ethanporcaro/eric-fulltext-meta huggingface dataset:
It &quot;Made Me Who I Am&quot;: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans&apos; Application and Development of Academic Identity
Author: Stovin, Derek
Date: 2022-00-00
Type: Journal Articles
Subjects: Deans,College Administration,Professional Identity,Administrator Role,Leadership,Higher Education,Administrator Attitudes,Foreign Countries,Organizational Culture,Leadership Styles,Ideology

Interpretive and narrative research approaches, the experiences of academic administrators other than deans, chairs, and presidents, and academic identity work beyond graduate students and beginning professors are all areas that are underrepresented in the literature on higher educational administration. This article builds on recent narrative research by applying higher educational administrative theories as interpretive lenses to propose a model for helping to understand the development and application of associate deans' academic identities. Among the findings were that academic identities helped explain associate deans' approaches to their roles, their views of their surrounding organizations, and their reasons for assuming the role. Further, the associate deans who participated in this research did not experience their transition to the role as an identity crisis in the ways typically described and assumed by higher educational leadership scholars. Instead, they drew upon their well-established academic identities and, in keeping with the nascent research on academic identity work, were intentional in their efforts to maintain their academic identities. [The publication year on the PDF is incorrect, this article was published in 2022.]
Mandated Leave Policies in the Context of Student Mental Health Challenges at Canadian Universities: A Framework Analysis
Author: Green, David S.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Mental Health,School Policy,Colleges,Public Colleges,Foreign Countries,Leaves of Absence,Personnel Policy,Rural Urban Differences,Student Needs,School Safety,Student Rights,Educational Legislation

Although there is increased attention to the mental health needs of university students, far less attention has been given to mental health-related university policies. Many Canadian public universities have mandated leave policies that specify the conditions under which a student may be required to take a leave of absence from university. The purpose of the current study was to conduct an in-depth analysis of current mandated leave policies in public Canadian English-speaking universities. Applied framework analysis methodology was used to examine the approaches to balancing the needs of students experiencing mental health challenges and providing a safe environment on campus. Three primary themes regarding mandated leave policies were identified, including (a) approaches for addressing mental health concerns, (b) balancing the needs of the student with the needs of the institution, and (c) guidelines, standards, and quality assurance. Implications for mandated leave policies and approaches to students experiencing mental health challenges are discussed.
The Evolving Role of the External Search Firm in the Canadian Decanal Search
Author: Usunier, Marc R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Deans,Personnel Selection,Recruitment,Universities,Job Applicants,Employment Services

Despite the critical role academic deans play in the leadership and success of universities, most of what we know about the Canadian deanship we know from an institutional perspective, including our understanding of the recruitment and selection process. The findings presented in this article will facilitate a better understanding of how the increased involvement of external search firms in decanal searches has influenced both the decanal search process and the experiences of those candidates involved in the search. Provosts, deans, and search firm representatives participated in this study. The resultant findings have several important implications for search policy and process, and the conceptual framework proposed will support new research in the area of senior administrative hiring within Canadian universities.
Codes of Conduct for Undergraduate Teaching in the Top-400 Universities on the Times Higher Education World University Rankings
Author: Lyken-Segosebe, Dawn E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Faculty,Ethics,Behavior,School Effectiveness,Scaling,Achievement Rating,Reputation,Teacher Behavior,Teacher Student Relationship

Teaching codes of conduct form part of the ethics infrastructure of universities seeking to raise teaching standards and promote academic integrity. This study investigated the existence of publicly posted codes of conduct for undergraduate teaching in a random sample of 100 universities ranked among the Times Higher Education World University Rankings top-400 institutions. Based on DiMaggio &amp; Powell's model of institutional isomorphism, we posited the Times Higher Education World University Rankings top-400 institutions as an organizational field. Findings reveal tepid isomorphic pressures to publicly post teaching codes of conduct among the top universities. Lower-ranked universities post codes with tenets very protective of students as clients and whose ethical infringement have legal ramifications, such as not harassing students or teaching while intoxicated from alcohol or drugs. Since a code of conduct may increase faculty members' sensitivity to ethical issues but not actually promote ethical behavior, we recommend reinforcement activities for faculty members.
Developing the Content of an Online Support System for International Students Using a Participatory Designer Approach
Author: Coskunserçe, Ozan
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Development,Social Support Groups,Foreign Students,Participatory Research,Acculturation,Student Adjustment,Foreign Countries,Online Systems,Student Personnel Services,College Students

The aim of this study was to develop, with the participation of international students, the content of an online system that these students could use in the process of acculturation and adapting to a new environment. The action research with a participatory design approach was selected as the research model from among the qualitative research methods and was implemented. Within the scope of the study, the topics that the students were interested in with regard to Turkish culture, problems of adaptation to the Turkish culture and environment, and their expectations of the content of the online system to be developed were determined. These data were used to determine the main content heading of the online system. Later, the content development activities of the online system were carried out with the active participation of 18 international students in Turkey from Europe.
A Study of Investigation and Research on Teaching and Learning of Online Courses
Author: Mao, Binbin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Online Courses,Problem Solving,Thinking Skills,Instructional Innovation,College Students,Student Attitudes,Active Learning,Learning Motivation,Teacher Student Relationship,Pandemics,COVID-19,Foreign Countries,Educational Change,Mental Health,Stress Management,Comparative Analysis,In Person Learning,Course Content

This article used a questionnaire survey for the college students on learning and teaching in epidemic situation. The result of the study shows that there were existing superficial understanding on Online learning, insufficient theoretical guidance for online teaching innovation and teaching support services still lag behind expectations. Based on the data of the questionnaire, putting forward a mixed online and offline teaching model hoping that the mode can stimulate students' interest in active learning, promote the interaction between teachers and students, enrich relevant research theories and to a certain extent improve students' ability to think independently and solve practical problems.
Teach and Thrive Learning Circles: Priming Early Career Teachers to Flourish
Author: Valtierra, Kristina M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Masters Programs,Teacher Education Programs,Workshops,Educational Innovation,Preservice Teachers,Teacher Burnout,Faculty Mobility,Student Attitudes,Teacher Attitudes,Work Environment,Daily Living Skills,Career Development,Efficiency,Diaries,Trend Analysis,Faculty Development,Mentors,Pedagogical Content Knowledge,Teacher Educators

This article shares innovative practices from a workshop series called Teach and Thrive Learning Circles (TTLCs) offered to pre-service and recent graduates from the Master of Arts in Teaching (MAT) program at Colorado College (CC). TTLCs aim to proactively prime pre-service and early career teachers to navigate the pressures that can contribute to burnout and attrition. Inspired by the scholarship on teacher development and characteristics of thriving teachers, I invited twenty-two novice teachers ranging from pre-service through three years of experience to co-construct and co-facilitate the TTLC monthly workshops. In this article, I first share an overview of our co-construction process, the resulting workshop structure, and chosen topics. Based on trends from a pre-workshop questionnaire, the workshop topics included early career teacher development, maintaining purpose, self-care, navigating toxicity, and cultivating efficient systems. Next, I provide a detailed synopsis of the first workshop focused on early career development. I provide an overview of this workshop to offer readers an example of our TTLC structure and a glimpse into its value. I share the session workshop agenda, materials, and TTLC teacher reflection journal themes. Preliminary qualitative trends derived from the reflection journals suggest that understanding their development through the lens of the teacher lifecycle scholarship empowered them to be more patient with their pedagogical growth and to seek out mentorship and peer support to thrive. The TTLC framework, example session, and preliminary themes presented offer liberal arts teacher educators a dependable framework to establish similar offerings in their context.
Teacher Identity Development: A Formative Approach to Pre-Service Teachers&apos; Dispositional Development
Author: Young, Tiffany T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Professional Identity,Personality,Student Development,Professional Development,Teachers,Administrators,Clinical Experience,Supervisors,College Faculty,Teacher Educators,Professionalism,Interpersonal Relationship,Learning,Skill Development,Measures (Individuals)

As teacher shortages increase across the United States, educator preparation programs are tasked with preparing a new generation of teachers equipped to succeed in an increasingly challenging landscape. Along with ensuring that candidates develop deep content knowledge and effective pedagogical skills, national accreditation bodies also require educator preparation programs to monitor and support pre-service teachers' dispositional development. The purpose of this qualitative study was to understand teachers, administrators, clinical experience supervisors, and education faculty members' perspectives of the dispositional qualities that pre-service teachers need to develop to be successful educators. Our goal was first to gain an understanding and then to use it to develop a tool to teach and evaluate the dispositional characteristics pre-service teachers need to successfully transition into their teaching careers. We collected data from 30 participants via an open-ended survey and a subsequent focus group of five participants. Using open and focused coding followed by code mapping, three themes emerged including a commitment to (1) professionalism, (2) relationships, and (3) learning. We used these three themes and their 12 subthemes, along with feedback from our participants, to create a &quot;Teacher Identity Development&quot; tool. With specific indicators of each disposition, this tool can be used by educator preparation programs not only to monitor and assess pre-service teachers' discrete dispositional skill development but, more importantly, to facilitate the development of a teacher identity as candidates journey toward becoming effective educators in our current educational landscape.
Consensus Is a Journey: A Programmatic Framework for EdD-Activism
Author: Currin, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Dissertations,Social Justice,Activism,Action Research,Program Design,Definitions,Doctoral Students

EdD programs affiliated with the Carnegie Project on the Education Doctorate encourage dissertations in practice (DiPs) focused on equity, social justice, and transformative practice. Conversations in our program revealed surface-level or late-stage social justice connections in our students' DiPs. Therefore, inspired by an existing framework that aimed at empowering EdD-activists, and needing more data from our own program, we formed a committee to design a program-specific EdD-activism framework. Through surveys, structured discussion, and other sources of qualitative data, an EdD-activism definition emerged that informed a programwide equity statement and catalyzed changes in our practice as educators. This essay presents our process, applications of our work, and our next steps.
Addressing the Need for an Alternative Education Networking in Rural School Districts
Author: Pettit, Trina
Date: 2023-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Networks,Accountability,Educational Improvement,Outcomes of Education,Educational Needs,Rural Areas,Institutional Cooperation,Shared Resources and Services,Program Development,Administrator Education,Faculty Development,Instructional Leadership,Educational Change

Recent legislative efforts have been aimed at increasing the accountability of schools to meet the educational needs and improve outcomes for students. States and districts across the nation have responded differently. One emerging pattern has been the rise in alternative schools which address the educational needs of students unsuccessful in traditional school settings. Although alternative schooling is becoming more common, there is minimal guidance to establish programs and train professionals to teach and lead them. This Dissertation in Practice (DiP) examined current alternative programs in a rural region of Nebraska and then designed a collaborative networking system that could promote the growth and development of alternative programs through shared resources and expertise and meaningful inquiry into current practices. While this article is an obvious outcome of this dissertation research, so too is the still-incipient network of alternative educators who assisted with this inquiry.
Are Teachers Still the &apos;Problem&apos;? An Analysis of the NSW Education &quot;What Works Best&quot; Documents
Author: Fuller, Brad Anthony
Date: 2022-08-00
Type: Journal Articles
Subjects: Educational Policy,Evidence Based Practice,Neoliberalism,Educational Change,Governance,Teacher Supervision,Foreign Countries,Intervention,Global Approach,Policy Analysis,Teacher Evaluation,Teaching Methods,Teacher Effectiveness,Classroom Techniques,Teacher Collaboration,Outcomes of Education,Administrative Organization,Elementary Secondary Education

This paper interrogates Stacey's assertion that New South Wales (NSW) education policy is underpinned by a 'particular instance of neoliberalisation' which has significant 'direct and material impacts' on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation's What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being 'governed at a distance' through documents such as What Works Best. It is hoped this paper might provide teachers with 'insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices'.
The &quot;Perfect&quot; Teacher: Discursive Formations of #teachersofinstagram
Author: Angelone, Lauren
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,COVID-19,Pandemics,Feminism,Critical Theory,Photography,Content Analysis,Elementary School Teachers,Middle School Teachers,High School Teachers,Resilience (Psychology),Teacher Characteristics,Femininity,Stress Variables

As social media use has risen, teachers have also taken up the medium in specific ways. This study investigates the ways in which teachers are using Instagram, particularly at a moment in time during a global pandemic, when teachers are both more isolated and dealing with multiple modes of instruction, many that involve some new use of instructional technology. Top posts made by teachers using the hashtag #teachersofinstagram are categorized and analyzed using a feminist critical discourse analysis through a visual methodology. Findings indicate that the top posts on #teachersofinstragram portray teachers as heteronormative White females with a focus on sharing the positive aesthetics of the teacher, her classroom, and her life, but that teachers are also experiencing stress and resilience as they connect with other teachers on this platform.
Caribbean Vision, West Indian Practice: Conflicts of Edutocracy and Elitism in Education Reform
Author: Denny, Stacy L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Content Analysis,Educational Policy,Policy Analysis,Ideology,Colonialism,Failure,English (Second Language),Language of Instruction

This research seeks to understand the outcome of decades of education reform initiatives in the West Indies. Utilising the Qualitative Document Analysis (QDA) method, official public documents were collected through web and catalogue searches. Dominant themes were identified through manual and electronic coding using MaxQDA software. These emergent themes were examined through the lens of the edutocracy and elite theories to provide more in-depth analysis of this research problem. The document analysis constructed a narrative of how colonial ideology embedded within the inherited West Indian educational system runs counter to the progressive and more humanist visions and missions envisaged for present-day Caribbean education, culminating in deleterious conflicts between educational theory and practice. This work therefore concludes that there has been little substantive Caribbean education reform owing to the significant gaps between early twenty-first century, and even earlier drafted education visions, and current education practice.
21st Century Universities: Campuses or Business Parks?
Author: Krautloher, Amita
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Higher Education,Educational Change,Role of Education,Business,Models,COVID-19,Pandemics,Educational Innovation,Strategic Planning,Educational Development,Foreign Countries,Partnerships in Education,Organizational Change

The COVID-19 pandemic has caused massive disruption to business as usual across all industries, including education, and there is a growing consensus that the higher education (HE) sector may never go back to 'business as usual'. While universities are now developing strategies for 2030, several management consultancies are projecting a very challenging HE landscape in the next decade. Suggestions, from the death of the normal university campus to shutdowns, mergers and collaborations are widely predicted including new opportunities for growth. University administrators should develop innovative strategic plans to address the challenges and harness the growth opportunities. Although other industries have faced such disruptions and have coped with responses such as partnerships and mergers, it may be time for universities to reconsider business models for the future. The strategies adopted in the aviation industry have been used to recommend a way forward for universities. [Note: The page range (17-33) shown on the PDF is incorrect. The correct page range is 17-32.]
Conceptualising Early Career Teachers&apos; Agency and Accounts of Social Action in Disadvantaged Schools
Author: Kettle, Margaret
Date: 2022-08-00
Type: Journal Articles
Subjects: Beginning Teachers,Social Action,Disadvantaged Schools,Professional Autonomy,Experience,Social Justice,Student Diversity,Poverty,Foreign Countries

This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers' practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs' agency, or contextualised social action, can be conceptualised as temporally embedded social engagement directed at addressing their students' cultural, social and academic needs. The teachers drew on past learnings from their ITE program, committed to future-oriented innovations in teaching, and made in-the-present decisions about actions to resolve emergent contingencies such as resource shortages. We argue that these understandings are usefully enhanced by recognising contingency, consciousness, criticality and creativity as additional features of the teachers' deliberative programs of action.
Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: An Approach Based on the Design of Tasks Involving Patterns
Author: Pincheira, Nataly
Date: 2022-08-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teachers,Early Childhood Teachers,Elementary School Teachers,Foreign Countries,Mathematics Activities,Algebra,Knowledge Base for Teaching,Pattern Recognition

This study analyzes the mathematical knowledge of 40 preservice Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological approach that relies on the content analysis technique. The results show that pre-service teachers exhibit little mathematical knowledge in the description of the mathematical tasks they pose, addressing partial aspects of the subdomains of specialized content knowledge and knowledge of content and teaching. We conclude that training experiences should be given that allow students to further their acquisition of mathematical knowledge in order to achieve effective learning of the contents that early algebra promotes, such as patterns, in Early Childhood and Primary Education classrooms.