ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Readiness for Online Education--Research Models for Identifying Students at Risk
Author: Wladis, Claire
Date: 2016-09-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Learning Readiness,Student Characteristics,Academic Achievement,Academic Persistence,Predictive Measurement,Predictor Variables,Graduation Rate,Dropout Rate,Enrollment Rate,Regression (Statistics),College Students,Research Methodology,At Risk Students,Correlation,Educational Diagnosis,Student Surveys,Multivariate Analysis

This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed was that native-born students were at greater risk online than foreign-born students, relative to their face-to-face outcomes. Having a child under 6 years of age also interacted with the online medium to predict lower rates of successful course completion online than would be expected based on face-to-face outcomes. In addition, while students enrolled in online courses were more likely to drop out of college, online course outcomes had no direct effect on college persistence; rather other characteristics seemed to make students simultaneously both more likely to enroll online and to drop out of college.
Comparing Physical, Virtual, and Hybrid Flipped Labs for General Education Biology
Author: Son, Ji Y.
Date: 2016-09-00
Type: Journal Articles
Subjects: Biology,Conventional Instruction,Online Courses,Blended Learning,Intermode Differences,Undergraduate Students,Web Based Instruction,Science Laboratories,Student Attitudes,Achievement Gains,Cost Effectiveness,Teaching Methods,Teaching Models,Student Surveys,Pretests Posttests,Grades (Scholastic),Correlation,Comparative Testing,Instructional Effectiveness,Probability,Likert Scales,Statistical Analysis

The purpose of this study was to examine the impact on learning, attitudes, and costs in a redesigned general education undergraduate biology course that implemented web-based virtual labs (VLs) to replace traditional physical labs (PLs). Over an academic year, two new modes of VL instruction were compared to the traditional PL offering: (1) all VL with an in-person help center (VL-A) and (2) a hybrid flipped VL model where online labs alternated with in-person labs every week (VL-H). All three lab types included a face-to-face lecture with the same materials. Engaging inquiry-based exercises were developed for each VL activity in which students were provided background information, guided through a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that was delivered for evaluation electronically. The VL-A group had the highest proportion of repeatable grades (below a C, 2.0 grade points). Students in the VL-H group achieved significantly better grades compared to the other lab instruction groups. The VL-H group also experienced statistically significant favorable shifts in their self-reported attitudes towards biology. The personnel costs for the VL-A and VL-H models were 29% and 63% of the PL model, respectively, allowing more sections to be offered. These results suggest that carefully designed online lab opportunities can result in higher student grades and more favorable attitudes towards science while reducing costs compared to traditional labs.
Students as a Teaching Resource in Preparing Educational Leaders: An International Masters Programme
Author: Liu, Qiang
Date: 2016-00-00
Type: Journal Articles
Subjects: Masters Programs,Educational Administration,International Education,Comparative Education,Administrator Education,Leadership Training,Program Descriptions,Barriers,Curriculum Development,Administrative Organization,Teaching Methods,Foreign Countries

The Institute of International and Comparative Education, Beijing Normal University has offered a Masters Program in Educational Leadership and Policy (Comparative Education) for the last four years and it attracts students from around the world, with substantial support in terms of scholarships, from the Chinese government. Beijing Normal University introduced a PhD programme in the same discipline in 2013. The programme is intended to train talented individuals from all over the world, and to provide them with theoretical understanding and skills that will prepare them to take positions of leadership. The programme benefits from the high calibre of students that it attracts, and a multi-national multi-cultural student body is an important educational resource. The authors have worked in the programme, with other colleagues, since its inception, and describe some of the unique features of the programme, as well as some of the challenges.
New Models of Hybrid Leadership in Global Higher Education
Author: Tonini, Donna C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Blended Learning,Higher Education,Global Approach,Leadership Styles,Qualitative Research,Graduate Surveys,Cohort Analysis,Interviews,Workshops,Leadership Training,Needs Assessment,Educational Change,Organizational Change,Training Methods,Educational Administration,Administrator Education,Foreign Countries

This manuscript highlights the development of a leadership preparation program known as the Nanyang Technological University Leadership Academy (NTULA), exploring the leadership challenges unique to a university undergoing rapid growth in a highly multicultural context, and the hybrid model of leadership it developed in response to globalization. It asks the research question of how the university adapted to a period of accelerated growth and transition by adopting a hybrid approach to academic leadership. The paper uses qualitative methodology to review NTULA's first cohort, including interviews and participant survey responses. The findings illuminate three key areas of the hybridized leadership model that are challenging to balance, including managing the transition from the leadership style required to drive rapid institutional change to the approach needed to preserve that growth, how leaders reconcile the need to be responsive to both administration and faculty, and how to lead in a highly diverse, multicultural space.
Adaptations of International Standards on Educational Leadership Preparation in Egypt
Author: Purinton, Ted
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,Leadership Training,Case Studies,National Standards,Cultural Influences,Educational Policy,Best Practices,Adoption (Ideas),Professionalism,Administrator Education,College Programs

This paper is a case study of one leadership preparation program, utilizing US school leadership standards and practices, offered in Egypt. This case study illuminates how cultural and policy distinctions impact differing necessities of educational leadership, and how those necessities conflict or concur with the international standards and assumed best practices. In particular, it serves as an exploration of policy borrowing, considering that leadership preparation in developed countries has been, on some levels, an issue of occupational field professionalization.
Preparing and Developing Community College International Leaders
Author: Raby, Rosalind Latiner
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Administrator Education,Faculty Development,International Education,Leadership Training,Administrator Attitudes,Nontraditional Education,Administrator Surveys,Statistical Analysis,Online Surveys

Leadership training for future senior United States (US) community college leaders is an ongoing focus of US community college education. Leadership training is also a focus of US university international educators. Community college literature has assumed that full-time positions at community colleges devoted to overseeing and implementing internationalization do not exist and thus have not addressed succession opportunities. Based on a survey of 91 individuals who self-define their positions as ones in community college international leadership, this article examines what influences shaped the professional paths of these individuals and depicts criteria that can support future preparation for community college international education leadership from the viewpoint of those currently working in these positions. Pathway development patterns are seen in three forms: a) traditional preparation; b) non-traditional preparation; and c) job-embedded professional development.
Examining the Impact of a DSP Project through a Comparative Adult Education Lens: A Snapshot of Principal Professional Development for Education Internationalization in Beijing, China
Author: Kang, Haijun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Adult Education,International Education,Leadership Training,Principals,Educational Change,Qualitative Research,Interviews,Graduate Surveys,Management Development,Metacognition,Administrator Attitudes,Educational Practices,Educational Administration,Learning Experience,Thinking Skills,Praxis

Through the lenses of comparative adult education and international educational leadership development, this study explores the learning experiences of local school principals after they participated in a professional development program named &quot;Domestic Study Program&quot; (DSP) in Beijing. A qualitative narrative inquiry was applied and four school principals who self-reported as experiencing personal and professional improvement through the DSP program were interviewed. Their lived learning experiences as adult learners through the DSP project were sorted, categorized, grouped, and regrouped following the qualitative research data analysis protocols suggested by Rossman and Rallis (2003) and Creswell (2014). The research indicates that the four local principals experienced major changes in the areas of self-perception, ways of thinking, and ways of doing. The findings are interpreted through the lenses of comparative adult education and international educational leadership development.
Policies and Practices of School Leaderships in Japan: A Case of Leadership Development Strategies in Akita
Author: Yamamoto, Yukiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Educational Practices,Educational Policy,Case Studies,Leadership Training,Content Analysis,Semi Structured Interviews,Administrator Attitudes,Training Methods,Informal Education,Management Development

Reflecting the social and economic change, Japanese education has shifted to decentralization since the 1980s. With an increased autonomy and responsibility, the local government plays an important role to develop competent school leaders. This descriptive study employs case study approach to illustrate current status of leadership development at the local level in Japan. Through the analysis of current policies and practices, it lays out the strategies of leadership development in Akita prefecture. In addition, semi-structured interviews with 17 education leaders were conducted in 2014 and 2015 to explore their perceptions on the leadership development. The study found that the leadership development in Akita is implemented combining formal and informal training activities. While a comprehensive professional development system is implemented strategically, informal learning of competency is commonly exercised. This dual approach enables school leaders to develop their leadership skills and knowledge.
Embracing New Realities: Professional Growth for New Principals and Mentors
Author: Augustine-Shaw, Donna
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development,Mentors,Leaders,Instructional Leadership,Leadership Effectiveness,Leadership Qualities,Beginning Principals,Principals

This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute's (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI's second year program, evaluation results, and next steps.
From Zero to Sixty: A Survey of College Writing Teachers' Grading Practices and the Affect of Failed Performance
Author: Babb, Jacob
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Surveys,National Surveys,Writing Teachers,Writing Evaluation,Failure,Teacher Attitudes,Emotional Response,Grading,Teaching Methods

Drawing on results from a survey distributed nationally through the WPA and WCenter listservs, we examine the affective aspect of failure in teachers' responses to student writing, aiming to pinpoint teachers' perceptions of why students fail. Overall, we posit that writing studies needs to pay closer attention to teachers' emotional responses to student failure. This article represents a step in that direction.
Training for Triggers: Helping Writing Center Consultants Navigate Emotional Sessions
Author: Perry, Alison
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Laboratories,Writing (Composition),Consultants,Psychological Patterns,Writing Teachers,Empathy,Counselor Client Relationship,Counseling,Partnerships in Education,Student Personnel Services,Referral

Labor performed by writing center consultants in sessions is inherently emotional. While writing center professionals can never alleviate fully the emotional demands placed on consultants during sessions, we can work to educate our staff about empathetic engagement with clients, and we can create structures and practices conducive to a supportive work environment that promotes self-care among our staff. In addition, we can partner with other on-campus resources, such as the counseling center, to ensure that our consultants know where to get extra support for themselves and where to direct students in need.
Taco Literacies: Ethnography, Foodways, and Emotions through Mexican Food Writing
Author: Alvarez, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Food,Writing (Composition),Foreign Countries,Literacy,Teaching Methods,Ethnography,Mexicans,Immigration,Cultural Awareness,Assignments,Writing Instruction,Undergraduate Students,Student Attitudes

Foodways literacies offer composition courses a rich opportunity to enact a &quot;sensual pedagogy&quot; that explores affect through cross-cultural culinary encounters. In this assignment description, I present a class I developed at the University of Kentucky, Taco Literacy, as an example of such pedagogy. The class explores the languages and literacies of Mexican migration through the lens of emotionally resonant foodways.
Unbalancing Acts: Plagiarism as Catalyst for Instructor Emotion in the Composition Classroom
Author: Biswas, Ann E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,Writing Instruction,Writing Teachers,Power Structure,Emotional Response,Teacher Attitudes,Professional Identity,Role,Interviews,Qualitative Research,College Faculty

In this essay, the author reflects on her experiences while researching composition instructors' emotional responses to plagiarism. The research found that instructors faced a variety of complex and competing feelings when students plagiarized, and those responses threatened to upset relationships, power structures, and professional identities in the classroom. The author considers how and why her own emotional labor was altered in light of these findings and what this might suggest about the need for increased professional conversation in our discipline regarding the impact of emotions in the writing classroom.
First, Do No Harm: Teaching Writing in the Wake of Traumatic Events
Author: DeBacher, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Trauma,Weather,Violence,Natural Disasters,Freshman Composition,Writing Evaluation,Ethics,Grading,Reflection,Essays,Self Expression

Sarah DeBacher and Deborah Harris-Moore offer their experiences with teaching in the aftermath of traumatic situations. DeBacher, who taught at the University of New Orleans in the aftermath of Hurricane Katrina, and Harris-Moore, who taught at UC Santa Barbara following a mass shooting, explore the difficulty of teaching writing in the wake of traumatic events.
Countering Institutional Success Stories: Outlaw Emotions in the Literacy Narrative
Author: Carlo, Rosanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Psychological Patterns,Emotional Response,Self Expression,Literary Genres,Writing Teachers,Success,Barriers,Student Experience,Teaching Methods,Literacy Education,Essays,Reflection,Personal Narratives,Writing Assignments,Story Telling

In the field of rhetoric and composition, literacy narratives are sometimes framed through the idea of &quot;inventing the university&quot;; this, unfortunately, creates a trope of literacy as success. I argue that the success trope limits student expression of &quot;outlaw&quot; emotions in literacy narratives--like loss, pain, and anxiety--and as a result, flattens conceptions of literacy and glosses over complex student life experiences and positionalities (race, class, gender, sexuality, etc.). This short pedagogical piece provides composition teachers with strategies that encourage students to identify a range of affective responses to the process of literacy acquisition.
Healing Classrooms: Therapeutic Possibilities in Academic Writing
Author: Batzer, Benjamin
Date: 2016-00-00
Type: Journal Articles
Subjects: Therapy,Academic Discourse,Writing Instruction,Writing Skills,Transfer of Training,Trauma,Freshman Composition,Praxis,Psychological Patterns,Emotional Response,Feedback (Response),Writing Assignments,Writing Evaluation,Grading

This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how composition students and their instructors can write about painful experiences in ways that allow for healing while fostering the critical thinking and inquiry skills our writing classrooms are expected to teach.
Talking about Happiness: Interview Research and Well-Being
Author: Campbell, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Interviews,Writing (Composition),Freshman Composition,Writing Assignments,Research Methodology,Academic Discourse,Psychology,Emotional Response,Learner Engagement,Interpersonal Relationship

In addition to teaching research and writing skills, First-Year Composition classes are well situated to help students develop strategies for managing stress and increasing well-being. I describe an assignment sequence in which students interview others from three generations about topics related to happiness and wellbeing, analyze shared transcripts, and present their findings in two genres. Beyond providing instruction in research methods, academic writing, and multimodal composing for non-academic audiences, this sequence supports the five elements of authentic well-being outlined by positive psychologist Martin Seligman: positive emotion, engagement, relationships, meaning and purpose, and accomplishment. These assignments and related course content foster emotional literacy by prompting students to approach happiness and well-being as academic subjects and to develop practical strategies for implementing what they've learned.
States, Traits, and Dispositions: The Impact of Emotion on Writing Development and Writing Transfer across College Courses and Beyond
Author: Driscoll, Dana Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing (Composition),Longitudinal Studies,Mixed Methods Research,Writing Across the Curriculum,Writing Processes,Psychological Patterns,Higher Education,Semi Structured Interviews,Writing Instruction,Writing Assignments,Metacognition,Emotional Response,Emotional Experience,College Instruction

Drawing from a five-year longitudinal data set following thirteen college writers through undergraduate writing and beyond, we explore the impact of students' emotions and emotional dispositions on their ability to transfer writing knowledge and on their overall writing development. Participants experienced a range of emotions concerning their writing, but those emotions could be broadly categorized as generative, disruptive, or circumstantial. Students managed these emotions in different ways, with some approaching their learning less emotionally (rational interpreters), others more so (emotional interpreters), and a final group using metacognitive practices to manage their emotions (emotional managers). Our results suggest that metacognitive concepts of monitoring and control are keys to students' navigation of the complex emotional landscape of writing in higher education. Our discussion posits ways that faculty can help students become emotional managers and work with students' emotions in the classroom, and it suggests further avenues for research.
Writing Center Administration and/as Emotional Labor
Author: Jackson, Rebecca
Date: 2016-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Psychological Patterns,Emotional Response,Qualitative Research,Administrators,Mentors,Academic Advising,Conflict Resolution,Teamwork,Supervision,Work Environment,Capacity Building,Interprofessional Relationship,Teacher Administrator Relationship

Scholars have offered research and theory about emotional labor and the feeling of emotion in rhetoric and composition, but we have little if any such research on writing center work specifically. Drawing on data from a year-long qualitative study of writing center directors' labor, this article examines writing center directors' emotional labor as valuable yet undervalued, fulfilling yet fraught. Emotional labor was work our participants had to do--and often wanted to do and enjoyed doing--in order to accomplish (smoothly, swiftly, or at all) the other tasks on their to-do lists. Emotional labor included tasks such as mentoring, advising, making small talk, putting on a friendly face, resolving conflicts, making connections, delegating and following up on progress, working in teams, disciplining or redirecting employees, gaining trust, and creating a positive workplace. Ultimately, participants suggest that emotional labor is difficult not because they must devote so much time to it, but because they have not been adequately prepared to expect and negotiate it.