ethanporcaro/eric-fulltext-meta huggingface dataset:
Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework
Author: Kennedy, Brianna L.
Date: 2016-12-00
Type: Journal Articles
Subjects: Models,Qualitative Research,Content Analysis,Middle Schools,Middle School Teachers,Middle School Students,Culturally Relevant Education,Early Adolescents,Program Implementation,Integrated Curriculum,Literature Reviews,Journal Articles

In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it difficult to synthesize across articles. Using a conceptual framework that required: a) clear definitions of terms; b) a critically conscious stance; and c) inclusion of the middle school concept, we identified 14 articles that met these criteria. Then we mapped differences and convergences across these studies, which allowed us to identify the conceptual gaps that the field must address to have common definitions and understandings that enable synthesis across studies.
Business Planning Methodology to Support the Development of Strategic Academic Programs
Author: Philbin, Simon P.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Programs,Planning,Program Development,Case Studies,Foreign Countries,Medical Research,Business Administration,Best Practices,Universities,Nonprofit Organizations

Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities. These programs offer significant academic benefits but can often carry commercial risk associated with the major levels of financial investment that may be needed. There is also the need to develop a compelling case to secure the necessary funding. Consequently, this paper provides details of a management framework based on a business planning methodology, which can be applied to support the development of strategic academic programs. Adapted from the recognized MSP (Managing Successful Programs) management process, the framework has been explored as part of a case study investigation of a medical research facility. The case study highlights a number of managerial insights across the people, process, technology and knowledge dimensions that are pertinent to the management of strategic academic programs. The management framework can be adapted to the needs of other organisations involved in the business planning for such complex initiatives.
Determinants of Broader Impacts Activities: A Survey of NSF-Funded Investigators
Author: Nagy, Dianne
Date: 2016-00-00
Type: Journal Articles
Subjects: Investigations,Grants,Program Effectiveness,Performance Factors,Administrator Surveys,Research Administration,Scholarship,Institutional Characteristics,Quality Assurance,Predictor Variables,Quality Control,Research Universities,Statistical Analysis,Online Surveys,Regression (Statistics)

This study investigated the factors that shape the broader impacts activities of NSF grant recipients. A random sample of NSF grantees was surveyed about the type and quality of their broader impacts activities, their views on knowledge production and the democratization of science, their experience and training, and the existence of a supportive climate and resources for community engagement at their home institutions. Respondents indicated that they shared an orientation towards knowledge production that was more democratic than technocratic and valued public engagement in science; that they had adequate experience but little training in community engaged activities and lacked confidence in their ability to evaluate such work; that executive leaders at their institutions encouraged community engagement but promotion and tenure policies did not recognize such activities; and that they had little access to training, funding, or infrastructure to support community engaged activities. A multinomial logistic regression showed that faculty expertise, available resources, and academic discipline were the strongest predictors of type of broader impacts activity (p &lt; 0.001). A multiple regression analysis revealed that faculty expertise, a democratic orientation towards knowledge production, and a supportive climate were the strongest predictors of quality of broader impacts activity (p &lt; 0.001).
Trends in Large Proposal Development at Major Research Institutions
Author: Mulfinger, Lorraine M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Trend Analysis,Research Universities,Higher Education,Research and Development,Surveys,Departments,Proposal Writing,Models,Research Administration,Reputation,Institutional Characteristics,Expenditures,Financial Support

Research administrator interest in large research proposal development and submission support is high, arguably in response to the bleak funding landscape for research and federal agency trends toward making more frequent larger awards. In response, a team from Penn State University and Huron Consulting Group initiated a baseline study to determine how research-intensive academic institutions are structured to provide large proposal support, with the aim of identifying support factors that are impactful on proposal success as defined by funding being awarded. The first step in this process was the development, administration and analysis of a survey on large proposal support and success rates. This first survey of large proposal support structures, support services, and associated metrics was completed by 20 of the top 100 research institutions as determined by rankings from the 2013 Higher Education Research Development Survey (HERD) as reported by the National Science Foundation. Conclusive findings are: 1) A decentralized College/Department/ Center model is the most commonly used large proposal support model; 2) Different large proposal support models have similar criteria in selecting proposals to be supported, the most common of which is awards equaling or exceeding $1M; and 3) Institutional setting is a factor in success rates for larger proposals more than smaller proposals as evidenced by greater variability in these rates.
Spotlight on Clinical Trial Sponsorship
Author: Mounce, Doug
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Agencies,Pretesting,Federal Regulation,Donors,Research Administration,Performance Contracts,Court Litigation,Administrator Responsibility,Administrator Role,Higher Education,Administrative Principles

What liability is associated with assuming the role of the &quot;sponsor&quot; in a clinical trial? This article discusses the Food and Drug Administration (FDA) regulations governing sponsorship, and how courts have interpreted those regulations in cases with a claim of injury. There is a natural concern with the responsibility implied by assuming the role of &quot;sponsor&quot; in a clinical trial agreement. In a commercially sponsored clinical trial, for example, the site can reasonably require that a drug company assume most liability for subject injury Pharmaceutical companies are not the sponsor, however, for Investigator Sponsored Trials (ISTs, sometimes called Investigator Initiated Trials IITs). Between these extremes are the complex cases where a mix of delegated roles and responsibilities are assigned, and where the &quot;duty of care&quot; relation between a physician and their patient may take precedence in any case. This article discusses sponsorship in terms of the FDA regulations, and reviews several cases where judicial interpretation of a sponsor's duties had an impact on liability.
Chinese Postgraduate Students&apos; Perspectives on Developing Critical Thinking on a UK Education Masters
Author: Fakunle, Labake
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Critical Thinking,Masters Degrees,Student Attitudes,Student Experience,Semi Structured Interviews,Relevance (Education),Time Factors (Learning),Performance Factors,Foreign Students,Foreign Countries

Statistics on enrolment of international students in higher education, and studies on limitations of their adaptation to other (usually Western) cultural and learning norms dominate literature. There is much less emphasis on a specific aspect of the student experience. This study examined Chinese postgraduate students' perspectives on how they develop critical thinking during a one year postgraduate programme in Education. Semi-structured interviews conducted with six Chinese students illuminate key occurrences over the study period which impacted their learning. Findings suggest that participants needed to adjust to the concept of critical thinking and the expected level of critical thinking on their programme. A key factor identified in the study suggests that a trigger event: coursework feedback, affected how the participants develop critical thinking. The study concludes with suggestions for timely pedagogical support to enhance the learning experiences of Chinese students who encounter unfamiliar academic requirements during their study abroad.
Employability and the UseMyAbility Online Tool: Raising Sports Students&apos; Awareness to Inform the Development of Their Skills and Attributes
Author: Breeze, Nick
Date: 2016-00-00
Type: Journal Articles
Subjects: Disabilities,Equal Opportunities (Jobs),Employment Qualifications,Job Skills,Questionnaires,Undergraduate Students,Physical Education,Athletics,Foreign Countries,Interviews,Program Effectiveness,Job Applicants,Online Surveys,Internship Programs,Pretests Posttests,Barriers

The collaborative project UseMyAbility (UMA) sought to reduce discrimination and enhance disabled graduates' employability through equipping them with the skills to match employability skills and attributes. An outcome from the project, completed in 2011, was a web-based tool which gave students advice on how to improve their employability. Subsequently, an online self-audit questionnaire was developed, which allowed students to record and map their employability skills and attributes. This paper reports on two projects that used this UMA online questionnaire with undergraduate sports students at a UK University. The first group were students undertaking a second-year Physical Education (PE) module and the second were students undertaking internships in a variety of sporting contexts. Drawing on data gained from questionnaires and student and mentor interviews, the two projects sought to evaluate the effectiveness of the UMA questionnaire for the students in these two contexts. It aimed to enhance students' employability profiles, enable them to benchmark and track their development, provide practical help in preparing job applications, tackle interview questions and develop evidence-based curricula vitae. It is hoped that through identifying ways of adapting the use of the questionnaire to these contexts, learning from participant data from the completion of the questionnaires, and gaining a better understanding of students' and mentors' perceptions of its use, that insights may be gained that will aid the wider adoption of the online tool.
Curriculum Implementation: Strategies for Improved Learning Outcomes in Primary Schools in Kenya
Author: Kisirkoi, Florence Kanorio
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Foreign Countries,Educational Improvement,Outcomes of Education,Educational Strategies,Elementary School Teachers,Curriculum Development,Questionnaires,Teacher Student Relationship,Tutors,Teaching Methods,Teacher Behavior,Observation

Education in Kenya requires rethinking as the country faces the demands of educational and socio-economic transformation of the 21st century. One of the general objectives of primary education in Kenya states that primary education should provide the learner opportunities to acquire literacy, numeracy, creativity and communication skills. There is evidence from research reports that the objective has not been fully met. A number of learners go through the primary school course without acquiring the basic literacy skills which negates the focus of the country to develop a knowledge based economy. The purpose of this study was to find out the extent to which teachers used teaching learning resources and learner centred strategies in primary school classrooms. The methodology adopted was survey research design. A total of 490 primary school teachers from five counties were purposively sampled and a total of 402 teachers participated; out of the total, 70 were observed teaching and 332 filled in a questionnaire. Out of 35 TAC tutors selected, 27 participated. A total of 80% of the teachers observed teaching used teacher centred teaching learning approaches with little learner involvement. The majority, 61.4% of those who filled in the questionnaire, indicated that they used teacher centred teaching learning approaches. Only 1 (3.7%) was &quot;good&quot; in use of resources for teaching learning in class, the rest were poor or did not use resources. It was found that teaching and learning approaches employed in the classroom by most teachers was teacher centred and encouraged rote learning hence lacking in active student involvement in the learning process. It was recommended that there should be sustained school based teacher professional development activities specifically addressing pedagogy for improved curriculum implementation and ultimately improved learning outcomes.
Key Instructional Practices of Effective Elementary School Teachers of English as a Foreign Language
Author: Sokel, Frances
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Practices,Teacher Effectiveness,Elementary School Teachers,English (Second Language),Second Language Instruction,Foreign Countries,Educational Improvement,Elementary Schools,Constructivism (Learning),Qualitative Research,Case Studies,Outcomes of Education,Pedagogical Content Knowledge,Thinking Skills

Educational improvement is at the forefront of ongoing international concern, with the quality of teaching recognised as a crucial variable in this endeavour. While in the past, instructional practices identified as effective were thought to be generic, it has become increasingly clear that the identification of contextually relevant practices is more likely to inform the notion of what constitutes effective teaching in a given context. This study addresses this issue in the context of English as a Foreign Language in Israeli elementary schools. Placed within social and constructivist perspectives of learning, the qualitative, multiple case study explores the instructional practices of five effective teachers through classroom observations and interviews. The findings show that all teachers provide significant opportunity for knowledge construction using a variety of techniques and strategies. The notion of relevance was also a central facet of the instructional practices of some teachers. The enquiry concludes by suggesting that the findings could be used as a basis to explore the extent to which the aspects of instruction identified features in the practice of effective teachers in a wider context, with a view to developing a national model of pedagogy to promote much-needed and sustainable educational improvements in Israel.
Critical Intentions and &quot;Care of the Self:&quot; Reconsidering the Role of Agency in Preservice Teachers&apos; Thinking
Author: Clark, J. Spencer
Date: 2016-00-00
Type: Journal Articles
Subjects: Intention,Preservice Teachers,Student Attitudes,Faculty Development,Qualitative Research,Case Studies,Social Studies,Preservice Teacher Education,Teacher Education Programs,Grounded Theory,Secondary Education,Critical Thinking

Using Foucault's conceptualization of &quot;care of the self,&quot; this article considers the ways in which social studies methods courses can better address preservice teachers' agency. The author considers the intentionality of two preservice teachers and uses the notion of &quot;care of the self&quot; to explore the preservice teachers' thinking about individual agency and the socialized structures of schooling and the teaching profession. Initially, the preservice teachers engaged in ethical practices that constructed resistance and creative challenges to the perceived normalizing aspects of social studies curriculum; however, when confronted with the socializing aspects of the teaching profession the preservice teachers were unable to synthesize their intentions and ethical practices with the constraints of the schools. The preservice teachers' inability to synthesize their purpose for teaching with the perceived curricular and professional norms in schools had implications for their agency. The author suggests preservice teachers must reimagine their agency as individual ethical practice to be achieved in context, and not as a regulated possession.
Exposing Pharmacy Students to Challenges Surrounding Care of Young Children via a Novel Role-Emerging Placement
Author: Mantzourani, Efi
Date: 2016-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Undergraduate Students,Foreign Countries,Clinical Experience,Young Children,Health Services,Workshops,Program Effectiveness,Student Surveys,Professional Development,Interpersonal Relationship,Perspective Taking,Action Research

Embedding opportunities for undergraduate pharmacy students to move between academic and practice environments is key to transform their perception of patient care and to facilitate learning of the skills required for the changing profession (Smith and Darracott, 2011). An approach adopted by many health care professions to prepare students for diversity with their field, is exposure to non-workplace environments in the form of role-emerging placements (REPs) (Whiteford and Wright St-Clair, 2002). The study presented is part of an ongoing action research project; this cycle focusses on exposing students to challenges surrounding care of young children. Barriers and facilitators arising from an earlier pilot of REPs in the Cardiff School of Pharmacy were considered when designing and implementing innovative placements for entry level pharmacy undergraduates in venues where mother and toddler groups were running. Students participated in a pre-placement workshop where they explored a flexible list of questions to facilitate their interactions. Placements were supervised by members of staff, who supported students throughout their experience and during a group debrief at the end of each session. Students were called to reflect further during a post-placement workshop with the rest of their colleagues. The full cohort of students submitted a copy of their overall reflections. Entries were analysed via thematic analysis to provide an overview. The sessions raised awareness of issues when providing pharmaceutical care to children and contributed to students' professional development. Challenges to their interactions were identified and suggestions for improvement were made. Results will inform structure and content of future REPs.
Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds
Author: Chu, Szu-Yin
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Effectiveness,Student Diversity,Culturally Relevant Education,Self Concept Measures,Self Efficacy,Factor Analysis,Correlation,Elementary Secondary Education,Questionnaires,Statistical Analysis

The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT self-efficacy, and CRT outcome-efficacy. Data were gathered and performed the following analyses: descriptive analysis, factor analysis, and Person's r corrections. The results of Cronbach's alpha for all three scales were considered adequate. The three-factor loading for CTE, the three-factor loading for CRT self-efficacy, and the two-factor loading for CRT outcome-expectancy were found. This newly developed scale of factor-loading findings were not consistent with previous studies because of differences in items, target populations, and focus of the current study. The findings of factor loadings for three scales Increases in special education teachers' ratings of the school's ability to provide adequate service for CLD students with disabilities were associated with increases in their perceptions of their ability to provide CRT instruction, and their perceptions about the connection between CRT practices and students' learning outcomes, although these correlations were low (r = 0.24, 0.16, respectively).
Effects of Gender and Collaborative Learning Approach on Students&apos; Conceptual Understanding of Electromagnetic Induction
Author: Adolphus, Telima
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Cooperative Learning,Scientific Concepts,Secondary School Students,Science Instruction,Secondary School Science,Concept Formation,Pretests Posttests,Physics,Statistical Analysis,Foreign Countries,Control Groups,Experimental Groups,Quasiexperimental Design

The study investigates the effect of gender and collaborative learning approach on students' conceptual understanding of electromagnetic induction in Secondary Schools in Nigeria. Three research questions and 2 hypotheses were formulated to guide the research. The research design adopted for this study is the quasi-experimental design. In particular, the design is the non-randomized, pretest-posttest, control group design. The population of the study is made up of the 323 Senior Secondary III physics students in all 6 public co-educational Senior Secondary schools in Port Harcourt local Government area. A sample of 90 students, comprising of 60 male and 30 females were selected for the study. The research instrument developed and used for this study is the Test on Electromagnetic Induction (TOEI). The instrument is composed of 50 questions covering the content area and testing the various levels of understanding. Simple means, standard deviation and variance were used to answer research questions while inferential statistics such as t-test, Analysis of variance (ANOVA) and 2x2 factorial analysis of variance were utilized for the testing of the hypotheses. The results show that gender does not significantly affect the understanding of students in electromagnetic induction when taught with collaborative teaching approach. The study also showed that gender and teaching approaches do not jointly affect students' conceptual understanding of electromagnetic induction at the secondary school level.