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Descriptors:
Neurosciences; Educational Research; Interdisciplinary Approach; Intellectual Disciplines; Literature Reviews; Vocabulary

Abstract:
Within the emerging field of educational neuroscience, concerns exist that the impact of neuroscience research on education has been less effective than hoped. In seeking a way forward, it may be useful to consider the problems of integrating two complex fields in the context of disciplinary boundaries. Here, a boundary perspective is used as a lens for analyzing the results of a systematic review of the educational neuroscience literature. Recurring vocabulary used within the literature suggests indirect use of boundary principles, including the idea of connections and bridges between disciplines, inter-, multi-, and transdisciplinarity, and reference to tools (boundary objects) and people that may be useful in the evolving field of educational neuroscience. Analyzing the educational neuroscience literature through the lens of boundary principles indicates that the boundary between the two disciplines may itself be a bridging mechanism useful for the creation of a new discipline and new knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Part Time Faculty; Outcomes of Education; College Faculty; Higher Education; Intellectual Disciplines; Mentors; Accreditation (Institutions); Pretests Posttests; Adjunct Faculty; Community Colleges; Two Year Colleges; Evaluation

Abstract:
Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an attempt to increase part-time faculty in discipline-level assessment at Norco College, we experimented with several assessments that required varied levels of effort by part-time faculty. This piece discusses our experience. We found that peer mentoring and communication were better predictors of part-time faculty participation than stipends, adaptable assessment prompts, or administrative pressure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; English (Second Language); Grounded Theory; Graduate Students; Humanities; Language Styles; Task Analysis; English for Special Purposes; Second Language Learning; Second Language Instruction; Intellectual Disciplines

Abstract:
Genre-based approaches are widely used in academic writing courses for graduate students. Yet, despite numerous studies of academic discourses and genres, there is still little research focusing on the learner in ESP genre-based instruction, and further consideration of individual learners' responses to genre pedagogy is needed. This article reports on a study conducted at a multi-disciplinary humanities faculty. It examines graduate learners' approaches to "examine-and-report-back" genre-analysis tasks by comparing 32 students from four disciplines: archaeology, history, literature, and media studies. The data are subjected to qualitative analysis inspired by the constant comparative method. The overview of features in students' genre-analysis tasks across the four disciplines is illustrated with excerpts from student writing. Graduate learners' approaches to genre-analysis fall into two categories: descriptive and analytical. It is shown that graduate learners' approaches to genre-analysis tasks vary depending on individual students' capacity to analyse academic texts in relation to their purpose, audience, and disciplinary practices. Another possible factor impacting this variation includes the extent of learners' understanding of disciplinary knowledge-making practices. Finally, students' own aims and learning histories affect the way they approach genre-analysis tasks. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Reports; Computational Linguistics; Discourse Analysis; Intellectual Disciplines; Classification; Phrase Structure; Grammar

Abstract:
This article presents a group of lexical bundles identified in a corpus of research article introductions as the first step in the analysis of these expressions in the different sections of the research article. A one-million word corpus of research article introductions from various disciplines was compiled and the lexical bundles identified in it were classified grammatically and functionally. The findings of these analyses agreed with previous studies in the most frequent types of grammatical correlates for these bundles and the most frequent functions performed but showed several new qualities for these expressions (Biber, Johansson, Leech, Conrad, & Finegan, 1999; Biber & Conrad, 1999; Biber, Conrad, & Cortes, 2003, 2004). A further step in the analysis matched these lexical bundles to the moves and steps which are characteristic of research article introductions (Swales, 2004), discovering that a group of lexical bundles were exclusively linked to one move or step in a move while a second group occurred across several moves and steps. In addition, some of these expressions were used to trigger the steps that called for their use while others complemented other expressions and were used as comments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Novices; Writing Processes; Coping; Graduate Students; Social Networks; Communities of Practice; Academic Discourse; Case Studies; Native Speakers; Second Language Learning; Power Structure; Intellectual Disciplines; Consciousness Raising; Writing (Composition); Collaborative Writing

Abstract:
This sociopolitically-oriented case study aims to further explore the complex social network non-native students are engaged in during their literacy activities. In previous research, institutional policies, supervisors and instructors, and gatekeepers of target journals are normally regarded as key players to influence students fulfilling their sociopolitical purposes. Native speaking peers are rarely viewed as key players in non-native students' writing endeavors. Taking the perspectives of a non-native graduate student and drawing upon the concepts of "Community of Practice" and "individual agency", the current case study qualitatively reports the social and political interaction and collaboration between the non-native participant and her native peers in completing group writing projects across two semesters. The analysis shows that power inequality did exist between these two parties with native peers initially assuming more powerful and central roles and the non-native participant being placed in the periphery. However, the non-native student gained disciplinary knowledge and developed coping strategies in the power-infused sociopolitical contexts, which eventually resulted in a much better group writing experience. The author proposes the importance of raising students and instructors' awareness of existence of power relations between non-native and native novice writers in group projects and puts forward some questions for future research. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Units of Study; Statistical Significance; Class Size; Effect Size; Student Evaluation of Teacher Performance; Teacher Evaluation; Online Courses; Rating Scales; College Students; College Faculty; Foreign Countries; Intellectual Disciplines; Statistical Analysis

Abstract:
Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; English Departments; Costs; Humanities; Federal Government; Cost Indexes; Citation Analysis; Funding Formulas; Research Needs; Research Opportunities; Research Administration; Financial Support; Agenda Setting; Experimenter Characteristics; Robustness (Statistics); Investment; Value Judgment; Statistical Bias; Intellectual Disciplines

Abstract:
Over the last decade, and in the context of the fiscal crisis in the nation in general and in higher education in particular, a debate has raged over the value of humanities research. Various commentators have argued that unlike nonhumanities disciplines, fields such as English studies and other humanistic disciplines bring very little into their universities. The federal government simply does not fund the National Endowment for the Humanities--the major federal funding agency for humanities research--at a level comparable to that of the National Science Foundation or the National Institutes for Health. This funding inequity in and of itself is an illustration of the society's value system vis-a'-vis the humanities. In this article, the author focuses on a report published at the end of 2011: "Literary Research: Costs and Impact," authored by Emory University English professor Mark Bauerlein for the Center for College Affordability and Productivity. The report presents the results of an empirical analysis of faculty productivity: Bauerlein examines the costs of research in four English departments and then juxtaposes those costs to the numbers of citations of works published by faculty in those departments. The author aims to show first how this is a critically flawed study because it is representative of many attacks on the humanities and especially English studies, and because it thus illustrates a set of common assumptions about educators' work as humanists. Then he discusses how educators might better respond to these types of misunderstandings of and attacks on their work. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intellectual Disciplines; Individual Characteristics; Multivariate Analysis; Science Teachers; Scientific Principles; Statistical Analysis; Beliefs; Science Instruction; Science Education; Scores; Teacher Education; Teacher Education Programs; Foreign Countries; Secondary School Science; Questionnaires; Likert Scales; Factor Analysis; Predictor Variables; Preservice Teachers; Scientific Attitudes

Abstract:
This quantitative study (n = 247) explores whether preservice science teachers express science-specific identities that reflect multiple areas of their beliefs (e.g., purpose for science teaching, inclusion of science-technology-society-environment issues into science teaching, and nature of science) as well as other individual characteristics (e.g., focus of university training, perception of self within professional communities, and interest in becoming a teacher). Hierarchical cluster analysis showed a three-cluster solution representing three subject-specific identities: Model Citizen, Model Science Teacher, and Model Non-Science Teacher. Additional analysis (multinomial logistic regression) revealed cluster membership associated with preservice science teachers' most comfortable teaching subject. (Contains 4 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Curriculum; Organization; Information Technology; Semantics; Punctuation; Intellectual Disciplines; Computer Software

Abstract:
In this article I describe software that facilitates "question-centric curricula" in which "big questions," rather than academic disciplines, are the primary means of organizing educational resources. To find these questions, the software scans course catalogs and extracts all sentences ending in a question mark. To find connections between questions and courses, I present several computational techniques. One leverages the Library of Congress system; another implements so-called "semantic technology" that uses huge numbers of simple internet searches to ascertain the meaning of texts. The software assembles the results and shows, in one image, how every course at an institution relates to a given question. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Theories; Intellectual Disciplines; Economics; Business; Politics; Cultural Context; Community Role; Social Change; Sociology; Business Administration Education

Abstract:
This investigation will discuss the emergence of an economistical perspective among the dominant approaches of organization theory in the United States since the inception of "organization studies" as an academic discipline. It maintains that Contingency theory, Resource Dependency theory, Population Ecology theory, and Transaction Cost theory analyze predominantly for-profit organizations within the context of the current economic environment. It further holds that the political and cultural environments, as well as the role of communities, are widely neglected by the economistical perspective. The New Institutionalism departs from this line of thinking and offers an implicit critique. With this focus, this article addresses a sociology of knowledge theme and aims to account for this theoretical limitation by drawing on social developments in the American economy, in American politics, and in the academy. Finally, this study argues that the economization of organization studies is strongly supported by the increasing proliferation of American business schools. Here the science of organization studies has found its new institutional home. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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