ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Professionalism and Ethics in IT by Deliberative Dialogue
Author: Lester, Li-Jen
Date: 2019-02-00
Type: Journal Articles
Subjects: Professionalism,Ethics,Information Technology,College Students,Computer Science Education,Dialogs (Language),Undergraduate Students,Decision Making,Case Method (Teaching Technique),Teaching Methods,Outcomes of Education,Self Esteem,Critical Thinking,Thinking Skills,Student Attitudes,Public Speaking,Mastery Learning,Course Descriptions

Cyberethics in IT remains a hot-button issue for higher education institutions and governments worldwide as high numbers of violations continue to surface globally. Since unethical behavior in IT knows no boundaries and college students are a growing portion of the population of cybercitizens studies in cyberethics is a necessity. By reinforcing professionalism and ethics as one of their main assessment criteria of the field, the globally recognized council, the Accreditation Board for Engineering and Technology (ABET) has already underscored the importance of professional and ethical responsibility. This study derived from the significance of these concerns and explored this very concept of professionalism and cyberethics in the field of Computer Science by means of using deliberative dialogue in a required Computer Science undergraduate core course. While using the dialogue method, the course adapted case-based learning together with ethical decision-making throughout the entire semester. Both numerical and textual data were collected from the students throughout the course. The findings revealed that students found more value in the dialogue forums than a traditional lecturing method resulting in gaining mastery in professionalism and theories of ethics as part of their course learning outcomes. The findings indicated that student self-esteem in the subject matter improved as well. In addition, critical thinking skills of students showed a significant improvement. While students felt that they became more receptive to diverse viewpoints, they also felt more confident in public speaking.
What! No GUI? -- Teaching a Text Based Command Line Oriented Introduction to Computer Science Course
Author: Goldstein, Ira
Date: 2019-02-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,Introductory Courses,Programming,Assignments,Teaching Methods,Computer Assisted Instruction,Client Server Architecture,Course Descriptions,Homework,Computer Networks,Programming Languages

Computer Science students need to acquire knowledge about both the hardware and software aspects of computing systems. It is necessary for them to understand how each layer interacts with one another. However, since Graphical User Interfaces have become ubiquitous, the opportunities to interact with the computer via a command prompt as part of their course offerings are few and far between. The result has been that an intuitive understanding of this interplay has been lost. This paper describes an Introduction to Computer Science course that utilized the Raspberry Pi Linux based computer in a text based, command line environment for all programming assignments. The students edited their programs using the Nano text editor. They submitted their programming assignments using SFTP. They configured and managed their Raspberry Pis, including installing and configuring the Apache web server, from the command line.
Doctoral Supervisory Quality from the Perspective of Senior Academic Managers
Author: Kiley, Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Graduate School Faculty,Supervisors,Supervisor Supervisee Relationship,Deans,Administrator Attitudes,Department Heads,Ethics,School Culture,Professionalism,Student Needs,Decision Making,Supervisor Qualifications

It has been suggested in the literature that the relationship with a doctoral supervisor is the predominant factor in student decisions to continue or withdraw from their candidatures. However, anecdotally it is not uncommon to hear heads of department, faculty deans and those in similar positions say that they know who the poorly-performing doctoral supervisors are, but often they are not sure what they, or others can do to remedy the situation. This study is based on interviews with 34 senior staff in order to understand how they identified supervisors who they generally considered less than ideal in the way they supervised doctoral candidates. This was followed by how they addressed, often, the multiple issues involved. The results provide helpful insights for staff in leadership positions as well as those whose role it is to support doctoral education, and particularly candidates and supervisors.
Economics, Education and Citizenship
Author: Obeng-Odoom, Franklin
Date: 2019-00-00
Type: Journal Articles
Subjects: Economics Education,Citizenship Education,Social Justice,Case Studies,Teacher Responsibility,Educational Philosophy,Individualism,Social Systems,College Faculty,Critical Thinking,College Students,Student Attitudes,Foreign Countries,Real Estate

In the current political economic dispensation, it is important to revisit the opportunities for citizenship, cooperative, and public economics and the responsibility of economics teachers. In doing so, it is essential to analyse the nature of the dominant pedagogical philosophy of individualism, probe what alternatives could be embraced, investigate whether citizenship is a superior compass, and ascertain how students respond to alternatives. The case study reported in this paper demonstrates not only that individualism is problematic but also that citizenship, public and cooperative economics have much prospect of success. Students who are enrolled in economics subjects could show substantial awareness of social justice and, based on their own account, that awareness could be increased. Overall, students appreciate the opportunity to challenge the status quo. If so, citizenship and cooperative economics have a place in the study of economics -- contrary to the widely held view that they are irrelevant. It is the responsibility of teachers to expose the ideology of this impossibility view, emphasise the possibilities for cooperative economics and citizenship, and empower students to question and become citizens.
Knowledge, Attitudes and Behaviours Concerning Sustainable Development: A Study among Prospective Elementary Teachers
Author: Borges, Francisco
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Sustainable Development,College Students,College Admission,Knowledge Level,Student Attitudes,Foreign Countries,Student Behavior,Preservice Teachers,Teacher Education Programs

The aim of this study consisted in assessing knowledge, attitudes and behaviours concerning various aspects of sustainable development in a group of Portuguese university students and measure the influence of area of study for admission to higher education on this dimensions. The collection of data was undertaken via the completion of a questionnaire, which was designed to include the following dimensions: knowledge, attitudes and behaviours. This initiative took place in the 2016/2017 academic year and the focus/target group for was constituted by 168 prospective elementary teachers. The validation procedures of the questionnaire confirmed its three-dimensional structure. The results obtained showed the existence of very favourable knowledge and attitudes regarding sustainable development. Behaviours proved less favourable than the other two dimensions. In addition, the results show that respondents' area of study for admission to higher education has no influence regarding knowledge, attitudes and behaviours concerning sustainable development. Finally some implications for teachers and students are raised and discussed.
Silencing Behaviours in Contested Research &amp; Their Implications for Academic Freedom
Author: Hoepner, Jacqui
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Freedom,Moral Values,Scholarship,Teacher Rights,College Faculty,Ethics,Freedom of Speech,Credibility,Reputation,Researchers,Administrative Policy,Cross Cultural Studies,Peer Evaluation,Peer Relationship,Teacher Attitudes,Foreign Countries,Censorship,Work Environment

What do attacks on 'unpalatable' research reveal about academic freedom? When academic work is curtailed, this cherished yet misunderstood concept is undermined. Silencing based on moral objection -- rather than wrongdoing -- suggests academic freedom is more constrained than we believe. On paper, academic freedom is rule-bound, yet 'dangerous' ideas produce overwhelmingly visceral reactions. It was these emotional responses I examined to explore the difference between what we believe academic freedom to be, and how it manifests in contentious fields. I conducted qualitative interviews with 18 researchers whose work elicited condemnation or constraint beyond 'legitimate' scholarly critique. I used mixed-methods data analysis to determine shared themes and characteristics. While academic institutions uphold their commitment to unfettered enquiry, 'academic freedom' is highly contingent and subject to the values of players in a range of disciplinary and institutional fields that together yield a generalised field of 'academic research'. This research challenges assumptions about 'freedom' by identifying parameters that bound the notion. I argue the concept is indeed bounded, and that academics become aware of those bounds when they bump up -- often unexpectedly -- against them.
Schools as Market-Based Clusters: Geospatial and Statistical Analysis of Charter Schools in Ohio
Author: Gilblom, Elizabeth A.
Date: 2019-02-25
Type: Journal Articles
Subjects: Charter Schools,School Location,Geographic Location,Urban Schools,Public Schools,Enrollment,School Segregation,Income,Race,Urban Demography

This study contributes to the growing body of research concerning the strategic geographic positioning of traditional charter schools (TCS) in urban areas and their segregative effect by considering economist Michael Porter's concept of business clusters, in which businesses 'cluster' to maximize their potential profit and to gain access to a customer base. Using a mixed-methods approach, we use geographic information systems (GIS) to perform an Average Nearest Neighbor Analyses (ANNA) to determine if charter and public schools (TPS) cluster in Ohio's Cleveland Metropolitan School District (CMSD). We analyze school enrollment data and the local census tracts using MANOVA to compare the characteristics of TCS and TPS and produce maps of the results. Consistent with other research, we find evidence of increased segregation. The ANNA and MANOVA results indicate that TCS are more clustered than TPS and they tend to locate outside of the poorest communities with higher concentrations of Black and poor individuals.
Some Pennies Are More Equal than Others: Inequitable School Facilities Investment in San Antonio, Texas
Author: Rivera, Marialena D.
Date: 2019-02-25
Type: Journal Articles
Subjects: School Districts,Educational Equity (Finance),Educational Facilities,Equal Education,Hispanic American Students,Elementary Secondary Education,Educational Finance,Taxes,State Government,Local Government,Public Schools,Private Schools,Charter Schools,Educational Facilities Planning,Barriers,Racial Differences,Ethnicity,Expenditure per Student

In Texas, local taxpayers fund the majority of educational facilities construction and maintenance costs, with local wealth influencing facilities outcomes. The traditional school districts that comprise the predominantly Latino and segregated San Antonio area vary considerably in property wealth as well as district capacity and expertise. We conducted an analysis of 12 San Antonio area school districts to address the questions: 1) To what extent do state and local investments vary by district? 2) How do district actions and constraints affect facilities quality and equitable investment? Methods include descriptive quantitative analysis of facilities investment data and qualitative interviews with school district leaders, staff, and school finance experts. Examining Texas school finance data demonstrated the variance in school district investments in educational facilities. Despite some districts with lower property wealth exerting higher levels of tax effort, they were able to raise less money per student for educational facilities through interest and sinking taxes. Interview findings revealed that several districts acknowledge lacking the capacity to maintain high-quality facilities for all students. Respondents frequently criticized current state policies and funding for educational facilities as inadequate, inequitable, and inefficient and expressed a need for policy improvements in an era of increasing state disinvestment.
Exploring the Leadership Practices of Elementary School Principals through a Distributed Leadership Framework: A Case Study
Author: Bagwell, Jack L.
Date: 2019-03-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Case Studies,Leadership Styles,Urban Schools,Ethnography,Administrator Attitudes,Educational Improvement,School Administration,Instructional Leadership,Instructional Improvement,Professional Isolation,Teacher Collaboration,Teacher Administrator Relationship,Teaching Methods,Dialogs (Language)

Purpose: The purpose of this article is to explore the leadership practice of two urban elementary school principals through a distributed leadership framework. Methods: The study employed an ethnographic case study and data were collected through semistructured interviews and observations. A case study for each principal was created, followed by a cross-case analysis. Findings: Exploring leadership practice through a distributed leadership framework provides insights into how leadership practice is enacted by individuals and their situational context. Conclusion: Additional research should focus on the &quot;how&quot; of leadership practice to provide school leaders deeper insights into the work of school improvement.
Language Development Policies and Practices Impacting the College and Career Readiness of Long-Term English Learners (LTELs) in Secondary Schools
Author: Mendoza, Cecilia
Date: 2019-03-00
Type: Journal Articles
Subjects: Language Planning,English Language Learners,Secondary School Students,College Readiness,Career Readiness,Common Core State Standards,Language Acquisition,Educational Policy,Barriers,Career Academies,Partnerships in Education,Language Proficiency,Learner Engagement,Equal Education,Access to Education

Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness. This case study investigates whether LTEL students are accessing Linked Learning/California Partnership Academy pathways to achieve the goals of the Common Core State Standards of college and career readiness. Results indicate that conflicting language development policies at the district and site level impede access to programs that offer college and career readiness skills.
Leader Preparation Programs&apos; Initial Responses to the California Administrator Performance Assessment
Author: Ojeda, Alejandro Gonzalez
Date: 2019-03-00
Type: Journal Articles
Subjects: Leadership Training,Administrator Evaluation,Principals,Workshops,Administrator Education,Credentials,Program Implementation,Program Evaluation,Barriers

In 2013, the California Commission on Teacher Credentialing (CTC) approved the implementation of a performance assessment for all preliminary services credential candidates. The result is what is now known as the California Administrator Performance Assessment (CalAPA). Consisting of three sub-assessments, prospective administrators will need to successfully complete and pass the CalAPA. In this article, we provide background information about the CalAPA, present an example of one university's response to this opportunity to increase the rigor of its program, and describe an introductory CalAPA two-day workshop. Additionally, we share the early perspectives of programs and their initial responses to the CalAPA.
Tipping the Balance: Social Justice Leaders Allying with Marginalized Youth to Increase Student Voice and Activism
Author: Cheung, Rebecca
Date: 2019-03-00
Type: Journal Articles
Subjects: Social Justice,Activism,Student Participation,Disadvantaged Youth,Racial Bias,Power Structure,Transformational Leadership,Administrator Role

Social justice school leaders can amplify the voices and activism of marginalized students by shifting from hierarchical relationships to working as allies. An ally is commonly defined as a person who is associated with another or others for some common cause or purpose. By transferring Kendall's (2013) concept of &quot;allyship&quot; from racial privilege to leadership, this paper applies this theory through three dimensions: developing a radar, breaking ranks and creating space for student voice, and making intentional strategic moves. Ultimately, the school leaders highlighted in this study are tipping the balance to disrupt hierarchical relationships between leaders and students, in service of marginalized students.
Student Perceptions of an Accelerated Online Master&apos;s in Education Administration Program through the Lens of Social Presence
Author: Soles, Brooke
Date: 2019-03-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Acceleration (Education),Online Courses,Electronic Learning,Masters Programs,Educational Administration,Emotional Response,Self Expression,Interpersonal Communication,Group Unity,Computer Mediated Communication,Sense of Community,Communities of Practice,Teacher Student Relationship

The purpose of this study is to analyze student perceptions of the success of an online accelerated Master's in Educational Administration (MAEd) program through the lens of social presence by asking the following question: What are student perceptions of teaching and learning in an accelerated MAEd program? Forty-eight graduate students in an accelerated, one-year MAEd program were surveyed to identify their perceptions. Findings from the study indicated that emotional expression, open communication, and group cohesion were key elements in student perceptions of teaching and learning in their online MAEd program.
Free Speech on Australian Campuses: Hidden Barriers
Author: Martin, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Freedom of Speech,Academic Freedom,Barriers,Censorship,Dissent,Activism,College Students,Legal Problems,Libel and Slander,Social Problems,Campuses

Speech at Australian universities is restricted in various ways. A few of them, such as student protests against visiting speakers, receive lots of attention. Others seldom do, such as defamation threats and cyber harassment. Self-censorship may be more significant than overt censorship. Those who want to raise awareness of hidden limitations on speech can learn from the methods used to raise the alarm about student protests.
The Kantian University: Worldwide Triumph and Growing Insecurity
Author: Marginson, Simon
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Educational Philosophy,Reputation,Educational History,Commercialization,College Faculty,Social Status,College Role,Employment Qualifications,Enrollment Trends,Risk,Student Development,Self Actualization,Faculty Publishing,Scientific Research,Institutional Autonomy,Global Approach,Academic Freedom,Administrative Organization

This article discusses the University as an institution in three parts, moving from the abstract to the concrete. The first and longest section begins with the University as a social form or type: what it is, its inner motors, what holds it together; and its outer drivers, what holds it in society. The second section remarks on tendencies in the university in which we now live, the contemporary university. The third and concluding section discusses limits and problems of the University. It is called 'The insecurities of the University'.
Publications, Citations and Impact Factors
Author: Nathan, Robert Jeyakumar
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Publishing,College Faculty,Ethics,Plagiarism,Citations (References),Academic Freedom,Journal Articles,Publish or Perish Issue,Credibility,Commercialization,Scholarship,Reputation,Foreign Countries,Grants,Teacher Student Relationship,Translation,College Students,Student Projects

This article discusses the role of university academics as researchers. In present-day society which touts instant gratification, the primary role of a university is being undermined. In Malaysia, academics no longer teach and research as they please but are 'guided' by government agencies and influenced by the priorities of funding agencies. One of the components of academic freedom is the freedom to publish. Academics publish research that pushes the boundaries of knowledge. They choose journals in which their articles will be peer-reviewed, published and read by the communities of interest. However, lately many academics tend to publish in journals based on rankings, in journals reputed to have higher impact than others. Often young academics are puzzled whether they should publish where it matters or where it would quickly boost the key performance indicators (KPIs) set by the university. This article highlights some of these struggles in modern academia and exposes several examples of academic misconduct.
Neoliberalism and New Public Management in an Australian University
Author: Sims, Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Neoliberalism,Administrative Organization,Foreign Countries,Universities,Ethnography,College Faculty,Risk,College Students,Educational Policy,College Administration,Ideology,Work Environment,Educational Environment,Power Structure,Ethics,Trust (Psychology),Peer Relationship,Professional Identity,Compliance (Psychology),Teacher Attitudes,Competition,Organizational Culture

The higher education sector in Australia is operating in an ideological context in which the ideas of managerialism and neoliberalism combine to create a discourse shaping the lives of both workers and students. The practices that emerge inside higher education organisations as a result combine to form an organisational neoliberal managerial culture that shapes practices, operating in a vicious cycle. In this vicious cycle, managers set the organisational culture through the roles they take on in this figured world, leading to particular ways of behaving and engaging in the practice of management. These experiences are received and internalised by their recipients who come to believe their reality reflects the only way things operate. In this paper I take an autoethnographic approach to reflect on my experiences of the practices emerging from this culture as I have experienced them within one higher education organisation in Australia. I argue that we are seeing the operationalisation of a discourse of managerial privilege that, in the long term, is not only detrimental to the functioning of higher educational organisations but puts at risk the wellbeing of the nation through its impact on both staff and students.