ethanporcaro/eric-fulltext-meta huggingface dataset:
Children and Global Diversity: Collaborative Development of Learning Materials
Author: O'Riordan, Jacqui
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Child Abuse,Student Attitudes,Teaching Methods,Foreign Countries,Criticism,Childrens Rights,Undergraduate Students,Material Development,Reflection,Early Childhood Education,Theory Practice Relationship,Cultural Pluralism,Child Labor,Higher Education,College Instruction,Student Research,Integrated Activities

This paper explores the work of an ongoing research project at University College Cork (UCC) which has sought to further the understanding of students in the BA Early Childhood Studies (BAECS) programme on issues of global diversity, set within childhood contexts. It tracks the process of development of the project thus far, highlighting key teaching and learning insights. The project has been developed in conjunction with members of the BAECS team in the School of Applied Social Studies, UCC and the Hope Foundation, Cork and Kolkata (Calcutta). The rationale for the project arose through the experiences that students in our programme were having in applying aspects of theoretically based knowledge to placement contexts and reflective practices in increasingly diverse placement contexts. Beginning in 2007, teaching and learning materials were developed in the form of issue-based case studies based on the experiences of, and issues arising for, children with whom the Hope foundation are currently working in Kolkata. Development of materials involved the active participation of undergraduate students in a learning process whereby they are facilitated to deepen their understanding of how learning materials can be developed and of cultural and social diversity, in for instance areas of child trafficking, child labour and child abuse. In involving the students in a critical analysis and reflection of material development, it contributes to their understanding of issues relating to children's rights and facilitates their development as critical early years practitioners who are advocates for children. [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Visions of Effective Doctoral Supervision: Disciplines and Traditions in a Time of Change
Author: Potter, Jacqueline A.
Date: 2009-11-00
Type: Reports - Research
Subjects: Teaching Methods,Foreign Countries,Grounded Theory,Qualitative Research,Graduate Study,Graduate Students,Supervisors,Supervision,Student Research,Integrated Activities,Higher Education,College Instruction

The numbers of postgraduate doctoral students has steadily risen in Ireland and internationally in recent years. The Irish government has made a clear commitment to expand and develop research education, and the work of postgraduate students constitutes a vital part of the contribution of the university to research. Nationally, and within and across institutions, expectations are changing and a new infrastructure is being developed to meet the changes and improve the postgraduate research experience. The role of the supervisor is also under scrutiny. International work has shown that the quality of supervisory practice has a demonstrable effect on postgraduate outcomes (Cullen et al, 1994) and recent research shows how supervisor behaviour and conceptions of the role may vary across disciplines (Zhao et al, 2007; Lee, 2008). In this paper we report the aims, approaches and preliminary results from the qualitative research study Visions of Supervision (VOS). The VOS study uses grounded theory methodology to explore how senior academic staff from differing disciplinary backgrounds conceptualise effective doctoral supervision at a time of change and development in fourth level education in Ireland. The study was conceived of and initiated in response to a review of the international research literature on supervision undertaken by one of the authors. From this we identified a lack of published literature exploring supervision practices through in-depth qualitative approaches and in detailed relation to contextual factors such as discipline. These lacunae, and our interest in understanding how supervisors were responding to the range and speed of developments influencing graduate education in Ireland, were the initial questions we sought to illuminate with our study and which we begin to address in this preliminary paper based on our conference presentation. [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Transforming Subjectives in Teaching and Learning: Bridging the Teacher-Learner, Theory-Practice Dialectic
Author: Savage, Meabh
Date: 2009-11-00
Type: Reports - Research
Subjects: Females,Theory Practice Relationship,Teaching Methods,Feminism,Art Education,Reflection,Social Change,Role of Education,Higher Education,Teacher Student Relationship,Integrated Activities

This research identifies effective, inclusive approaches to teaching and learning. Specifically, I identify spaces in discourse on teaching and learning where resistances to oppressive power relations can emerge, by identifying how power operates within the classroom at a relational level within different discourses. This involves examining my own teacher-learner positionality and its effects on the dynamics within a teaching- learning setting. The case study is an eight-week art-based learning group underpinned by critical feminist methodologies. Using Freirean generative themes I create dialogue on learning experiences in a group of women who have been marginalised in a variety of ways. Through the process of action and reflection, and reflexivity, I developed a critical narrative which transforms my former teacher-learner subjectivities, allowing the emergence of more inclusive ways of knowing, teaching and learning. [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
Research and Professional Development Plan (RPDP) for PhD Students
Author: Cunningham, Emer
Date: 2009-11-00
Type: Reports - Research
Subjects: Foreign Countries,Professional Development,Feedback (Response),Conferences (Gatherings),Supervisors,Doctoral Programs,Student Research,Graduate Students,Supervision,Online Surveys,Higher Education,College Instruction,Integrated Activities

The University College Dublin (UCD) Research and Professional Development Plan (RPDP) is a set of tools to aid in the planning and progress of a PhD student's research and professional skills. It is an integral part of the Structured PhD programme at UCD and has been specifically designed to aid students in the planning, monitoring and completion of their PhD. It is primarily owned by the PhD student, but is intended to be beneficial to both the student and the supervisor. The RPDP potentially has great benefits for the management and timely completion of a student's PhD and in directing the acquisition of both research and professional skills. The UCD RPDP was included as an integral part of the UCD PhD Regulations, which were approved by the Academic Council in October 2006. The UCD RPDP was initially developed under license from University College London Graduate School. The RPDP was piloted with a group of eighty-five UCD students in September 2006, was monitored and reviewed throughout 2006/7 and was updated for 2007/8 using feedback from the students and their supervisors. Feedback was elicited from an online survey, student coffee mornings and supervisor feedback sessions. The findings showed that the RPDP was popular amongst the students who felt they benefited from the structure of the RPDP and the momentum it generated. The majority of the supervisors were supportive of the RPDP, in particular, the formalised meetings element. It was felt that the structure of the meetings ensured the student was well prepared and had thought about the main issues for discussion. There were criticisms of the 2006 RPDP but these were mainly concerned with the style and this has since been changed based on their input. There was consensus amongst students and supervisors that it is imperative that Supervisors are informed of, and engaged with, the RPDP from the outset of the PhD. [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Review of &quot;The Education Choice and Competition Index&quot;
Author: Garcia, David R.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Evidence,Competition,School Choice,School District Size,Educational Policy,Policy Analysis,Measurement Techniques,Evaluation Criteria,School Districts,Computer Software,Program Evaluation,School Effectiveness,Taxes,Educational Finance,Free Enterprise System,Parent Attitudes,Selection Criteria,Evaluation Problems,Evaluation Methods

In this report the Brown Center on Education Policy at the Brookings Institution presents the results of a self-developed Education Choice and Competition Index (ECCI) along with an interactive application that grades large school districts according to the ECCI. The index is composed of 13 pro choice criteria. The authors present the ECCI as a new approach to education policy, but the ideas are not new. The report repeats many of the same arguments and logic found in other pro-market publications over the past 25 years. The sole unique recommendation is to permit &quot;popularity&quot; to serve as an adequate standard to judge school quality and a sufficient criterion by which to direct taxpayer dollars. Yet, this recommendation also hearkens back to previous calls, common in the 1990's, for unregulated school choice policies. The ECCI assumes benefits of market competition, but these benefits depend on how parents choose schools, and the report includes no research on how parents make school choice decisions. It is also devoid of any evidence that higher scores on the ECCI are related to the outcomes that the authors predict. In fact, the only large district with an &quot;A&quot; rating per the ECCI received a &quot;D&quot; according to its state accountability system. In essence, the report reads like an essay in support of free-market choice policies. Because of the dated assumptions and the subjective nature of the index, the study and its rankings fall short of being an effective policy tool. Notes and references are included.
Review of &quot;Have We Identified Effective Teachers?&quot; and &quot;A Composite Estimator of Effective Teaching: Culminating Findings from the Measures of Effective Teaching Project&quot;
Author: Rothstein, Jesse
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Longitudinal Studies,Student Placement,Teacher Student Relationship,Probability,Educational Testing,Scores,Academic Achievement,Student Surveys,Achievement Gains,Educational Research,Fidelity,Bias,Research Methodology

The Gates Foundation's Measures of Effective Teaching (MET) project was a multi-year study of thousands of teachers in six school districts that concluded in January 2013. This review addresses two of the final MET research papers. One paper uses random assignment to test for bias in teachers' value-added scores. The experimental protocol was compromised, however, when many students did not remain with the teachers to whom researchers had assigned them; other students and teachers did not participate at all. This prevents conclusive answers to the questions of interest. The second paper examines how best to combine value-added scores, classroom observations, and student surveys in teacher evaluations. The data do not support the MET project's premise that all three primarily reflect a single general teaching factor, nor do the data support the project's conclusion that the three should be given roughly equal weight. Rather, each measure captures a distinct component of teaching. Evaluating teachers requires judgments about which components are the most important, judgments that are not much informed by the MET's masses of data. While the MET project has brought unprecedented vigor to teacher evaluation research, its results do not settle disagreements about what makes an effective teacher and offer little guidance about how to design real-world teacher evaluation systems. Notes and references are included.
Workshop: Research-Teaching Linkages--Beyond Definitions (Or How to Pitch Your Research Proposal to Maximise the Integration of Research, Teaching and Learning)
Author: McCarthy, Marian
Date: 2009-11-00
Type: Reports - Research
Subjects: College Faculty,Workshops,Definitions,Research Proposals,College Instruction,Student Research,Integrated Activities,Higher Education

This workshop grows out of the Research-Teaching Linkages working group of the National Academy for Integration of Research (NAIRTL). The group was established to focus on clarifying links between teaching and research, particularly on those sustaining the integration of research and teaching and learning. To date, NAIRTL has identified four research teaching linkages (research-led, research-orientated, research-based and research-informed teaching) to guide grant applicants and those wishing to publish in the research area of teaching and learning. These definitions are well grounded in the literature on research, teaching and learning internationally and served to provide a context for the session. The objective of the workshop was to discuss and critique the four ways of linking research, teaching and learning already provided by NAIRTL. Case study scenarios/examples of each form of integrating research, teaching and learning were put forward to guide the discussion. (Contains 1 footnote.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
Stress-Reducing Brain Exercises: A Psychoeducational Workshop for First-Year Postsecondary Students
Author: Bruce, Mark
Date: 2013-02-04
Type: Information Analyses
Subjects: Stress Variables,Stress Management,Psychoeducational Methods,College Freshmen,Resilience (Psychology),Executive Function,Workshops,Lesson Plans,Skill Development,Brain,Academic Achievement,Student Adjustment,Academic Persistence,First Generation College Students,Minority Group Students,Research Methodology

The intent of the following project is to highlight information about the stress response, resilience, and executive function development and to apply it to first-year postsecondary student populations in a workshop format. The first part of the project presents three comprehensive literature reviews of academic research available on these subjects. The second part offers a workshop guide broken down into four detailed lesson plans for potential facilitators to carry out four 50-minute workshops. These workshops are intended to be psychoeducational and address the information presented in the report. The workshops may be presented individually or as a series to enable appropriate application to students. The focus of this project is to address the significance of the unique stressors experienced by first-year students with the aim of promoting resilience by developing executive function abilities. The proposed workshop may be instrumental in assisting students to develop these abilities, which may reduce student attrition rates and assist students in accomplishing goals and responding resiliently to stress during their postsecondary education and throughout their lives. The following are appended: (1) Surviving the First Year of Postsecondary Education: Four Workshop Session Plans; and (2) Workshop Evaluation Form. (Contains 1 table, 1 figure, and 7 footnotes.)
Contractual Relationships: Higher Education Laws and Regulations
Author: Chatterjee, Tantralita
Date: 2011-06-20
Type: Reports - Descriptive
Subjects: Higher Education,Administrators,Contracts,Legal Responsibility,Laws,Legal Problems,College Administration,Administrator Role,Admission Criteria,College Admission,Extracurricular Activities,School Activities

One major aspect of any contractual relationship is liability. &quot;Institutions of higher education face potential breach of contract claims from employees, student, and vendors purchasers, or business partners&quot; (Kaplin &amp; Lee, 2007, 105) When referring to the liability of an institution, we must take into consideration the contract authorization pertaining to the action at hand. Kaplin and Lee states, &quot;The key to the institutions liability is authorization; that is, the institution may be held liable if it authorized the agent's action before it occurred or if it subsequently ratified the action&quot; (Kaplin &amp; Lee, 2007, 106) We must ask whether or not the authorization was given properly? This is crucial to recognize for the purpose of defending one's own institution from liability issues. The level of distinction amongst university decision makers authorizing contracts is not as important as the level of liability their authorization holds. Student, trustee, dean, administrator, program director, president, etc., the question at hand is whether or not the authorization was constituted by the institution.
Steadying the Three-Legged Stool: Authorizers, Charter Schools, and Education Service Providers. Authorizing Matters. Issue Brief
Author: Lowe, Adam
Date: 2006-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Organizations (Groups),Administrator Role,Administrator Responsibility,Contracts,Evaluation

A three-legged stool is always stable, regardless of its placement on an uneven surface. Keeping the top parallel to the floor and comfortable to sit on, however, requires careful steps to achieve balance among each of the three legs. In carrying out their work, authorizers typically work to achieve steadiness in a two-party accountability relationship with a charter school. Introducing a third-party service provider adds complexity to the relationship, but need not destabilize the stool. Indeed, if constructed well, the three parties joined together can form a particularly solid and stable foundation for school success. A well-structured accountability system is the key to a stable trilateral relationship that will foster school success. Nearly 30% of charter schools nationwide receive substantial services--such as whole-school design or comprehensive school management--from external organizations known as education service providers (ESPs). ESPs will continue to play an important role in the growth of the charter school movement, bringing substantial capacities and resources to the schools they serve. At the same time, outsourcing core school functions creates special oversight responsibilities for charter school governing boards as well as for authorizers chartering schools with such contracts. Authorizers must understand these responsibilities in order to create a solid foundation for schools working with service providers. This Issue Brief is a primer for authorizers overseeing contractual relationships between charter schools and ESPs. It will help authorizers understand the benefits that ESPs can bring to charter schools, as well as how to oversee these service relationships effectively. The brief begins by identifying the main types of education service providers serving the charter school market today and various reasons why charter schools contract with these organizations. It then focuses on authorizers' responsibilities in approving and overseeing charter schools that contract with ESPs, offering examples of practices that help authorizers steady the three-legged stool to support and increase school success. (Contains 8 endnotes and 3 resources.)
The Terms of the Deal: A Quality Charter School Contract Defined. Authorizing Matters. Issue Brief
Author: Haft, William
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Contracts,School Administration,Legal Responsibility,Educational Legislation,Federal Legislation,State Legislation,School Personnel,Educational Finance,Policy

A contract is about commitment and responsibility. It is about the commitment that two or more parties make and the responsibility to deliver on those commitments. When school developers and authorizers turn a charter application into a contract, the relationship transforms: it shifts from aspiration to expectation and from theory to practice. The charter application contains the aspirations and theories of what the school can be. The contract defines the practical expectations for what, in fact, the school will become. The contract is the embodiment of the autonomy-for-accountability bargain and the commitments of both parties. The authorizer commits to entrusting public dollars and public school students to the independent governing board of the school. It also commits to giving the governing board more flexibility in how it operates the school than is afforded traditional public schools. In return, the school's governing board commits to handling the funds responsibly, complying with its legal obligations, and educating the students well. The contract is what makes school-based autonomy and accountability real and thus is critical for making the charter school concept work. This Issue Brief presents the legal framework in which the contract operates, the categories that the material terms should cover, and limitations on the scope. The purpose is to provide the reader with an overview of how to develop a quality charter school contract. (Contains 8 endnotes.)
Stepping up: University Leadership in the Charter School Sector. Authorizing Matters. Issue Brief
Author: Wechtenhiser, Kim
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Charter Schools,Universities,School Administration,Laboratory Schools,Preservice Teacher Education,Administrator Education

Engaging in the charter school sector is not for the faint of heart--doing so requires grappling with many complex questions. How will the work impact the reputation of the university? What political, financial or legal liabilities will the institution assume? Who will do the day-to-day heavy lifting? Across the country, dynamic higher education leaders are assessing these challenges and deciding to take action. The opportunities to advance the missions of their colleges and universities are considerable, as are the potential public benefits of improved teaching and learning at the elementary and secondary levels. As Timothy Knowles, director of the Urban Education Institute at the University of Chicago asserts, &quot;What are universities for, if they aren't helping America solve its biggest problems?&quot; This Issue Brief provides an overview of various ways higher education institutions are engaging in the charter school sector, explores their reasons for getting involved and shares challenges they have faced in starting and sustaining charter school initiatives. More importantly, it outlines ways their involvement has strengthened their institutions and the communities they serve. (Contains 3 endnotes.)