ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Principals for Success with English Language Learners: Challenges and Opportunities in Illinois
Author: Reeves, Alison
Date: 2014-03-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Internship Programs,State Legislation,English Language Learners,School Districts,Personnel Selection,Performance Based Assessment,Disabilities,Gifted,Program Content,Program Implementation

This paper explores the challenges and opportunities of the English Language Learner (ELL) components of Illinois' new principal preparation legislation [Illinois Public Act 96-0903]. In 2011, Illinois passed Illinois Public Act 96-0903 creating new rules for principal preparation programs requiring institutions or organizations certifying students for the principalship to revise programs to align with the legislation. Illinois Public Act 96-0903 focuses on partnerships with schools districts, rigorous candidate selection, an expanded performance-based internship and required program content. With regard to required program content, Illinois Public Act 96-0903 includes provisions that require principal preparation programs to help candidates meet the needs of a few specific populations including English language learners, students with disabilities or 504 plans, and gifted students. Through a review of the English language learner provisions of a newly redesigned principal preparation program at Downstate University, the implications for program implementation and policy are explored.
Extension and Higher Education Service-Learning: Toward a Community Development Service-Learning Model
Author: Stoecker, Randy
Date: 2014-00-00
Type: Journal Articles
Subjects: Extension Education,Models,Service Learning,Higher Education,Best Practices,Community Development,Counties,School Community Relationship,Universities,Rural Areas,Goal Orientation,College Students,College Faculty,Surveys

This article explores how on-the-ground Extension educators interface with higher education service-learning. Most service-learning in Extension has focused on precollege youth and 4-H. When we look at higher education service-learning and Extension in Wisconsin, we see that there is not as much connection as might be expected. County-based Extension educators in Wisconsin are not well connected to higher education service-learning and, when they are connected, they are not getting the benefit of best practices in the field. The article considers four models for better integrating service-learning with Extension: the direct service support model, the Extension as client model, the Extension as broker model, and the community development service-learning model.
A Church-Based, Spanish-Language Community Education Breast Health Program Increases Awareness and Utilization of Breast Diagnostic Services among Hispanics
Author: Colon-Otero, Gerardo
Date: 2014-00-00
Type: Journal Articles
Subjects: Church Programs,Spanish Speaking,Community Programs,Health Promotion,Hispanic Americans,Cancer,Screening Tests,Access to Health Care,Outreach Programs,School Community Programs,Low Income Groups,College Programs,Dietetics,Eating Habits,Health Education,Audience Response Systems,Questionnaires,Pretests Posttests,Program Effectiveness,Knowledge Level,Behavior Change

The Mayo Clinic Disparities Program and the University of North Florida Brooks College of Health partnered with representatives of the Hispanic community of Northeast Florida to develop an educational program aimed at raising awareness of the importance of diet in breast cancer prevention and availability of free breast cancer screening. An advertising campaign was followed by church-based seminars on self-examination, screening, and nutrition. Willingness to make dietary changes increased after the seminars, as did Duval County Hispanics' participation in the Center for Disease Control's National Breast and Cervical Cancer Early Detection Program. Data from this pilot study suggest that a Spanish-language, church-based education program, developed as a collaboration between academic institutions and representatives of the Hispanic community, increases awareness of the importance of diet in cancer prevention and of breast cancer screening programs, and may mitigate disparities in breast cancer outcomes among Hispanic women.
Can Face-to-Face Mobilization Boost Student Voter Turnout? Results of a Campus Field Experiment
Author: Hill, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Voting,Elections,Student Motivation,Activism,Private Colleges,Campuses,Citizen Participation,Sampling,Control Groups,Interviews,Undergraduate Students

American colleges and universities have an expanding role to play in nurturing political engagement as more youth attend college. Given low voter turnout among college students yet growing experimental evidence that face-to-face mobilization can boost turnout, the experiment reported in this article examined the impact of a face-to-face college student mobilization effort on a small, private university in Florida. The authors found a non-significant difference in turnout between those students contacted and those not contacted. The findings suggest that although it is generally difficult to mobilize U.S. citizens, it may be especially difficult to mobilize U.S. college students. Brief recommendations are offered for steps university members can take to make elections a more established part of college students' experience.
Assessing the Student, Faculty, and Community Partner in Academic Service-Learning: A Categorization of Surveys Posted Online at Campus Compact Member Institutions
Author: Waters, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Classification,Campuses,Organizations (Groups),Online Surveys,Teacher Evaluation,Student Evaluation,Formative Evaluation,Summative Evaluation,Evaluation Methods,College Faculty,College Students

Service-learning is an instructional strategy used by faculty at hundreds of institutions, including those that are members of Campus Compact, an organization committed to service-learning and community/civic engagement. For this study, researchers examined a variety of online survey assessment tools used in service-learning projects. The study&apos;s purpose is to demonstrate what questions, concepts, and categories are currently being utilized for evaluation of (1) students, (2) faculty, and (3) community partners from 121 Campus Compact member institutions, using Gelmon, Holland, Driscoll, Spring, and Kerrigan&apos;s (2001) taxonomy. Six unique concepts emerged from the study that diverged from Gelmon et al.&apos;s taxonomy. This research provides a survey tool that is readily accessible for educators&apos; use when constructing service-learning assessment. The article concludes with recommendations to educators for use of assessment surveys.
Scholarship Perceptions of Academic Department Heads: Implications for Promoting Faculty Community Engagement Scholarship
Author: Sobrero, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Community Involvement,School Community Programs,Departments,Scholarship,Participatory Research,Teacher Attitudes,Department Heads,Values,Interviews,Administrator Attitudes,Standards,Teacher Promotion,Tenure,Online Surveys,Expectation,Teacher Responsibility,Likert Scales,Research,Periodicals,Writing for Publication

After North Carolina State University developed recommendations for departments and faculty to integrate learning, discovery, and engagement through the scholarship of engagement, the issue was raised: &quot;What do department heads think, and how do they support engagement especially during promotion, tenure, and reappointment of engaged faculty?&quot; This study found that 75% of departments say they value community-engagement scholarship when making promotion and tenure decisions, 73% of the departments include standards to reward community-engagement scholarship, and 20% of the departments have no expectations for faculty to be community-engagement scholars. When asked if community engaged participatory research was valued, it ranked between minimally valued and somewhat valued. Department heads reported that they are not likely to promote faculty who publish in peer reviewed community engagement journals. These journals were reported as only somewhat valued.
Linking Academic and Community Guidelines for Community-Engaged Scholarship
Author: DeLugan, Robin Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Involvement,Scholarship,Research Universities,Faculty Development,Stakeholders,School Community Relationship,Citizenship Education,Partnerships in Education,Models

Research universities seeking to promote community-engaged scholarship (CES), defined here as research of mutual benefit to community and academic interests, will discover that it requires capacity building and institutional support. At the University of California at Merced, our 7-year experience in building a new public research university that integrates CES into the fabric of the campus has benefited from the lessons of pioneers in the field. We have also gained valuable experiences that can serve those who wish to integrate CES into their research and problem-solving activities. In this article, we extend Blanchard et al.'s (2009) useful guide for faculty development in CES. By adding reference to the competencies that can guide community participation in and support of CES, the expanded guide encompasses both academic and community interests and highlights best practices necessary for supporting CES in our universities and communities.
Start Your Own Business Assignment in the Context of Experiential Entrepreneurship Education
Author: Malach, Sandra E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Business Administration Education,Entrepreneurship,Higher Education,College Students,Course Evaluation,Student Surveys,Likert Scales,Small Businesses

Experiential education is often used in entrepreneurship courses, as it conveys both substantive, theoretical knowledge and intangible learning experiences best absorbed through active participation. Starting and operating a business is a unique, educational experience allowing students to apply the substantive knowledge gained in entrepreneurship and other business courses to a real business and to experience the intangible, real-world aspects of the entrepreneurial process. For these reasons, many entrepreneurship programs have incorporated a start your own business assignment. This essay explores experiential entrepreneurship education highlighting the Start Your Own Business Assignment in the context of the Principles of Entrepreneurship course offered to over 200 undergraduate students per year at the Haskayne School of Business, University of Calgary, Canada.
A University Engagement Model for Achieving Technology Adoption and Performance Improvement Impacts in Healthcare, Manufacturing, and Government
Author: McKinnis, David R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technical Assistance,Health Services,Manufacturing,Governmental Structure,Student Needs,College Faculty,College Students,Teacher Participation,Energy,Sustainability,Conservation (Environment),Extension Education,Partnerships in Education,School Community Relationship,School Business Relationship,Business,Cooperative Programs,Program Evaluation,Evidence,Colleges,Program Effectiveness,Financial Support,Educational Finance,Recordkeeping,Physicians,Hospitals

The Purdue Technical Assistance Program (TAP) offers a model of university engagement and service that is achieving technology adoption and performance improvement impacts in healthcare, manufacturing, government, and other sectors. The TAP model focuses on understanding and meeting the changing and challenging needs of those served, always seeking to engage a mix of faculty, staff, students, and others that best meet these needs. Although the TAP mission is focused on the needs of those served, participating faculty and students have experienced significant benefits, and faculty rarely decline an opportunity to participate. This essay presents the evolution of Purdue University's engagement and service missions and their alignment with the current thinking of engagement scholars and practitioners. The operational model for TAP is described as an important part of Purdue's engagement mission, along with the elements necessary for its success, examples of successful engagement, and future challenges and opportunities.
Global Expansion among U.S. Universities: The Imperative to Examine Our Motives
Author: Birbeck, Gretchen L.
Date: 2014-00-00
Type: Journal Articles
Subjects: International Education,Universities,Global Approach,Institutional Evaluation,Partnerships in Education,Self Evaluation (Groups),Vignettes,Motivation,Costs,Scientific Research,Financial Support,College Faculty,Exchange Programs,Health Personnel,Foreign Countries

The growing enthusiasm for international engagement among U.S. universities reflects the great potential gains that participation offers to both U.S. and international partners. To ensure that the benefits of such partnerships are achieved, potential participants must carefully examine and explicitly discuss their personal and institutional motivations for involvement in global research, education, and development programs. Failure to make this crucial self-assessment places such endeavors at risk of unintended negative consequences and ultimate failure.
Designing, Implementing, and Evaluating a Department-Wide Service-Learning Program for English Language Learners in Morocco
Author: Seilstad, Brian
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,English (Second Language),Second Language Learning,Second Language Instruction,College Students,High School Students,Surveys,Diaries,Focus Groups,Prediction,Arabs,Student Attitudes,Program Design,Program Implementation,Outcomes of Education

This article describes the theoretical and pedagogical background and results from the first semester of a service-learning program for English learners at a public Moroccan university and the local high school. This study fills a gap in the literature related to service-learning practice and outcomes in Morocco and the Arab world in general. The results of the program, based on student reflection journals, evaluation surveys, focus groups, and final course outcomes, showed overlap with the impacts predicted by previous studies, with some notable particularities for the Moroccan context. The initial results of the program are promising, and an expansion of the program combined with a long-term study will continue in future semesters. Service-learning's impact on civic education and civic actions are also explored with results that are both positive and troubling for the region.
The Elephants in the Fire Hoses
Author: Stevens, Vance
Date: 2014-02-00
Type: Journal Articles
Subjects: Access to Education,Internet,Technological Advancement,Social Networks,Computer Mediated Communication,Information Sources,Expertise,Online Courses,College Faculty,Teacher Attitudes,Conferences (Gatherings),Educational Change,Teacher Effectiveness,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers

In this article, Vance Stevens describes how access to what he calls &quot;star performer educators&quot; as either up-­and­-coming in their field, or experienced and polished practitioners, have changed with access to the internet. They are clearly passionate about what they do, and what they do has become second nature. They touch hearts and minds, and enable change in the young and old. Stevens remembers when teachers once had to attend conferences in order to have encounters with &quot;star performer&quot; educators. Things are different today. Time with star performer educators is abundant, not scarce. Online access has made the &quot;stars&quot; more like guides on the side, encouraging voices from throughout the mix of those present. It is easy for people sharing passions to connect and hear each other, and to continue interacting through their learning networks after an online event. Due to ever more access to online resource sites, these events became part of what is commonly seen as a &quot;fire hose&quot; of information, gushing all around us. The trick to benefiting from this growing plethora of resources is to work out strategies to sip from the hose without being knocked over by the water rushing past. Yet, Stevens continues, many are stuck on just that problem: What is going on online? How can we make sense of what is essentially chaotic? How do we prepare students to leave safe learning environments and step into chaos? This is where the &quot;elephants in the fire hoses&quot; come in. The &quot;elephant&quot; represents the entire world of Massive Open Online Course (MOOC) resources geared toward learning from the &quot;fire hose&quot;--individual online sites. Stevens suggests visualizing this by zooming out and envisioning the fire hoses arrayed as threads in a distributed network (the elephant). Then, zoom in to catch snippets of the content in the streaming hoses. The theory suggests that learners forming and learning through networks have available to them knowledge that they can access as needed.
Post-Secondary Distance Education in a Contemporary Colonial Context: Experiences of Students in a Rural First Nation in Canada
Author: Simon, Jesse
Date: 2014-02-00
Type: Journal Articles
Subjects: Distance Education,Postsecondary Education,Higher Education,Rural Areas,Indigenous Populations,Foreign Countries,Delivery Systems,Interviews,Online Courses,Videoconferencing,Web Based Instruction,Preferences,Technology Uses in Education,Cognitive Style,Student Experience,Canada Natives,Access to Education

Post-secondary distance education gives students and their families living in remote and rural regions the option to stay in their communities while they study instead of moving closer to the universities in cities. Post-secondary distance education is an option in many rural and remote First Nation (Indigenous) communities in Canada; however there are many challenges to successful adoption in these communities. There are also many opportunities for post-secondary institutions to expand their abilities and capacity in developing and delivering appropriate content supporting these unique, self-governing environments in Canada. We explore the experiences of students from a rural First Nation in Canada with post-secondary distance education, focusing on how different delivery methods offer both opportunities and challenges for community-based students. The study is situated in the context of contemporary colonialism in Canada.
Roles and Student Identities in Online Large Course Forums: Implications for Practice
Author: Baxter, Jacqueline Aundree
Date: 2014-02-00
Type: Journal Articles
Subjects: Group Discussion,Online Courses,Computer Mediated Communication,Distance Education,Open Universities,Open Source Technology,Teacher Role,Student Role,Undergraduate Students,Case Studies,Qualitative Research,Student Participation,Communities of Practice,Self Efficacy,Identification (Psychology),Student Motivation,Electronic Learning,Foreign Countries,Online Surveys,Student Attitudes

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
A Cultural-Historical Activity Theory Investigation of Contradictions in Open and Distance Higher Education among Alienated Adult Learners in Korea National Open University
Author: Joo, K. P.
Date: 2014-02-00
Type: Journal Articles
Subjects: Distance Education,Alienation,Role,Foreign Countries,Higher Education,Educational Opportunities,Teaching Methods,Administrative Organization,Educational Administration,Educational Needs,Adult Students,Efficiency,Educational Quality,Competition,Student Attitudes,Curriculum,Theories,Open Universities,Educational Technology

Drawing upon cultural-historical activity theory, this research analyzed the structural contradictions existing in a variety of educational activities among a group of alienated adult students in Korea National Open University (KNOU). Despite KNOU's quantitative development in student enrollment, the contradictions shed light on how the institution's top-down, bureaucratic pedagogical system collided with individual expectations and needs. In particular, the participants' critical viewpoints demonstrate the incompatible social roles that the open and distance higher education institution plays in Korean society. For example, while KNOU contributes to extending higher education opportunities for those who have unmet educational needs, the value of the KNOU degree has not been socially acknowledged since there is little, if any, competition in the entrance process. This study also documents how these contradictions were culturally and historically embedded in the participants' distance higher education activities. Given the persistent contradictions, the research findings illuminate that KNOU's efficiency-oriented model has not effectively facilitated the students' learning as its distance higher education system is inevitably based on a compromise between a competitive, quality curriculum and the efficient extension of audiences.