ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Disruptive Open Access Journals
Author: Anderson, Terry
Date: 2009-00-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Foreign Countries,Internet,Writing for Publication,Case Studies,Periodicals,Electronic Publishing,Journal Articles,Access to Information,Business,Financial Support,Educational Technology,Information Technology

Open access (OA) publication has emerged, with disruptive effects, as a major outlet for scholarly publication. OA publication is usually associated with on-line distribution and provides access to scholarly publications to anyone, anywhere--regardless of their ability to pay subscription fees or their association with an educational institution. The article overviews the growth and impact of OA publication in Canada and elsewhere. The article also presents a case study of the evolution over its first nine years of the &quot;International Review of Research in Open and Distance Education&quot; (&quot;IRRODL&quot;). &quot;IRRODL&quot; has become the most widely read and widely cited journal in the distance education and open learning community, yet it continues to struggle for recognition by some academics, funding, and rating organizations. In this article &quot;IRRODL's&quot; editors document the challenges involved in leading the charge for equal support for open access journals from Canada's research funding organizations and for review and accreditation from commercial and non-commercial review services. In its literature review section the article looks at scholarly works documenting and comparing on-line journals to ones that publish in paper only, or in which access is restricted behind the walls of licensed use. The article also documents issues related to various innovations, including production of articles in both text and audio formats, and the challenges of incorporating more interactive media into a scholarly, peer-reviewed journal. Data is produced demonstrating the ways in which influence and impact for open access journals can be measured, including hit rates and citations reference data from Google Scholar. The article concludes with a description and discussion of the advantages and challenges of using review and publication management tools such as Open Journal System in the production of open access journals. (Contains 3 tables.)
International Development and Research Capacities: Increasing Access to African Scholarly Publishing
Author: Metcalfe, Amy Scott
Date: 2009-00-00
Type: Journal Articles
Subjects: Research and Development,Foreign Countries,Educational Technology,Internet,Electronic Publishing,Information Technology,Faculty Publishing,Universities,Access to Information,Discourse Analysis,Periodicals,Computer Software,Editing,Librarians,College Faculty

This paper examines the evolving relationship between Canada and the African academic research community through the promotion of a concept known as Information and Communication Technology for Development (ICT4D) and with an eye to its implications for increasing the circulation of research through such means as open access (OA) publishing models. We analyze the programmatic discourse of Canada's International Development Research Centre's (IDRC) African research initiatives, and report on an IDRC research and development project assessing the means of increasing access to African scholarly journals through the use of open source software platforms and open access publishing and archiving models. Consistent with IDRC's multi-year effort to contribute directly to university-based research capacities by investing in ICT infrastructure in Africa, our survey of African editors, librarians, and faculty from five African nations reveals a similar interest in developing those capacities, despite numerous challenges, through the use of online publishing systems and OA publishing models, which hold some promise of increasing access to research published in Africa. (Contains 2 figures, 2 tables, and 8 endnotes.)
The SciELO Open Access: A Gold Way from the South
Author: Packer, Abel L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Access to Information,Electronic Libraries,Foreign Countries,Global Approach,Scholarship,Open Source Technology,Electronic Publishing,Electronic Journals

Open access has long emphasized access to scholarly materials. However, open access can also mean access to the means of producing visible and recognized journals. This issue is particularly important in developing and emergent countries. The SciELO (Scientific Electronic Library On-line) project, first started in Brazil and, shortly afterward, in Chile, offers a prime example of how this form of access to publishing was achieved and how open access in the traditional sense was incorporated within it. Open access has allowed more visibility, transparency, and credibility for the SciELO journals that now span over a dozen countries, three continents, and more than 600 titles. Conversely, SciELO incarnates the most successful and impressive example of &quot;gold OA,&quot; that is, open access based on publishing rather than self-archiving; at the same time, its database acts like an open-access depository.
Globalization and the Internationalization of Graduate Education: A Macro and Micro View
Author: Nerad, Maresi
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Study,Global Approach,Doctoral Programs,Research and Development,Educational Trends,Educational Practices,Institutional Mission,Student Development,Institutional Characteristics,Barriers,Performance Factors,International Education,Educational Change,Educational Development,Influences

Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful social institutions. This article presents ideas that are a synthesis of published and in-process research on the impact of globalization and graduate education, which was mainly inspired by two international research workshops that focused on globalization's forces and trends in graduate education and its promising practices, rather than its best practices. Three major arguments are presented here. First, globalization has brought a number of common trends, or "converging practices," to graduate education worldwide. Second, due to globalization, institutions responsible for graduate education today must fulfill a dual mission: (1) building a nation's infrastructure by preparing the next generation of professionals and scholars for the local and national economy, both inside and outside academia; and (2) educating their domestic and international graduate students to participate in a global economy and an international scholarly community. Lastly, although globalization cannot be avoided, institutions of higher education can respond proactively by preparing doctoral students adequately to meet the challenges of globalization and the challenges of an increasing national interest in the role of doctoral education for the knowledge economy. (Contains 2 notes.)
Dividing Time between Work and Study: Are Tuition Fees a Factor?
Author: Peng, Amy
Date: 2010-00-00
Type: Journal Articles
Subjects: Labor Market,Education Work Relationship,Tuition,College Students,Higher Education,Cohort Analysis,Student Surveys,Longitudinal Studies,Predictor Variables

This article examines whether rising tuition fees for post-secondary education are a contributing factor in students' labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities. (Contains 2 figures, 3 tables, and 15 notes.)
Teaching across Cultures: Canada and Qatar
Author: Prowse, Jacqueline
Date: 2010-00-00
Type: Journal Articles
Subjects: Cultural Traits,Foreign Countries,Cultural Context,Teaching Methods,Comparative Education,Cross Cultural Studies,Case Studies,Business Education,Educational Strategies,Models,Cultural Differences,Culturally Relevant Education,Performance Factors,International Schools,Teacher Attitudes

Findings from a comparative case study conducted in Canada and Qatar are presented in this article. The study examined the cultural context of a transnational post-secondary program offered by the Faculty of Business at a Canadian college, with campuses located in both St. John's and Doha. The instructors' perceptions of their students' cultures are examined, and the resulting teaching strategies that appear to represent successful pedagogical adaptations to cultural context are discussed. The data are examined through the lens of a cultural dimensions framework developed for this case study. Drawing primarily on Hofstede (1980, 2001), the framework was modified with additions from Hall (2003) and Dimmock and Walker (2005). The analysis is built on six cultural dimensions: monochronic/polychronic time orientation; power distance; individualism/collectivism; uncertainty avoidance; generative/replicative; and aggression/consideration. Possible factors contributing to the reported cultural traits within each dimension are discussed; in addition, the overall effectiveness of the framework is reviewed and recommendations for future practice and research are offered.
Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design
Author: Toth, Kate E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Nursing Education,Program Design,Foreign Countries,Faculty Development,College Faculty,Job Skills,Skill Development,Educational Needs,Case Studies,Design Preferences,Needs Assessment,Teacher Attitudes,Interviews,Content Analysis

The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identified systems challenges were related to type of appointment. A flexible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.
Campus Suicide Prevention and Intervention: Putting Best Practice Policy into Action
Author: Washburn, Cheryl A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Prevention,Suicide,Crisis Management,Depression (Psychology),Best Practices,National Surveys,At Risk Students,School Counseling,Student Attitudes,Training,College Students

Findings from biannual American College Health Association-National College Health Assessment surveys have highlighted the prevalence of depression, suicidal ideation, and attempted suicides on Canadian university campuses and the need for comprehensive suicide prevention programs. This article explores how one large western Canadian university has attempted to implement the comprehensive framework for suicide prevention developed by the Jed Foundation. Based on recommendations included in this framework, a multi-faceted suicide prevention strategy was developed, focusing on seven broad intervention areas: 1) enhanced student connectedness and engagement; 2) increased community suicide awareness; 3) gatekeeper training; 4) collaborative identification and treatment of depression; 5) specialized training in assessment and treatment of suicide; 6) increased accessibility to counselling services for at-risk students; and 7) enhanced crisis management policy and procedures. This article reviews relevant empirical support for these seven intervention domains, provides examples of initiatives in each domain, and identifies implications for best practice post-secondary policy. (Contains 1 figure.)
A Look Back at the Decision on the Transfer Function at the Founding of Ontario's Colleges of Applied Arts and Technology
Author: Skolnik, Michael L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Education,Transfer Policy,Transfer Programs,Educational Policy,Models,College Planning,Institutional Research,Institutional Characteristics,Educational Development,Politics of Education,Art Education,Technology Education

Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This article re-examines the debate on the design of Ontario's colleges that took place when they were founded and considers its implications for the present. (Contains 3 notes.)
International Mobility of Canadian Social Sciences and Humanities Doctoral Students
Author: Knight, Jane
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Sciences,Scholarships,Humanities,Student Exchange Programs,Foreign Countries,Performance Factors,Barriers,Motivation,Doctoral Programs,Study Abroad,Student Educational Objectives,Student Characteristics,International Educational Exchange,Student Employment

International academic mobility is an aspect of internationalization that is changing rapidly in terms of volume, scope, and impact. Although much of the attention and research on mobility has focused on undergraduate students participating in short-term study abroad, internships, and exchange experiences, the new push to develop international research partnerships and networks has led to the recognition of the importance and benefits of doctoral student mobility. The purpose of this article is to provide a current picture of the international mobility--both full-degree and short-term research and academic work abroad--of Canadian students in social sciences and humanities (SSH). The analysis focuses on the profile of internationally active SSH doctoral students, and the rationales that drive academic mobility, the factors that help or hinder it, and the types of scholarships available to support it. (Contains 4 tables and 2 notes.)
The &quot;Second Academic Revolution&quot;: Interpretations of Academic Entrepreneurship
Author: Zheng, Peijun
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Social Systems,Entrepreneurship,Foreign Countries,Educational Development,Global Approach,Economic Impact,Organizational Theories,Diversity (Institutional),Educational Practices,Politics of Education,Educational Philosophy,Educational Administration,Institutional Mission,Institutional Characteristics

The number and scope of faculty and institutions involved in academic entrepreneurship continues to expand, and this has significant implications for universities, involving potentially wonderful opportunities but also dire risks. This paper looks beyond academic capitalism, a theory that currently dominates the study of higher education, by introducing several other theoretical frameworks for interpretation of academic entrepreneurship: resource dependence theory, the Triple Helix model, and Mode 2 knowledge production. Acknowledging the fact that academic capitalism significantly furthers our understanding of academic entrepreneurship, I argue that these other conceptual propositions are constructive in enlightening perspectives on the various aspects of academic entrepreneurship, although as of yet no single work completely explains all facets of this complicated issue.
Sustainability in Higher Education: Psychological Research for Effective Pedagogy
Author: Myers, Olin Eugene, Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: Empowerment,Higher Education,Psychological Studies,Change Agents,Foreign Countries,Psychology,Moral Development,Intellectual Development,Undergraduate Students,Teaching Methods

Psychological theory and research can make key contributions to sustainability scholarship and practice, as is demonstrated here in the field of higher education pedagogy. College students undergo profound changes in epistemological assumptions and in identity during their undergraduate years. Data on the Measure of Intellectual Development for students participating in learner-centred pedagogies at Western Washington University in Bellingham, Washington, showed a trend toward more complex thinking by these students (N = 153). Qualitative data on student identity development associated with transdisciplinary, project-based campus sustainability courses were collected at Canada's University of Prince Edward Island and at Western Washington University in Bellingham. Findings revealed the identity of &quot;learner&quot; blending with that of &quot;change agent&quot;; a greater sense of identity in relation to the campus community and the different perspectives of its stakeholders, the sustainability movement; and a sense of empowerment backed up by practical skills. Sustainability poses new challenges for intellectual-moral development and identity development. Psychological theory gives insights into how pedagogies should be designed to challenge students just beyond their level of intellectual, moral, and identity development, in order to expose them to intellectual-moral growth and identity alternatives conducive to the complexities of sustainability advocacy and practice. (Contains 2 figures, 4 tables, and 6 notes.)
The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement
Author: Summerlee, Alastair
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,First Year Seminars,Academic Achievement,Comparative Analysis,Academic Ability,Higher Education,College Freshmen,Qualitative Research,Statistical Analysis,Learner Engagement,Active Learning,Inquiry,Problem Based Learning,Educational Resources,Access to Information,Citizen Participation,Student Surveys

Previously, we reported qualitative findings showing that students who experienced a problem- or enquiry-based course (EBL) in a first-year seminar program had greater confidence in their academic abilities, were more engaged, and were better prepared for upper-year courses. In the current paper, we provide quantitative data to substantiate the students' qualitative conclusions. We present results to show that these students do perform at a significantly higher level compared with members of the control group who did not experience an EBL course. Using survey data, we show that the EBL students shift the way they access information compared with peers: they preferentially use more sophisticated resources for research. At the same time, students report greater engagement in the community, and student engagement is known to contribute to increased academic performance. (Contains 3 figures and 3 tables.)
Passport to Digital Citizenship: Journey toward Appropriate Technology Use at School and at Home
Author: Ribble, Mike
Date: 2009-01-00
Type: Journal Articles
Subjects: Citizenship,Technology Integration,Educational Technology,Appropriate Technology,Information Technology,Computer Uses in Education,Computer Literacy,Computer Attitudes,Social Responsibility

Technology has changed people's lives. In fewer than 30 years, people have gone from barely hearing about cell phones, laptops, and MP3 players to almost not being able to live without them. Digital citizenship describes the norms of appropriate, responsible behavior with regard to technology use. In this article, the author presents nine elements that are key to the concept of digital citizenship. These nine elements create a foundation for helping to educate children on the issues that face them in an increasingly technological world. They provide a good launching point for users, but they are only the beginning. They are not enough to prepare children to live, work, and play in this new digital society. What is also needed is a process for implementing these ideas into their daily lives. All technology users need help deciding what to do with the information when they look at a new technology (or even one that they have worked with for years). That is why the four-stage cycle of technology integration discussed in this article was created. This cycle helps users to begin focusing on their actions when using technology and reflecting on what they are doing correctly as well as what they need to work on. The four stages in the reflection model are intended to enhance understanding of digital citizenship. The author provides some directions for how each stage should be discussed and implemented.
All Aboard! How a New Curriculum-Development Review Process Brought Teachers, Administrators, and Learning Specialists to the Table and Resulted in Some Innovative Uses of Technology
Author: Carpenter, David
Date: 2009-01-00
Type: Journal Articles
Subjects: Computer Uses in Education,Foreign Countries,Educational Technology,Technology Uses in Education,Curriculum Development,Educational Strategies,Technology Integration,Cooperation,Teachers,Specialists,Administrators

Instructional technologists can succeed in implementing 21st-century skills instruction only when those skills are seen as relevant to the pressing agendas that coexist in their schools. Otherwise they run the risk of being just more noise that teachers must respond to and may filter out. So how can they be seen as part of the solution instead of another nagging problem? At Hong Kong International School (HKIS), technology instruction gained traction when it was addressed alongside several curriculum initiatives. This article describes how a new curriculum-development review process resulted in some innovative uses of technology in the classroom. (Lists 2 resources and 2 online resources.)
Remixing Chemistry Class: Two Colorado Teachers Make Vodcasts of Their Lectures to Free Up Class Time for Hands-On Activities
Author: Bergmann, Jonathan
Date: 2009-01-00
Type: Journal Articles
Subjects: Experiential Learning,Chemistry,Teachers,Video Technology,Handheld Devices,Audio Equipment,Information Dissemination,Technology Uses in Education,Elementary Secondary Education,Higher Education,College Students,Lecture Method

As educators, the authors continually strive to improve the quality of time spent in class with their students. As chemistry teachers, they know that lectures are necessary to convey content, but experiential learning is more effective at constructing and solidifying knowledge. Podcasting and vodcasting their lessons at first proved to be an effective way for absent students to catch up, for struggling students to review a lesson, and for them instructors to have high-quality lessons available in their absence. This article describes how the authors make vodcasts of their lectures to free up class time for lab activities, demonstrations, one-to-one assistance, and small group tutoring. (Contains 6 online resources.)