ethanporcaro/eric-fulltext-meta huggingface dataset:
University of Massachusetts Amherst: An Innovative Partnership
Author: McClure, William S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Historic Sites,History,Architecture,Field Studies,Preservation,Cooperation,Professional Education,Partnerships in Education,Higher Education,Masters Degrees,Professional Continuing Education,Building Design

In 2009 the University of Massachusetts Amherst (UMass Amherst), in collaboration with Hancock Shaker Village (HSV), created a new two-year master's degree in historic preservation and architectural conservation for professionals in the field. Combining university courses with training and classes on site at a national historic landmark, the program leads to a Master of Science in Design with a concentration in historic preservation and is unique in the region and the Commonwealth. Developed by the departments of Architecture + Design and Public History and the university's Continuing &amp; Professional Education (CPE) unit, the new program is delivered in a four-semester, alternate-weekend format that allows mid-career professionals and other working people to pursue and complete a graduate degree. It offers advanced study of traditional building materials, architecture, preservation theory and practice, archival research, and cultural resource management. Students and professionals already working in the field are able to conduct field studies side-by-side with HSV staff, UMass Amherst faculty, and visiting experts on topics such as building restoration, town planning, and historic site administration. In this article, the authors discuss the benefits of this partnership and how the collaboration has proven successful.
Tulane University School of Continuing Studies: Case Study in Online Quality Improvement
Author: McLennan, Kay L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Educational Objectives,College Faculty,Teacher Improvement,Educational Improvement,Educational Assessment,Continuing Education

Online asynchronous courses constitute a significant portion of Tulane University's School of Continuing Studies (SCS) curriculum. Online instruction is sufficiently important to the School of Continuing Studies that it merited special attention in the form of a two-year review to ensure its quality. The review identified and implemented different administration-centered and instruction-centered quality enhancement measures. As all of the initial objectives were addressed, the focus of the initiative shifted to how to better meet several of the key objectives, including improving faculty e-instruction training and networking opportunities. Although the SCS Online Course Quality Review and Improvement initiative formally ended in July 2011 after two years, efforts to make online courses better for students and to provide instructional opportunities for faculty are ongoing. Online learning supports the School of Continuing Studies' mission to make higher education available in the communities served by providing flexible, asynchronous learning opportunities. (Contains 4 endnotes.)
Do School Bully Laws Align with Prevention Best Practices?
Author: Edmondson, Lynne
Date: 2011-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Classification,State Legislation,Elementary Secondary Education,Coding,School Districts,Educational Policy,Mental Health,Counseling

This article examines state-level school laws that emerged over the last decade with regard to bully prevention. The purpose is to determine, among states that legally mandate public schools to address bullying, how extensively they have incorporated language representing the primary, secondary, and tertiary prevention levels. State bully laws were coded into a classification scheme representing three levels of prevention constructs and language from Olweus' Bullying Prevention Program. Findings include discussions of both the thematic review of the qualitative data and frequencies generated from data reduction. Findings revealed that 38 states wrote school laws that required bullying policies. Among these states, half (50%) had laws that addressed both primary and tertiary prevention levels, while only 10 states (26%) included secondary prevention in its laws. The discussion includes suggestions for expanding state bully laws to incorporate secondary prevention. Also, the discussion moves beyond what states currently require their school districts to do, to draw conclusions regarding alignment of best practices and school bully laws and policies. Health educators can be involved in lobbying for school bully prevention policy and laws at the state level. (Contains 3 tables and 1 figure.)
Measuring Environmental Health Perception among College Students
Author: Ratnapradipa, Dhitinut
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Education Courses,Water Quality,Health Education,Pollution,Gender Differences,Age Differences,Surveys,Measures (Individuals),Factor Analysis

One's knowledge, perception, and attitude are fundamental in determining how one behaves regarding environmental hazards. While science has made great strides in promoting environmental health, threats still exist, largely due to individual actions in response to potential health hazards. Undergraduate students (n = 395) enrolled in an introductory Health Education course participated in an environmental health awareness survey examining knowledge, attitudes, and behaviors. Results indicated that there was a general lack of knowledge among participants about environmental health-related issues. In addition, it was determined that males were more likely to have positive attitudes towards issues relating to air quality and the green environment. Further analyses revealed that there was a significant relationship between age and attitudes toward issues dealing with sustainability. In addition, race/ethnicity predicted attitudes toward water quality and recycling behaviors. While students typically possessed positive attitudes toward environmental health, they engaged in non-eco-friendly behaviors. Because knowledge influences a person's attitude, and ultimately behavior, continued efforts in environmental health education should be refined. (Contains 4 tables.)
Perceptions of Professional Development from Northern Illinois Secondary Public School Health Teachers and School Administrators
Author: LaCursia, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Comprehensive School Health Education,Program Evaluation,Interviews,Substitute Teachers,Professional Development,Middle Schools,High Schools,Administrators,Secondary School Teachers,Conferences (Gatherings),Program Implementation,Universities,Organizations (Groups),Financial Support,Public Schools,Teacher Attitudes

Introduction: Quality professional development (PD) is critical for health teachers to positively impact student learning. PD elements include administrator support, teacher involvement, content-specific focus, collaboration time, and program evaluation. Purpose: This study investigated (a) whether PD was supported, (b) which PD opportunities were available, accessible, and preferred, and (c) PD benefits and challenges. Methods: Twelve key informants from northern Illinois public schools (middle and high school health teachers, school administrators) participated in semi-structured interviews. Results: In-school PD was mandatory and administrators made decisions about content. Health teachers chose state conferences for outside PD that were health-specific and included applicable methods. All schools supported one to three outside PD per year and substitute teachers, but health teachers reported lack of PD access due to funding. Conclusions: Health teachers did not have a voice or choice of in-school PD, relied upon outside PD (state conferences) to remain updated in health content and applicable methods, and needed clarification about funding for outside PD. Implications for those who deliver PD for health teachers (e.g., professional organizations, universities) might be to address the challenges health teachers face accessing quality PD, involve teachers in planning, and promote alternative program delivery. (Contains 4 tables.)
"The Health Educator" Readership Survey, 2011: Reporting the Results
Author: Bliss, Kadi
Date: 2011-00-00
Type: Journal Articles
Subjects: Comprehensive School Health Education,Continuing Education,Specialists,Surveys,Reader Text Relationship,Journal Articles,Reading,Data Collection,College Students,Graduate Students

Readership surveys can help editors assess satisfaction with a journal as well as identify potential modifications to be made. The editorial staff of "The Health Educator" conducted an online readership survey in the summer of 20 11. After a five-week data solicitation and collection period, a total of 504 Eta Sigma Gamma (ESG) members responded. When members not receiving "The Health Educator" were removed, the final sample included 344 members. Results revealed that, overall members were satisfied with the content and quality of the journal. Notable recommendations include increasing the number of Health Education in Practice articles, offering Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) Continuing Education Contact Hours (CECH), and indexing the journal in MEDLINE. Surveying ESG members regarding their readership habits and preferences on different aspects of "The Health Educator" provided insight for the editorial staff as they consider modifications that may improve quality of the journal and increase reader satisfaction. (Contains 5 tables.)
You Use! I Use! We Use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools
Author: Larkin, Kevin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cost Effectiveness,Cooperative Learning,Classroom Environment,Learner Engagement,Constructivism (Learning),Educational Objectives,Outcomes of Education,Elementary School Students,Grade 7,Computer Uses in Education,Technology Integration,Educational Technology,Laptop Computers,Computer Software,Data Analysis,Use Studies,Observation,Student Surveys,Semi Structured Interviews,Program Effectiveness,Educational Strategies,Educational Policy

The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing. (Contains 4 figures and 2 tables.)
One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?
Author: Donovan, Loretta
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Credentials,Models,Educational Technology,Graduate Study,Multivariate Analysis,Knowledge Base for Teaching,Beliefs,Student Development,Teacher Education Curriculum,Preservice Teacher Education,Skill Development,Elementary Education,Computer Uses in Education,Technology Integration,Laptop Computers,Data Analysis,Student Surveys,Program Effectiveness,Educational Strategies,Educational Policy,Comparative Analysis,Pretests Posttests,Student Attitudes

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model most frequently used in teacher education). Survey analysis found that pretest candidates who self-selected to be involved in the laptop program had lower ratings on beliefs about technology use than candidates who did not, and there was no difference in expertise or use. At posttest, laptop candidates showed development in all three areas, whereas nonlaptop candidates showed no change over time. Findings of this study point to the fact that programs in which technology use is ubiquitous better prepare candidates for technology-rich classrooms than do programs that take a more traditional approach to meeting credentialing requirements for technology use. (Contains 2 tables.)
Investigating Roles of Online School Principals
Author: Quilici, Sarah B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,High Schools,Secondary School Teachers,Teacher Administrator Relationship,Administrator Behavior,Administrator Role,State Standards,Certification,Administrator Attitudes,Teacher Attitudes,School Administration,Educational Technology,Educational Policy,Virtual Classrooms,Web Based Instruction,Qualitative Research,Interviews

This study explores the instructional leadership skills required from online principals, as defined by one state's (Idaho) adaptation of the Interstate School Leaders Licensure Consortium (ISLLC) standards (1996) as a requirement for professional certification. Specifically, this qualitative study examined six sets of paired online principals and teachers who interacted in a supervision/evaluation cycle. A discrepancy theme emerged: Principals viewed themselves as instructional leaders, as defined by ISLLC/Idaho Standard 2--Instructional Leadership--whereas online teachers viewed their online principals as managers. Closing the discrepancy is discussed through changes in leadership behavior and standards. (Contains 3 tables.)
Electronic Portfolios in Teacher Education: Forging a Middle Ground
Author: Strudler, Neal
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Teacher Education Programs,Portfolio Assessment,Evidence,Student Evaluation,Guidelines,Program Implementation,Educational Theories,Policy Analysis,Accreditation (Institutions),Accountability,Instructional Effectiveness,Evaluation Methods,Computer Uses in Education,Educational Technology,Outcomes of Education,Program Effectiveness,Educational Strategies,Educational Policy,Influence of Technology

At a time when implementation of electronic portfolios (EPs) is expanding, the issues of clarifying their purposes continue to plague teacher education programs. Are student-centered uses of EPs compatible with program assessment and accreditation efforts? Is this an either/or situation, or can a productive middle ground be forged? This article reviews the compatibility of key purposes for EPs in light of the changing landscape of their use in teacher education. It explores theoretical perspectives, analyzes policy implications and challenges, and provides recommendations that support current adoption and implementation decisions. It concludes that it is possible to effectively use EPs for varied purposes and provides specific recommendations for doing so. (Contains 2 tables.)
Pilgrims' Progress: The Journey towards a Knowledge Building Community in a University Undergraduate Class
Author: Philip, Donald
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Network Analysis,Social Networks,Content Analysis,Mixed Methods Research,Computer Mediated Communication,College Instruction,College Students,Undergraduate Study,Science Instruction,Student Participation,Facilitators (Individuals),Community,Blended Learning,Web Based Instruction,Instructional Effectiveness,Data Analysis

The purpose of this study was to examine the progress of a class of third- and fourth-year undergraduate science students as they attempted to create a knowledge building community in a blended or hybrid science education class. The research sought to examine this process through analyses of the frequency of their note postings and responses, and through a social network analysis of their communication patterns for note reading. These data were automatically harvested by the Knowledge Forum knowledge building environment, and downloaded for later analysis. (Contains 5 figures.)
Using the Spanish Online Resource &quot;Aula Virtual de Espanol&quot; (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms
Author: Pellerin, Martine
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Web Based Instruction,Instructional Effectiveness,Teacher Attitudes,Student Attitudes,Student Motivation,Case Studies,Qualitative Research,Semi Structured Interviews,Observation,Data Analysis,Student Participation,Second Language Instruction,Second Language Learning,High School Students,Language Tests,Curriculum Implementation,Conventional Instruction,Program Effectiveness,Spanish,Teacher Workshops,Urban Schools

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource &quot;Aula Virtual de Espanol&quot; (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the online resource AVE to the F2F teaching approach to promote BT in the Spanish language classroom. The use of BT approach in the language classroom had a positive impact on the students' attitudes towards the study of the language, the students' motivation and their participation levels in class, as well as their use of the target language in the classroom. Moreover, the multimodal experiences provided by the use of the online AVE resource combined with the F2F delivery approach responded more to the different learners learning styles and specific needs. Finally, the use of online AVE in conjunction with F2F teaching was also perceived as an effective tool in the preparation for the International Spanish Diplomas (DELE) taken by the students in the more advanced Spanish classes. (Contains 11 tables and 6 figures.)
A Symbiosis between Instructional Systems Design and Project Management
Author: Pan, Cheng-Chang
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Design,College Curriculum,Graduate Study,Courses,Position Papers,Theory Practice Relationship,Schools of Education,Teacher Education Curriculum,Instructional Design,College Instruction,Instructional Development,Computer System Design,Systems Development,Program Administration,Instructional Systems

This study is intended to explore a complementary relationship between instructional systems design (ISD) and project management in an attempt to build a plausible case for integrating project management as a distinct course in the core of the graduate instructional systems design programs. It is argued that ISD and project management should form a symbiosis from a curriculum perspective, in a hope for the prepared instructional designers to create values for customers. An integrated view of ISD and project management is proposed, using three concepts of project management as a reasonable bridge for the integration. Challenges for the proposed view in this position paper are also stated. (Contains 1 figure and 2 footnotes.)
Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction
Author: Carter, Lorraine
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Internet,Integrated Learning Systems,College Faculty,Program Descriptions,Mentors,Faculty Development,Models,Nursing Education,Web Based Instruction,Teacher Attitudes,College Instruction

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university's experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. (Contains 1 table and 1 figure.)
Critical Appraisal of Information on the Web in Practice: Undergraduate Students' Knowledge, Reported Use, and Behaviour
Author: Hogan, Neil
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Critical Thinking,Credibility,Criteria,Educational Needs,Educational Experiments,Statistical Analysis,Information Literacy,Critical Literacy,Critical Reading,Web Sites,Internet

Undergraduates use a wide range of information resources for academic and nonacademic purposes, including web sites that range from credible, peer reviewed, online journal sites, to biased and inaccurate promotional web sites. Students are taught basic critical appraisal skills, but do they apply these skills to make decisions about information in different web sites? In an experimental setting, undergraduate students examined pairs of web sites containing conflicting information based on different aspects of critical appraisal, namely credibility of the author of the information, purpose of the web site, and last update of the site, and answered multiple choice questions about the conflicting information. Results indicated that students failed to use critical appraisal criteria, and that while knowledge of and self-reported use of these criteria were related to each other, they were not related to behaviour. This research demonstrates the need for alternative strategies for critical appraisal instruction and assessment. (Contains 3 figures.)
The Role of Digital Technologies in Learning: Expectations of First Year University Students
Author: Gabriel, Martha A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Undergraduate Study,Pilot Projects,Generational Differences,College Freshmen,Expectation,Internet,Integrated Learning Systems,Computer Mediated Communication,Teacher Attitudes,Student Attitudes,College Instruction,College Faculty,Mixed Methods Research,Freshman Composition,Focus Groups,Interviews,Student Surveys,Qualitative Research,Statistical Analysis,Computer Use,Computer Assisted Instruction,Influence of Technology,Handheld Devices,Open Source Technology

A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students' uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition.