ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceived Influence of Industry-Sponsored Credentials on the Recruitment Process in the Information Technology Industry: Employer and Employee Perspectives
Author: Bartlett, Kenneth R.
Date: 2005-00-00
Type: Journal Articles
Subjects: Information Technology,Employee Attitudes,Employer Attitudes,Correlation,Career Education,Technical Education,Credentials,Role,Employment Qualifications,Recruitment,Comparative Analysis,Industry,Educational Policy,Corporations,Questionnaires,Administrator Attitudes,Human Resources

The increase in the number of industry-sponsored credential programs raises many questions for career and technical education. This study investigated the perceived influence of industry-sponsored credentials on the recruitment process in the information technology (IT) field. Influence is examined from the perspective of Human Resource (HR) executives and their current IT employees to explore employer and employee differences in the role industry sponsored credentials and traditional education qualifications play in the recruiting process. Surveys were administered to HR executives and IT employees in a sample of large U.S. firms. Results indicated that there were no statistically significant differences between employers and IT employees regarding the perceived influence of industry-sponsored credentials on recruitment. However, significant differences were found in the perceived influence of such credentials on the recruitment process when comparing IT employees with credentials and those without. The results are discussed in terms of their implications for researchers, career and technology education policy makers, and educators.
Parental Perception of the Education of Their Adolescent Children: Evidence from Greek Secondary Education
Author: Saiti, Anna
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Adolescents,Secondary Education,Technical Education,College Preparation,Educational Quality,Career Development,Social Influences,Family Role,Surveys,Questionnaires,Educational Attainment,Parent Background,Family Income,Employment Level,Intention,Postsecondary Education

The purpose of this paper is to attempt to specify and investigate the determinants of parental intention through data collected from 200 parents of youths aged fifteen years. Results showed that Greek parents guide their children to follow upper secondary education rather than technical education for a number of reasons but mainly: technical education prevents children from continuing in higher education, Greek technical secondary education provides a low standard of education, and there are few career opportunities. Since the Greek parents believed that the Greek educational system does not prepare children for entry into an appropriate profession, the paper identifies that the school vocational program is an important issue in improving labor performance. The updating of the school curriculum and the recruitment of good teachers is urgently needed so as to respond to the increasing demands for effective school management.
The Impact of Block Scheduling on Agricultural Education: A Nine Year Comparative Study
Author: Wilson, Elizabeth
Date: 2005-00-00
Type: Journal Articles
Subjects: Block Scheduling,School Schedules,Secondary Schools,Agricultural Education,Teacher Attitudes,Career Education,Technical Education,Attitude Change,Qualitative Research,Content Analysis,Surveys,Statistical Analysis,Likert Scales,Teaching Methods

In recent years, many states have implemented block scheduling in secondary schools. The purpose of this study was to examine the attitudes of agricultural educators in career and technical education at the beginning of the implementation of block scheduling and changes in their attitudes nine years later. Over the past nine years, teachers' concerns related to block scheduling have changed which is to be expected according to the Concerns-Based Adoption Model (CBAM). Teacher's attitudes regarding classroom instruction indicate student interest and discipline are challenges that have become more apparent to teachers who have been on block scheduling for some time. Agricultural educators do appear to have accepted and adapted FFA and SAE functions to block scheduling even though they do not feel these components have improved in general. Teachers have also adapted to the longer class periods by providing a variety of well planned activities to succeed on a block schedule.
The Impact of Settable Test Item Exposure Control Interface Format on Postsecondary Business Student Test Performance
Author: Truell, Allen D.
Date: 2005-00-00
Type: Journal Articles
Subjects: College Students,Scores,Tests,Gender Differences,Predictor Variables,Effect Size,Statistical Analysis,Test Content,Test Items,Business Administration Education,Computer Assisted Testing,Quasiexperimental Design,Multivariate Analysis

The purposes of this study were to determine if there is a significant difference in postsecondary business student scores and test completion time based on settable test item exposure control interface format, and to determine if there is a significant difference in student scores and test completion time based on settable test item exposure control interface format by gender. Results of the study indicate that there is no significant difference in postsecondary business student scores or test completion times based on settable test item exposure control interface format. When the variable gender was added, female postsecondary business students were found to achieve significantly higher test scores and to have significantly faster test completion times. Effect size and descriptive statistic analysis suggests that these differences by gender are too small to be of much practical difference.
Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals
Author: Magallanes, Fernando
Date: 2015-09-00
Type: Journal Articles
Subjects: Health Personnel,Veterinary Medicine,Veterinary Medical Education,Problem Solving,Cooperation,Design,College Programs,Architectural Education,Interdisciplinary Approach,Case Studies,Master Plans,Interviews,Graduate Students

Positive inter-professional collaborations and interactions facilitate the effectiveness of veterinarians working on professional teams addressing a wide range of societal challenges. The need for these interactions extend far beyond the different medical professions, which is the limit of many discussions of inter-professional relations for veterinary medicine. Methods of problem solving differ across professions, and clinical veterinary problem solving is quite distinct from the approaches of non-medical professions. These distinctions are particularly obvious when looking at the approaches of design professionals. Yet, most veterinarians work in collaboration with architects and landscape architects at some time in their careers, with varying degrees of success. This case study describes a collaboration between a College of Veterinary Medicine and a College of Design in which a course was offered across both colleges that allowed students to build a real life design to suit the needs of a veterinary medical college considering how to best utilize space for animals, animal and human interaction and the holistic development of healthy spaces for humans. Results of the collaboration indicated that despite initial struggles, students from very different disciplinary backgrounds were able to effectively work in teams, problem solve, communicate and exchange ideas, learn to appreciate their peer counterparts, and produce a high-quality design that may ultimately be adopted by the university.
A Multimodal Discourse Analysis of a Yoruba Song-Drama
Author: Olateju, Moji. A.
Date: 2015-09-00
Type: Journal Articles
Subjects: Singing,Discourse Analysis,African Languages,Drama,Teaching Methods,Persistence,Cooperation,Poverty,Story Telling,Vocabulary Development,Video Technology,English (Second Language),Second Language Learning,Second Language Instruction,Critical Thinking,Learning Activities,Communication (Thought Transfer),Interpersonal Relationship,Foreign Countries

This paper presents a multimodal discourse analysis of a story that has been turned into a Yoruba song-drama, highlighting the ideational, interpersonal and textual aspects of the song-drama. The data is a short song-drama meant to teach children importunity, determination and hard work through persistence. The multimodal and narrative conventions used for analysis according to Kress and van Leeuwen (2001), show the need for cooperation and determination in a world that is characterized by individualism. The study reveals that, at the ideational level, information, anticipation, request and insistence are prominent features. At the interpersonal level, the study reveals that the song-drama is a metaphor for the possibility of a better life for the poor and needy in a society full of oppression and selfishness, while the textual level reveals the distribution of information in the different modes- song, drama, and paralinguistic expressions. The study concludes that pedagogically, storytelling, re-telling, writing and rewriting have the capacity to improve pupils' vocabulary development. ESL teachers could creatively use video watching (which has replaced story telling), storytelling and retelling to launch the present day ESL learners into 21st century critical thinking and learning activities.
Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education
Author: Ahonen, Elsi
Date: 2015-09-00
Type: Journal Articles
Subjects: Learning Processes,Teacher Education,Student Teachers,Student Motivation,Active Learning,Student Teacher Attitudes,Cognitive Style,Foreign Countries,Elementary School Teachers,Semi Structured Interviews,Learning Strategies,Case Studies

Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do learn. In this study, 19 interviews with student teachers are used to analyse their learning patterns during teacher education. Four qualitatively different kinds of patterns of student teacher learning were identified. The patterns varied in terms of students' motivation to learn, conceptual coherency, approach to learning, and action strategy used. The patterns also held some internal inconsistencies between the different components observed. This may indicate a lack of understanding, willingness or skills concerning active learning. The results imply that more attention should be paid to promoting student teachers' active learning during education.
Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology- Enhanced Learning in Initial Teacher Education
Author: Kehrwald, Benjamin A.
Date: 2015-07-00
Type: Journal Articles
Subjects: Teacher Education,Technology Integration,Capacity Building,Educational Quality,Teaching Methods,Educational Change,Faculty Workload,Teacher Educators,Teacher Role,Teacher Student Relationship,Curriculum Development,Blended Learning,Online Courses,Educational Technology,College Faculty,Foreign Countries,Formative Evaluation,Teacher Attitudes,Questionnaires,Semi Structured Interviews,Qualitative Research,Statistical Analysis

The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes experienced by these teacher educators were significant but not wholesale. More specifically, the findings highlight three particular areas of change that impacted on their role as teacher educators: changed pedagogical practices, particularly in staff-student communication, interaction and relationship building with students; increasing workloads associated with flexible delivery; and changed needs for staff capacity building related to issues of quality in technology enhanced learning.
Conceptual and Contextual Contradictions: How a Group of Primary School Teachers Negotiated Professional Learning in a Multiliteracies Book Club
Author: Gardiner, Veronica
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Faculty Development,Books,Clubs,Communities of Practice,Multiple Literacies,Case Studies,Teacher Attitudes,Knowledge Level,Qualitative Research,Context Effect,Questionnaires,Scaffolding (Teaching Technique),Focus Groups,Discussion (Teaching Technique),Participatory Research,Program Effectiveness

The need to diversify digital communications for a global twenty-first century has prompted many theorists to reimagine literacy teaching and learning. Although the new Australian curriculum acknowledges multimodality and multimodal texts, professional learning continues to privilege print-focused literacy. Utilizing a multiliteracies' and community of practice framework, this study scaffolded seven primary school teachers in critical and collaborative professional learning. A case study explored the teachers' evolving perspectives and knowledge work during monthly meetings in a multiliteracies book club. Drawing on a qualitative approach, this paper focuses on how the teachers, who were based in regional Western Australia, problematized conceptual and contextual issues. More broadly, the discussion highlights how the teachers perceived and (re)negotiated contradictory constructions of literacy and professional learning. Findings suggest that generating scaffolded spaces for-and-with teachers is important for innovation in professional literacy learning.
The Importance of Music in Preschool Education
Author: Ehrlin, Anna
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Teacher Education,Musicians,Focus Groups,Questionnaires,Music,Music Education,Preschool Curriculum,National Curriculum,Preservice Teachers,Self Concept,Interviews

At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen students participated in focus group interviews, and thirty students answered a questionnaire. The study shows that almost three-quarters of the students did not choose the music profile for the sake of the specific profile in music. Instead, it happened that this was the programme they managed to get into or they found the location of the education suitable. How, then, to develop the design of a music profile that prepares preschool teacher students to become skilled leaders and a source of inspiration for music in preschools?
Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry
Author: Agbenyega, Joseph Seyram
Date: 2015-07-00
Type: Journal Articles
Subjects: Educational Change,Knowledge Base for Teaching,Preschool Teachers,Asians,Inclusion,Disabilities,Educational Practices,Qualitative Research,Observation,Teacher Education,Student Needs,Inquiry,Foreign Countries,Cooperation,Moral Development,Spiritual Development,Barriers,Faculty Development,Individualized Education Programs

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers' professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to deliver curriculum that caters for the learning needs of children with disabilities. This paper contributes to the growing body of research to inform the usefulness of collaborative inquiry in helping teachers explore educational issues in systematic ways and determine solutions through reflection and dialogic inquiry.
A STEM Narrative: 15 Years in the Making
Author: Blackley, Susan
Date: 2015-07-00
Type: Journal Articles
Subjects: STEM Education,Educational History,Program Development,Comparative Education,Foreign Countries,Politics of Education,Educational Trends,Developed Nations,Developing Nations,Barriers,Outcomes of Education,Integrated Curriculum

Since its inception in the late 1990s, STEM has continued to attract attention and sizeable funding in the US, UK, and Australia. This paper narrates the development of the STEM movement both nationally and internationally, and analyses both the influences that have progressed its evolution and those that have stymied authentic STEM practices. The pervading rhetoric of &quot;STEM crisis&quot; is considered through a global lens, and is resolved as a geo-political phenomenon. The strident voice of the US in the STEM narrative is tempered by investigating the approach to STEM in European, Asian, and developing countries. Two perspectives are described in the narrative: the political and the educational. Each perspective has an apparently differing agenda that has resulted in little success in achieving the desired and much-publicised STEM outcomes. The paper concludes with suggestions of two courses of action that would most likely achieve the outcomes.
&quot;We Did the How to Teach It&quot;: Music Teaching and Learning in Higher Education in Australia
Author: Joseph, Dawn
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teaching Methods,Higher Education,Workshops,Faculty Development,Preservice Teachers,Student Attitudes,Phenomenology,Teacher Education Programs,Questionnaires,Semi Structured Interviews

The Australian Government recognizes that the Arts are a critical part of formal school education and it should not be viewed as subordinate or extra. This paper forms part of a wider research project titled &quot;Pre-service teacher attitudes and understandings of Music Education&quot; that started in 2013. The focus of this paper investigates music teaching and learning in a core unit within the Bachelor of Education (Primary) course at Deakin University (Australia). Using questionnaire and interview data gathered in 2014, I employ Interpretative Phenomenological Analysis to analyse and codify the data. Three themes are discussed in relation to: Why it is important to include music in the primary school? What was enjoyable and what aspects were challenging in the music workshops? What can students integrate as generalist teachers into their future classrooms? Though the findings focus on &quot;we did the how to teach it&quot;, it also highlights some challenges and opportunities for students and staff. Tertiary educators are challenged to raise the capacity and status of music when preparing students to translate the music curriculum into their future classrooms.
Service-Learning: A Valuable Means of Preparing Pre-Service Teachers for a Teaching Practicum
Author: Coffey, Anne
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Service Learning,Preservice Teachers,Teacher Education,Teacher Education Programs,Practicums,Faculty Development,Questionnaires,Student Surveys,Student Attitudes,Teaching Skills,Field Experience Programs,Content Analysis

The use of service-learning as a teaching methodology is in its infancy within Australian tertiary institutions. Parker et. al., (2009) noted that, until recently, community service-learning has been under-utilised within the Australian higher education system. Within teacher education programs, service-learning has been used primarily as a means of providing real-life experiences for pre-service teachers as well as developing their personal and professional skills. The research conducted in this study focused on ways involvement in a service-learning experience could contribute to the preparation of pre-service secondary teachers for their first teaching practicum. The participants included Bachelor of Education, Master of Teaching and Graduate Diploma of Education pre-service teachers, all of whom completed a service-learning unit prior to a 10-week practicum. The results indicated that pre-service teachers found that participating in a service-learning program had been of assistance, from both a personal and professional perspective, in helping to meet the challenges of their first practicum.
Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?
Author: Dündar, Sahin
Date: 2015-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Social Studies,Self Efficacy,Teaching Methods,Cognitive Style,Schools of Education,Methods Courses,Foreign Countries,Correlation,Measures (Individuals),Teacher Education,Study Habits,Student Attitudes,Preservice Teachers

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1-4 participated in this study at the school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers' social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep learning approaches to improve teaching efficacy.
Peer-Teaching in the Secondary Music Ensemble
Author: Johnson, Erik
Date: 2015-09-00
Type: Journal Articles
Subjects: Peer Teaching,Teaching Methods,Music Education,Secondary School Students,Music Teachers,Cooperative Learning,Social Influences,Peer Influence,Teacher Role,Student Role,Competence,Music Theory,Student Projects,Interaction,Performance,Interpersonal Communication,Standards,Evaluation Methods,Formative Evaluation,Summative Evaluation

Peer-teaching is an instructional technique that has been used by teachers world-wide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary school music teachers to incorporate peer-teaching into their classroom. Additionally, several philosophical angles associated with peer-teaching are presented for teachers to consider including the theoretical underpinnings of collaborative learning, the cultural conceptualization of &quot;struggle to learn,&quot; and the suggested degree structure in peer-assisted learning exercises.