ethanporcaro/eric-fulltext-meta huggingface dataset:
The Marriage of Two Opposing Cultures
Author: Loubriel, Luis
Date: 2007-00-00
Type: Journal Articles
Subjects: Classical Music,Music Education,Interdisciplinary Approach,Sciences,Music,Musicians,Skills,Musical Instruments,Singing,Models

With a heavy dominance on its technical/empirical aspects, the segmented performance, pedagogy, and assessment of Western classical music is undermining its goal of creating art with precision, style, and expressive beauty. This segmentation has its roots in the quantitative assessment processes found in music education and in the note-perfect performance expectations of art organizations. The results are often heard in the uninspired performances of such vital music. As an alternative, an integral performance, educational, and assessment approach (the IPEA model) will be open for discussion. The IPEA model utilizes the concepts of upward causation (science) and downward causation (art) to equalize the elements found in the music quadrants and it continues with their evolutionary track through the &quot;Spiral Dynamics&quot; as designed by Beck and Cowan. An all-quadrant/multilevel pedagogical, performance, and assessment approach will result signaling a major shift in Western classical music by addressing the developmental needs of music students/performers without corroding their technical or expressive strengths. This model bridges the gap between the empirical and the artistic sides of music proposing, perhaps, the perfect marriage of two seemingly opposing cultures: science and art.
From Bacon to Bush (Vannevar, Not G. W.): Common Ground between Useful Knowledge and Red Brick Institutions
Author: Storella, Elaine
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Problems,College Role,Educational History,Foreign Countries,Teacher Education Programs,College Faculty,Science Education

The theory about the power of useful knowledge to improve the human condition was published in Francis Bacon's &quot;Novum organon&quot; and his &quot;New Atlantis&quot; in the seventeenth century. The connection between useful knowledge and red brick institutions from University College in London to Framingham State College and MIT in Massachusetts began in the nineteenth century and continues to this date. University College London was founded in 1826. The useful knowledge connections across the Atlantic began approximately ten years later with a gift of $10,000 from a New England industrialist and a matching grant from the Commonwealth of Massachusetts. The sum funded the first public teacher training school in the United States. In 1889, a Boston newspaper headlined &quot;Its Semi-Centennial, the Oldest Normal School in America, Framingham [State College] Thronged with Alumni and Friends.&quot; That year also marked the loss of a valued member of the faculty, Professor Atkinson from the Massachusetts Institute of Technology. The Commonwealth had enacted legislation to incorporate MIT in 1861. Nor was Atkinson the only link between Framingham State College and the Massachusetts Institute of Technology. There would be others including Vannevar Bush. After earning his doctorate in engineering at MIT, Bush joined its Electrical Engineering Department. As a young professor in the 1920s, he built the most powerful computer in the world and co-founded Raytheon Company. The latter engineered the NASA (National Aeronautics and Space Administration's) guidance and navigation system that made it possible for the first man to walk on the Moon and return safely to Earth. In his 1945 essay &quot;As We May Think&quot;, Bush urged the &quot;men of science&quot; to take up the task of making &quot;more accessible our bewildering store of knowledge.&quot; His biographer has written that Bush's words &quot;contained the germ of what would become the Internet.&quot; In 1970, Framingham State College's most famous graduate Christa Corrigan McAuliffe received her bachelor's degree in education. Sixteen years later, the teacher-astronaut joined her Challenger colleagues on a NASA mission from Earth to the Moon. The McAuliffe Center for Education and Excellence at FSC is dedicated to her spirit. Its motto is a quote from the teacher-astronaut: &quot;I Touch the Future…I Teach.&quot; For more information, one can link to www.christa.org and follow what MIT's Vannevar Bush called &quot;associative trails&quot; to connect useful knowledge and red brick institutions.
Education vs. Training in the Twenty First Century
Author: Hale, William Brantley
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Religious Education,Humanistic Education,Debate,Training Methods,Financial Support,Educational Objectives,Educational Trends,Educational Practices

The philosophy of schooling and the pedagogy of schooling over the past two to three centuries has been in a state of constant flux. As we enter the 21st century, the age old debate between religious education pundits and those who advocate humanistic education rages on. The debate, then, centers around those who will or should have the right to train the masses, and how the necessary funds to train them will be provided. Given that the power elite does not want the masses to engage freely in critical or creative thought, they must decide to what degree or level training should take place. This paper will discuss what education is and what it can be.
Art Meets Science
Author: Rohs, C. Renee
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,College Students,College Faculty,Visual Arts,Sciences,Exhibits,Outreach Programs,Photography,Art Products,Scientific Concepts

Numerous connections between the visual arts and sciences are evident if we choose to look for them. In February 2006, students and faculty from the Art and Geol/Geog departments at NW Missouri State University put together an exhibit at a local art gallery featuring works that were born out of science, inspired by science, or exploring the science behind the art. The primary goal of this project was to provide a setting where students could make creative links and increase awareness of both arts and sciences through community outreach. Photomicrographs, scanning electron microscopic images and lightning photography were included along with written explanations describing background information such as interference colors, intricate three-dimensional structures &lt;50µm in size, and timed shutter speeds. Comparatively, two pastel works, using colors, lines, and curves, had been inspired by the laws of physics while one ceramic piece depicted marine invertebrates cast in stone. Students were involved at all levels of the project from developing the displays to interacting with community members at the reception to creative writing in response to the exhibit. Outcomes from this project provide evidence of direct benefits to students as a result of integrating understanding in both arts and sciences.
Through a Cultural Lens, Darkly: Revelations on Adaptability, Perspectives, and Applications for Language Teacher Education
Author: Eddy, Jennifer
Date: 2007-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Education Programs,Cultural Influences,Performance Based Assessment,Interaction,Cultural Awareness,Curriculum Design,Culturally Relevant Education,Questionnaires,Likert Scales

If language acquisition implies understanding of cultural perspectives, practices, and ideas with the ability to respond appropriately and flexibly in varying contexts, then we must see the importance of preparing language teachers for the realities of the profession and the demands of performance based assessment. Language is how we understand ourselves as well as communicate to minds other than our own. Inevitably we tend to view the world through individually constructed and socially imposed cultural lenses. Becoming aware of the presence and impact of these lenses constitutes the first step toward successful and meaningful interaction. Unfortunately most media and textbooks offer scant treatment of clichéd situations and cultural facts in isolation, yielding possible misinterpretations of different cultural groups. Materials for teacher preparation do not begin to explore candidate beliefs, attitudes, or understanding, thus actually reinforcing prejudice and an already myopic view. Furthermore, there is need for curriculum design tools to guide teachers in creating performance based lessons and assessments, which demonstrate learner understanding of cultural perspectives, practices, and products. Examination of research on cross cultural adaptability and perspectives yields various applications for teacher education programs, both for language and literacy courses as well as curriculum and assessment for language learning and teaching.
Image Making and Meaning: Educational Benefits to Studying Design in the 21st Century
Author: Wynn, Nancy
Date: 2007-00-00
Type: Journal Articles
Subjects: Design,Technology Uses in Education,Educational Technology,Interdisciplinary Approach,Teaching Methods,World History,Higher Education,Art Education,Graphic Arts,Civics,Elementary Secondary Education,Workshops

Over the past 27 years, the influence of technology has revolutionized the professional practice of Design and its products produced. At the same time, technology has also created more advanced and complex pedagogy for design education. However regardless of technology's influence, critical thinking, problem solving, and presentation are still founding principles that must be explored, experienced, and comprehended. In the United States, primary and secondary educational institutions do not focus on Design per se, they have Graphics, Architectural Drafting, and Photography listed under &quot;Tech Ed.&quot; Colleges and universities vary based on how many different design disciplines they offer. Some have entire schools devoted to design or large departments that offer a multitude of options. Other smaller programs offer Graphic Design under &quot;Commercial Arts&quot; or within &quot;Marketing Communications&quot; departments. At the present time, technological influence or the connection to business are the main identifiers for affiliation. I believe Design should be used to create a more whole-minded educational experience. It blends both science and technology with art and humanities--a dynamic integration. From the initial visualization to the final presentation, a project can employ reading and research, math, drawing a concept, technological production, writing an argument, collaboration, and presenting the project. I will present examples of successful integrated learning experiences that yield both amateur and professional results as well as create exciting learning environments for students and professionals alike.
Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness
Author: Smith, Catherine A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Placement,Teacher Supply and Demand,Faculty Development,Professional Continuing Education,Instructional Effectiveness,Teacher Education Programs,Instructional Innovation,Communicative Competence (Languages),Multicultural Education,Literature,Instructional Leadership,Program Development,Program Effectiveness

This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: 1) increase program accessibility to individuals who might not otherwise pursue professional development and/or continuing education, and 2) enhance instructional effectiveness by including instructional topics and techniques which support novice and nonnative English teachers. Adjustments to admission practices, instruction practices, and long-term professional support allow the program to reach a greater population of teachers to serve the ever-increasing worldwide demand for English teachers. A website available prior to, during, and after instruction allows participants to continue research projects, learn about professional development opportunities, and participate in a virtual community of TESL/TEFL professionals, regardless of their current teaching placement environment. More practically-focused instruction which is delivered via both on-site instruction and DL (distance learning) technology results in more competent teachers completing TESL/TEFL programs. The more practically-focused instruction incorporates recent language research and language teaching innovations from applied linguistics, multicultural literature, conflict communication strategies, and educational leadership. The language research innovations include descriptive grammar, pragmatics, and discourse analysis. These give teachers a substantially more accurate understanding of English language structures and functions at clause, sentence, and discourse levels. They provide essential tools to more accurately analyze and thus more effectively teach English in a variety of educational contexts. The language teaching innovations include participatory language teaching, sheltered language instruction, and authentic assessments) which extend the learning benefits of communicative language teaching (CLT) methods. These TESL/TEFL methods are incorporated with multicultural literature, conflict communication strategies, and educational leadership to form an interdisciplinary program which provides scaffolded instructional content and techniques which may better serve the needs of TESL/TEFL teacher training program stakeholders.
Macro-Language Policy and Planning and Lack of Proficiency in Language Learning and Use by Nigerian Students
Author: Adegbite, Wale
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,Language Planning,Language Proficiency,Language Usage,Sociocultural Patterns,Multilingualism,Ethnicity,Program Implementation,National Standards,African Languages,Educational Practices,Barriers,Bilingualism,Language Acquisition,Sociolinguistics,Academic Achievement

In this study, the problem of non-proficiency in language learning and use among Nigerian students is investigated. Using empirical data and information from available literature on the subject as evidence, it was observed that the language deficiencies of the students could be attributed to the lack of fit between the formulation of the national (macro-) language policy and planning and implementation procedures, in view of the complexity of the socio-cultural, multilingual and multi-ethnic context of the nation. The perceptions of students' language deficiencies at different levels of education were described and the attendant effects on national development stated. A &quot;bottom-top&quot; proposal was then made for initial prioritization of micro-language policies and planning procedures that would later provide bases for viable macro-policy and planning projects.
Educational Decisions about the Culturally and Linguistically Diverse (CLD) Students under the No Child Left Behind (NCLB) Act
Author: Shah, Amee P.
Date: 2008-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Educational Legislation,Federal Legislation,Student Diversity,Limited English Speaking,Allied Health Personnel,At Risk Students,English Language Learners,Minority Group Students,Student Needs,Standardized Tests,Low Achievement,Educational Indicators,Literature Reviews

Purpose: The present paper is geared to help speech-language pathologists and other members of the school-based teams to become acquainted with the new educational structure and context in schools today as driven by NCLB [No Child Left Behind Act], and thus, be better prepared to meet the needs of CLD [Culturally and Linguistically Diverse] children. Specifically, the present paper attempts to present the background facts about the NCLB Act, identify pitfalls in its current implementation, and provide recommendations to the school-based teams and administrators to ensure that the needs of the children with limited English proficiency are met despite the limitations and challenges of this Act. Method: This paper is not a data-based study. Instead, in light of the absence of a unifying source of related information for SLPs, this paper was designed to serve as a review of existing literature and leading authorities in the diverse disciplines involved with NCLB. (Results and Conclusions are not presented here as this is not a data-based paper.)
Reflective Assessment: Including Students in the Assessment Process
Author: Bond, John B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Alternative Assessment,Student Participation,Reflection,Feedback (Response),Thinking Skills,Metacognition,Self Evaluation (Individuals),Formative Evaluation

Over the last decade alternative assessment strategies have become an important part of the debate regarding the reform and restructuring of American education. The purpose of assessment should be to improve student learning, which means it should be integral to the teaching and learning process. For this to occur, a seamlessness needs to exist between teaching, learning, and assessment through which students are empowered to take increased responsibility for their learning. Reflective assessment grows out of strong theoretical roots including ancient Greek thought, the philosophy of John Dewey, and cognitive constructivist learning theories. Reflective assessment is a formative process through which students can experience assessment as a part of learning, rather than as a separate evaluative process.
Well Facilitated Shoptalk as Democratic Professional Development for Teachers of English Language Learners
Author: Cunningham, Thomas H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Faculty Development,Democratic Values,Collegiality,Teacher Collaboration,Democracy,Second Language Instruction,Foreign Countries,Teaching Methods,Program Effectiveness

Democratic professional development is of the teachers, by the teachers, for the teachers. It differs from managerial models, which often have preset agendas and provide what &quot;experts&quot; think teachers need. Managerial models tend to be leader-centered, making some teachers feel treated like &quot;tall children&quot; rather than professionals. Democratic models are participant-centered, fostering collegiality and collaboration. Teachers determine their own needs and construct agendas based on issues of current relevance to them. One simple yet powerful democratic model of professional development comes from the Great Teachers Movement (GTM). This model has been characterized as &quot;well facilitated shoptalk,&quot; promoting productive discussions and tapping into the collective knowledge, wisdom, creativity, expertise, and genius of participating teachers. This article explains the model so that it can be applied for teachers of English language learners (ELLs). Both authors are active in the GTM, facilitating seminars, retreats, and workshops for teachers of all disciplines and all levels of education. The first author has utilized the model specifically for in-service and pre-service teachers of ELLs. He directed two seminars for in-service public school teachers of English as a foreign language in Nanjing, China. He also uses the model in his pre-service teacher education courses to guide productive discussions about the teaching of English as a second language.
The South African English Language Scene within a (Global) Holographic Triadic Context
Author: Gray, Rosemary
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Language Proficiency,Official Languages,Language of Instruction,Public Policy,Constitutional Law,Native Language,English (Second Language)

The main focus of this paper is on the triangulated work of the 1996 South African Constitution, the Pan South African Language Board (PanSALB), and one of the latter's eleven language subsidiaries: the English National Language Body (ENLB), with special reference to the ENLB's likewise triadic projects on literature; on variation and standardisation; and on language in education. It thus deals with both macro- and micro-policy issues. My choice of title is predicated upon the proposition that discourse in language is evidently much like the traditional African cooking pot, standing firm on three legs. An explication of the title's invocation of a holographic triad follows, with examples of triple categorizations of usage from Randolph Quirk, Stanley Ridge and Braj Kachru. Informed by the medieval educator's emphasis on acquisition of the 3Rs and the 2008 Oxford Round Table's call for a three-pronged approach, the discussion explores aspects of proficiency, education (multilingual rather than bilingual) and acquisition, shifting from practice to policy making and implementation in South Africa, including Richard Ruiz's three types of orientation to language in policy and planning: language as problem, language as right, and language as resource. The paper makes early reference to and ends with references to Judge Albie Sachs's sage caveat and his injunction for all to take part in the language discussion, respectively. I close with my own plea for a paradigm shift from prescription to choice and from rigidity to balance.
Obstacles to Gender Parity in Engineering Education
Author: Rohatynskyj, Marta
Date: 2008-00-00
Type: Journal Articles
Subjects: Engineering Education,Gender Differences,Equal Education,Gender Bias,Literature Reviews,Foreign Countries,Majors (Students),Social Bias,World Problems,Educational Research,Social Attitudes,Womens Education

Low rates of women's enrolment in engineering programs has been identified as a global problem within the general concern to enable women to attain parity in education in all areas. A Western women in engineering meta-narrative is identified which contains a complex of obstacles that typify the situation of Western women. The question is asked whether this meta-narrative can be used to guide comparison between the problem of women in engineering in the West, particularly Canada, and women in engineering in China and India. In reviewing the considerable literature devoted to understanding the obstacles to gender parity in engineering education in the West, as well as a range of statistics concerning women's education for China and India, it is concluded that national comparisons are difficult. It is suggested that research should proceed by identifying comparable institutions of engineering education in the three countries in order to gain insight into the possible gendered nature of engineering as a profession in each setting. Review of extant literature from China and India indicates that there is a shared factor of concern with the access of girls and women to education given the high value placed on their labor contribution in the home and also, a number of unique factors typical of each setting.