ethanporcaro/eric-fulltext-meta huggingface dataset:
Non-Borrowing Students&apos; Perceptions of Student Loans and Strategies of Paying for College
Author: Xue, Mo
Date: 2015-00-00
Type: Journal Articles
Subjects: Paying for College,Student Loan Programs,Student Attitudes,Change Strategies,Qualitative Research,Middle Class,Student Experience,Phenomenology,Semi Structured Interviews,College Choice,Parent Influence,Economic Impact,Educational Benefits,Access to Information,Scholarships,Grants,Family Involvement,Student Employment,Financial Support,Trusts (Financial),College Students

With the notable shift from grants to loans over the past several decades, many researchers have argued the positive impact of financial aid on student college choice, enrollment, and persistence. However, literature indicates that students from economically disadvantaged backgrounds are less likely to take loans to finance postsecondary education than those from affluent conditions. Qualitative research on the reasons for non-borrowers' aversion to loans and strategies for college payment is rather scant. This study explores 30 lower- or lower-middle-class non-borrowing students' lived experiences surrounding student loans from a qualitative phenomenological research lens. Data are collected from semi-structured interviews. Data analysis shows four main reasons that the participants generally avoid borrowing as they decide where to attend and how to pay for college: parental influence, fear of economic burden, underestimation of the value of college education, and lack of information about the loan system. The strategies they employ for college payment include scholarships and grants, family support, part-time jobs, and prepaid college tuition programs. This study uses peer debriefing to ensure its trustworthiness. Limitations of this study and implications for future research and practice are discussed.
Using a Merit-Based Scholarship Program to Increase Rates of College Enrollment in an Urban School District: The Case of the Pittsburgh Promise
Author: Bozick, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Merit Scholarships,College Bound Students,Enrollment Influences,Enrollment Management,Urban Schools,Case Studies,High School Graduates,Tuition Grants,Data Analysis,Student Records,Program Effectiveness,Program Evaluation,Eligibility,Predictor Variables,Student Characteristics,Enrollment Rate,Regression (Statistics),Models,Probability,Predictive Measurement

The Pittsburgh Promise is a scholarship program that provides $5,000 per year toward college tuition for public high school graduates in Pittsburgh, Pennsylvania who earned a 2.5 GPA and a 90% attendance record. This study used a difference-in-difference design to assess whether the introduction of the Promise scholarship program directly influenced changes in rates of college enrollment among students graduating from Pittsburgh public high schools in years immediately following the launch of the program. Becker's (1964) standard human capital investment model, which predicts that youth make cost-benefit calculations to guide their college enrollment decisions, provides the framework for the analysis. Our analysis of data on two graduating classes prior to the scholarship's implementation (2005-06 and 2006-07) and three years following the scholarship's implementation (2007-08, 2008-09, and 2009-10) yielded mixed results. Findings showed that the scholarship had no direct effect on the overall rate of college enrollment. However, scholarship-eligible graduates were more likely to attend four-year schools in the years in which the scholarship was available.
The Transitional Space of History: Reflections on the Play of Roger Simon's Remembrance Pedagogy
Author: Farley, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Emotional Response,Ethics,Theories,Creativity,Play,Grief,Psychological Patterns,Memory,Educational History,Teaching Methods

This paper reads Roger Simon's concept of &quot;transactional memory&quot; in relationship to D. W. Winnicott's theory of &quot;transitional space&quot; to examine the emotional dimensions of making historical significance. Drawing on a personal memory of archival study with Simon, I suggest that his attention to the ethical qualities of remembrance at the same time offers a theory of remembrance as a work of creative play that sets into motion the painful and hopeful process of working through the anguish of loss.
Unsettling Our Narrative Encounters within and outside of Canadian Social Studies
Author: Ng-­A-­Fook, Nicholas
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,History,American Indians,Court Litigation,Foreign Countries,Personal Narratives,Historiography,Ethics,American Indian History,Foreign Policy,Residential Schools,American Indian Education,Biographies

In 2007, Indian Residential School System (IRS) survivors won a class action settlement worth an?estimated 2 billion dollars from the Canadian Government. The settlement also included the establishment of a Truth and Reconciliation Commission. Despite the public acknowledgement, we posit that there is still a lack of opportunity and the necessary historical knowledge to address the intergenerational impacts of the IRS system in Ontario's social studies classrooms. In this essay we therefore ask: How might we learn to reread and rewrite the individual and collective narratives that constitute Canadian history? In response to such curriculum inquiries, we lean upon the work of Roger Simon to reread and rewrite historical narratives as shadow texts. For us, life writing as shadow texts, as &quot;?currere,&quot; enables us to revisit the past as a practice of unsettling the present, toward reimagining more hopeful future relations between Aboriginal and non-Aboriginal communities across the territories we now call Canada. As Simon's life-long scholarly commitments make clear in this essay, the onus lies with those present to teach against the grain so that we might encounter each other's unsettling historical traumas with compassion, knowledge, and justice.
Inheritance as Intimate, Implicated Publics: Building Practices of Remembrance with Future Teachers in Response to Residential School Survivor Testimonial Media and Literature
Author: Taylor, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Residential Schools,Preservice Teacher Education,Student Experience,Canada Natives,Foreign Countries,Indigenous Populations,Social Bias,Racial Bias,Social Justice,College Students,Consciousness Raising

In this article, I contextualize and outline my use of testimonial literature, including orature, by residential school survivors in a preservice course focused on building practices of witness-­as-study (Simon &amp; Eppert, 2005). My theorization of the course curriculum and pedagogy draws on key texts by Roger Simon as a means of proposing pedagogical strategies that teacher educators and teachers in Canada might bring to their classrooms as we take up the invitation of the Truth and Reconciliation Commission to engage the broader Canadian society in the task of publicly witnessing and commemorating the testimonies of First Nations, Inuit and Métis (FNIM) residential school survivors.
Remembering in a Context of Forgetting: Hauntings and the Old Durham Road Black Pioneer Settlement
Author: Norquay, Naomi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Area Studies,History,Blacks,Land Settlement,Personal Narratives,Memory,Racial Bias,Rural Areas,Ethics,Oral History,Interviews

This paper explores the data produced from an oral history project about a Black pioneer settlement in Grey County, Ontario. Twelve area residents were interviewed and the data produced points to various community practices of both remembering and forgetting. I employ Avery Gordon's (2008) theorization of ghosts and hauntings to make sense of the gaps, silences, and contradictions that populated the interviews. The paper ends with a consideration of Roger Simon's (2000, 2005) plea for a practice of remembrance that is both ethical and pedagogical.
Remembering Roger I. Simon: A Pedagogy of Public Possibility
Author: Farley, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Scholarship,Educational Theories,Foreign Countries,Best Practices,Educational Practices,Educational Philosophy,Critical Reading,History,Grief,Land Settlement,Ethics,Canada Natives,Blacks,Justice

This special issue of &quot;Canadian Social Studies&quot; is dedicated to Roger I. Simon. Simon's scholarship bequeaths to theorists, teachers, and curators across Canada and beyond a theory of education that opens up responsibilities to past and present others. The papers gathered for this special issue address many of the difficulties that he dared educators to hold in mind. What Simon opens are big questions for education in a time more often consoled by the promise of solutions, best practices, and evaluation. These are questions about the interpretive quality of knowledge, the meaning of responsibility, justice, and the role of pedagogy in the reparation of historical trauma. Indeed, Simon lived with questions as the ground of his pedagogy, and in their articulation, he leaves behind an absence that is brimming with potential to make social and historical knowledge matter.
Grains of Truth: A Rumination and Poem for Roger Simon
Author: Leggo, Carl
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Role Models,Teaching Experience,Scholarship,Transformative Learning,Personal Narratives,Reflective Teaching

In this article, the author, a professor, muses over his educational life and the troublesome times he faced. He remarks that he was glad to have had wise voices who could call him to other possibilities, visions, and stories. Roger Simon was one of the most important wise voices he heard, and this sustained the spirit of his work. While many others seemed to grow angry or bitter or inconsequential, Roger Simon remained vital and visionary, advancing new proposals and projects ingrained with critical and compelling and complex conversations about the pedagogy of culture and the culture of pedagogy, conversations that celebrated collaboration, conflict, community, and contradiction in a contrapuntal composition. The remainder of the article includes a poem the author wrote and dedicated to Roger Simon.
Creating Professional Skills through Modern Higher Education
Author: Miroshnichenko, Olga I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Legal Education (Professions),Educational Quality,Lawyers,Law Schools,Career Planning,Career Awareness,Professional Development

The research deals with the experience of interdisciplinary investigation and aims at utilizing the data of contemporary career science and the theory of professionalism to enhance the quality of legal education. The authors, who are Professors of the School of Law, Far-Eastern Federal University, propose to introduce the term &quot;career reserve&quot; into the parlance of science and offer their interpretation of this term in relation to the professional activity of a lawyer. At present, acquiring education is the first stage in the career ladder. To help the students go up the ladder, the modern law school has to educate the students in proper planning of their career and assist them in forming a basic career reserve during their education stage.
Relationship between Internal Quality Audit and Quality Culture toward Implementation Consistency of ISO 9000 in Private College of Sulawesi Province, Indonesia
Author: Mail, Abdul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Educational Quality,College Faculty,Validity,Measurement Techniques,Questionnaires,Reliability,Interpersonal Competence,Creativity,Audits (Verification),Teacher Attitudes,Quality Assurance,Management Systems,Structural Equation Models,Standards

The study aims to find out the influence of internal quality process on the growth of quality culture in private college. This study is treated toward 178 lecturers of 25 private colleges in Sulawesi, Indonesia by means of questionnaire. Confirmatory factor analysis applied to assess the reliability of validity and measurement model. Relationship between latent variable is checked by Structural Equation Modeling (SEM). This finding reveals the importance of facilitating personal involvement in organization and certainty toward implementation of job description in purpose to maximize the use of personal competence, wisdom, skill, and creativity. Simultaneous, multi-stage and systematic internal audit process will become forging experience for staffs, so it will form habits, beliefs, behavior, and attitude. The formation will bring changes of quality culture in private college. Sample is only taken from private college in Sulawesi, Indonesia and it does not involve state college. The finding may not be generalized for the other colleges. Hence, the further study is suggested to complete the gap. Considering the rise of quality assurance standard demand for college, then identification on factors which can grow up implementation consistency of quality management system is an urgent. Therefore, it is recommended that top management of college pay more attention to the process of internal quality audit systematically and continually. This paper explains factors affecting the growth of quality culture as the basis for implementation consistency of ISO 9000 quality management system in private college.
Influence of Career Anchors, Work Values and Personality Traits toward Employability Orientation among Malaysian University Students
Author: D'Silva, Jeffrey Lawrence
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,Employment Potential,College Students,Statistical Analysis,Undergraduate Students,Work Ethic,Predictor Variables,Correlation,Student Surveys,Regression (Statistics),Student Attitudes,Work Attitudes,Performance Factors,Influences,Career Development,Career Choice,Work Environment,Foreign Countries

Work environment is facing numerous challenges and this entails organizations to better understand the phenomenon of employability orientation. Thus, the primary aim of this study is to determine the level of employability orientation among university students and its influencing factors. This is a quantitative study whereby a total of 711 undergraduates were randomly selected from public universities in Malaysia to participate in the study. The dependent variable of this study was employability orientation and the independent variables were career anchors, work values and personality traits. The principal result of this study showed that there were eight sub-dimensions that contributed around 52.0% of the variation in employability orientation. It is believed that the findings will provide some interesting input in understanding the complexities associated with employability orientation among university students.
Student Teachers' Changes in Perspective on Education News Reports: A Framework for Reading, Dialogue, and Reflection on Education News
Author: Liu, Shih-Hsiung
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Attitude Change,News Reporting,Reflection,Education,Current Events,Interviews,Discourse Analysis,Transcripts (Written Records),Student Experience,Prior Learning,Peer Influence,Reading Habits,Metacognition,Preservice Teacher Education,Foreign Countries,Qualitative Research

This study examines the changing perspectives of Taiwanese student teachers toward the news coverage of educational events by proposing a framework of reading, dialogue, and reflection on education-related news report. In this study, we enrolled 28 student teachers to participate in the framework, being practiced seven times. To validate the analytical results, we obtained primary research data by using a designed worksheet, dialogue observation, individual notebooks, and interviews. The analytic results show that the previous experiences of student teachers influenced they form perspectives on reported events, thereby facilitating in-group dialogue. Peers who express experiences similar to those reported in the events influence the perspectives of other participants by causing two types of changes: (a) alternative thoughts: expressing alternative opinions for confronting conflict; and (b) deepening thoughts: re-examining the conflict through reflection, and expressing a method of resolving conflicts by projecting personal experiences. The proposed framework can provide teacher educators with a curriculum program that encourages student teachers to broaden their awareness of biased news coverage of education, and to enhance their comprehension of educational practices.
Bringing Ethics into the Classroom: Making a Case for Frameworks, Multiple Perspectives and Narrative Sharing
Author: Mathur, Sarup R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Case Studies,Workshops,Special Education,Educational Benefits,Personal Narratives,Decision Making,Teacher Education,Mentors,Zero Tolerance Policy,School Policy,Grade 2,Grade 3

This article argues for the need to discuss the topic of ethics in the classroom and presents five frameworks of ethics that have been applied to education. A case analysis used in workshops with educators in the field of Special Education is described, and the benefits of sharing narratives are discussed. The authors offer suggestions, grounded in education literature, for addressing ethics explicitly and for developing a critically reflective perspective toward ethical decision-making.
Taiwanese Parents' Beliefs Regarding Young Children's Art Education and the Actual Art Achievements of Children
Author: Hsiao, Ching-Yuan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Young Children,Art Education,Academic Achievement,Preschool Education,Parent Background,Correlation,Parent Surveys,Gender Differences,Educational Attainment,Geographic Location,Place of Residence,Predictor Variables,Statistical Analysis,Questionnaires,Interviews

The research goal is to ascertain the current beliefs of the parents of preschool children regarding art education in Taiwan. Background factors on the parents were tested to show the differences between the parents' beliefs regarding art education and the actual art achievements of the children. From there, relationships between the beliefs and the actual achievements were analyzed and established. The researcher prepared the self-completion survey and distributed 300 copies to parents; 267 copies were returned with an effective return rate of 89%. The findings were as follows: I) Preschool parents viewed children's art education from four aspects--children's artistic development, children's art courses, parental art beliefs, and teachers' professionalism in art; II) Differences in the art education beliefs of preschool parents with different background factors: (A) Parents from different types of preschools show significant differences in terms of the children's art curriculum, (B) Parents' gender shows significant differences toward their beliefs regarding art education, (C) Parents' education shows significance differences in the dimension of children's art courses, and (D) The location of the family residence shows significant differences in parental beliefs regarding art education; III) Differences in children's achievements in art education depend on the different background factors of the preschool parents: (A) The location of the family residence shows significant differences in children's art satisfaction; IV) Parental approval of children's learning outcomes is in direct proportion to preschool parental beliefs regarding art education; and V) Preschool parental beliefs regarding art education are predictive of children's learning outcomes, especially in the area of children's art courses.
A Case Study of Emerging Challenges and Reflections on Internationalization of Higher Education
Author: Jiang, Nan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Global Approach,Case Studies,Universities,Qualitative Research,Content Analysis,Discourse Analysis,Classification,Data Analysis,Commercialization,Educational Planning,Strategic Planning,Barriers,Educational Resources,Faculty Workload,Alignment (Education),Cooperation,Efficiency,Teacher Attitudes,Attitude Change,Interviews

The purpose of this research was to examine challenges and issues of higher education (HE) internationalization. A qualitative study was conducted at a UK university. A total of 20 interviewees from the case study institution participated in this research. Content analysis, critical discourse analysis and categorization of meaning were adopted as data analysis strategies. The critical issues include resource and investment, workload, agent and partnership management, integration and cooperation, motivation and incentives, staff attitude and development. This study encourages an internal cohesion across different key departments, and emphasizes that HE internationalization is kind of an internal integration, rather than a set of external initiatives. Research findings reflect the university's critical internal concern of HE internationalization.
Perceived Induction Needs for Beginning Principals
Author: Wright, Jason
Date: 2009-00-00
Type: Journal Articles
Subjects: Beginning Principals,Administrator Responsibility,Administrator Attitudes,Elementary Schools,Middle Schools,High Schools,Public Schools,Mixed Methods Research,Surveys,Likert Scales,Administrator Characteristics,Staff Orientation,Interviews,Administrator Qualifications,Comparative Analysis

This study attempted to determine the perceptions of beginning principals regarding their need for induction experiences and the relationship of principal responsibilities to those perceived induction needs. Beginning principals were denied as principals in their first through third years as a principal in a school. The study further examined whether or not there was a difference in the perceived induction needs among elementary, middle, and high school beginning principals. The population consisted of beginning principals in the public schools in Alabama. Of the participants, 27% were elementary principals, 34% were middle school principals, and 39% were high school principals. The methodology was a mixed methods approach. To gather qualitative data, a survey was mailed to 286 beginning principals in Alabama. The first section of the survey included 19 suggested induction needs from the literature which were scored using a five-point Likert scale. The second section asked the respondents to rate the importance of 10 areas of responsibility for principals found to be prevalent in the literature. The third section solicited demographic information about the respondents. To gather qualitative data principals, two from the elementary, two from the middle, and two from the high school level were selected for interviews. The purpose of these was to substantiate the data gathered from the surveys and provide a deeper insight into the perception of beginning principals regarding induction needs. The findings indicated on average, the various groups viewed principal induction needs similarly. Results from the data suggest beginning principals desire a well planned induction program to meet the demands of a very difficult job.