ethanporcaro/eric-fulltext-meta huggingface dataset:
Duty, Honor, Country... &amp; Credit: Serving the Education and Learning Needs of Active Military and Veterans. CAEL Forum and News 2010
Author: Council for Adult and Experiential Learning
Date: 2010-00-00
Type: Collected Works - General
Subjects: Employment,Military Training,Prior Learning,College Credits,Economic Opportunities,Veterans,Educational Needs,Interviews,Educational Strategies,Manufacturing,Partnerships in Education,Adult Students,Student Financial Aid,Distance Education,Electronic Learning,Federal Legislation

Congress recently passed legislation improving the Post-9/11 GI Bill for the millions of eligible Iraq and Afghanistan war veterans to use in their pursuit of education and training. This legislation provides a tremendous opportunity for these valued Americans to obtain the skills necessary for employment at a time when they are often making the difficult transition back to civilian life. This annual issue of &quot;CAEL Forum and News&quot; shares stories of how postsecondary institutions and other organizations are working to help military students succeed in education and, ultimately, employment. This issue contains four sections. Section 1, Becoming a Civilian, contains: (1) An Interview with Jack Amberg, Senior Director of Veterans Programs at the Robert R. McCormick Foundation (Rebecca Klein-Collins). Section 2, Recognizing Prior Learning of Military Students and Veteran Students, contains: (2) Awarding College Credit for Military Training and Experience: Campus Strategies for Adopting ACE Guide Credit Recommendations (Kathy M. Snead and Clinton L. Anderson); (3) Expanding PLA Options for Veterans (Vicki Berling); and (4) Building a Bridge between Military Jobs and Advanced Manufacturing (Joseph P. Welsh and Phyllis Snyder). Section 3, Institutional Approaches, To Serving Military and Veteran Students, contains: (5) Building upon Tradition, Relationships, and a Keen Understanding of Each Moving Part: The Historic Partnership between University of Maryland University College and the U.S. Military (John F. Jones, Jr.); (6) Going Global: Extending Penn State World Campus and Financial Assistance to Military and Veteran Students (Deborah A. Benedetti); and (7) Boosting Basic Skills, Building Better Businesses, and Bringing Resources to the Community: The Boots to Books Approach by the University of the Incarnate Word (Cyndi Wilson Porter). Section 4, National Voices on Serving Veterans, contains: (8) Recognition of Veterans' Skills and Other Support of GIs in Higher Education (American Council on Education); and (9) Statement of Alan G. Merten, Ph.D. (Excerpted), President, George Mason University, on behalf of the American Association of State Colleges and Universities. Update of the Post-9/11 GI Bill, September 16, 2010. House Committee on Veterans' Affairs Subcommittee on Economic Opportunity.
Cross-Sectoral Leaders of Partnerships in Reforming Senior L/earning in Queensland: Implications for the Professional Learning of Education and Training Leaders
Author: Singh, Michael
Date: 2009-07-00
Type: Reports - Research
Subjects: Technical Institutes,Foreign Countries,Vocational Education,Partnerships in Education,Teacher Education,Educational Change,Case Studies,Leaders,Interviews

This working paper &quot;investigates&quot; the role of Vocational Education and Training in Schools (VETiS) in providing leaders with a driver for reforming Senior L/earning (Years 10, 11 and 12). Using a &quot;case study methodology&quot;, this paper explores the collaboration and cooperation across different borders and sectors among leaders in the reform to Senior L/earning in Queensland (Australia) related to teacher resources and funding. Given that this Senior L/earning reform is multi-layer and cross-sectoral reform, &quot;interviews&quot; have been conducted with educational and training leaders at the school, regional and State levels, as well as leaders of registered training organisations and technical colleges. &quot;Data from interviews&quot; with 21 leaders in Queensland has been analysed, initially by using NVivo and conceptually by exploring Sergiovanni's (2005) argument concerning the place of hope in leadership. The &quot;analysis of evidence&quot; indicates that leaders play a decisive role in the success of Queensland's Senior L/earning reforms, in particular in dealing with the difficulties in the implementation process. This paper reports on how and what these leaders do and collaborate in the reforms they are pursuing and leading. (Contains 1 figure and 1 footnote.) [This paper is the result of a research project supported by the Australian Research Council.]
Developing Teacher Subject Knowledge through Historical and Philosophical Perspectives
Author: Oversby, John
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Museums,Teacher Attitudes,Pedagogical Content Knowledge,Relevance (Education),Science Instruction,Learning Motivation,Questionnaires,Foreign Countries,Case Studies,History,Philosophy,Informal Education

The Relevance of Science Education project (ROSE, 2009 and 2004) has indicated a lack of motivation towards schools science. Unfortunately, the questionnaire ROSE used did not include questions on History and Philosophy of Science (HPS). The History and Philosophy in Science Teaching (HIPST) project is dedicated to inserting that perspective into science teaching in schools, museums and other non-formal centres. This paper gives the theoretical background and some material from the UK Case Study.
&quot;Asia Literacy&quot; through Research-Oriented School-Engaged Teacher Education: From Volunteer Mandarin Teaching-Assistants to Volunteer Teacher-Researchers
Author: Singh, Michael
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Researchers,Volunteers,Teacher Education,Teacher Education Programs,Mandarin Chinese,Teaching Assistants,Evidence,Teaching Experience,Literature Reviews,Research,Case Studies,Cross Cultural Studies,Grade 4,Grade 5,Grade 6,Grade 7

This paper explores the possibilities for building research-oriented, school-engaged teacher education through the professional learning of volunteer teacher-researchers. Volunteerism in education covers a broad spectrum of people and activities ranging from working in school canteens to supporting language and literacy programs. This paper reports on the professional learning of volunteer Mandarin teaching assistants as they develop into volunteer teacher-researchers. Situating this study in relation to Australian National Asian Languages and Studies in Schools Program, this paper draws on concepts from &quot;Asia literacy&quot; for its theoretical framework. A review of the research literature points to a need to value volunteers' contributions to teaching experience as a way of promoting volunteerism in schools. Elements of the research method for the study reported here include the project's focus, the participants and their selection, and ethical protocols. The analysis of evidence explores the transition through the work-integrated professional learning of these volunteer teacher-researchers, tracking their development through a collection of 28 documents. The discussion section uses the concept of &quot;Asia literacy&quot; to analyse the value of this research-oriented, school-engaged teacher education program. (Contains 4 tables.)
Organisational Innovations in the Integration of Learning and Earning: Professional Development, Curriculum, Student Outcomes and Teacher Education
Author: Singh, Michael
Date: 2009-07-00
Type: Reports - Research
Subjects: Faculty Development,Vocational Education,Secondary Education,School Community Relationship,Young Adults,Education Work Relationship,Evidence,Investigations,Teacher Education,Organizational Change,Innovation

This paper reports on a preliminary investigation into organisational innovations in Senior L/earning as these potentially relate to teachers' professional development, the curriculum and the outcomes for young adults. Specifically, this paper focuses on an investigation into organisational innovations in Senior L/earning in Queensland through a study of the &quot;hub and spoke&quot; model for institutionalising in Vocational Education and Training in (Senior Secondary) Schools (VETiS). &quot;Organisational innovation&quot; is conceptualised in terms of Bernstein's (1977) arguments regarding the isolation versus integration of education and production, that is the tension between dividing or combining school and work. The research process involves the collection and analysis of publicly available documents from the Queensland Mineral and Energy Academy (QMEA) and its schools. The analysis of evidence highlights teachers' professional learning, the positioning of vocational education and training in the curriculum and the key achievements for young adults from Senior L/earning. This paper explores the implications of these organisational innovations in school-based, work-integrated education and training for teacher education. (Contains 4 tables and 1 figure.)
Sen's Capability Approach and Year 12 Completers' Post-School Destinations: Implications for Teacher Education
Author: Singh, Michael
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Transitional Programs,Vocational Education,Secondary Education,Young Adults,Economic Status,Disadvantaged,Social Mobility,Sex,Socioeconomic Status,Geographic Location,Ethnicity,Grade 11,Outcomes of Education,Data Analysis,Teacher Educators,Social Environment

This paper situates school-to-work transitional purpose of VETiS in Queensland by comparison of young adults who complete Year 12 for their different groups such as gender, geographic location, indigenous and socio-economic status. The literature indicates that students' educational outcomes are related to their social environment and culture, an issue need to be paid attention by the teachers engaging in senior education. Methodologically, this study is situated in relation to the Australian Governments' &quot;Melbourne Declaration on Educational Goals for Young Australians&quot; (MCEETYA, 2008) and the fourth edition of the AQF (Australian Qualification Framework) Implementation Handbook (2007) on Guidelines for Certificates I-IV. Our data analysis based on Queensland &quot;Next Step&quot; surveys (2005-2008) represents an attempt of Sen's (1992, 1999) conceptualisation of individual capability and achievement, freedom to choice as well as their interrelationship to their social groupings. The paper explores how the teacher educators as well student teachers position themselves based on Senior Learning innovation, how to balance tensions between the reality of a working market model and teaching young adults in VETiS. Finally, some recommendations are proposed on how to cultivate multifunctional student-teachers for enhancing Senior Learning education and empower them to contribute to effective and efficient teaching in senior level education. (Contains 5 tables and 2 footnotes.) [This paper is the result of a research project supported by the Australian Research Council.]
Taking the &quot;Tyranny&quot; Out of Distance (Enhancing Professional Experience for Distance Education Students)
Author: Masters, Yvonne
Date: 2009-07-00
Type: Reports - Research
Subjects: Feedback (Response),Preservice Teachers,Management Systems,Distance Education,Supervision,Electronic Learning,Virtual Classrooms,Foreign Countries,Universities,Higher Education

Professional experience can be an emotional time for any preservice teacher, particularly the first placement. For distance education students, the natural tension of working in an unfamiliar setting is exacerbated by the &quot;tyranny of distance&quot;: they often need to find their own placement, have rarely had face-to-face contact with any university personnel, are often without a peer support group, and have not had the advantage of preparatory lectures at university. These students also have times when their placements are too distant for focused supervision. In 2008, the Professional Experience Office at the University of New England began trialling a variety of measures to assist external students before and throughout their professional experience and new initiatives are being trialled in 2009. This paper describes the initial trial of an on-line support structure, using the Sakai Open Source Learning Management System, and begins to evaluate the efficacy of that trial. The support structure provided students with a variety of resources that had to be studied before professional experience began and with a structure that was designed to guide them through a reflective process for their teaching portfolio. There was also the opportunity for the students to be involved in electronic forums where they could ask for advice from university personnel and interact with their peers. Evaluation of this on-line approach revealed that the support and feedback, accessed asynchronously by preservice teachers before, when, and after they were in-the-field, had the potential to strengthen and enhance their teaching during the professional experience placement. However, ongoing technical difficulties sometimes caused more frustration rather than the structure providing assistance. From early data collection, it was also clear that greater assistance was required when students were engaged in professional experience placements. The employment of Practicum Liaison officers and the introduction of virtual supervision are new innovations that are currently being trialled. Research is also being conducted through a trial of simulated teaching through the use of a Second Life classroom. This last is in its infancy, but will hopefully be expanded in 2010.
&quot;Interact with Puberty&quot;: Engaging Middle Schooling Students through Blended Learning
Author: Knipe, Sally
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Blended Learning,Undergraduate Students,Online Courses,Puberty,Database Management Systems,Courseware,Instructional Design,Program Descriptions,Adolescents,Controversial Issues (Course Content),Teaching Models,Educational Strategies,Instructional Innovation,Foreign Countries,Social Networks

Dr. Sally Knipe, Course Coordinator, Bachelor of Education (Middle Schooling) at Charles Sturt University has been teaching undergraduate students in this program for six years. When Charles Sturt University introduced a learning management system, Interact she, with the faculty's educational designer, Miriam Edwards worked together in developing new teaching strategies. The result was a greater emphasis on blended learning with student-centred approaches engaging students in both face-to-face and online learning. Two examples of such strategies are described in detail; The &quot;open wiki exam&quot; and &quot;debating issues of adolescence&quot;. Both occur within EED114: Transitions in middle schooling; a first year undergraduate subject. They employ authentic assessment tasks, collaborative work practice and social networking opportunities while providing a sustainable model for future teaching. (Contains 2 tables.)
English as the Needs of Students of a Public University in Timor Leste
Author: Patricio, Sancho Da Costa
Date: 2009-07-00
Type: Reports - Research
Subjects: Intervention,Action Research,Morphemes,Multilingualism,Learning Processes,Foreign Countries,Second Language Instruction,Teaching Methods,English (Second Language),Second Language Learning,Language Role,Educational Improvement,Language Tests,Grammar,Native Language,Pretests Posttests

English plays an important role for the life of the people of East Timor. So it is studied from secondary to tertiary schools. However, the resources of English are not sufficiently available. Under the development concerns the conditions that are faced by both the educator and learners in English as a foreign language course at the university. The specific problem is related to teaching and learning processes involved with active and passive voice. The case that will be taken into consideration is quite complex and involves language teaching methodology. These important issues need to be addressed and action research is an appropriate way to facilitate the improvement of teaching and learning skills. This action research was conducted from September-October 2008. The students were given a parallel test to identify a baseline data on the areas of their weaknesses. An intervention strategy was employed and further data gathering occurred to assess the efficacy of the action research. During the weeks of intervention, there are some positive results of students' understanding of tenses is dramatically improved. This can be seen from the baseline data and the post intervention which is derived from 40.8% to 76.8%. Finally, East Timor a multilingual society, so, at schools a student speaks more than one language. Under this condition a teacher should be flexible to use the students' native language to teach English. Appended are: (1) items for pre and post tests of the action research; and (2) table of attendant list during the intervention and the names are not the real one. An appendix presents pre- and post-tests. (Contains 1 table.)
The New Teacher: Career Choice, Placement and Induction
Author: Palmer, W. P.
Date: 1985-10-00
Type: Reports - Research
Subjects: Action Research,Career Choice,Foreign Countries,Beginning Teacher Induction,Teacher Placement,Beginning Teachers,Student Educational Objectives,Attribution Theory,Teacher Persistence,Secondary School Teachers,Questionnaires,Occupational Aspiration,Teacher Characteristics,Teacher Attitudes

This part of the Papua New Guinea new secondary teachers study aimed at finding out more about why teacher trainees at Goroka Teachers College chose teaching as a career. One of the important factors about whether students stay in teaching for a short or a long time is the way that their choices of school are dealt with administratively. Students revealed many errors that occurred in their placement and the study made recommendations for the improvement of these procedures. The study investigated the different motivations that students had when making their choice of school. For example, some students wish to remain close to their own families, whilst others worry that relatives, &quot;wantoks&quot;, if too close, will always be borrowing from them. Finally the induction of new teachers into the ethos of the school to which they were appointed was considered: although many schools took induction of new staff seriously and performed well, there were areas in the induction of new teachers which should be improved. This part of the study adds to the papers already held by ERIC (ED501704, ED511850, ED501060 and ED511753), which explain other aspects of this study. (Contains 7 tables.) [This article was published in: &quot;Papua New Guinea Journal of Education&quot; (&quot;Special Issue: The Role of the Teacher: Myth and Reality&quot;), Vol 21, No 2, October 1985, pp.173-191.]
Providing Equal Access to Education--A Formidable Challenge for China
Author: Jones, Narelle
Date: 1996-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Foreign Countries,Access to Education,Enrollment Trends,Barriers,Performance Factors,Educational Policy,Educational Development,Systems Analysis,Educational Finance,Financial Support,Change Strategies,Politics of Education,Program Descriptions

The People's Republic of China has seen a dramatic growth in its economy in recent years. It has a rapidly increasing population of approximately 1.2 billion people, though the population is still largely rural with about 80% of people living outside urban areas. China in its Education Law (1995) restated its commitment to universal education. In the last twenty years it has achieved considerable success in increasing its education participation rates. However, despite the rhetoric about equality of access there are signs that indicate not everyone has the same educational opportunities. This paper describes the current education system and outlines some of the disparities that exist and describes how Chinese Government policies are affecting universal access to education. The paper's conclusions are largely optimistic in spite of the tremendous difficulties that policy makers face. [This paper was published in: &quot;Selected Papers from the 24th Annual ANZCIES Conference&quot; (Dilemmas and Responsibilities for Educators), Bardon Professional Centre, Brisbane, Queensland, from December 1-4, pp. 133-144.]
Physical and Chemical Change: The Long History of the Iron Filings and Sulfur Experiment
Author: Palmer, W. P.
Date: 1995-00-00
Type: Reports - Descriptive
Subjects: Textbooks,Chemistry,Science Instruction,Teaching Methods,Educational History,Textbook Evaluation,Textbook Content,Scientific Concepts,Science Experiments,Metallurgy,Misconceptions,Laboratory Safety,Foreign Countries,Elementary School Science,Secondary School Science,College Science,Molecular Structure

As a part of a doctoral thesis considering the history of teaching physical and chemical change, 641 chemistry/science textbooks have currently been examined. These books are from many different countries and date from the eighteenth century to the present time. The books have described a wide variety of experiments to illustrate the difference between physical and chemical change. This paper will look briefly at these and show that the heating of iron filings and sulfur to form iron II sulfide was and still is a very popular experiment. The paper will then will focus on the history of this experiment. Some of the anomalies and wrong conclusions that relate to the experiment will be explored, as will its safety and practicality. A simple experiment that has not been used in textbooks for more than 60 years is described as an alternative to the standard experiment. This will indicate that it is possible to learn from the past. [This paper was published in: &quot;Proceedings of the Third International History, Philosophy and Science Teaching Conference,&quot; Minneapolis, Minnesota, USA, Volume 2, 29th October-2nd November, pp. 939-949.]
Overcoming Computer Anxiety: A Three-Step Process for Adult Learners
Author: Sivakumaran, Thillainatarajan
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Attitudes,Adult Learning,Adult Students,Anxiety,Educational Environment,Technology Integration,Computer Uses in Education,Educational Objectives,Academic Support Services,Fear,Colleges,Online Courses,Nontraditional Students

Many adult learners returning to school later in life have discovered that technology is heavily embedded in the learning environment. Learning both course contents and technology in unison can be a daunting task for students who feel intimidated by technology. Computer anxiety is a term that describes resistance, fear or anxieties towards computers. Uncovering ways to not only help adult students dispel their computer anxiety, but also help students attain greater computer self-efficacy is a challenge for educators. This article proposes a three-step process for helping adult learners overcome that anxiety, purpose, positive environment, and provides support. Institutions of higher learning that employ this three-step process should be able to provide both a successful and meaningful experience for adult learners.