ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership and Reshaping Schooling in a Networked World
Author: Finger, Glenn
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Change,Educational Development,Educational Trends,Influence of Technology,Social Networks,Educational Cooperation,Concept Formation,Technological Literacy,Pedagogical Content Knowledge,Guidelines,Educational Practices,Educational Administration,Foreign Countries

This paper is initiated from a position that, until recently, the nature of schooling globally has remained largely unchanged since its design in the last century, and there has been a hegemony that supported its form to be enduring and largely unchanged. However, in a digital, networked world, there is a need to rethink and redefine schooling. Following an examination of schooling in the 21st Century, summarising the context and critical challenges presented by new and emerging digital technologies, suggestions about what schooling might look like in an increasingly digital, networked world are presented. Guidance is provided in relation to key questions for leadership to reshape schooling in a networked world, including: (1) how might schools move into the networked mode? (2) what is required to lead and manage a networked school community? (3) how will a networked school become defined less by its physical space and timetabled lessons, but by being networked and that learning can take place anywhere, anytime?
Digital Tools Disrupting Tertiary Students' Notions of Disciplinary Knowledge: Cases in History and Tourism
Author: Cowie, Bronwen
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,History Instruction,Tourism,Case Studies,Interviews,Online Surveys,College Faculty,College Students,Teaching Methods,Foreign Countries,Story Telling,Web Sites,Collaborative Writing

This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching-learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task--teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants' prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice.
eLearning and eMaking: 3D Printing Blurring the Digital and the Physical
Author: Loy, Jennifer
Date: 2014-03-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Computer Simulation,Printing,Design,Learning Activities,Interaction,Technology Uses in Education,Student Centered Learning,Student Developed Materials

This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three-dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital age.
Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies
Author: Smith, Terry K.
Date: 2014-03-00
Type: Journal Articles
Subjects: Elementary School Science,Science Instruction,Educational Technology,Technology Uses in Education,Pretests Posttests,Student Surveys,Teacher Surveys,Intervention,Grade 4,Elementary School Students,Computer Games,Teaching Methods,Foreign Countries,Observation,Instructional Effectiveness,Learner Engagement,Student Motivation,Thinking Skills,Mixed Methods Research

This mixed methods study examined the effectiveness of a virtual world curriculum for teaching elementary students complex science concepts and skills. Data were collected using pre- and post-content tests and a student survey of engaged learning, An additional survey collected teacher observations of 21st century competencies conducive to learning. The study involved a five-day intervention of fifteen 4th grade students in a small Midwestern school using a virtual science computer game from Arizona State University. Thirty elementary teachers from Australia, England, and the United States were surveyed on classroom observations of their elementary students working in the virtual world environment. Research questions guiding the virtual learning study were: (1) do pre- and post-content tests show significant learning in the virtual environment; (2) are students academically engaged during the learning process; and (3) are students actively demonstrating relevant 21st century competencies. The study supports prior research in game-based learning showing measurable learning results, highly engaged, motivated students, and observations of student behaviors conducive to learning science in school, namely collaboration, problem solving, critical thinking/inquiry, global awareness, and technology use.
A Standalone but Not Lonely Language: Chinese Linguistic Environment and Education in Singapore Context
Author: Min, Huang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sociolinguistics,Second Language Programs,Chinese,Course Descriptions,Multilingualism,Bilingual Education,Educational Policy,Educational History,Educational Environment,Special Programs,Social Action,Activism,Barriers,Educational Development,Educational Practices

Bilingual education policy in Singapore permits the students learn both English as working language and mother tongues, such as Chinese, as L2 anchoring to culture heritage. Starting from historical and sociolinguistic reasons, this paper is intended to provide a panoramic view of Chinese education in Singapore, clarify and compare Chinese education syllabi on different levels from primary schools to pre-university schools, cover social movement support on promoting Chinese learning and use in this multilingual society. Meanwhile, Singapore's success in bilingual education cannot hide its own problems. The status of Chinese dialects, the competitive role of English, the rational and practicality for proficient bilingual users, the choice of teaching methodologies between L1 and L2, are all remaining open to further discussing and probing for language policy making and modification in the future.
Interdisciplinary Common Ground: Techniques and Attentional Processes
Author: Arvidson, P. Sven
Date: 2014-00-00
Type: Journal Articles
Subjects: Attention,Phenomenology,Interdisciplinary Approach,Psychology,Psychotherapy,Cognitive Processes,Philosophy,Integrated Activities,Attention Control,Teaching Methods

Common ground in the interdisciplinary research process is the pivot from disciplinary to interdisciplinary perspective. As thinking moves from disciplinary to interdisciplinary, what is the shape or structure of attention, how does intellectual content transform in the attending process? Four common ground techniques--extension, redefinition, transformation, organization--are characterized as modifications of attention using Gestalt theoretical principles and phenomenology. The illustrated attentional transitions support the claim that interdisciplinary common ground is a cognitive achievement.
Professional Identity and Participation in Interprofessional Community Collaboration
Author: Bayne-Smith, Marcia
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Identity,Interprofessional Relationship,Community Cooperation,Surveys,Content Analysis,Statistical Analysis,Public Health,Socialization,Social Work,Medical Services,Nursing,Psychology,Law Related Education,Interdisciplinary Approach,Questionnaires,Professional Development,Qualitative Research

Collaboration is now is frequently required among representatives of myriad disciplines to intervene more effectively in complex community and public health problems. A fundamental tenet of collaboration across professions is that it is facilitated by socialization to one's own professional identity and to interprofessional collaboration with those in other professions. The purpose of this article is to explore how individuals representing six different professions (informants) understand the relationship between professional identity and interprofessional community collaboration (IPC). It examines whether professional identity changed at all over the course of their careers, and whether those changes affected their perspectives on IPC. Furthermore, this article explores how the informants portray their own profession's strengths and limitations in collaborating with other professions. Using professional networks, snowball sampling, and the reputational method, a cohort of 50 informants participated in an intensive structured dialogue event that included mono- and multi-professional group exercises. This article analyzes the data from a post-event self-administered survey of those experiences. Open-ended questions were coded using content analysis that utilizes both quantitative and qualitative methods. A large majority of the informants (80%) strongly identified with their professions while (20%) indicated a weak identification. At the same time 64% indicated their professional identities had changed in various ways. They described characteristics of their professions that both supported and deterred IPC. In summary, the results of the study suggest professional identity can remain strong even as it becomes more complex, nuanced, or expanded.
Enduring in an &quot;Impossible&quot; Occupation: Perfectionism and Commitment to Teaching
Author: Jones, Brady K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Personality Traits,Teacher Persistence,Teaching (Occupation),Personality Measures,Predictor Variables,Urban Schools,Suburban Schools,Sustainability,Hypothesis Testing,Correlation,Tenure,Age,Educational Environment,Advantaged,Standards,Regression (Statistics),Graduates

Very little is known about the role of person-level qualities, or personality, in the teacher labor market. This study explores the role of &quot;perfectionism&quot; in teacher occupational commitment and retention. One hundred eighteen graduates of a competitive teacher preparation program with widely varying levels of total years commitment to the job completed a measure of three dimensions of perfectionism--&quot;standards&quot; (holding oneself to high standards), &quot;order&quot; (valuing neatness, tidiness, and being disciplined), and &quot;discrepancy&quot; (perceiving a gap between ambitions and abilities)--and gave information about their personal backgrounds and work histories. Results suggest that none of the dimensions of perfectionism predict teacher commitment in the sample as a whole, but that the &quot;order&quot; dimension significantly predicts long-term commitment to struggling urban versus affluent suburban schools. These results imply that long-term urban teachers may be adept at overlooking difficult and sometimes chaotic circumstances to sustain themselves in the occupation.
Convergent Evolution in the Interest of Integrative Problem Solving: Connecting the Policy Sciences and Interdisciplinary Studies
Author: Wallace, Richard L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Solving,Interdisciplinary Approach,Policy,Policy Analysis,Evolution,Methods,Integrated Activities

The contemporary fields of interdisciplinary studies and the policy sciences have evolved over similar intellectual paths and timelines, beginning in the early 20th century. Both have their roots in professional efforts--within and outside the academy--to address numerous, growing, and complex problems that face humanity. The policy sciences' approach to integration via interdisciplinarity serves the civic and public processes of community and decision making that address these problems, while at the same time respecting the individual human being. This goal explicitly seeks dignity for all individuals in healthy environments. The policy sciences offer a framework and an intellectual toolbox with a fundamental set of operations to achieve integration via interdisciplinarity in the interests of problem solving. This framework guides interdisciplinarity in practical, teachable, and learnable terms, the history of which mirrors the evolution of interdisciplinary studies. A review of the policy sciences in the context of interdisciplinary studies emphasizes their shared heritage and raises important questions about how isolated communities of scholars and practitioners with a convergent evolution might collaborate to promote greater achievement of their common goals.
Achievement and Expectations of Immigrant, Second Generation, and Non-Immigrant Black Students in U.S. Higher Education
Author: Hudley, Cynthia
Date: 2016-10-00
Type: Journal Articles
Subjects: Academic Achievement,Expectation,Immigrants,African American Students,Undergraduate Students,Higher Education,Social Theories,Cultural Influences,Ecological Factors,Acculturation,Gender Differences,Grade Point Average,Hypothesis Testing,Student Surveys,Multivariate Analysis

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country.
&quot;Context-Specific&quot; Teacher Preparation for New York City: An Exploration of the Content of Context in Bard College&apos;s Urban Teacher Residency Program
Author: Hammerness, Karen
Date: 2016-12-00
Type: Journal Articles
Subjects: Residential Programs,Teacher Education Programs,Graduate Students,Urban Schools,Urban Areas,Case Studies,Mixed Methods Research,Interviews

In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools--the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation--how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from this study.
Cognitive Abilities of Pre- and Primary School Children with Spina Bifida in Uganda
Author: Bannink, Femke
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Elementary School Students,Genetic Disorders,Disabilities,Semi Structured Interviews,Parents,Siblings,Statistical Analysis,Cognitive Ability,Scores,Regression (Statistics),Environmental Influences,Predictor Variables,Age Differences,Family Income,Psychomotor Skills,Education,Parent Influence,Access to Health Care,Surgery,Daily Living Skills,Adjustment (to Environment),Behavior Rating Scales,Children,Intelligence Tests,Visual Perception,Perceptual Motor Coordination,Student Records,Factor Analysis

This study investigates cognitive abilities of pre/primary school children without and with spina bifida in Uganda. Qualitative semi structured interviews and quantitative functioning scales measurements were combined and conducted with 133 parents, 133 children with spina bifida, and 35 siblings. ANCOVA was used to test for differences in cognitive scores between children and siblings. Logistic regression analyses were used to study predictive demographic, impairment specific, and environmental factors of cognitive functioning. Children with spina bifida in Uganda had lower cognitive outcomes compared to their siblings. Cognitive outcomes were predicted by age, household income, motor functioning, and schooling. Better motor functioning was predicted by age, the presence of hydrocephalus, and parental support. Continence management was predicted by parental support and household income. Schooling was predicted by age, household income, and motor functioning. Limited access to neurosurgery and rehabilitative care, and schooling had a negative effect on cognitive functioning. Children of parents who have support had better motor functioning, and continence management. A holistic approach for children with spina bifida and their families, including community based rehabilitation; ensuring social support and livelihoods for parents; and access to health and education services can contribute to better cognitive outcomes.
Context as Content in Urban Teacher Education: Learning to Teach in and for San Francisco
Author: Williamson, Peter
Date: 2016-12-00
Type: Journal Articles
Subjects: Urban Schools,Teaching Models,Qualitative Research,Interviews,Mentors,Teacher Education,Teaching Experience,Professional Development,Residential Programs

Urban teacher residencies have emerged as an innovation for recruiting, preparing, and retaining teachers for high-need urban schools. Though residencies aim to prepare teachers for specific urban contexts, we know little about how context is conceptualized in the teacher education curriculum or what teachers learn about it. This study finds that participants in one residency in San Francisco came to see context as complex and layered, interrupting stigmas often associated with urban schools. Participants felt well prepared to teach in particular high-need settings, but their knowledge and skills did not necessarily transfer to other urban settings in the same city.
In-Service Teachers' Sense of Agency after Participation in a Research Master Course
Author: Impedovo, Maria Antonietta
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Locus of Control,Teacher Empowerment,Inservice Teacher Education,Masters Programs,Research Methodology,Methods Courses,Science Education,Scientific Research,Educational Research,Skill Development,Research Skills,Data Analysis,Interviews,Learning Modalities,Qualitative Research

In this paper, we investigate the in-service teachers &quot;sense of agency&quot; after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.
Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety
Author: Bas, Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Anxiety,Multiple Regression Analysis,Academic Achievement,Teaching Methods,High School Students,Teachers,Foreign Countries,Correlation,Factor Analysis,Statistical Analysis

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the &quot;teaching-learning conceptions scale&quot; (Chan &amp; Elliott, 2004), the &quot;Westside test anxiety scale&quot; (Driscoll, 2007), and the &quot;Grade point average determination form&quot; were used. The data was analysed using hierarchical multiple regression analysis. According to the results obtained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.
Evaluation of the Educational Impact of Participation Time in a Small Spacecraft Development Program
Author: Straub, Jeremy
Date: 2014-03-00
Type: Journal Articles
Subjects: Program Length,Time Factors (Learning),Time on Task,Student Experience,Space Sciences,Correlation,Student Participation,Active Learning,Student Projects,Relevance (Education),Student Surveys,Likert Scales,Comparative Analysis,Computer Science Education,Leadership Role,Undergraduate Students,Graduate Students,Cohort Analysis

The value of the duration of participation in a small spacecraft program has not previously been sufficiently characterized. This work seeks to determine whether most relevant benefits are received by participants quickly (suggesting that participant education would be best achieved by shorter duration exposure to multiple domains) or accrues over time (suggesting that prolonged work on a single project would be most beneficial). The experiences of the student participants in the OpenOrbiter Small Spacecraft Development Initiative at the University of North Dakota are analyzed in an attempt to answer this question. To this end, correlation between the duration of program participation and the level of benefit received (across five categories) is assessed herein.