ethanporcaro/eric-fulltext-meta huggingface dataset:
Theorizing College Governance across Epistemic Differences: Awareness Contexts of College Administrators and Faculty
Author: Muzzin, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Governance,Epistemology,Administrator Attitudes,College Faculty,Teacher Attitudes,Knowledge Level,Vignettes,Fund Raising,Teacher Administrator Relationship,Trust (Psychology),Institutional Mission,Faculty Workload,Unions,Classification,Educational Change,Decision Making,Educational Quality

Awareness contexts are useful concepts in symbolic interactionist research, which focusses on how everyday realities are constructed. To provide a fresh perspective on governance in Canada's colleges, I sorted vignettes in interview data collected from administrators and faculty into four types of contexts originally derived from observation of interaction between physicians and patients around bad news. These theoretical categories were introduced by Glaser and Strauss in their 1965 book &quot;Awareness of Dying.&quot; Applying this lens revealed a &quot;closed awareness&quot; context around college fund-raising and a &quot;mutual suspicion&quot; context in administrator-faculty interaction around student success policy. Examples of &quot;mutual pretense&quot; included feigned administrator-faculty cooperation around changing college missions and faculty workload formulas. &quot;Open awareness&quot; or dialogue, however, occurred where professional bodies or unions intervened. Sorting by awareness contexts reveals similarities between doctor-patient and administrator-faculty interactions. For example, just as doctors feared that delivering bad news to patients might precipitate &quot;mayhem&quot; in the hospital, college administrators may fear that openness around divisive topics might precipitate &quot;mayhem&quot; in college management.
Challenges and Opportunities for Collegial Governance at Canadian Universities: Reflections on a Survey of Academic Senates
Author: Pennock, Lea
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Collegiality,Governance,Barriers,Educational Opportunities,Universities,College Governing Councils,Administrator Attitudes,Group Membership,Institutional Role,Accountability,Organizational Effectiveness,Self Evaluation (Groups),Surveys

Following the design of a similar study in 2000, the authors conducted a study of university senates (academic councils) to assess the current state of academic governance in Canada's universities. An earlier paper presented and analyzed the data that were gathered about senate size, composition, structure, legislative authority, and work, and about structural and governance changes to senates in the intervening decade. The current paper focuses on themes arising from responses to the 2012 survey's open-ended questions, highlighting key findings. Significant findings relate to a sizeable discrepancy between senate members' perceptions of the importance of effective academic oversight and their success at achieving this. Suggested reforms include: reviewing and improving senate performance; fostering a culture of trust and respect among and within governing bodies; clarifying spheres of authority and accountability; and promoting the importance of collegial governance and oversight within the institution.
Institutional Diversity in Ontario's University Sector: A Policy Debate Analysis
Author: Piché, Pierre G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diversity (Institutional),Debate,Policy Analysis,Higher Education,Educational Quality,Accessibility (for Disabled),Funding Formulas,Institutional Characteristics,Content Analysis,Semi Structured Interviews,Administrator Attitudes,Change Strategies,Educational Policy

In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institutional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy debate about institutional diversity by using document and policy analysis, and by drawing on a number of semi-structured interviews with senior university and system-level administrators.
The Expense Tied to Secondary Course Failure: The Case of Ontario
Author: Faubert, Brenton
Date: 2016-12-16
Type: Journal Articles
Subjects: Foreign Countries,Academic Failure,Budgets,Educational Finance,Secondary School Students,Expenditures,Public Education,Funding Formulas,Computation,Costs

This article describes a study that examined the volume of secondary course failure and its direct budget impact on Ontario's K-12 public education system. The study employed a straightforward, descriptive accounting method to estimate the annual expenditure tied to secondary course failure, taking into account some factors known to be systemically related (e.g., grade level, subject area, additional services received). Other studies have used secondary dropouts as the measure of failure and estimated the private or public costs; this study focused on the direct budget impact of secondary course failures on districts and the school system. In the 2008-2009 year, there were approximately 5,082,543 secondary course attempts across 70 school boards in Ontario: 4,682,535 were completed successfully (passed) and 400,008 were unsuccessfully completed (failed). I estimated the total level of expenditure tied to failure for Ontario's public education system to be $472,729,698, or 7.7% of total instructional and operational spending. My findings point to practical applications that could help district and system leaders in their work to drive positive educational outcomes. I also provide a methodological framework for thinking about levels of expenditure tied to secondary course failure at the system and school board levels. Currently no such framework exists in the public realm.
Exploring Effective Academic Governance at a Canadian University
Author: Lougheed, Patrick
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,College Administration,Leadership Effectiveness,Best Practices,Universities,College Governing Councils,Interviews,Board Candidates,Administrator Attitudes,Administrative Organization,Administrative Principles,Change Strategies,Committees,Faculty Organizations,Student Organizations,Decision Making

In Canada, only 44% of members of academic governance bodies at universities feel that their boards are effective decision-making bodies (Jones, Shanahan, &amp; Goyan, 2004). In this study, we examined the views of senators at a British Columbia university regarding their senate's effectiveness in decision-making, including structures, processes, and leadership, and their suggestions for potential changes. Eight interviews were conducted with current or recent former senators in May 2012; each interview lasted 30 to 60 minutes. At the time of the interviews, fewer than half of the senators stated that the senate was effective, with concerns concentrated in the areas of committees, participation of faculty and students, and level of debate. This research has implications for enhancing the effectiveness, legitimacy, and credibility of institutional academic governance structures and processes, particularly in the Canadian context.
A Unique Governance Learning Experience
Author: Baptista, Margo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Governance,Governing Boards,College Presidents,Faculty Recruitment,Qualitative Research,Action Research,Learning Experience,Search Strategies,Best Practices,Specialists,Information Dissemination,Faculty Mobility,Knowledge Management,Planning,Online Surveys,Focus Groups,Semi Structured Interviews

This paper reports on some of the findings of a 2008-2009 graduate study conducted as a shared organizational learning experience for the Grant MacEwan College (now MacEwan University) Board of Governors to learn about a vital board governance responsibility--presidential search. Through a facilitated, qualitative action research exercise, participants engaged in a four-stage progressive learning experience to create a body of knowledge about presidential search experiences and to develop strategies for transferring this knowledge when membership changes. The study examined how, through the application of knowledge management theory, a board can learn and share knowledge. This learning experience contributed to the creation of a comprehensive board succession plan for the MacEwan Board of Governors and, in 2010-2011, this plan was used to guide the institution's search for its fourth president.
Gay-Straight Alliances: Promoting Student Resilience and Safer School Climates
Author: Poteat, V. Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Homosexuality,Educational Environment,Bullying,Sexual Orientation,Sexual Identity,Social Attitudes,Sex Role,Gender Issues

Many students participate in a wide range of school or community-based extracurricular programs. Although there is strong evidence such programs promote healthy development programs that specifically serve sexual and gender minority students (e.g., lesbian, gay, bisexual, transgender, or queer/questioning [LGBTQ] students), and that address pressing issues affecting these students, have received far less attention than other programs. Yet LGBTQ students face enduring concerns at school. Because of the potential for school-based extracurricular groups to shape school climate, address inequality, and affect student performance, there have been calls to identify programs and settings that may reduce discrimination against LGBTQ students, promote their well-being, and foster safe and affirming school environments. Gay-Straight Alliances (GSAs) show promise for accomplishing these goals. GSAs are school-based extracurricular groups that provide a setting for LGBTQ students and their peer allies to receive support, socialize with one another, learn about LGBTQ issues, and advocate for equity and justice in schools. As a result, GSAs aim not only to support their immediate members but also to improve the experiences of students within the whole school. As GSAs become increasingly present in middle and high schools across the United States, it is important to understand how they can be most effective. This article begins with an overview of GSAs and how they operate. Next, it reviews findings that show GSAs are tied to positive student outcomes, highlights some of the ways GSAs promote well-being, and offers suggestions for how they can benefit youth from many different backgrounds. It then describes the roles and experiences of GSA advisors, as well as how they can support GSA members. The article concludes by noting how GSAs can partner with other school-based efforts to promote the well-being of LGBTQ students and contribute to better social and academic experiences for all students.
Understanding Bullying Behavior: What Educators Should Know and Can Do
Author: Englander, Elizabeth Kandel
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Behavior,Bullying,Computer Mediated Communication,Teacher Attitudes,Aggression,Antisocial Behavior,Prevention,Teacher Student Relationship

The purpose of this article is to help educators sort through some thorny issues that complicate efforts to understand bullying and cyberbullying, and to suggest practical and realistic ways to address these behaviors effectively. The author starts with a few key points that are often not well understood but can really help clarify everything that follows in the article. The author then defines bullying, and discusses behaviors and responses.
Sandwork
Author: Mechling, Jay
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Playground Activities,Reflection,Children,Toys,Games

For Sigmund Freud, the terms &quot;dreamwork&quot; and &quot;jokework&quot; denoted the process by which the mind displaces social and psychological anxieties and permits them to emerge disguised in dreams and jokes. This article posits a similar process for &quot;sandwork.&quot; Examining the ways people play with sand in its three basic states--dry sand, wet sand, and mud--the author looks at photographic evidence and makes direct observations on California beaches and at lake beaches in the Sierra Nevada mountains. There, the author reads what he calls sand play &quot;texts&quot; for their coded meanings, most fundamentally in the contrast between clean and dirty. Among his findings, the author notes gender differences in the ways individuals play with sand.
Mental Recreation in Wonderland
Author: Pendlebury, Kate
Date: 2016-00-00
Type: Journal Articles
Subjects: Childrens Literature,Children,Play,Recreational Activities,Puzzles,Games

The author argues that children's books are not, as commonly held, either didactic or entertaining and that successful juvenile literature teaches what Lewis Carroll, who wrote &quot;Alice in Wonderland,&quot; termed &quot;mental recreation.&quot; Pendlebury contends that learning and play, far from being opposites, can closely resemble one another and sometimes even seem indistinguishable. Using Carroll's works as an example of the delight possible in conceptual play, she explores how his &quot;Alice&quot; stories teach readers to engage in mental recreation by using defamiliarizing reversals and inversions, offering riddle-like conversations, demonstrating how to play with words and ideas, and eliciting the basic pleasures of music through language.
Free Choice or Adaptable Choice: Self-Determination Theory and Play
Author: King, Pete
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Determination,Play,Student Motivation,Children,Definitions,Models,Developmentally Appropriate Practices,Educational Policy,Educational Practices,Cognitive Processes,Behavior Theories,Personal Autonomy,Foreign Countries

The authors explore the use of three basic tenets from Self-Determination Theory--competence, relatedness, and autonomy--for a definition of play that resists the current popular call for play to be freely chosen. They explore whether free play truly exists and whether complete choice constitutes an absolute requirement for children to consider themselves at play. In the course of doing so, they consider two subtheories--Cognitive Evaluation Theory and Organismic Integration Theory. Ultimately they propose substituting adaptable choice for free choice as a defining characteristic of play because it makes for more ready support of children's play in various professional contexts.
Play and Productivity: Enhancing the Creative Climate at Workplace Meetings with Play Cues
Author: West, Samuel E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Productivity,Cues,Creativity,Organizational Culture,Organizational Climate,Job Satisfaction,Personality Traits,Motivation,Creative Thinking,Work Environment,Control Groups,Intervention,Statistical Analysis,Nonparametric Statistics

The authors investigate the links between playfulness and creative organizational climates established by other research, using play cues--objects and sweets--they provide participants halfway through workplace meetings. Their findings suggest such cues significantly enhance the creative climate and playfulness in workplace meetings without risking meeting productivity.
More than a Safe Space: How Schools Can Enable LGBTQ Students to Thrive
Author: Sadowski, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: School Safety,Homosexuality,Sexual Identity,Sex Role,Sexual Orientation,Social Bias,Social Attitudes,Gender Issues,Child Safety,Bullying,Educational Environment,Student Characteristics,Peer Relationship,At Risk Students

Few educators or philosophers of education would argue that schools' sole purpose is to keep children safe. Yet a particular subset of students in the United States--lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students--are often served by their schools as if their mere safety were a sufficient objective in and of itself. The purpose of the authors book &quot;Safe Is Not Enough: Better Schools for LGBTQ Students,&quot; from which this article is drawn, is to challenge the all-too-prevalent attitudes and practices that suggest &quot;safe&quot; schools are enough for LGBTQ students, and to articulate what it might look like to take public schools in the United States to the next level in their service to LGBTQ students and their treatment of LGBTQ issues. In this article, the author discusses the book and what &quot;safe&quot; means.
Effectiveness of Systemic Text Analysis in EFL Writing Instruction
Author: Velasco Tovar, Ender
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Instruction,Content Analysis,Connected Discourse,Instructional Effectiveness,Action Research,Adult Students,Writing Skills,Writing Evaluation,Writing (Composition),Advanced Students,Student Writing Models,Teacher Surveys,Likert Scales

This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private EFL school in Bogota, Colombia was gauged before and after the model implementation. The results suggest that the proposed model is somewhat effective for the teaching of factual EFL writing and that it has a seemingly positive effect on the writing performance of EFL students in terms of cohesion and coherence at the paragraph level.
Lexical Competence and Reading Comprehension: A Pilot Study with Heritage Language Learners of Spanish
Author: Velásquez, Edna
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Spanish,Heritage Education,Reading Comprehension,Reading Tests,Metropolitan Areas,Newspapers,Vocabulary Development,College Students,Second Language Instruction,Pilot Projects,Statistical Analysis

The basic questions that guide this study are: (a) what percentage of vocabulary from a passage would a Spanish learner need to know to demonstrate &quot;adequate&quot; (a score of 70 out of 100) comprehension of it? And, (b) what type of curve would best describe the relationship between vocabulary knowledge and reading comprehension? Fifty-three students enrolled in two courses of Spanish as a Heritage Language (SHL) at a metropolitan university read a newspaper article, underlined the unknown vocabulary and then answered a reading comprehension test. Our findings suggest, as in previous studies for English as a Second Language (ESL), that a 98% of vocabulary coverage is needed to show adequate comprehension of an authentic passage. The curve that best describes this relationship was not linear as they concluded but was similar to a logarithmic function, which appears to suggest a relationship that obeys to a law of diminishing returns for Spanish as a Second Language (SSL) reading.
Task-Based Learning and Language Proficiency in a Business University
Author: Newsom-Ray, Amelia Chloe Caroline
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Proficiency,Task Analysis,Second Language Learning,Second Language Instruction,Profiles,Teaching Methods,Case Studies,Oral Language,Cultural Awareness,Business English,English (Second Language),Scaffolding (Teaching Technique),Bilingualism,Public Policy,Foreign Countries,Observation,College Students,College Faculty,Teacher Attitudes,Language Teachers,Student Evaluation

This project adds to the growing body of empirical research focusing on the effects of task-based learning (TBL) on second language acquisition. Through the design and implementation of two business English case studies, in which learning was scaffolded through a sequence of tasks, the authors argue that a TBL approach to language teaching more effectively engages students and promotes greater oral language proficiency than traditional approaches. The authors argue that guiding students to utilise and combine their existing knowledge and skills with vocabulary and structures presented in class to solve case study problems has the potential to result in greater student confidence and, subsequently, greater language proficiency. Nevertheless, various factors can significantly reduce the successfulness of TBL in this context, including disparate learner profiles in cultural and business knowledge, life experiences, motivation, as well as constraints in terms of time and institutional assessment.
Evidence of Intercultural Communication Competence in Tenth Grader's Narrative Texts
Author: Guerrero Moya, María Eulalia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 10,Intercultural Communication,Communication Skills,English (Second Language),Second Language Learning,Writing (Composition),Story Telling,Discussion Groups,Active Learning,Cultural Awareness,Cultural Differences,Citizenship,Taxonomy,Language Acquisition,Action Research,Critical Thinking

This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogotá, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged.
Cultural Collision: The Interference of First Language Cultural Identity on Pragmatic Competence of the Target Language
Author: Liu, Yi-Fen Cecilia
Date: 2016-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Speech Acts,Spanish,Second Language Learning,Case Studies,Phenomenology,Foreign Countries,Qualitative Research,Learning Experience,Language Role,Self Concept,Cultural Influences,Pragmatics,Interference (Language),Semi Structured Interviews

This reflective study explores a different perspective of intercultural communicative competency (ICC) by focusing on the speech acts that nonnative speakers of Spanish from diverse linguistic and cultural backgrounds find difficult to perform competently in various contexts in Colombia. This article covers a qualitative case study using interpretative phenomenological analysis to describe these foreign learners' experiences. It aims to understand the role of their first language, culture, and identity in their use of Spanish and intercultural communication. The data was collected through interviews and reflection notes. The findings demonstrate the interaction and negotiation between the pragmatic knowledge embedded in participants' mother tongue and the target language as they encountered contradictions of their native cultural identity and that of the target culture.