ethanporcaro/eric-fulltext-meta huggingface dataset:
Disturbances outside the Public Library: Need for Collaborative Community Intervention
Author: Levesque, Morgan
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Libraries,Community Cooperation,Intervention,Violence,High School Students,Student Behavior,Principals,Foreign Countries,Bullying,Decision Making,Learning Activities,Educational Policy,Graduate Study

Trudy Fletcher goes to her town's public library during the noon hour and is faced with an angry group of teenagers crowding the entryway. She enters the library and learns that the library staff members are sheltering a student from a rival school who is being threatened with assault by local students over a previous violent incident. Joyce Miller, principal of the local high school, who has been experiencing difficulty with on-campus student behaviour, is faced with having to determine the best course of action in dealing with the situation. This case raises questions about the extent to which various community stakeholders, including school personnel, have authority and responsibility to respond to and prevent these types of incidents, as well as the additional workload and stress placed on an administrator for an event occurring off school property. The suggested teaching activities allow graduate classes to examine and discuss this case thoroughly, and include attention given to adolescent decision-making, legal and policy factors, proactive and preventive intervention options for schools and communities, and work intensification of principals.
Principal Leadership and Prioritizing Equity in an Era of Work Intensification: Must Wellbeing Be Sacrificed?
Author: Swapp, Donna Hazel
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Women Administrators,Administrator Responsibility,Work Environment,Social Justice,Educational Environment,Well Being,Foreign Countries,Student Diversity,Collegiality,Teacher Administrator Relationship,Educational Improvement

This case explores themes of equity, leadership, wellbeing, and work intensification. The case follows Jennifer &quot;Jen&quot; Barns, the new principal at Westfield Public School, a JK-8 school in Ontario. Jen is overwhelmed by all the responsibilities of the job. She does not have a productive working relationship with her staff and is unable to get them to support a social justice initiative or take on responsibilities at the school. At first glance, it appears the issue may be with the teachers, or the equity agenda Jen is proposing to implement. However, a closer look at the case reveals gaps in principal leadership that would need to be addressed if Jen is to turn things around. Three teaching activities are included to fully situate the case and chart a course of action that includes identifying the issues in the case and developing several leadership principles that would: transform the learning environment at Westfield, foster sustainable school improvement, and improve Jen's wellbeing. While the case casts an important gaze on the impact of an equity focus on workload and wellbeing, it also provides the basis for a discussion of the pivotal role principals play in leading schools in this contemporary era of change.
Sexual Violence and Women&apos;s Education: Examining Academic Performance and Persistence
Author: Stermac, Lana
Date: 2020-00-00
Type: Journal Articles
Subjects: Womens Education,Foreign Countries,Undergraduate Students,Females,Academic Failure,Attendance,At Risk Students,Student Characteristics,Grade Point Average,Sexual Harassment,Sexual Abuse,Violence,Academic Achievement,Academic Persistence

Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects are well known, it is only recently that attention has focused on how sexual violence is related to educational outcomes, particularly women's education. This study contributes to this area and examined the relationship between types of sexual violence and behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending universities in Ontario, Canada (N = 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence is associated with women's deteriorating academic performance including and beyond grades. Female students who experienced sexual violence reported more delays and failures on assignments, courses and exams and were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance with completed sexual assaults associated with more delays, failures and non-attendance behaviours than other forms of unwanted sexual behaviours. The results are discussed in terms of the need to understand new and additional aspects of academic performance and persistence as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.
Exploring University-to-College Transfer in Ontario: A Qualitative Study of Non-Linear Post-Secondary Mobility
Author: Maier, Reana
Date: 2020-00-00
Type: Journal Articles
Subjects: Reverse Transfer Students,Foreign Countries,Student Motivation,Decision Making,Student Attitudes,Two Year Colleges

In this study, we explored experiences of Ontario students who engaged in a university-to-college (UTC) transfer. Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program but left before completing it and subsequently pursued a college program. We focused on motivations for transfer, the decision-making process, and participants' reflections on their decision to transfer. Framing the transfer decision within a model of educational decision-making that draws on Rational Action Theory (RAT) and Bourdieu's habitus, we argue that motivations for leaving university were distinct from, though related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, from mild to severe, coping with university. Motivations for pursuing college were more practical, relating to subject interest, college learning environment, location, and future prospects. Both decision processes showed evidence of rational cost-benefit analysis characteristic of RAT, but within a framework of habitus-influenced ideas about success and identity. While most participants reflected positively on their decision to transfer, there were some negative reflections related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education, again showing the influence of habitus. We conclude with policy recommendations.
Mobile Mindfulness: Effectiveness of Brief Practices on Depression, Anxiety, and Stress
Author: Haschke, Katelyn J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Depression (Psychology),Anxiety,Stress Variables,Coping,College Students,Stress Management,Well Being,Telecommunications,Handheld Devices,Program Effectiveness

Research indicates that practicing mindfulness over an extended period of time (e.g., 20-45 minutes a day) may positively impact an individual's overall well-being; however, limited empirical attention has tested the effectiveness of brief mindfulness practices. The current study examined how brief mindfulness practices influence symptoms of depression, anxiety, and stress among college students, a population who might benefit from mindfulness-based practices. This work also tested the effectiveness of practicing mindfulness using a mobile-phone application, technology relevant to college students who use their mobile-phone for a variety of endeavors on a daily basis. Participants came to an initial lab session where they completed a self-report questionnaire and practiced one mindfulness-based strategy (i.e., mindful breathing or body scan using a mobile-phone application) or engaged in a no-strategy (control) condition. Participants in the mindfulness conditions practiced the assigned strategy using their phone and on their own for three days. Participants returned to the lab and once again practiced the assigned mindfulness strategy and answered the self-report questionnaire. Main analyses indicate little to no differences between the mindfulness conditions and control condition in relation to the variables of interest assessed over a one-week period. Implications of the findings for college students including limitations and future research directions are discussed.
Contemporary Expectations for Entrepreneurship: Lessons to Be Learned from a Case about the Shift in Canadian Decanal Responsibilities
Author: Scott, Donald E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Change,Foreign Countries,Deans,Higher Education,Administrator Responsibility,Leadership Training,Learning Activities,Case Studies

This paper presents a case narrative of a university dean who is charged with instituting change within her faculty in order to resolve the faculty's financial issues. The case narrative explores academic conceptualizations of entrepreneurship and describes the dean's context in terms of: her executive leadership team, the financial issues she was facing, the financial contentions in instituting change, legal complexities, programmatic and marketing dimensions, poor academic cultures, and work intensification implications. The teaching notes present five leadership development activities that span these issues and encourage students to engage in a brainstorming, a mind-mapping, a placemat, a jigsaw, and a leadership reflection activities.
Connecting the Dots: Preparing for the Underprepared
Author: Just, Renee
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Support Services,College Bound Students,Study Habits,Remedial Programs,College Readiness,Learning Processes,Access to Education,College Freshmen

When academic success professionals work collaboratively with faculty, we can better connect the dots between how students present in the classroom and what services are most needed to support student success. If high school students believe academic records are irrelevant, it undermines the need (incentive) to exert effort in studies and academic habits. The result: institutions are forced to incorporate additional academic success services, as well as extended services provided through student affairs.
What&apos;s the Protocol? Canadian University Research Ethics Boards and Variations in Implementing Tri-Council Policy
Author: Stephenson, Grace Karram
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research,Ethics,Universities,Policy,Governing Boards,Researchers

This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada's universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.
Group Study as a Form of Support for Developmental Mathematics Students
Author: Diehl, Tara E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Study,Group Activities,Communities of Practice,Remedial Mathematics,Academic Support Services,Study Skills,Skill Development,Student Participation,College Students,Learning Strategies,Measures (Individuals),Mathematics Achievement,Program Effectiveness

Students taking developmental mathematics often struggle with dedicating adequate time to engage with material outside of class. The institution in this study requires participation in out-of-class support and has utilized a variety of models of support. The goal of these support programs is to increase the pass rates for students and aid in the development of study skills that can be transferred to other coursework. The purpose of this study was to compare the academic attainment and study skill development for developmental mathematics students participating in a structured peer study group compared to students who did not participate.
University Funding Formulas: An Analysis of the Québec Reforms and Incentives
Author: Bouchard St-Amant, Pier-André
Date: 2020-00-00
Type: Journal Articles
Subjects: Funding Formulas,Higher Education,Foreign Countries,Educational Policy,Incentives,Educational Change,Game Theory,Models,Enrollment

This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that the strategic behaviour induced by those formulas is to favour enrollment. We further argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. If the public appropriations do not follow the outcomes induced by the formula, the incentives introduce a dynamic &quot;inconsistency,&quot; and funding per student can decline. We use these results to discuss the 2018 funding formula changes in Québec. We argue that Québec's latest reform should reduce substitution effects and increase graduate enrolment. We provide simulations of the reform's redistributive effects and show that some universities gain structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.
Meta-Talks: How a Supplemental Instructor Fosters Student Reflection through Everyday Data
Author: Hallstead, Tracy
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Student Experience,College Faculty,College Freshmen,Biology,Academic Failure,Test Results,Case Studies,Teaching Methods,Academic Support Services,Data Analysis

We do not learn through experiences alone; we learn by thinking about our experiences. But after disappointing exam results, students can reflect on their performance in unproductive ways, circulating scripted beliefs about why they did poorly: &quot;The professor talks too fast,&quot; &quot;The test didn't cover the lectures in class,&quot; &quot;I'm not smart enough.&quot; At Quinnipiac University, a supplemental instructor used accessible data to guide her first-year Biology students through a process of compelling metacognitive reflection after their tests so that the students could be less reactionary and more proactive in facing subsequent exams. This qualitative case study examines theory and practice regarding this step-by-step method, which can be readily implemented in a variety of college-level programs invested in academic success. [Paper presented at the Northeast Regional Supplemental Instruction (NERSI) Conference (Lowell, MA, Mar 22, 2019).]
Open Educational Practices Advocacy: The Instructional Designer Experience
Author: Harrison, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Advocacy,Instructional Design,Higher Education,Open Education,Open Educational Resources,Barriers,Surveys,Educational Change

Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. Yet a search of literature reveals a paucity of research on current and potential roles specifically focused on instructional designers in relation to incorporating and advocating for open educational practices at their higher education institutions. Against the background of emerging open educational practices, a survey and interviews were conducted with instructional design professionals to establish, from their experience and practice, their roles and potential for advocacy of open educational practices (OEP) including open educational resources (OER). Among the results of the analysis, it was found that while instructional designers have a strong awareness of, and desire to advocate for, OEP in their institutions, their ability to move forward was limited by perceived barriers such as lack of relevant mandates and professional workload recognition, policy development and funding, awareness, and leadership support. In addition, there were gaps identified between what they most valued about OEP, such as implementing innovative pedagogies, and what they could actually initiate and advocate for in practice (i.e., adopt and support OER). They pointed to a lack of formal learning opportunities around OEP and expressed that their main sources of learning and support were of an informal nature, acquired through their networks and collaborations with peers.
At the Edge of the Internet: Teaching Coding and Sustainability to Himalayan Girls
Author: Garrett, Frances
Date: 2019-00-00
Type: Journal Articles
Subjects: Coding,Teaching Methods,Females,Sustainability,Program Development,Program Implementation,Computer Science Education,Workshops,Curriculum Development,Internet,Historic Sites,Womens Education,Skill Development,Poverty,Geographic Regions,Decision Making,Gender Differences,Foreign Countries,Web Sites,Single Sex Schools,Course Descriptions,International Cooperation,Undergraduate Students

This report introduces a two-week workshop on web coding and environmental sustainability at a school for girls in Northeastern India. Our discussion of this teaching project reviews issues that shaped the project's development, outlines resources required for implementation, and summarizes the workshop's curriculum. High-speed Internet will soon arrive in the region of this recently recognized UNESCO World Heritage Site. We believe that the training of girls in particular could help redistribute power and resources in regions where women are often poorer, less educated, and excluded from decision-making in institutional and public contexts. Relatively few code-teaching projects have grappled with the difficulty of working in offline environments at the &quot;edge of the Internet,&quot; and yet moving skills and knowledge into these regions before the Internet becomes widely accessible might help mitigate some of the web's worst impacts on equity and justice.
Computational Thinking in Classrooms: A Study of a PD for STEM Teachers in High Needs Schools
Author: Li, Qing
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Elementary Secondary Education,Teacher Competencies,Pedagogical Content Knowledge,STEM Education,Program Effectiveness,Student Centered Learning,Interdisciplinary Approach,Individualized Instruction,Teaching Methods,Thinking Skills,Skill Development,Cognitive Processes,Logical Thinking,Course Content,Active Learning,Teacher Collaboration,Educational Technology,Blended Learning

This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers' learning of content and pedagogical knowledge related to computational thinking (CT). It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-test analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to reveal how teachers integrate CT into their lesson plans and classroom practices, as well as lessons learned. Learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities were three main themes identified in teacher created lesson plans. Specific recommendations based on the lessons learned include offering PD over an extended period of time, blended learning, and promoting collaboration.
Differences in Students&apos; Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
Author: Laforune, Anne-Marie
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Postsecondary Education,Educational Technology,Technology Uses in Education,Distance Education,Blended Learning,Synchronous Communication,Student Attitudes,Interpersonal Relationship,College Students,Teacher Student Relationship,Foreign Countries,Nursing Education

As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la Gaspésie et des Îles over the winter 2017 semester. Using the Community of Inquiry framework and questionnaire elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010), face-to-face (n=20) and at-a-distance (n=25) students' perceptions of the four Community of Inquiry presences (teaching, social, cognitive, and learner) were measured and compared. Results of the overall presences comparison reveal that face-to-face participants perceived a stronger teaching presence than students attending from a satellite site, while the distinctive elements of each presence reveal significant differences between students' perceptions of the teaching, cognitive, and learner presences. Additionally, students' comments provide rich qualitative data that explain the quantitative results obtained.
New School Librarian Preparation Standards: How Does Reading Fit In?
Author: Dawkins, April
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Education,Reading,Literacy,Masters Programs,Alignment (Education),Standards

This article details how reading and literacy fit into the &quot;2019 ALA/AASL/CAEP School Librarian Preparation Standards.&quot; It outlines the differences between the 2010 and 2019 standards and discusses how other standards influenced the development of the school librarian preparation standards.