Other Education | Open Access Articles | Digital Commons Network™

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

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Transforming Ourselves, Transforming The World: Justice In Jesuit Higher Education, Stephen Hess S.J.

Journal of Catholic Education

Review of Transforming Ourselves, Transforming the World: Justice in Jesuit Higher Education.

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Faith, Resistance, And The Future: Daniel Berrigan’S Challenge To Catholic Social Thought, Kurt Nelson

Journal of Catholic Education

Review of Faith, Resistance, and the Future: Daniel Berrigan’s Challenge to Catholic Social Thought.

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Culturally Responsive Caring And Expectations For Academic Achievement In A Catholic School, Christian Dallavis

Journal of Catholic Education

This article draws from a larger dissertation study that applied ethnographic and historical research methods to explore the intersection of culturally responsive pedagogy and Catholic schooling in immigrant communities. In particular, this article presents qualitative data analysis to describe student achievement expectations at a contemporary urban Catholic elementary school. By examining teacher, student, and parent perspectives on academic achievement, the article explores the degree to which the caring demonstrated at the school is/is not consistent with a notion of “culturally responsive caring” in the scholarly literature surrounding theories of culturally responsive pedagogy.

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Transforming Catholic Education Through Research: The American Educational Research Association Catholic Education Special Interest Group, Shane Martin

Journal of Catholic Education

Catholic schools in the United States and abroad face numerous financial, cultural, and structural challenges due to contemporary education policies and economic trends. Within this climate, research about Catholic education is often conducted and leveraged in efforts to serve schools’ most immediate needs. To be certain, research aimed at finding solutions to pressing problems is important—indeed, essential—to Catholic schools’ survival. However, it is also important that research on Catholic education connect to larger questions, issues, and discourses in education—both private and public—in order to contribute important insights and bring otherwise marginalized voices to bear in contemporary educational debates.

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Recovering The Social Dimension Of Reflection, Martin Thomas Connell

Journal of Catholic Education

Upon its publication in 1983, Schön’s The reflective practitioner became almost instantly influential in the design of teacher education programs in North America. Within eight years of its publication, it was nearly impossible to find a teacher educator not emphasizing the importance of reflection (Erlandson, 2007; Zeichner & Tabachinick, 1981). Despite a paucity of research establishing its benefits, the practice continues to play an important role in teacher education programs, including programs for preservice teacher education located at Catholic colleges and universities. After describing how reflection in teacher education is popularly conceived and after reviewing critiques of the practice as …

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Editors' Comments, Mary Mccullough, Karen Huchting, Martin Scanlan

Journal of Catholic Education

We are pleased to announce the new name for the Journal: The Journal of Catholic Education.

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Four Decades Of Systems Science Teaching And Research In The Usa At Portland State University, Wayne Wakeland

Complex Systems Faculty Publications and Presentations

Systems science is defined in general fashion, and a brief background is provided that lists some of the systems science-related societies, conferences, journals, research institutes, and educational programs. The Systems Science Graduate Program at Portland State University in Portland, OR, USA, is described in detail, including its history, curriculum, students, faculty, and degrees granted. Dissertation topics are summarized via word diagrams created from dissertation titles over the years. MS degrees, student placement, and undergraduate courses are also mentioned, and future plans for the program are described including its support for sustainability education.

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Determining The Duration Of R&D Processes Through Monte Carlo Simulation, Florentin Smarandache, Moga Monika, Calefariu Gavrila, Sarbu Flavius Aurelian

Branch Mathematics and Statistics Faculty and Staff Publications

The research and development (R&D) processes influence the economic development of a company, because in an industry that is changing fast, firms must continually revise their projects and range of products. Therefore in order to determine the specific costs of research and development activity we have to highlight the efforts and effects of these activities and to calculate some indicators of economic efficiency. In the cost calculation process in R & D we have emphasized the identification of the components of cost and the duration of the R & D processes, as a component of the R&D cost, that is …

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From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

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Sayre: Undergraduate Catalog 2014-2015, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

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Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler

To Improve the Academy: A Journal of Educational Development

As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word.

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Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer

To Improve the Academy: A Journal of Educational Development

To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …

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Reflections On The State Of The Scholarship Of Educational Development, Deandra Little

To Improve the Academy: A Journal of Educational Development

Introduction to volume 33, number 1 of To Improve the Academy: A Journal of Educational Development from 2014 by managing editor Deandra Little of Elon University.

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Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.

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Emotion In The Classroom: An Update, Janine Bowen

To Improve the Academy: A Journal of Educational Development

Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.

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Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein

To Improve the Academy: A Journal of Educational Development

This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.

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Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.

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Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?", Thomas Plante

Psychology

In "The study of science in Catholic higher education in the United States: A modern nuisance?", Fr. Cunningham offers a thoughtful and engaging commentary on the history and state of science education in Catholic universities in the United States, carefully weaving history, science, and even politics in a seamless and multilayered manner. But before offering reflections on what he said in his paper, I'd like to make a few comments on who he is which, at the end of the day, might be actually more important.

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Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee

Australian Journal of Teacher Education

The present study reports on the thematic analysis of Iranian EFL teachers' perceptions of dynamic assessment in relation to their academic degree and length of service. To this end, 42 Iranian EFL teachers participated in the study. Of these teachers, 22 held BA and 20 held MA degrees in ELT-related subjects, with varying lengths of service. Semi-structured interviews were used to inquire into the teachers' perceptions of dynamic assessment. The four major themes which emerged from the content analysis of the audiotaped interviews revealed significant variations in participants' patterns of perceptions and concerns towards dynamic assessment. The major themes comprised …

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Triad Relationships And Member Satisfaction With Paired Placement Of Student Teachers, Carol Wilkinson, Todd R. Pennington, Erin Whiting, Melissa Newberry, Erika Feinauer, Janet Losser, Liz Haslem, Amber Hall

Australian Journal of Teacher Education

Abstract: This study determined triad (a mentor teacher and two student teachers) members’ level of satisfaction (LOS) with paired-placement student teaching, focusing on mutuality and homophily to explore how triad relationships were linked to LOS. The constant comparative method was used to code interview transcripts and field notes. Results showed that of the six satisfied triads, five had mutuality, homophily, strong triad cohesion, and collaborative student teachers. Partially satisfied (four) and dissatisfied (two) triads experienced lack of mutuality and homophily, weak triad cohesion, and uncollaborative student teachers. Recommendations include providing formal training about triad relationships, considering mutuality and homophily when …

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Education Policy And Social Justice: Exploring Possibilities Within Education Policy Context Of Pakistan, Sajid Ali

Institute for Educational Development, Karachi

One of the major purposes of education policy is to ensure social justice in a society. The social justice needs to be thought of not only in conventional sense of ‘distributional’ justice, but also in the sense of ‘relational’ justice. Looking from this perspective the policies in Pakistan have historically focused only on distributional justice, albeit with dismal progress on this front. However, they have completely ignored the attainment of ‘relational’ justice as a policy objective. As a result power differentials not only exist but worsened through educational policies such as undermining of public schooling while encouraging privatization of education …

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Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, & Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills …

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Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food sciences. Teaching strategies employed by faculty were reported as largely influenced by the “way they were taught.” Faculty members shared they used ‘lecture’ and ‘laboratory’ interchangeably as both educational environment and instructional practice. This study provides evidence for engaging university teaching faculty in a systematic process of professional development in teaching …

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Late Completers : How And Why Non-Traditional Graduate Students Who Exceed Program Timelines Of 10 Years Ultimately Complete The Doctoral Process, Lisa Ann Margerum

Dissertations

Problem. Doctoral completion rates within the U.S. have historically been shown to be within the 50-60% range; in 2008, the completion rate was 56%. Although most who complete their doctorates do so within 10 years or less, there is a small percentage of students who continue their studies beyond the 10-year mark and ultimately graduate. As more non-traditional students enter the PhD pursuit, particularly older students with full-time jobs, family, and other commitments and who enroll in non-traditional programs, it is important to understand what enables some to continue beyond the 10-year mark and still graduate, what influences the elongation …

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Weatherford: Undergraduate Catalog 2014-2015, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

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Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski

To Improve the Academy: A Journal of Educational Development

Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.

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Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters

To Improve the Academy: A Journal of Educational Development

This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.

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Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne

To Improve the Academy: A Journal of Educational Development

A perceived decline in effective faculty participation in campus leadership and governance is well documented, both in the literature and via anecdote. Characteristics common within the culture of higher education make nurturing campus “citizenship” among junior faculty challenging. This essay describes findings from an interview based study of junior faculty in which understanding of professional responsibilities beyond teaching and research was explored. The study documented the deep sense of unpreparedness with which new faculty approach key issues in higher education, including those associated with governance and leadership. Two possible strategies for redressing that unpreparedness, both showing preliminary but positive results, …

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Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

The increasing interest in incorporating evidenced based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced based teaching into undergraduate science, technology, engineering, …

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Full-Text Articles in Other Education

From The Co-Editors

Journal of Science Education for Students with Disabilities

Transforming Ourselves, Transforming The World: Justice In Jesuit Higher Education, Stephen Hess S.J.

Journal of Catholic Education

Faith, Resistance, And The Future: Daniel Berrigan’S Challenge To Catholic Social Thought, Kurt Nelson

Journal of Catholic Education

Culturally Responsive Caring And Expectations For Academic Achievement In A Catholic School, Christian Dallavis

Journal of Catholic Education

Transforming Catholic Education Through Research: The American Educational Research Association Catholic Education Special Interest Group, Shane Martin

Journal of Catholic Education

Recovering The Social Dimension Of Reflection, Martin Thomas Connell

Journal of Catholic Education

Editors' Comments, Mary Mccullough, Karen Huchting, Martin Scanlan

Journal of Catholic Education

Four Decades Of Systems Science Teaching And Research In The Usa At Portland State University, Wayne Wakeland

Complex Systems Faculty Publications and Presentations

Determining The Duration Of R&D Processes Through Monte Carlo Simulation, Florentin Smarandache, Moga Monika, Calefariu Gavrila, Sarbu Flavius Aurelian

Branch Mathematics and Statistics Faculty and Staff Publications

From The Co-Editors

Journal of Science Education for Students with Disabilities

Sayre: Undergraduate Catalog 2014-2015, Southwestern Oklahoma State University

Undergraduate Catalogs

Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler

To Improve the Academy: A Journal of Educational Development

Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer

To Improve the Academy: A Journal of Educational Development

Reflections On The State Of The Scholarship Of Educational Development, Deandra Little

To Improve the Academy: A Journal of Educational Development

Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

Emotion In The Classroom: An Update, Janine Bowen

To Improve the Academy: A Journal of Educational Development

Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein

To Improve the Academy: A Journal of Educational Development

Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?", Thomas Plante

Psychology

Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee

Australian Journal of Teacher Education

Triad Relationships And Member Satisfaction With Paired Placement Of Student Teachers, Carol Wilkinson, Todd R. Pennington, Erin Whiting, Melissa Newberry, Erika Feinauer, Janet Losser, Liz Haslem, Amber Hall

Australian Journal of Teacher Education

Education Policy And Social Justice: Exploring Possibilities Within Education Policy Context Of Pakistan, Sajid Ali

Institute for Educational Development, Karachi

Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Late Completers : How And Why Non-Traditional Graduate Students Who Exceed Program Timelines Of 10 Years Ultimately Complete The Doctoral Process, Lisa Ann Margerum

Dissertations

Weatherford: Undergraduate Catalog 2014-2015, Southwestern Oklahoma State University

Undergraduate Catalogs

Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski

To Improve the Academy: A Journal of Educational Development

Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters

To Improve the Academy: A Journal of Educational Development

Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne

To Improve the Academy: A Journal of Educational Development

Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey

To Improve the Academy: A Journal of Educational Development