ethanporcaro/eric-fulltext-meta huggingface dataset:
Of College and Community in the Wake of George Floyd
Author: Riley, Alexander
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,African Americans,College Environment,Equal Education,Social Justice,Power Structure,Homicide,Ideology,Community

When the verdict was announced in the case of &quot;State of Minnesota v. Derek Michael Chauvin,&quot; the university at which the author is employed made an announcement, probably much like those emitted at other colleges and universities around the country. The campus was informed that the verdict was an indication not of the sound state of justice in the country, &quot;not of how far we have come as a society, but of how far we have to go.&quot; People were told that America is a terrifying place for its black citizens, and that the Floyd case demonstrated &quot;the fear and anger that Black Americans experience as part of each day.&quot; The campus was called to &quot;model inclusivity&quot; and to &quot;tak[e] action&quot; by, for example, &quot;let[ting] a family member know that it's never OK to stereotype people&quot; and by &quot;seek[ing] ways to align with others in everyday life.&quot; The work to address &quot;systemic racial inequity&quot; on campus and in the country would require &quot;continuous and permanent work . . . to become an antiracist and equitable community.&quot; &quot;We, like the rest of our country, have a long way to go,&quot; people were solemnly reminded. The message concluded by calling readers to attend &quot;a community gathering to reflect on the Chauvin trial and its implications for the future.&quot; In this article, the author examines the idea of community in the college setting in the wake of George Floyd.
Coaching for Early Literacy Support: Training OST Staff to Meet the Needs of Diverse Learners
Author: Severino, Lori
Date: 2022-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Literacy Education,Faculty Development,After School Programs,Teaching Methods,Instructional Improvement,Learning Processes,Program Development,Kindergarten,Elementary School Students,Student Needs,Teacher Attitudes,Verbal Ability,Diversity,Word Recognition,Phonemic Awareness,Phonics,Language Processing,Reading Comprehension,Syntax,Semantics,Code Switching (Language),Reading Fluency,Morphology (Languages),Elementary School Teachers

Many out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction. Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic outcomes. In schools, coaches have been used to improve nonacademic practices such as classroom management. Coaching has been linked to improved teaching practices, student learning, teacher collaboration, teacher attitudes, skill transfer, feelings of effectiveness, and student achievement. Professional development for coaches enables them to improve their ability to create a productive learning environment, which they can then pass on to frontline educators. This article outlines the creation and content of a professional development program in early literacy that was delivered to coaches who work with OST staff. The training content focused on meeting the literacy needs of diverse learners, grades K to 3, in Philadelphia's OST programs. To design the training, the authors consulted with the coaches who would be trained to learn about their own needs and the needs of the program staff they would be supporting.
OST Program Strategies to Promote Literacy Skill-Building
Author: Wheeler, Kathryn A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,After School Programs,Elementary School Students,Educational Quality,Educational Strategies,Skill Development,Social Emotional Learning,Correlation,Vocabulary Development,Teaching Methods,Program Descriptions,Urban Schools,School Districts,Homework,Independent Reading,Interdisciplinary Approach,Folk Culture,Research Training,State Departments of Education,Faculty Development,Family Involvement,Educational Cooperation

Out-of-school time (OST) programs can play an important role in fostering the development of literacy skills among children and youth. To investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This exploration was part of a larger four-year project (2016-2020) with the American Institutes for Research, in collaboration with the Massachusetts Department of Elementary and Secondary Education (MA DESE) and the Minnesota Department of Education, funded by the Charles Stewart Mott Foundation. This study, Quality to Youth Outcomes, followed two cohorts of elementary-aged children during two years of sustained participation in 21st Century Community Learning Center (21st CCLC) programming at 54 centers in Massachusetts and Minnesota to investigate the relationship between high-quality OST programs and the development of social-emotional and literacy skills. Findings from this larger study are under review and will be reported later in 2022. This article describes a sub-study focused specifically on literacy activities. The authors went beyond the comprehension and vocabulary skills typically measured by elementary-age reading assessments to incorporate writing and speaking skills in their investigation. The resulting compendium of literacy-building strategies can help OST programs consider how to grow intentionally as literacy-rich learning environments.
Partnering for Literacy Impact
Author: Matloff-Nieves, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: After School Programs,Partnerships in Education,Nonprofit Organizations,Writing Instruction,Writing (Composition),Writing Workshops,Collaborative Writing,Creative Writing,Elementary School Students,Middle School Students,High School Students,Outcomes of Education,Story Telling

All young people have stories to tell. Yet when children and teens declare that they hate writing or are too embarrassed to admit they like it, elevating their voices becomes challenging. It is urgent that educators, policy makers, youth development workers and leaders, and philanthropists work together to find a way. In the land of free speech, far too many lack the skill to exercise that basic, human, American right. The reasons are complex and systemic, and the resulting reluctance to read and write during free time further widens the skills gap. The good news: taking on this challenge can be life-changing for all involved. In this article, the authors describe how two nonprofits, Goddard Riverside and Writopia Lab, with distinct but overlapping missions partnered to better address the literacy needs of the city of New York's youth. They brought to the partnership a shared vision and radical empathy for the other. They had the support of a steadfast funder. Marrying each organization's reach and expertise, both organizations improved. More importantly, their partnership empowered young people to find joy and fulfillment in writing.
Playful Learning Landscapes: Promoting Literacy through Youth Engagement and Culturally Relevant Design
Author: Todaro, Rachael
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Acquisition,Interaction,Cultural Relevance,Play,Interpersonal Communication,Literacy Education,Community Programs,Environmental Influences,Playgrounds,Libraries,Child Development,Urban Areas

High-quality language interactions not only support children's language development, but also promote better long-term academic outcomes. Language learning is the single best predictor of later growth in language, literacy, mathematics, and social development. However, many families do not have access to educationally enriched spaces that spur high-quality language opportunities. This leads the authors to ask what educators and policymakers can do to expose children to high-quality interactions that promote literacy skills. The Playful Learning Landscapes (PLL) initiative, which is presented in this article, was founded on the premise that children from all communities should have access to beautiful, enriching, and culturally relevant play environments that help them thrive. Working with community members, the authors co-designed public spaces that promote the kinds of adult-child conversations that lead to literacy learning.
Supporting Afterschool Literacy: Professional Development, Funding, and More
Author: Townsend, Lena O.
Date: 2022-00-00
Type: Journal Articles
Subjects: After School Programs,Literacy Education,Professional Development,Workshops,Best Practices,Communities of Practice,Technical Assistance,Grants,Budgets,Financial Support,Program Evaluation

Rather than imposing more school after school, out-of-school-time (OST) programs can integrate literacy into their program activities--just as literacy is integrated into every aspect of everyday life. Program activities give participants opportunities to put literacy, math, and science skills to use in authentic contexts. However, OST staff members aren't trained to be--or paid as--educators. If OST staff haven't experienced reading and writing as engaging and pleasurable, they are no better equipped to engage young people in reading and writing than a person who dislikes swimming or chess can teach those skills. Those youth practitioners, then, need professional development--sustained, engaging, group-based support that enables them to experience literacy as fun or at least as useful toward personally meaningful goals. Furthermore, if OST programs are to provide that professional development, then their funders need to support the work. In this article, the authors draw on their experiences as educators, professional developers, and OST funders to offer suggestions about what constitutes effective literacy professional development and how programs and funders can support staff to integrate literacy into OST programming.
The Application of Collaborative Learning Model to Improve Student&apos;s 4Cs Skills
Author: Wahyuddin
Date: 2022-04-00
Type: Journal Articles
Subjects: Cooperative Learning,21st Century Skills,Skill Development,Critical Thinking,Communication Skills,Creative Thinking,Learning Processes,Models,Undergraduate Students,Foreign Countries,Statistics Education,Scores,Ability

The industrial revolution 4.0 make change in the educational paradigm that focuses on knowledge production and innovation applications of knowledge. One of the important elements that must be of concern to encourage economic growth and the nation's competitiveness in the era of the 4.0 industrial revolution is to prepare a more innovative learning system and increase the competence of graduates who have 21st century skills (Learning and Innovations Skills). In the form of the &quot;4Cs&quot;- critical thinking skills, communication skills, collaborative skills, and creative thinking skills. To reach these skills, the learning process must be carried out interactively, inspiring, fun, challenging, motivating students to actively participate, and providing sufficient space for initiative, creativity, and independence according to the talents, interests, and physical and psychological development of students. One learning model that can be applied to achieve student competence is the collaborative learning model. The purpose of this study is to improve the 4Cs skills of students through the application of a collaborative learning model for students of Mathematics Education Unismuh Makassar. This study used a one-group pretest-posttest experimental research design consisting of four stages, namely (1) preparation: conducting inductive studies of problems, studying literature and making research plans, compiling and validating research instruments; (2) Implementation: giving pre-test, treatment with treatment for 4 meetings, giving post-test, and collecting data; (3) Data analysis: data reduction and analysis through descriptive analysis and inferential one sample t test; (4) Conclusion: analysis and evaluation to get a valid picture in drawing the right conclusions. The results of this study conclude that the application of the collaborative learning model could improve the 4cs ability of students in applied statistics courses with the pre-test score in the medium category with an average score is 70.39, but after the application of the action, the increase in the 4cs ability of students with an average score is 83.04 and categorized in the high category with 26.09% students in the very high category.
Develop English Electronic Module for Tourism through Analysis of Learner&apos;s and Context
Author: Rahman, Anwar
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Tourism,State Universities,Material Development,Computer Assisted Instruction,Handheld Devices,Telecommunications,Electronic Learning,Models,Computer Software,Travel,Language Skills,Undergraduate Students,English for Special Purposes

Tourism development in Lampung province has been developing rapidly and the need for English communication skills at the tourism workplace is highly required due to a lot of visitors are foreigners. The state Polytechnic of Lampung has opened a new program study of tour and travel to support the government in the tourism sector and train students to have better English skills therefore need to develop good materials for teaching which meet with tourism industry. Developing good English materials for tourism based on an Android smartphone is needed since students lack academic hours for learning English. The objective of this research is to develop an electronic module (e-module) of English for tourism based on analysis learners and context that become important step in Dick and Carey Model. The development of e-module of English for tourism applied collaboration of research and development (R&amp;D) that focus on the third of ten steps of Dick and Carey Model. The result of this research is a prototype of e-module of English for tourism that has been validated and published on google play store.
Distance Education during the COVID-19 Pandemic from the Perspective of Both Sides of Accountability: Opinions of Teachers and Parents
Author: Kantos, Züleyha Ertan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Parent Attitudes,Teacher Attitudes,Educational Environment,Teacher Student Relationship,Interpersonal Communication,Family Role,Barriers,Equal Education,Educational Technology,Technology Uses in Education,Foreign Countries,Parents as Teachers,Private Schools,Public Schools,Computer Mediated Communication

This study, which aims to examine the distance education experiences of people who work as teachers but who are also parents during the COVID-19 pandemic uses descriptive phenomenology, an approach used in qualitative research. The analysis revealed six main themes that explain the distance education experiences of parent-teachers -- students' academic learning environment, teacher-student communication, use of EIN (education information network) and live lessons, family support, advantages and limitations of distance education, and teachers' views on distance education. The study concluded that the academic learning environment students have during distance learning is inadequate, that the quality and duration of student-teacher communication during distance learning is inadequate, that the quality of teacher-student communication favored students in private schools over teacher parent-children communication, that parent-teachers possessed negative views about distance education, and that distance learning led to unequal opportunities among students.
Examination of Teachers&apos; Perceptions of Self-Efficiency and Program Literacy
Author: Aydin, Rafet
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Foreign Countries,Teacher Education,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Student Motivation,Classroom Techniques,Teaching Methods

The purpose of this research; It consists of determining teachers' self-efficacy perceptions and curriculum literacy and examining whether there is a relationship between them. In this study, the relational survey model, one of the scientific research models, was used. The universe of this research consists of a total of 900 teachers working in the Bucak district of Burdur province. The sample is; consisted of 352 teachers, 133 male and 219 female. The data of the research collected with &quot;Personal Information Form,&quot; &quot;Teacher Self-Efficacy Perception Scale&quot; and &quot;Curriculum Literacy Scale.&quot; The collected data were analyzed with computer package programs. In this study, it was seen that teachers' self-efficacy perceptions were at a high level and these self-efficacy perceptions were the least in the dimension of student motivation and the most in the classroom management dimension. Teachers' self efficacy perceptions; It was concluded that there was no significant difference according to gender, age, educational status and graduated higher education institutions. It was concluded that the curriculum literacy of the teachers, the other dimension of this research, is at a high level. In other words, it was concluded that the teachers had a high level of program literacy. Program literacy of teachers; While there is no significant difference according to gender and graduated higher education institutions; differed significantly according to the educational institutions they worked in. It has been revealed that there is a positive, positive and moderate colleration between teachers' self-efficacy perceptions and their curriculum literacy.
Affirmative Action: R.I.P. or Release 3.0?
Author: Rosenberg, John S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Affirmative Action,Higher Education,School Policy,Minority Group Teachers,College Faculty,Personnel Selection,Minority Group Students,College Admission

Since the post-George Floyd protests and Black Lives Matter/Antifa riots of last summer, the left has become increasingly insistent about the need to &quot;do more&quot; to eliminate what it sees as &quot;systemic racism&quot;--a demand that implicitly, and often explicitly, rejects as woefully inadequate the results of what is by now almost fifty years of affirmative action. The often-dormant resolve of conservatives and others to resist racial preference policies has been aroused by the decisive rejection of Proposition 16 by California voters, the attempt of Democrats to repeal Proposition 209 and revive affirmative action in that state. The gap between elites and popular opinion, between left and right, between Democrats and Republicans, is perhaps wider on this issue than any other. There are virtually no elected or appointed Democrats in federal or state government remaining who believe it is necessary for the state to treat citizens &quot;without regard&quot; to race or ethnicity. Thus even if affirmative action remains as a label, its substance is sure to change. This change will not be the first it has undergone. John S. Rosenburg argues that society should start to think of its next phase as Affirmative Action: Release 3.0.
Diversity Training Is Unscientific, and Divisive
Author: Frisby, Craig
Date: 2021-00-00
Type: Journal Articles
Subjects: Diversity,Civil Rights,Racial Bias,Minority Groups,Equal Education,Employment,Whites,Victims,Intergroup Relations,Program Effectiveness,Social Justice,Equal Opportunities (Jobs),Misconceptions,Workshops,Training

The justification for diversity training programs is rooted in two fundamental sources. The first are trendy theories of white wickedness/minority victimhood that thrive in academia--e.g., &quot;implicit bias,&quot; &quot;hidden racism,&quot; &quot;aversive racism,&quot; &quot;reasonable racism,&quot; &quot;benign bigotry,&quot; &quot;symbolic racism,&quot; &quot;unconscious bias,&quot; &quot;everyday bias,&quot; and &quot;silent racism,&quot;--to name only a few. The second is the frustration of civil rights groups over inequities within education, employment inequalities, and workplace discrimination. After examining the results of diversity training and related approaches during many decades in academia, reviewing relevant literature and actively participating in many decades of fieldwork in schools and other public bureaucracies, Craig Frisby and Robert Maranto argue that diversity programs usually do not work, and they often result in negative unintended consequences that are far worse than the problems that such programs were originally designed to address.
Can Being Victimized Verbally and Physically Predict Aggressive Verbal and Physical Behavior?: A Study on Omani Male and Female Middle School
Author: Hammoud, Muhammad Sheikh
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Prediction,Family Violence,Aggression,Victims,Foreign Countries,Student Behavior,Factor Analysis,Behavior Problems,Gender Differences,Child Abuse,Student Attitudes,Correlation,Parent Child Relationship

The aim of this study was to examine if perceived family violence of victimized children is related to their perceived aggressive behavior. It has been acknowledged that children learn and behave what they observe and practice including violence. A stratified random sample (N =1160) of Omani school students was drawn from grades 6 to 9. The study used perceived family violence and perceived aggressive behavior measures to collect data. CFA was performed to test the proposed factor structure as well as the structural model. The invariance test lent support to the hypothesis that the structure of constructs is invariant across gender. However, the relations between constructs were not invariant. Children (boys and girls) who expressed high verbal violence on them reported they were more verbally and physically aggressive. Boys, but not girls, who reported high physical violence on them reported they were more verbally and physically aggressive. The relation between perceived family violence and perceived aggressive behavior seem to be dependent on gender and types of family violence as well as the kind of children's aggressive behavior.
Construct Validity and Diagnostic Utility of the Woodcock Johnson Tests of Cognitive Abilities and Clinical Clusters for Children with Attention Deficit/Hyperactivity Disorder: A Preliminary Investigation
Author: Reddy, Linda A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Tests,Cognitive Ability,Test Validity,Attention Deficit Hyperactivity Disorder,Children,Auditory Perception,Attention,Naming,Clinical Diagnosis,Executive Function,Short Term Memory,Planning,Concept Formation

The diagnostic utility of the Woodcock-Johnson III Tests of Cognitive Abilities and Clinical Clusters was assessed in a sample of 52 children (26 Attention Deficit/Hyperactivity Disordered (ADHD) and 26 matched controls). Multivariate analysis of variance followed by post-hoc testing and d-ratios yielded some statistically significant and clinically meaningful differences between groups on the Cognitive Fluency Cluster and the Tests of Auditory Attention, and Rapid Picture Naming. Discriminant function analyses indicated that the WJ III COG Tests collectively classified 80.77% of the sample correctly (76.92% of controls and 84.62% of children with ADHD correctly identified). The Auditory Attention and Rapid Picture Naming tests were found to make the most significant contribution overall to the discriminant function. Using a cut-score of 85, the WJ-III COG Clinical clusters and subtests examined in this study offered fair to weak diagnostic utility based on indices of sensitivity, specificity, positive and negative predictive power, as well as results of Receiver Operating Characteristic curve analyses. Implications for research and practice are outlined. [Note: The page range (37-49) shown on the PDF is incorrect. The correct page range for this article is p36-49.]