ethanporcaro/eric-fulltext-meta huggingface dataset:
A Tale of Two Cultures: Building Community by Researching Community
Author: Drane, Jon
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Graduate Students,Culture,Study Facilities,Physical Environment,Interpersonal Relationship,Familiarity,School Security,Mixed Methods Research,Ethnography,Case Studies,Research Projects,Observation,Student Surveys,Interviews,Focus Groups

Upon beginning postgraduate research at the Faculty of Built Environment at UNSW, the authors were surprised to find themselves working in a library-like environment, where a culture of silence prevailed. Assuming initially that this was just how postgraduate research was, they soon learned that the building also housed a second postgraduate lab with a different work environment featuring more interaction. This discovery prompted the authors to create an informal research community group, the Cohort Knowledge Share Group (CKSG), and to develop a &quot;mini-thesis&quot; to explore the lab differences and to share the thesis creation process. Auto-ethnographic perspectives shaped the mini-thesis study, which utilized mixed methodology incorporating a questionnaire, individual reflections and interviews, focus group sessions and observation. The mini-thesis results illustrated that despite undertaking a common journey, the research student community's diverse and multicultural nature created complex needs for facilities, community engagement and personal support. In addition, while undertaking the mini-thesis study, the authors discovered that the innovative CKSG model had changed the sense of community in the main postgraduate lab, as well as the broader research student journey. As this case study will show, the CKSG has therefore been a transformative experience in more ways than one. (Contains 4 tables, 6 figures and 2 footnotes.)
A Phenomenological Analysis of the Self-Regulatory Behaviours of a Group of Young Adults in a Vocational Education and Training Business Program
Author: Liveris, Christine
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Business Education,Young Adults,Self Control,Adult Students,Student Behavior,Help Seeking,Time Management,Study,Self Concept,Feedback (Response),Phenomenology,Semi Structured Interviews,Student Attitudes,Teacher Attitudes,Vocational Education Teachers

National Vocational Education and Training (VET) reforms have resulted in an increasing proportion of young adults in VET programs in Western Australia. A challenge for practitioners is to help them develop skills and attributes to facilitate lifelong learning. A need for further research into the self-regulation behaviour of this cohort has been identified. The primary research question was: What are the self-regulation behaviours of a group of 18-24 year olds while preparing a business assessment? Specifically: What were their help-seeking behaviours? How did they manage their time and study environment? This phenomenological study was concerned with understanding self-regulation behaviour as it was perceived by eight VET business students and their teachers. Semi-structured interviews were undertaken after submission of a written task. Quality control was achieved through a combination of data from participant and teacher interviews, and the researcher's interpretations. The self-regulatory behaviours of these learners were dependent on a range of factors. Findings provide the basis for further research into personality and self-regulation behaviour; learning difficulties and self-regulation behaviour; and the impact of technology distractions on time and effort. This paper outlines the background, methodology, results and conclusions of this investigation. (Contains 1 table.)
A Sociocultural Perspective of Learning: Developing a New Theoretical Tenet
Author: Phan, Huy P.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Learning Theories,Sociocultural Patterns,Family Influence,Community Influence,Social Environment,Cultural Context,Values,Beliefs,Individual Characteristics,Cognitive Processes,Motivation,Models

Explanation pertaining to individuals' cognitive development and learning approaches is a recurring theme in the areas of education and psychology. The work of Okagaki (e.g., Okagaki, 2001; Okagaki & Frensch, 1998), for example, has provided both theoretical and empirical insights into the structuring and situational positioning of individuals within a community (e.g., the school, the family). Theoretical tenets emphasised by Uri Bronfenbrenner (1979, 1989) and Lev Vygotsky (1978), in particular, form a basis that enables us to understand how individuals acquire their knowledge from societies. Notably, differing from other theories of cognition, the emphasis here entails the social construction of knowledge and how we fit in within the different layers or systems of societies (e.g., the community). Our work within the last couple of years (Phan, 2009a, In press-2013) has entailed a similar approach, emphasizing the social process of cognition within different contexts--for example, a child interacting with his/her peers at a local preschool, or a child conversing with his/her siblings at home. The empirical evidence we obtained (Phan, 2007, 2008b) has led to a conceptualisation that supports previous theoretical tenets (Bronfenbrenner, 1979, 1989; Vygotsky, 1978). The scope of this article espouses a theoretical model that depicts an overall arching system of change. In particular, similar to previous tenets and studies (e.g., Okagaki, 2001; Vygotsky, 1978; Wertsch & Tulviste, 1992), we posit that a person's cognition may situate within three separate layers: (i) individuals' sociocultural and historical origin, (ii) the community, in general, and (iii) individualised learning and achievement obtained by the individual. Our conceptualisation, for continuing discussion and research discussion, details the intricacy of distinctive layers that individuals may transverse between. Pivotal to our discussion is the quest for us to explore the multi-layered system of cognition from an individual's perspective. Rather than accentuating the potency of what a community entails, our examination discusses the individual's perceptions of learning in the various layers of society. In this analysis, how does an individual's historical genesis shape his/her understanding and perceptions of meanings such as "learning", "knowledge", and "skills"? Similarly, how does an individual fit in with a family that adheres to the beliefs pertaining to collectivism (Markus & Kitayama, 1991) and filial piety (Chow & Chu, 2007)?
Aspirations of a Leader: A Biographical History through a Narrative Lens
Author: Peeler, Eleanor
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Biographies,Leaders,Educational History,Secondary Education,Leadership

Biography is often construed as life story, life history or memoir. The author who narrates the life of another the biographer may skim the surface to relate the events that occurred during the subject's life or dig deeply to explore the social and political issues that shaped her/his development. The subject of this biography is a man who grasped opportunity, had vision to lead and courage to implement change. Parallelling the biographical story is one that records an unfolding history of education in Victoria. As it follows the subject's life it reviews the evolution of secondary schooling, the impact of depression and war and the post war decades of growth. Correspondingly it appraises the lives of others whose leadership roles were significant in Victoria's educational growth. As the biographer, my attempt to anchor the story in the lived experience of another took me into the subject's world. His narratives helped me delve into his past to understand the society in which he grew, and influences that shaped his philosophies of teaching, learning and leadership. Stepping into the life of another I witnessed the vision a leader requires, the skill to implement change and the thrill of success. I also observed the emotional stress of leadership and the subject's strategies to cope. The subject whose leadership styles are reviewed rose through the ranks of the educational hierarchy to take on a significant leadership role. This paper introduces the biographical subject and considers the nature of biography and narrative as tools used in this research. It attempts to define educational leadership as gleaned from narrative interviews and ponders how the subject and others enacted their leadership roles.
Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach
Author: Cavanagh, Rob
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Learner Engagement,Classroom Environment,Secondary School Students,Student Characteristics,Measures (Individuals),Gender Differences,Rural Urban Differences,Item Response Theory

This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the Rasch model to analyse the data; the second report (Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modeling Approach), is about Structural Equation Modeling application. Student engagement in learning has become an important consideration in research into learning environments and the design of instruction. This study applied a novel model of engagement in classroom learning based on flow theory and bio-ecological frameworks. The objectives were to construct a composite measure of student engagement in classroom learning and the classroom learning environment. Then, to compare student scores for variables and groups of students (e.g. boys and girls). An 85-item scale was created and data from administering the scale to 1760 secondary school students were tested for fit to the Rasch rating scale measurement model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale suggesting an underlying common construct. Also, there were statistically significant differences in overall student scores between country and city students, boys and girls, year cohorts, curriculum areas, and favourite and non-favourite subjects. Survey of student engagement in classroom learning is appended. (Contains 5 figures and 6 tables.)
A Comparison between Elementary School Students' Mental Models and Visualizations in Textbooks for the Concept of Atom
Author: Polat-Yaseen, Zeynep
Date: 2012-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Elementary School Students,Schemata (Cognition),Visualization,Textbooks,Visual Aids,Freehand Drawing,Comparative Analysis,Chemistry,Grade 6,Grade 7,Grade 8,Differences

This study was designed for two major goals, which are to describe students' mental models about atom concept from 6th to 8th grade and to compare students' mental models with visual representations of atom in textbooks. Qualitative and quantitative data were collected with 4 open-ended questions including drawings which were quantified using the Evaluation Rubric for Atomic Model Representations. Descriptive statistics were also used to describe students' mental models and textbook visual representations. The study was implemented in two elementary schools in Istanbul, Turkey with 90 students. In addition, 251 visuals from the science and technology textbooks were evaluated in the study. The results indicated that Dalton's Atomic Model was seen as the most frequent model in both the students' drawings and textbook atom visuals. However, the results were different in the each grade level. In addition, qualitative results show that motion was not frequently seen in students' drawings nor textbooks visuals. (Contains 18 figures and 10 tables.)
Alternative Settings--Alternative Teachers? Reflections on Teaching outside the Mainstream
Author: Dyson, Michael
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Nontraditional Education,Residential Programs,Grade 9,Secondary School Teachers,Teacher Attitudes,Teacher Role,Secondary School Curriculum,Educational Environment,Teacher Student Relationship,Interviews,Longitudinal Studies

While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers. Ongoing debate about how we should educate adolescents highlights that we live in a world of rapid global, technological and social change and that education should equip students to deal with these changes. This research provided an opportunity to seek teachers' perceptions about how this goal was achieved in a nontraditional setting. The findings provided interesting insights about the different focus required to be a teacher at the SSL. The alternate setting did provide more opportunity for equipping students to deal with change but also required teachers to respond differently, shifting the emphasis from content to context and from &quot;teacher&quot; to educator, facilitator or mentor. (Contains 1 table.)
Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modelling Approach
Author: Harbaugh, Allen G.
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Learner Engagement,Classroom Environment,Secondary School Students,Student Surveys,Self Esteem,Expectation,Structural Equation Models

This report is about the second of two phases in an investigation into associations between student engagement in classroom learning and the classroom-learning environment. Whereas the first phase utilized Rasch modelling (Cavanagh, 2012), this report uses latent variable modelling to explore the data. The investigations in both phases of this study employed a novel model of engagement in classroom learning based on flow theory and bio-ecological frameworks. An 85-item survey item was used to collect data from 1760 secondary-school students. Comparable to the findings of the first phase, there was strong evidence for the psychometric properties of the instrument measuring the latent constructs of student engagement in classroom learning and the characteristics of the classroom-learning environment. Furthermore, classroom-learning environment characteristics had direct effects on students' self-esteem and had direct and indirect effects on students' expectations of the classroom environment. Classroom characteristics directly influencing students' self-esteem included the educational values, learning outcomes, classroom learning and parental support. Classroom characteristics directly influencing students' expectations included the educational values, learning outcomes, classroom learning, support from fellow students and expectations of the teacher. Among other benefits, the two phases of this study enable comparison of contemporary analytic approaches: Rasch and Structural Equation Modelling. (Contains 3 tables, 1 figure and 1 footnote.)
ADHD Perspectives: Medicalization and ADHD Connectivity
Author: Wright, Gloria Sunnie
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Mental Disorders,Popular Culture,Public Policy,Attention Deficit Hyperactivity Disorder,Correlation,Definitions,Sociology

Today's "ADHDscape" is no longer confined to images of fidgety children falling off classroom chairs. Trans-generational images flood popular culture, from "ADHD creator" with entrepreneurial style, to "ADHD troublemaker". Indeed, ADHD's enigmatic characteristics seem to apply as much to crying babies as to forgetful grannies. With the recent expansion of ADHD definitions (Conrad, 2007), the key question to pose is this: "how" and in what "ways" is ADHD "understood"? By drawing on the association between "ADHD" as a mental disorder and "medicalization" as a social phenomenon, and in the interactionist tradition utilized in Peter Conrad's sociological analysis of ADHD, this paper presents aspects of the complex nature of ADHD through a description of contrasting perspectives. (Contains 2 tables and 1 footnote.)
Assessing the Intended Participation of Young Adolescents as Future Citizens: Comparing Results from Five East Asian Countries
Author: Schulz, Wolfram
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Citizen Participation,Intention,Political Attitudes,Moral Values,Student Attitudes,Secondary School Students,Background,Student Characteristics,Student Surveys,Comparative Analysis

Based on student survey data from five East Asian countries, the paper contains an analysis of attitudes towards the use of personal connections in politics and towards personal morality among politicians. The first part of the analysis describes the extent and variations of these attitudes, which are viewed as of particular relevance within the East Asian context. The second part of the analysis investigates the relationship of these attitudes with student background and school-related variables such as civic knowledge as well as uncovering the extent to which these attitudes are related to indicators of future civic engagement among students. (Contains 1 figure and 7 tables.)
Record of Current Educational Publications, April 1 - June 30, 1931. Bulletin, 1931, No. 16
Author: McCabe, Martha R., Ed.
Date: 1931-00-00
Type: Historical Materials
Subjects: Information Sources,School Administration,Primary Education,African American Education,Educational Psychology,Annotated Bibliographies,Publications,Early Childhood Education,Elementary Secondary Education,Special Needs Students,Teacher Education,Higher Education,Adult Education,Guidance Programs,Study Abroad,Conferences (Gatherings),Research Reports

This bibliography includes a classified and annotated list of educational publications for the period April to June, 1931, inclusive, which have been selected by the specialists whose names appear at the head of each section. An index of subjects and authors is furnished with each number of the record. The publications are organized into the following topics: (1) Nursery-kindergarten-primary education (Edna Dean Baker); (2) Elementary education (Ernest Horn); (3) Secondary education (Leonard V. Koos); (4) Exceptional children (Elise H. Martens); (5) Educational psychology (M. E. Haggerty); (6) Junior colleges (Walter C. Eells) (7) Education of teachers (E. S. Evenden); (8) Colleges, universities, and graduate schools (Arthur J. Klein); (9) Public-school administration (Carter Alexander) (10) Adult education (Alonzo G. Grace); (11) Vocational education and guidance (Edwin A. Lee); (12) Negro education (Ambrose Caliver); (13) Foreign education (James F. Abel); and (14) Proceedings, reports, and Office of Education publications (Martha R. McCabe). An Index is included. [Best copy available has been provided.]
Bibliography on Education of the Negro Comprising Publications from January, 1928 to December, 1930. Bulletin, 1931, No. 17
Author: Caliver, Ambrose, Comp.
Date: 1931-00-00
Type: Historical Materials
Subjects: Elementary Education,Religious Education,Career Choice,Federal Government,African American Education,Educational Administration,Supervision,Secondary Education,Higher Education,Vocational Education,Evaluation Methods,Intelligence Tests,Academic Achievement,Physical Health,Health Education,Socioeconomic Influences,Government Role,Curriculum,Rural Schools,Teacher Education,Colleges,Graduate Study

This bibliography has been compiled in response to many requests for information and references on the education of Negroes. The pages contain a classified and annotated list of selected references which have been published during the 3-year period from January, 1928 to December, 1930. The publications are organized into the following topics: (1) General references; (2) Administration and supervision; (3) Elementary education; (4) Secondary education; (5) Higher education; (6) Vocational education and guidance; (7) Mental measurement; (8) Educational achievement; (9) Physical and health education; (10) Social and economic aspects; (11) Philanthropic interests; (12) Religious education; (13) The Federal Government and education; and (14) Index of authors and subjects. [Best copy available has been provided.]
[Improvement of Rural School Instruction. Bulletin, 1931, No. 18]
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Educational History,Rural Schools,Public Schools,State Programs,Instructional Improvement,Improvement Programs,State Officials,State Policy,Educational Policy,Educational Administration,Educational Development,Program Descriptions,Program Effectiveness,Teacher Education,Educational Legislation,Teacher Workshops,Supervision,County School Districts

The purpose of this bulletin is to present information relating to State programs for the improvement of rural school instruction in four States. The educational background conditioning the development of the plans and points of view held by the State education officials responsible for such development in the respective States have differed considerably. In the account of the program in each State, attention is devoted to its historical development, to its administration at the present time, and to activities of the education officials to whom is entrusted its execution. Each account closes with a brief summary of achievements up to date. The following State programs are discussed: (1) The Minnesota program; (2) The Missouri program; (3) The North Dakota program; and (4) The Idaho program. [Best copy available has been provided.]