, and therefore more relevant, empowering, and sustaining of their educational journey. These findings contribute to increased understanding of women's experiences individually and collectively in pursuit of graduate education and thereby inform educational leadership programming regarding the value, role, design, and implementation of educational cohort models. (Contains 1 table.)