ethanporcaro/eric-fulltext-meta huggingface dataset:
WAC Revisited: You Get What You Pay for
Author: Perelman, Les
Date: 2011-12-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,College Curriculum,Program Descriptions,Program Development,Needs Assessment,Teaching Models,Degree Requirements

In 1982, the author wrote an essay for the second issue of &quot;The Writing Instructor,&quot; &quot;Approaches to Comprehensive Writing: Integrating Writing into the College Curriculum,&quot; reviewing the early stages of the modern Writing Across the Curriculum (WAC)/Writing in the Disciplines (WID) movement. In this article, the author revisits his essay and provides an update on the status of the WAC/WID programs. He briefly outlines the various forms of the programs, reexamines the six programs he discussed in the 1982 article, and then discusses the evolution of WAC initiatives at MIT. The point of this discussion is to demonstrate that WAC efforts require money and resources. No matter how great the enthusiasm for WAC is at the beginning, without an institutional commitment to support these efforts, they will often whither. (Contains 1 note.)
Re-Viewing Peer Review
Author: Flynn, Elizabeth A.
Date: 2011-12-00
Type: Information Analyses
Subjects: English (Second Language),English Instruction,Peer Evaluation,Evaluation Methods,Writing (Composition),Educational Research,Second Language Instruction,Educational Technology,Teaching Methods,Essays,Computer Mediated Communication,College Instruction

In this article, the author revisits her essay, "Students as Readers of Their Classmates' Writing," by providing a review of the literature on peer review over the past three decades and comments on patterns she sees in waves of peer review research and theorizing. She describes her subsequent experience with peer review in her own classes, and discusses some recent research on peer review, focusing especially on contexts that might not have been predicted in 1984--teaching English as a second language, teaching English as a second language with technology, and teaching English as a first language with technology. She reflects on the issues that arise in revisiting work from relatively early in one's career and about the challenges and advantages of bringing nearly 30 years of lived experience in the field to a review of its literature.
"Interdisciplinarity after Three Decades: A Conversation"
Author: Holdstein, Deborah
Date: 2011-12-00
Type: Journal Articles
Subjects: Writing (Composition),Humanities,Intellectual Disciplines,Interviews,Reflection,Personal Narratives,Film Study

This article presents an interview with Deborah H. Holdstein. In this interview, Holdstein talks about her reflections on her 1984 "The Writing Instructor" ("TWI") article "Using Film to Teach Writing" for the 30th anniversary issue of the journal. She also discusses how the relationship between the disciplines of composition studies and film studies has developed.
Answer This Simple Question
Author: Smith, J. Elspeth S.
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Experience,Females,Expectation,Employment Potential,Cultural Context,Politics of Education,Black Dialects,Nonstandard Dialects,Sociolinguistics,Language Role,Role of Education,Cross Age Teaching,Peer Teaching,Tutoring,Career Development,Rural Schools,Theory Practice Relationship,Universities,English (Second Language),Second Language Instruction,Teaching Conditions,Writing (Composition),Social Justice

In this essay, the author discusses her journey from her first year of the PhD program at USC, and the work she is doing now for a company that builds infrastructure in Afghanistan. She explores the ways in which studies for her 1985 PhD in Rhetoric, Linguistics and Literature did and did not prepare her for the work she does now. Her memoir shares her educational and pedagogical journey by connecting the dots between important places along her way, from a whites-only first-grade classroom in the rural south to a Southern women's college; from her first experience teaching composition as an MA English graduate teaching assistant to her Ph.D. in Rhetoric Linguistics and Literature at the University of Southern California, where she was among the five founding editors of &quot;The Writing Instructor&quot;; from her grant-funded post-doctoral literacy work in Southern schools to her work as a teacher of ESL to national women in newly opened public universities in the Middle East. (Contains 4 notes.)
Children as Citizens: Not on Campus
Author: Phillips, Louise
Date: 2011-00-00
Type: Journal Articles
Subjects: Campuses,Citizenship,Democratic Values,Democracy,Children,Childrens Rights,Colleges,Foreign Countries,School Policy,Civil Rights,Critical Theory

Most Australian universities have a policy that stipulates responsibilities and protocol for situations when children are on campus. In recent times children have begun to be seen as possessing rights to participation in society. Ideas of children as citizens, that is, as active members of the public sphere, have been theorised, discussed and investigated. University campuses have also been defined as sites of citizenship (e.g. Harkavy, 2006). This paper examines the positioning of children as citizens on university campuses through analysis of how children are defined in children on campus policies from three Australian universities. Poststructuralist readings make visible irony at play, and a case is argued for the reworking of children on campus policies to be built on language that positions children as welcome participants of universities as democratic sites.
Monitoring International Interest in Transnational Academic Mobility to Australia
Author: Hopkins, John L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Tools,Foreign Countries,Employment Opportunities,College Faculty,Higher Education,Faculty Mobility,Web Sites,Universities,Statistical Analysis,Geographic Regions,Internet

This research examines the issue of transnational academic mobility of academic staff looking at potential moves to higher education institutions in Australia. By establishing a web-based portal, attracting interested parties from around the world with information about Australian universities and subsequent career opportunities, web analytics are used as a research mechanism for generating quantitative data that identify the regions of the world from where most interest is being generated. Passive observations are made, leading to commentary on the regions of particular interest, the effectiveness of web analytics as a research tool, and the strengths and limitations of such an experiment. (Contains 6 figures and 3 tables.)
It's a Long Way down: The Underlying Tensions in the Education Export Industry
Author: Marginson, Simon
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,International Education,Industry,Foreign Countries,Immigration,Foreign Students,Educational Policy,Vocational Education,Global Approach

The stellar rise of the education export industry in Australian higher education, and the even more spectacular downturn now occurring, mask underlying tensions that have long dogged the industry and prevented it from improving quality or achieving long-term sustainability. The international education programme has been unbalanced by the drive for revenues at any cost. The tensions are (1) between education policy and immigration policy, (2) between commercial export and the health of the domestic education and research system, (3) between neo-imperial economic exploitation of Asia and a more holistic engagement on the basis of equal respect, (4) between international students as consumers and students as people with comprehensive rights, and (5) between the national political economy and the global public good. The article suggests ways to resolve these tensions, including the forms of a bilateral protocol that would provide more coherent and comprehensive rights for international students.
Staying or Going? Australian Early Career Researchers' Narratives of Academic Work, Exit Options and Coping Strategies
Author: Petersen, Eva Bendix
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Students,Coping,Researchers,Universities,Foreign Countries,Higher Education,Interviews,Semi Structured Interviews,Careers

Australian universities will lose a substantial proportion of their staff through retirement over the next decade. A recent study has indicated that attrition of academic staff that are not at the end of their career may exacerbate the problem. To assist in developing appropriate retention strategies, this article examines the ways in which early career researcher-academics across different Australian university sites currently experience work and the reasons why they consider leaving the academy. It explores the &quot;exit options&quot; that they put forth as possible and desirable, and scrutinises what these exit options can teach us about what kind of work place and what kind of university we should build in order to retain academic staff, and keep them happy and productive. The article also discusses some of the strategies that the early career researchers use to cope with, and survive in, the contemporary university, and how these strategies might be neither individually nor institutionally sustainable. (Contains 1 table.)
Flexible Work Arrangements: Accessibility in a University Environment
Author: Sharafizad, Fleur
Date: 2011-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Employees,Job Satisfaction,Foreign Countries,College Faculty,Teacher Qualifications,Working Hours,Flexible Scheduling,Faculty Workload,Work Attitudes

Attraction and retention of highly qualified employees has become an area of concern for Australian universities. It has been suggested that flexible work arrangements can be utilised to achieve this goal once the factors affecting their uptake have been identified. This mixed-method study of 495 academic and general staff at an Australian University investigated the utilisation of flexible work arrangements. The findings indicate that employee job type is significantly related to the take up of flexible work arrangements as well as employee satisfaction with current work-life balance. Academic staff appear to have limited ability to access flexible work arrangements due to their increasing workload, and were significantly less satisfied with their current work-life balance than their general staff colleagues. There are implications arising from this research for all stakeholder groups. (Contains 1 figure.)
Performance Related Pay in Australian Universities: The Case of Swinburne University
Author: Harkness, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Colleges,Rewards,Merit Pay,Program Effectiveness,Program Evaluation,College Faculty,Foreign Countries,Teacher Evaluation,Teacher Attitudes,Unions,Literature Reviews

Performance related pay is not common in Australian universities. A number of Australian universities have begun to show interest in implementing more individualised pay arrangements. Swinburne University of Technology, in Melbourne, has chosen, contrary to the wishes of many of its staff, to be a path-breaker and has introduced a performance related pay scheme. This paper presents a review of the literature pertaining to the effectiveness of performance-related pay, with a particular emphasis on educational organisations. The overall research question guiding the review was to establish the extent to which performance related pay practices have been successful, and in particular, whether or not performance related pay practices are likely to be effective in a higher educational institution. The findings provide very little support for Swinburne's &quot;Performance, Development and Rewards&quot; scheme. Indeed, it may well be counterproductive.
Enlightening Evaluation: From Perception to Proof in Higher Education Social Policy
Author: Oriel, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Higher Education,Qualitative Research,Evaluation Research,Disadvantaged Schools,Summative Evaluation,Research Methodology,Disadvantaged,Foreign Countries,Statistical Analysis,Public Policy,Partnerships in Education,Evaluation Methods,Formative Evaluation,Grouping (Instructional Purposes),Mixed Methods Research

Government policies designed to redress social inequality are often evaluated by qualitative methods, which prevents the establishment of a causal relationship between policy objectives and outcomes. Social programmes to broaden participation in higher education have been a feature of government policy in Europe, the US and Australia during the past three decades. The principal instrument of policy optimisation has been university partnerships with disadvantaged school students. The Australian Labor Government's Higher Education Participation and Partnerships Program (HEPPP) is the most recent iteration of policy to broaden access to university. Unlike many of its European counterparts, the Australian policy includes funding criteria for evidence-based partnerships and rigorous evaluation methods. In the new era of accountability for publicly funded programmes between universities and disadvantaged schools, the qualitative research methods and formative analysis that dominate evaluation research in this field will need to be augmented by quantitative research that enables summative evaluation against public policy objectives. Transforming the evaluation paradigm is required to determine the impact of university-school partnerships on higher education participation. (Contains 1 table.)
Creative Arts Research: A Long Path to Acceptance
Author: Wilson, Jenny
Date: 2011-00-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Art,Evaluation,Research,Universities,Academic Achievement,Higher Education

The majority of tertiary practice-led creative arts disciplines became part of the Australian university system as a result of the creation of the Unified National System of tertiary education in 1988. Over the past two decades, research has grown as the yardstick by which academic performance in the Australian university sector is recognised and rewarded. Academics in artistic disciplines, who struggled to adapt to a culture and workload expectations different from their previous, predominantly teaching based, employment, continue to see their research under-valued within the established evaluation framework. Despite a late 1990s Australian government funded inquiry, many of the inequities remain. While the Excellence in Research in Australia (ERA) exercise has acknowledged the non-text outputs of artist-academics in its evaluation of &quot;research outcomes&quot;, much of the process remains resolutely framed by measures that work against creative arts researchers. (Contains 2 tables.)
The Impact of Journal Ranking Fetishism on Australian Policy-Related Research: A Case Study
Author: Young, Suzanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Surveys,Researchers,Public Policy,Global Approach,Labor Market,Decision Making,Higher Education,Employment,Employer Employee Relationship,Careers

In Australia, the Excellence in Research (ERA) exercise, first conducted in 2008 and continuing relatively unchanged in 2012, determines the level of research funding made available to Australian universities. However, the use of journal rankings as part of ERA is argued to be problematic (Cooper &amp; Poletti 2011). Through a survey of academics in a field of policy-relevant research--employment and industrial relations--this paper analyses the impact on their discipline and working environments of the journal rankings ERA processes. Overall, we conclude that the ERA journal ranking system is strongly and negatively affecting the field and could lead to the diminution of the number of Australian journals and researchers, and the amount of Australian research, in this field. Such consequences would likely be harmful for social progress in Australia. (Contains 11 tables.)
FoR Codes Pendulum: Publishing Choices within Australian Research Assessment
Author: Bennett, Dawn
Date: 2011-00-00
Type: Journal Articles
Subjects: Discipline,Case Studies,Foreign Countries,Periodicals,Journal Articles,Higher Education,Scholarship,Research,Evaluation

This paper reports on an exploratory case study that considered the impacts of journal ranking and Fields of Research codes on the publishing decisions of Australian authors. The study also considered the level of alignment between authors' allocation of Fields of Research codes and the codes assigned to the journals in which they were published. The conclusion is reached that authors are still coming to an understanding of the impact of research assessment on their publishing choices and the process of scholarly communication within their discipline. Findings point to a number of concerns about the impact of both journal ranking and discipline-specific research codes. (Contains 3 tables.)
ERA: Adverse Consequences
Author: Martin, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Motivation,Foreign Countries,Evaluation,Periodicals,Journal Articles,Incentives,Research,Researchers,Universities,Higher Education

Excellence in Research for Australia has a number of limitations: inputs are counted as outputs, time is wasted, disciplinary research is favoured and public engagement is discouraged. Most importantly, by focusing on measurement and emphasising competition, ERA may actually undermine the cooperation and intrinsic motivation that underpin research performance.
Painting Monkey or Painting Elephant? Some Comments on Measuring Research in the Creative Arts
Author: Elliott, Ron
Date: 2011-00-00
Type: Journal Articles
Subjects: Research,Foreign Countries,College Faculty,Art,Painting (Visual Arts),Case Studies,Research and Development,Theory Practice Relationship,Higher Education

The need to articulate and validate creative practice has been made more urgent by the inclusion of the creative arts in the Excellence in Research for Australia (ERA) process. The proof of research quality is tied to government funding and universities have strategically sought to increase their share of funding by targeting their own research output. A variety  of research fields have been working through their own unique methods and discussing the decisions of criteria, especially regarding the ranking of journals as a measure of quality. Traditional researchers are confronting problems within these new definitions and  alignments. This author recently went through the ERA evidence gathering process. The measurement of creative work as research output as part of this process has raised a number of issues for him, as a creative scholar, which he feels will be useful to share. This paper is intended as a case study focusing on the author's experiences in being measured for the ERA. It is therefore, necessarily personal. He seeks to share the fruits of this encounter and subsequent analysis with creative and traditional researchers in the belief in common ground rather than difference.
The Effects of School-Wide Positive Behavior Support on Middle School Climate and Student Outcomes
Author: Caldarella, Paul
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle Schools,Intervention,At Risk Students,Behavior Disorders,Behavior Modification,Outcomes of Treatment,Teacher Attitudes,Student Attitudes,Positive Reinforcement,Social Development,Student Behavior,Educational Environment,Questionnaires,Skill Development,Prosocial Behavior

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest) design. One school implemented a SWPBS intervention over a period of four years, while the other served as a control. The SWPBS intervention included school-wide teaching of social skills, praise notes from teachers to students, posting of school rules, proactive screening for students at risk for emotional and behavioral disorders, and referrals of at-risk students for targeted interventions. The treatment school showed statistically significant improvements in teacher ratings of school climate, while the control school tended to stay the same or worsen. Statistically significant decreases were also evident in students' tardiness, unexcused absences, and office discipline referrals when compared to the control school. Implications and limitations of this study are addressed. (Contains 5 tables.)
Behavioral and Emotional Outcomes of an In-Home Parent Training Intervention for Young Children
Author: Hurley, Kristin Duppong
Date: 2011-00-00
Type: Journal Articles
Subjects: Check Lists,Intervention,Family Programs,Child Rearing,Child Behavior,Rating Scales,Parent Child Relationship,Parenting Skills,School Personnel,Behavior Problems,Program Descriptions,At Risk Students,Measures (Individuals),Program Effectiveness

This study examined the effects of the Boys Town In-Home Family Program on improving child behavior and parenting skills. The three-month parenting intervention was delivered to parents in their homes. All children were referred to the program by school personnel. Of the 107 families that enrolled in the study, 79% completed the intervention. Pre-post assessments of child behavior indicated significant improvements on Internalizing and Externalizing problem behavior as measured by the Child Behavior Checklist. Significant gains were found on all child, family, and school behavior subscales of the parent version of Behavioral Emotional Rating Scale. Service provider ratings of child problems and parental capabilities (as assessed by the North Carolina Family Assessment Scale) also demonstrated significant improvement from intake to discharge. These results indicate that the In-Home Family Program is a promising approach for serving at-risk children and their families. (Contains 2 tables.)
The Relationship between Ninth-Grade Retention and On-Time Graduation in a Southeast Texas High School
Author: Bornsheuer, Jennifer N.
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Students,Grade Repetition,Dropout Rate,Dropouts,Graduation,Social Indicators,School Holding Power,Sampling,Statistical Analysis,Grade 9

Currently, there are approximately 1.3 million annual high school dropouts who potentially might lose $355 billion of income over their lifetimes. Effectively addressing retention and dropout issues has far-reaching societal implications. Therefore, this study examined the relationship between ninth-grade retention and on-time graduation. For the purposes of this study, on-time graduation was defined as completion of high school within four years after entering as freshmen. A convenience method of sampling was utilized to measure ninth-grade retention and dropout rates among students (n = 1,202) in a Southeast Texas high school. A chi-square analysis determined the relationship between the variables. The findings indicated a statistically significant relationship between ninth-grade retention and on-time graduation, yielding a very large effect size (Cramer's V = 0.61). Specifically, ninth-grade students who had been retained were more than six times less likely not to graduate on time than were the ninth-grade students who had not been retained. Implications of these findings are discussed.