ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Desegregation on College Choices of Elite Black Athletes
Author: La Noue, George R.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Choice,Athletes,College Athletics,Desegregation Effects,African American Students,Data Analysis,Narration,Educational History,Educational Change,Social Change,Black Colleges,Higher Education,School Desegregation,Statistical Data,Statistical Distributions,Trend Analysis,Educational Practices

Even a casual observer of American college athletics can see the emergence of star black athletes in conferences that once were racially segregated. By analyzing the college origins of National Football League and National Basketball Association draft choices between 1947 and 2011, this research measures the impact of higher education desegregation on the choices of elite African-American athletes in moving from historically black institutions (HBIs) to traditionally white institutions (TWIs). Using draft data and narrative descriptions, this paper documents when, why, and how this shift occurred. The desegregation of American education sometimes had the perverse effect of increasing opportunities for individual African-Americans, while subordinating the role or even extinguishing the black institutions serving that population in the Jim Crow era. In the desegregated era, there are some benefits to individual black athletes whose high professional draft status may make them young millionaires and to the states which have replaced a rigid odious racial color consciousness with fans cheering for university team colors worn by both their black and white athletes. But there is a price paid by the athletic programs of HBIs who are now confined to lower level conferences away from the most publicized contests. Some data reflected in the paper suggests that HBIs are losing in the competition to recruit elite black students in non-athletic fields as well.
New Emerging Issues about Guidance and Counselling in an Accreditation of Prior and Experiential Learning Process
Author: Sanséau, Pierre-Yves
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Business Administration Education,School Counseling,Counselor Role,Accreditation (Institutions),Experiential Learning,Prior Learning,Coaching (Performance),Federal Legislation,Educational Legislation,Doctoral Dissertations,College Students,Semi Structured Interviews,Qualitative Research

The aim of this research is to examine special features of guidance and counselling roles in a process of accreditation of prior and experiential learning (APEL). More specifically, we have two main goals: to identify any possible distinctive feature of guidance and counselling provided during a skills-oriented APEL procedure; and to highlight any skills that actors involved in the guidance process may need to develop. In order to collect the data, we used semi-structured interviews with a sample of twenty APEL guidance counsellors who had all been involved in APEL guidance and counselling in the higher education sector in a Business School setting in France. The results of the research underline three central issues: (i) the distinctive nature of APEL guidance and counselling compared to other guidance and counselling on offer in higher education, (ii) a specificity arising on the one hand, from the focus of the analysis--the professional and personal experience of the APEL candidate--and, on the other hand, from the skills-oriented benchmark and the objectives of diplomas awarded by the Business Schools, (iii) similarities to coaching evident in the description of some of the skills needed for this type of guidance and counselling. We then analyse the specific nature of the APEL process, which entails self-examination and self-analysis and we discuss the fact that the core skills required for APEL guidance and counselling could be similar, in various aspects to those needed for coaching.
The Academic Writing Challenges of Undergraduate Students: A South African Case Study
Author: Pineteh, Ernest A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Foreign Countries,Academic Discourse,Writing (Composition),Interviews,Middle Class,Technology Education,Teaching Methods,Workshops,Literacy Education,Cooperation,College Faculty,Specialists,Feedback (Response),Formative Evaluation,Cultural Context,Case Studies,Qualitative Research

This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across different context and poor sentence skills. It also focuses on the implications of these challenges for students' academic development and possible strategies to address these challenges. The article draws on sustained interviews with twenty 2nd year students, 1st year student reflections and discussions with four Communication lecturers. The data revealed that academic writing challenges of students in universities of technology are consequences of students' linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in South African higher education. To mitigate these challenges, this article proposes the following strategies: the integration of academic literacies in disciplinary curricula, the promotion of multimodalities of teaching and assessment as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, and increased formative feedback.
The Urgent Need to Train Teachers for Multigrade Pedagogy in African Schooling Contexts: Lessons from Uganda and Zambia
Author: Kivunja, Charles
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Opportunities,Foreign Countries,Access to Education,Rural Areas,Multigraded Classes,Elementary Education,Inservice Teacher Education,Capacity Building

Our research project funded by the British Council on multigrade teaching capacity building in Uganda and Zambia found that Uganda does not have a single higher education institution training teachers in multigrade pedagogy and Zambia has only one located at Serenje village in rural Zambia. Yet the research found that in both countries many teachers actually teach multigraded classes in spite of never having been trained in multigrade pedagogy. Our literature searches also found that this situation is not unique to these two countries but in fact very common throughout Africa. Moreover, multigrade is used not by pedagogical choice but by necessity because these countries do not have enough teachers, classrooms or other school equipment to universalize access to primary schooling on a monograde basis. Yet we know that there are well founded pedagogical reasons for using multigrade pedagogy in the education of learners, young and old. These findings lead us to the conclusion that it is not prudent to continue overlooking the potential of multigrade pedagogy to improve educational opportunities for children in African schooling contexts. This is especially true in rural and remote areas; it is therefore imperative to train teachers for multigrade pedagogy in Africa. This paper discusses the problems facing multigrade teaching in Africa and the reasons why multigrade has been neglected, the consequences of that neglect, and the need for a paradigm shift towards multigrade teaching so as to provide universal access to primary education for all children in Africa.
Exploring Student Self-Plagiarism
Author: Halupa, Colleen M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Plagiarism,Cheating,Ethics,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Comparative Analysis,Citation Analysis,Assignments

Student self-plagiarism is a confusing issue for both faculty and students alike. This problem is compounded because both groups perceive the concept very differently. Recent literature regarding these perceptions is reviewed and some brief preliminary results of an exploratory multi-university study of student perceptions of self-plagiarism are presented. Key findings in these preliminary results are compared to a previous study at the same universities which measured faculty perceptions towards self-plagiarism. Approximately 60% of both faculty and students do not truly understand self-plagiarism. In addition, almost 60% of students felt there was no need to cite their previous unpublished works, while approximately 80% of faculty considered this to be self-plagiarism. Some recommendations on ways for faculty and administrators to handle self-plagiarism are discussed, as well as the need to have specific institutional policies and procedures that address this issue in place. Faculty are becoming more aware of this issue as the use of plagiarism detection programs increase.
Academic Engagement: Hispanic Developmental and Nondevelopmental Education Students
Author: Brickman, Stephanie J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Learner Engagement,Hispanic American Students,Comparative Analysis,Student Interests,Student Attitudes,Goal Orientation,College Freshmen,Statistical Analysis,Predictor Variables,Student Motivation,Learning Strategies,Self Management,Student Surveys,Questionnaires,Multivariate Analysis

The purpose of this research is to identify any differences in the academic engagement of Hispanic students enrolled in a developmental course compared to those enrolled in a retention initiative course. Researchers proposed that personal interests and perceptions of instrumentality to future goals would help develop, guide, and direct successful academic engagement. The participants (N = 407) were Hispanic college freshmen. MANCOVA and SEM were employed to examine whether group differences emerged. Analyses revealed perceptions of instrumentality were a stronger predictor of self-regulation for nondevelopmental course students than for developmental education students.
Didactic Competencies among Teaching Staff of Universities in Kenya
Author: Karimi, Florah Katanu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,College Faculty,Curriculum Development,Quality Assurance,Questionnaires,Profiles,Portfolios (Background Materials),Resumes (Personal),Content Analysis,Teaching Experience,Teaching Skills,Public Colleges,Teacher Attitudes

The aim of this study was to establish the levels and types of didactic competencies that exist among teaching staff in universities in Kenya, giving recognition to curriculum development, pedagogical attributes and quality assurance competencies. The study was carried out in two phases among two samples of the teaching staff population. The first sample consisted of 229 randomly sampled teaching staff from three public chartered universities in Kenya while the second sample consisted of 46 teaching staff who had been engaged in quality assurance activities of the university education national quality assurance agency in Kenya. The methodology entailed analyzing the curriculum vitae of the first sample for purposes of determining the teaching staff's consideration of didactic competencies as an achievement area in their teaching profession and thereafter analyzing the responses of the second sample to an open-ended questionnaire in order to determine the teaching staff's acquired and needed didactic competencies. The results revealed that a low percentage of teaching staff (37.1%) considered didactic competencies as an achievement area in the teaching profession. On the other hand, didactic competencies in pedagogical attributes were highly regarded as compared to those in curriculum development and quality assurance. There was need for advocacy and sensitization of teaching staff and university management on the importance of the three types of didactic competencies in the enhancement of the quality of teaching and learning at the university. In addition, taking cognizance of the dynamism in education, teaching staff needed to keep abreast with the paradigm shifts through regular training and retraining on the various types of didactic competency areas.
Socioeconomic Characteristics and Motivations for Entering a Medical College--Differences between Graduate and Undergraduate Saudi Medical Students
Author: AL-Jahdali, Hamdan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Schools,College Attendance,Undergraduate Students,Graduate Students,Student Surveys,Likert Scales,Demography,Student Motivation,Parent Influence,Parents,Parent Background,Educational Attainment,Statistical Analysis

Objective: The aim of this study is to investigate the reasons for and the factors associated with deciding to enter a medical school in our graduate and undergraduate medical students and whether differ between the two groups. Method: This is a cross-sectional study. The survey we developed to investigate demographic and socioeconomic data and possible reasons for deciding to enter a medical school. The responses were scored using Likert scale 4-options. Results: A total of 244 of 275 male students responded (a response rate of 89%). Of the responders, 26% were graduate students and 74% were undergraduates. Thirty-nine percent of the students attended private schools. Compared to graduate students, undergraduate students were younger (p = 0.0001), more likely to have gone to a private high school (p = 0.001) to have a father who is a doctor (p = 0.001) or a university graduate (p = 0.001), to belong a household with a monthly income exceeding $5,333 (p = 0.001). Significantly more undergraduates than graduates reported that they were influenced to enter medical school by family (p = 0.036), having had high academic achievement at high school (p = 0.001), prestige of the profession (p=0.007), guaranteed employment (p = 0.013) and desire to help others (p = 0.003). Conclusions: The graduate medical students had significantly different demographic factors which were more reflective of in the general population as well as different motivating when compared to the undergraduate medical students.
Pathways from Polyvictimization to Youth Problem Behaviors: The Critical Role of School Engagement
Author: Voisin, Dexter R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Victims,Learner Engagement,Behavior Problems,Youth,Correlation,Peer Relationship,Psychological Patterns,Symptoms (Individual Disorders),Violence,Peer Influence,Literature Reviews

School engagement has a powerful influence on youth development. Youth who fail in school are at significant risk for a host of subsequent psychosocial outcomes, including substance use, risky sexual behaviors, gang involvement, and increased contact with juvenile justice authorities. Although school engagement is an important determinant of key developmental outcomes, few studies have adequately considered how polyvictimization may not only compromise school engagement but also negatively impact psychological functioning, lead to negative peer affiliations with gangs, thereby subsequently increasing the risk for drug use and subsequent juvenile justice involvement. In addition, no studies have considered how key factors such as age, gender, race/ethnicity and parenting styles may moderate those risk relationships. Based on the existing empirical literature and several unifying theories, we present a conceptual model that documents pathways from polyvictimization to multiple youth problem behaviors, with school engagement as a key mediator. This review is intended to help guide future research in these areas. We conclude with recommendations for school-based interventions and future research based on this innovative model.
Research on Affective Teaching Strategy in China's College English Classroom
Author: Zhang, Qiang
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College English,Affective Objectives,Teaching Methods,Educational Strategies,Educational Research,Emotional Experience,Educational Practices,Classroom Techniques,Study Habits,Student Interests,Student Attitudes,Learning Motivation,Self Efficacy,Group Dynamics,Anxiety,Teacher Attitudes,Teaching Skills,Teacher Student Relationship

Affective teaching plays an increasing significant role in the teaching process; it not only attaches great importance to the teaching of knowledge and skills, but also pays specific attention to students' attitude and emotional needs in the process of teaching, so as to promote students' overall development as well as improving their comprehensive qualities. In this paper, the author first put forward the current problems of English teaching in China, and then introduced some relevant studies of affective teaching. Finally the author tries to explain the strategies of applying emotional factors to the college English classroom from both the students' and the teachers' perspective.
Developing Competencies for Education for Sustainable Development: A Case Study of Canadian Faculties of Education
Author: Sims, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Teacher Education,Sustainable Development,Qualitative Research,Case Studies,Sustainability,Interdisciplinary Approach,Experiential Learning,Partnerships in Education,Semi Structured Interviews,Graduate Study,Undergraduate Study

Education is paramount when trying to enable a change in values and attitudes towards sustainability. Higher education in faculties of education plays an important role in working toward this change because of its impact on future and practicing teachers in the school systems. This study inquires into the current role of education for sustainable development (ESD) in undergraduate and graduate teacher education programs at Canadian universities, with a particular focus on promising practices and initiatives toward a reorientation of teacher education for sustainability. A qualitative case study approach was used identifying promising initiatives as well as challenges and enablers of reorienting teacher education toward sustainability at four Canadian universities. The discussion of results is framed by how identified initiatives relate to the development of core ESD competences for educators as established by UNECE (2012). The results of the study suggest the importance of experiential, inter-disciplinary and inter-institutional learning, of problem-based learning around real-life issues with community and the natural environment, and of building partnerships with colleagues, students, and community organizations.
The Impact of Cross-Curricular Competences and Prior Knowledge on Learning Outcomes
Author: Neuenhaus, Nora
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Competence,Metacognition,Prior Learning,Expertise,Student Educational Objectives,Outcomes of Education,Literature Reviews

This review begins by outlining the historical discussion about the relative importance of fostering cross-curricular competencies versus domain-specific prior knowledge as central goals of education. Metacognition and prior knowledge are then introduced as constructs representing these two goals; their development and effects on learning outcomes are described from a theoretical perspective. Empirical research on metacognition and expertise--and especially on mechanisms of acquisition--is then presented, illustrating commonalities between the two concepts and drawing attention to the need to take interactions between the two into account when analyzing their impact on learning outcomes. Most of the research discussed in the article draws on cross-sectional data. Systematic longitudinal research of combined effects in different subject domains is required to gain a better understanding of developmental mechanisms and stage-specific effects.
Is There Cultural Safety in Australian Universities?
Author: Rochecouste, Judith
Date: 2014-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Pacific Islanders,Cultural Awareness,Racial Bias,Universities,Foreign Countries,Interviews,Online Surveys,Cultural Isolation,Social Isolation,Educational Experience,College Students,Safety,Student Attitudes,Qualitative Research

This paper examines the cultural safety offered to Australian Aboriginal and Torres Strait Islander students within their university environments. In the context of this paper, cultural safety includes cultural competency, as recently subscribed by Universities Australia, and &quot;extends beyond (to) cultural awareness and cultural sensitivity&quot; (Bin Sellik, 2003, p. 210) and includes putting in place explicit measures to address racism of all types. Informing this study were interviews and an online survey conducted with Aboriginal students and staff members of Aboriginal centres which formed part of a larger study investigating the &quot;Transition of Aboriginal and Torres Strait Islander Students into Higher Education&quot; (Oliver et al., 2013a; 2013b). Their responses provided evidence suggesting overt and covert experiences of racism, exclusion and cultural isolation indicating that there is still much to be done before cultural safety is truly attained in our universities. As such our findings support recommendations stemming from previous research indicating that cultural safety is an issue that needs to be brought to the attention of governing bodies within our higher education sector.
How to Construct Curricula for Finance Professional under Credit System in China
Author: Ma, Yuanyuan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Curriculum Development,College Credits,Business Administration Education,Personal Autonomy,Tutoring,Textbooks,Textbook Preparation

As a kind of teaching system, the credit system is constructed according to the elective system. It is benefit for improving teaching in implementing credit system. There are still some constraints during the transition from the academic year system to the credit one. In this paper, we shall first briefly introduce the bottleneck of credit system. The countermeasures are put forward to construct and perfect credit system, which adapted to the financial professional.
The Impact of Motivation on English Language Learning in the Gulf States
Author: Al Othman, Fadel H. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,English (Second Language),Theory Practice Relationship,Case Studies,Observation,Meta Analysis,Achievement Need,English Language Learners,Attribution Theory,Foreign Countries

Numerous studies have shown that motivation is positively linked to success in learning the English language or any other second language. Generally, motivation and attitude work together to ensure learners' successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this connection. However, there is a gap between theory and practice. Although it is widely documented that motivation is a proven means to success in language learning, several countries, like the Gulf States, remain reluctant to cultivate learners' motivation to learn a second language due to several reasons. Therefore, this research paper analyses the impact of motivation on English language learning by eliciting observations of researchers in the field. Finally, several suggestions and some recommendations regarding future research in this area have been highlighted.