ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Quality Assurance Survey in Higher Education
Author: Zaki, M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Higher Education,Academic Achievement,Islam,Religious Education,Universities,Teacher Educators,Preservice Teachers,Student Satisfaction,Student Evaluation of Teacher Performance,Departments,Foreign Countries,Teacher Improvement

State Islamic University of Mataram (UIN Mataram) is the only Higher Education institution which is located in central of Indonesia and leads to its vision as World Class University (WCU) in 2042 by managing 32 study programs including sciences and socials. Furthermore, it has huge responsibility to develop the quality of education in local and national scopes which then required good academic quality control. The present study aims to describe and analyze the responses on the academic service at Faculty of Education and Teachers Training at UIN Mataram in 2018 and 2019. The research approach was quantitative model with the survey design. The instruments used was online and offline questionnaires with the collaboration with Quality Assurance Bureau (QAB) at the university. According to the findings of the study, the conclusion was: (1) the students' satisfaction on the lecturers' performance increased 0.014 in 2019, (2) TBI (English Education Department) showed significant improvement of lecturers' performance score (0.24) in 2019, and (3) the lecturers' punctuality to teach had been the item to show the highest score margin between 2018 and 2019 (0.24). The present research imply the urgency to adjust the weakness of the academic quality to the better condition.
Partnering for Outdoor Play: A Case Study of Forest and Nature School Programming in the Context of Licensed Child Care in Ottawa, Ontario
Author: Niblett, Blair
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Play,Natural Resources,Well Being,Child Care Centers,Best Practices,Teaching Methods,Curriculum,Social Justice,Educational Policy,Educational Environment,Educational Facilities,Preschool Education,Ecology,Alignment (Education),Knowledge Level,Risk,Experiential Learning,Professional Development,Training,Child Caregivers,Role

This case study examines the policy significance of a partnership between two organizations committed to improving children's learning and well-being through the delivery of a forest and nature school (FNS) program offered in the context of a licensed childcare program in the province of Ontario, Canada. The notion of the Anthropocene is taken as a theory and practice framework which emphasizes the urgency for developing new educational strategies that respond to the current moment of ecological crisis facing human and more-than-human planetary communities on earth. Methodologically, the case study is taken up through the lens of action research, wherein the leaders of the two partnering organizations participated as co-investigators of the project. Thematic findings of the study suggest that best-practice policy in early years FNS programs broadly include, among others, the following: understanding a continuum of FNS pedagogies, working to influence regulatory disconnections between built and natural play environments, and advancing social and ecological justice values through FNS programs.
How and Why Did Outdoor Play Become a Central Focus of Scottish Early Learning and Care Policy
Author: Perlman, Michal
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Play,Kindergarten,Young Children,Child Care,Educational Policy,Policy Formation,Well Being,Barriers,Program Implementation,Program Effectiveness,Risk Assessment,Teacher Role,Adoption (Ideas),Foreign Countries,Physical Environment

Based on a government document review, 25 stakeholder interviews, and 7 site visits, we examined how and why outdoor play became a focus of Scottish policy for early learning and care programs; we also documented opportunities and barriers to policy implementation. The outdoor play emphasis began as a bottom-up initiative, with a few early adopters serving as model programs. Perceptions that outdoor play programs were of higher quality than traditional indoor nursery programs helped alleviate concerns about children's well-being, and elicited support from key policy actors promoting the policy. An innovative licensing body that shifted from a risk assessment to a risk/benefit approach was key in developing this policy. A number of barriers to implementation, such as parent and educator attitudes, were identified. Solutions to these barriers and the implications of our findings are discussed.
Leading Together: Strengthening Relational Trust in the Adult School Community
Author: Leis, Micela
Date: 2017-11-00
Type: Journal Articles
Subjects: Trust (Psychology),Teacher Administrator Relationship,Peer Relationship,Faculty Development,Coaching (Performance),Adults,Correlation,Program Effectiveness,Pilot Projects,Principals,Program Implementation,Elementary Secondary Education,Mixed Methods Research,Interviews,Public Schools,Elementary Schools,Middle Schools,Questionnaires

Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly important. &quot;Leading Together&quot; (LT) is a new professional development and coaching model of the Center for Courage &amp; Renewal designed to develop individual and collective capacity to build trust and enhance communication among adults in schools. In this article, we investigate the relation between successful implementation of LT and changes in trust in eight schools that participated in a pilot study of LT from 2012 to 2014. Results showed moderate increases in teacher-principal trust and teacher-teacher trust in schools implementing LT successfully. This article describes changes in trust and processes needed for the successful implementation of team-implemented programs, models, or approaches. [For the corresponding grantee submission, see ED580950.]
A Relic of the Past: Identification, Placement and Review Committees in Ontario&apos;s Education System
Author: Reid, Luke
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Students with Disabilities,Disability Identification,Equal Education,Student Rights,Access to Education,Barriers,Student Placement,Inclusion,Labeling (of Persons),Federal Legislation,Educational Finance,Conflict Resolution,Student Participation

The Identification, Placement, and Review Committee (IPRC) process has been long established within Ontario special education practice and provincial legislation. Borne out of advocacy for advancing the right to education for children with disabilities, the IPRC process is now being critically explored as to whether the process itself creates an infringement on students' access and rights to quality education. Drawing on historical and contemporary shifts in education policy and human rights in Ontario, this paper presents the case that the current structure of the IPRC is outdated and may function as a significant barrier to students' academic futures.
A Case Study of Outside Events versus the Thriving Speaking Center
Author: Cuny, Kimberly M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Support Services,Interpersonal Communication,Communication Skills,Periodicals,Case Studies,Writing Evaluation,Story Telling,College Students,Organizational Communication

In April, at the Excellence at the Center Conference, I participated in a national discussion in my role as Managing Editor of &quot;Communication Center Journal&quot; (CCJ). During my contributions to that larger discussion I noted that I believe it is time for writers and future writers of our subset of communication studies to begin to view our work more critically. While I made no mention of it, I was thinking about opportunities to engage from a critical perspective put forth by the publication of a communication center manuscript outside of CCJ in the last year. As Editor-in Chief of CCJ, Carpenter (2017) provides an outline of the many ways he sees CCJ fitting the growing roles of the communication center community. But first, Carpenter more broadly states that journals &quot;provide a forum for exchanging new ideas and approaches, while also challenging or adding to previous knowledge&quot; (p.1). It is from a place of wanting us to begin to challenge previous knowledge that I encouraged others to do so. I suspect this might be a difficult shift for some and so I have written this case study as a first step. I put myself at the center of this manuscript and offer my own experiences for critical evaluation. As a storyteller, I have used narrative and reflection in the telling of this true story. Some of this particular case was first introduced by one of our students at that same April national conference. The student's presentation of the situation garnered much follow up discussion then. I believe that alone or coupled with Kramer and Bisel's 2017 student centered organizational communication textbook, this case study both challenges what we know and adds to communication centers knowledge development.
Enhancing Study Abroad: Interventions for Greater Language Proficiency and Intercultural Development
Author: Erickson, Lars
Date: 2020-11-00
Type: Journal Articles
Subjects: Study Abroad,Second Language Learning,Cultural Awareness,Experiential Learning,Intervention,Task Analysis,Second Language Instruction,Language Proficiency,Rating Scales,Undergraduate Students,Engineering Education,Student Attitudes,Program Descriptions,Foreign Countries,Outcomes of Education,Learner Engagement

This paper describes an experiential education course designed to enhance student learning while abroad. Studies have shown that students studying abroad need specific interventions in order to profit fully from the immersive experience. The article describes a sequence of task-based interventions designed to prompt students to engage with the host language and culture. A description and rationale for each assignment explains how the tasks target language functions and intercultural development. The language functions relate to ACTFL's proficiency scale. The intercultural development process relates to Bennett and Hammer's Intercultural Development Continuum model (Bennett, 1986; Hammer, 2012). The students involved participated in the five-year dual bachelor's degree International Engineering Program at the University of Rhode Island and spent a year abroad in China, France, Germany, Chile, or Spain, studying for six months and then interning for six months. Discussion of student work shows the extent to which the tasks elicited interaction with the host culture and reflection on the experience. Results show that the interventions result in greater student engagement with the host culture and greater reflection on the impact of the overseas experience on their linguistic and cultural competency development.
Beyond HEQCO&apos;s Skills Assessments: Validation of a Measure of Students&apos; Academic Capital and Evidence of Grade Inflation in Ontario&apos;s High Schools and Universities
Author: Côté, James E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Readiness,Academic Ability,Grades (Scholastic),Student Satisfaction,Student Attitudes,Academic Persistence,Student Characteristics,Background,Family Characteristics,Gender Differences,At Risk Students,Grade Inflation,College Students,First Generation College Students,Foreign Students

In the U.S., it is well documented that many students enter universities unprepared, lacking the basic academic skills necessary for optimal, or even positive, outcomes. However, less evidence has been reported on this problem in Canada, and there appears to be a public impression that Canada's universities have higher standards, on average, than American universities. This perception is reflected in documents produced by the Ontario Government, but documents prepared by independent sources, such as Statistics Canada and the Higher Education Quality Council of Ontario (HEQCO), suggest otherwise. The present article adds to this independent literature, reporting on a new empirical measure based on a suite of questions assessing the basic academic skills necessary to meet the challenges of higher education. Seven sets of skills were identified, and through exploratory and confirmatory factor analyses, two forms of academic capital were identified, as were three clusters of students. Evidence for the validity of these measures was found in terms of hypothesized associations with student grades, satisfaction, and thoughts of dropping out. Demographic differences (e.g., family background, gender) were minimal. The results suggest that a majority of Ontario's university students are at risk of sub-optimal academic outcomes, including a sizeable minority that is likely dysfunctional in contexts in which using basic academic skills would be necessary to pass courses if it were not for grade inflation. These students report lower grades, greater dissatisfaction with the university experience, and more frequent thoughts of dropping out. Policy implications are discussed in terms of what governments, secondary schools, and universities might do to reduce skill deficiencies and the associated negative experiences with post-secondary education.
How Are You Managing, Ethically Speaking? A Typology Proposal of Ethical Culture
Author: Lapointe, Claire
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Values,Leadership Styles,School Culture,Organizational Change,Principals,High Schools,School Size,Professional Development,Participative Decision Making,Professional Autonomy,Administrator Attitudes,Foreign Countries

Over the past 20 years, improving ethical awareness within organizations has become a priority in the public and private sectors. Ethics is formalized in the workplace, within structures, policies, and practices. However, few studies document the formalization of ethics with regard to its relationship to leadership. Findings from our previous research projects show that the type of culture prevailing in an organization is a determining factor for the promotion of ethical leadership. Based on these findings, we propose four types of ethical cultures: indifferent, controlling, supporting, and capacitating. To verify the theoretical validity of the typology, we conducted a study in a large Canadian high school. Results support the relevance of the typology, which highlighted the challenges met when changing school culture from hierarchical and controlling to ethically capacitating.
The Teacher-Volunteer in Ontario
Author: Mindzak, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Supply and Demand,Teacher Employment,Volunteers,Teacher Attitudes,Beginning Teachers,Underemployment,Unemployment,Foreign Countries,Elementary School Teachers,Secondary School Teachers

This study explored the practice of &quot;teacher-volunteerism&quot; in Ontario, Canada. A teacher-volunteer refers to those teachers who are fully certified to be employed as teachers in Ontario and who remain active in the teaching labour market. Teachers in Ontario, facing a competitive labour market, have increasingly volunteered inside of schools. Drawing on qualitative interviews with unemployed and underemployed teachers in Ontario, the paper examines and discusses experiences concerning volunteerism within this context. Findings revealed that teacher-volunteerism is largely motivated by employment-related concerns, with volunteers engaging in various teaching-related practices inside of schools. Teacher-volunteerism is understood as a new expectation faced by un(der)employed teachers as they seek paid employment. The exploration of teacher-volunteerism leads to further interrogation surrounding the intersections of teachers' work and labour in the field of education.
Revitalizing Education through Problem Based Learning Practices
Author: Nair, Sindhu Shantha
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Improvement,Instructional Effectiveness,Problem Based Learning,Active Learning,Inquiry,Experiential Learning,Learner Engagement,Thinking Skills,Higher Education

Teaching and learning practices need to be revisited to revitalize education. The mundane rote learning due to excessive standardization, pedagogical red tape and routinization often become surfeited and such experiences are discussed by students and teachers alike across the globe. The focus has to shift from content and transmission to problem, process and experience-based learning. This calls for dynamic learning which is challenging since creativity takes over control; reaction takes over responsiveness. Enhanced learning practices take over routine learning providing a rich learning experience for students. Difficult situations or problems prepare and prompt deep thinking and the solutions become learning experiences. Thus problems attract our attention and focus on digging deep into energizing thoughts to solve the same. This rationale and the associated dimensions become the fertile ground for problem based teaching and learning practices. This paper explores the revitalization of education through problem based learning practices. The study highlights the need for a shift from theory base to problem based learning. Redesigning conceptual representations to experience-based, problem based and enquiry based learning can promote relational understanding.
Stronger Together: Nonsummativity and the Grand Valley State University Knowledge Market
Author: Brown, Carl J.
Date: 2018-00-00
Type: Journal Articles
Subjects: State Universities,Academic Libraries,Academic Support Services,Communication (Thought Transfer),Consultation Programs,Educational Cooperation,Library Services,Advisory Committees,Program Evaluation,Fellowships,Educational Benefits,Communication Skills

This article discusses the history, purpose, and services that make up the Grand Valley State University Knowledge Market. The Knowledge Market is made up of faculty and staff directors leading four unique groups of specialized student-consultants who collaborate with their peers. While each service has a unique specialty, The Knowledge Market unites to guide students through the collective academic processes of researching, writing, speaking, and developing visual aids. The Knowledge Market is partnered with the university library in mission, service, and location. It provides a unique and replicable model that can be applied at a variety of campuses who have a need and desire for the communication center to synergize with the similar campus services and the bedrock of campus communities--the university library.
Outcomes of the BOSS Classroom Management Program among Adults with Intellectual Disabilities
Author: Needham, Mick
Date: 2019-00-00
Type: Journal Articles
Subjects: Adults,Intellectual Disability,Classroom Techniques,Prosocial Behavior,Skill Development,Behavior Modification,Social Development,Adult Education,Positive Reinforcement,Training,Interpersonal Competence,Feedback (Response)

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs' delivery of behavior-specific praise statements increased after they received training in the BOSS program. Increases in the prosocial behaviors of the adults with ID were also reported after the DSPs were trained. Social validity measures indicated that DSPs liked using the BOSS program, it was easy to implement, and the program was effective. The results of this study suggest that evidence-based social skills interventions developed for children and adolescents, including classroom management strategies, can be effective in improving prosocial behaviors of adults with ID with minimal adaptions.
Overcoming Second-Order Barriers to Technology Integration in K-5 Schools
Author: Durff, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Barriers,Technology Integration,Rural Schools,Teamwork,Professional Development,Collegiality,Teacher Collaboration,Faculty Development,Educational Resources,Value Judgment,Teacher Attitudes,School Culture,Administrators,Teacher Education Programs,Elementary School Teachers

The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that a team approach among administrators, technology support personnel, and teachers resulted in the strongest technology integration. Successful strategies included providing appropriate professional development, building collegial support and sharing among teachers, training teachers to locate relevant technological resources, and establishing value and support for the use of technology for learning.
Prejudice Reduction in Public Schools: A Dialogic Approach
Author: Gonzalez, Maru
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Schools,Social Bias,Elementary Secondary Education,Evidence Based Practice,Interpersonal Communication,Dialogs (Language),Familiarity,Attitude Change,Social Change,Social Attitudes,Cultural Awareness,Identification (Psychology),Program Effectiveness,After School Programs,College School Cooperation,Consciousness Raising,Communities of Practice,Peer Relationship,Listening,Inquiry,Reflection,Student Leadership,Capacity Building,Teacher Role

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K-12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K-12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.