ethanporcaro/eric-fulltext-meta huggingface dataset:
The Practice of Sharing a Historical Muse
Author: Henderson, Bob
Date: 2012-00-00
Type: Journal Articles
Subjects: Outdoor Education,Educational Practices,Story Telling,Heritage Education,Historic Sites,Educational Strategies,Foreign Countries

Sharing an imaginative energy for the storied landscape is one kind of pedagogical passion. The author had taken on the challenge of offering this particular passion to his fellow travellers. With students, the practice of peppering a trip with a historical muse involves focussed readings, in the moment stories, planned ceremonies and rituals and, of course, campfire storytelling sessions. Some of all of this was shared on the Mara-Burnside. As one's knowledge of travel literature develops, the possibility abounds to share this pedagogical passion. A challenge is not to over do it; tacit knowing is also being developed. The practice is to pepper the trail with stories, rituals/ceremonies, and readings that, for those that grab onto the imaginative spark of possibility, will render the past as a felt experience. It is not romanticism, but rather a widening of reality. (Contains 1 note.)
The Conscious Use (or Avoidance) of Metaphor in Outdoor Adventure Education
Author: Beames, Simon
Date: 2012-00-00
Type: Journal Articles
Subjects: Adventure Education,Figurative Language,Fundamental Concepts,Use Studies,Outdoor Education,Learning Experience,Field Experience Programs,Language Usage,Literature Reviews,Educational Practices,Foreign Countries,Outdoor Leadership,Language Role

Facilitated discussion before, during and after experiences is widely accepted practice in the field of outdoor adventure education. Much of the literature appears to house the assumption that individual learning may be considerably restricted if participants' experiences are not processed with the help of an external facilitator, as they may not be able to make sufficiently clear connections between program activities and their daily lives on their own. This business of making clear connections between program and home is central to courses with personal and social development as their principal aim, yet this fundamental concept of transfer lacks convincing support in the literature and has been described as outdoor adventure education's Achilles' heel. It is within the broad themes of facilitation and processing that the discourse surrounding the use of metaphors as a means of helping participants make greater sense of their experiences exists. In this article, through an examination of the relevant metaphor literature, the author examines the possibilities and pitfalls of outdoor instructors using metaphors to enhance their course facilitation in non-therapeutic contexts. The title of the article is a play on the title of Stephen Bacon's seminal 1983 book, &quot;The Conscious Use of Metaphor in Outward Bound.&quot;
Learning from a Distressed Loon
Author: Gelter, Hans
Date: 2012-00-00
Type: Journal Articles
Subjects: Outdoor Education,Environmental Education,Foreign Countries,Games,Aquatic Sports,Conferences (Gatherings),Ecology,Experiential Learning,Educational Practices

The unique &quot;Conference on Wilderness Educational Expeditions: International Perspectives and Practices&quot; took place from June 27 to July 13, 2010. The conference comprised 14 outdoor educators from Canada, Scotland, Norway, Denmark, Sweden and Japan participating in a 250 km-long canoe expedition on the Mara and Burnside Rivers in Nunavut. A common subject for most of the conference presentations was interconnectedness with place and nature. Such presentations included activities such as handicraft from natural material, quiet solo moments, reflections on the concepts of wind and water, playing games, blind paddling and group metaphors. In this article, the author tells the story about a loon, a skinny dip in a tundra pond, and a wilderness camp that had to be moved.
The Educational Achievement Gap as a Social Justice Issue for Teacher Educators
Author: Collopy, Rachel
Date: 2012-09-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Effectiveness,Achievement Gap,College Graduates,Social Justice,Cooperation,Teacher Education Programs,Catholics,Teacher Educators,Underachievement,College School Cooperation,Program Descriptions,Religious Education,Case Studies,Catholic Schools

The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded on the University of Dayton's campus to prepare seventh through 12th graders to become first-generation college graduates, has become an essential site for preparing University of Dayton teacher candidates to become effective teachers of traditionally underachieving students. Our collaboration has resulted in the ongoing transformation of a school and a university's teacher education program to address the social injustice of the educational achievement gap.
Teaching a Catholic Philosophy of Interpersonal Communication: The Case for "Soul Friendship"
Author: Roberts, Kathleen Glenister
Date: 2012-09-00
Type: Journal Articles
Subjects: Social Justice,Ethics,Interpersonal Communication,Catholic Schools,Catholics,Friendship,Religious Education,Philosophy,Educational History,Undergraduate Study,Course Descriptions,Spiritual Development

While social justice education has a rich and ancient history within the Catholic Church, academic disciplines have only recently begun to make the idea of social justice relevant within courses for undergraduates. In the communication discipline, debate about social justice has been lively and varied over the last two decades, and has provided rich entry points for philosophical interpretation. This paper considers interpersonal communication from the vantage point of social justice in the Catholic intellectual tradition. While the importance of friendship for society is nothing new (Aristotle addressed this issue in the "Nicomachean Ethics"), contemporary cultural hindrances to a just or spiritual friendship are many in the United States. The essay discusses philosophies surrounding social justice, communication, and friendship--ultimately asking what a university course centered on "soul friendship" might look like.
Foundational Issues in Educating Young People for Understanding and Appreciation of the Religions in Their Communities
Author: Engebretson, Kathleen
Date: 2012-09-00
Type: Journal Articles
Subjects: Religious Education,Barriers,Religion,History,Critical Thinking,Teacher Attitudes,Catholics,Christianity

This is a conceptual paper considering some of the foundational issues that a teacher needs to have at least considered (if not resolved) when he or she sets out to encourage students to understand and appreciate the variety of religions in their communities. The first issue is that of what to call the enterprise; the second relates to assumed hierarchies of religions and the barriers these can impose on genuine education about religions; the third issue is that of the fundamentalist student; the fourth issue is the pervasive presence of religious history especially when religion has been the oppressor; the fifth, the position of the believing student in the conversation; and the sixth, the development of critical thinking about religions. All of these foundational issues provide rich content for educators' reflections, reading, and discussions with colleagues and dialogue with students. (Contains 1 figure.)
Advancing the Vincentian Tradition through Strategic Service and Research
Author: Sinatra, Richard
Date: 2012-09-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Institutional Mission,Social Justice,Economically Disadvantaged,College Programs,Service Learning,Public Service,Social Action,Scholarships,College Faculty,Teacher Participation,School Community Relationship,Partnerships in Education,Outcomes of Education

This article reveals how St. John's University implemented mission-focused programs to advance its unique Catholic perspective, that of the Vincentian tradition to serve the poor and remedy social inequities. Heeding the 1986 call of Pope John Paul II to Vincentian institutions, all levels of the university from incoming freshmen to the board of trustees have embraced the Pope's message to serve the poor and needy. Major program initiatives have included an expanded and enriched academic service-learning (ASL) program with a Discover New York service component for all incoming freshmen; the creation of a Vincentian Institute for Social Action to coordinate student and faculty service and research efforts with community partners; the establishment of a 4-year undergraduate Ozanam Scholar Program to engage students in extensive service and research under faculty mentorship; sustainable collaborations with community partners whose mission focus is compatible with the Vincentian perspective; and a dedicated effort to measure program impact through outcomes-based quantitative and qualitative research methodologies. Religiously affiliated institutions may find program components and organizational strategies to be beneficial in their own work in serving the poor, needy, and disenfranchised. (Contains 1 table.)
Educational Salvation: Integrating Critical Spirituality in Educational Leadership
Author: McCray, Carlos R.
Date: 2012-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Urban Schools,Elementary Secondary Education,Religious Factors,Spiritual Development,Educational Improvement,Poverty,Equal Education,Stress Variables,African American Community,Educational History,Religious Education,Creativity,Metacognition

Improving education for students in K-12 urban settings remains a slow-paced and difficult task, with many successes in student learning being episodic at best. The disconnect between government mandates to improve schools and persistent societal issues of poverty and inequity act to increase stress on teachers and educational leaders working in urban schools. Drawing upon the strengths of the African-American community and its collective historical experiences, this study explores creative ways to integrate spirituality in the education of students in urban schools. The authors begin by addressing the contextual and structural issues facing urban schools. They then explain the benefits of integrating the four elements of critical spirituality--critical self-reflection; deconstructive interpretation; performative creativity; and, transformative action--in educational leadership to enhance their work in urban communities. (Contains 1 figure.)
School Turnaround: Cristo Rey Boston High School Case Study
Author: Thielman, Jeff
Date: 2012-09-00
Type: Journal Articles
Subjects: Catholic Schools,High Schools,Urban Schools,School Turnaround,Work Study Programs,College Preparation,Educational Improvement,Student Improvement,Teacher Effectiveness,Case Studies,Leadership Role

The mandates of the federal No Child Left Behind Law, including the threat of closing a school for underperformance, have led to multiple public school turnaround attempts. Because turnaround is a relatively new area of focus in education, there is limited research on what does and does not work, and even the definition of turnaround is a work in progress. The research that is available is almost exclusively from the public school sector. This article gives some history and context for school turnarounds currently taking place in the United States and describes the turnaround of a Catholic, inner-city high school in the Archdiocese of Boston. The school, Cristo Rey Boston High School--formerly North Cambridge Catholic High School--has a history spanning nearly 100 years. Unlike a public school, North Cambridge Catholic High School was not subject to closure or takeover for consistently poor student performance on standardized tests. Instead, the principal and his faculty were driven by their own desire to improve the quality of education they were offering their students. (Contains 3 tables and 4 figures.)
Catholic Identity: The Heart of Catholic Education
Author: Schuttloffel, Merylann J.
Date: 2012-09-00
Type: Journal Articles
Subjects: Self Concept,Instructional Leadership,Catholic Schools,Catholics,Religious Education,Partnerships in Education,Educational Innovation,Immigration,Problem Solving,Conferences (Gatherings)

The Catholic Higher Education Collaborative (CHEC) is committed to fostering effective partnerships that generate innovative responses to the critical current condition of Catholic schooling. Beginning in 2008, national CHEC conferences were organized by member institutions to energize the movement and begin a national conversation aimed at problem solving. Loyola Marymount University in Los Angeles opened the conference series with the topic of immigration and the shifting demographics of the American Catholic church affecting Catholic schools. In October 2009, Loyola University Chicago sponsored the next CHEC conference on school leadership, followed by the 2010 conference on academic excellence sponsored jointly by Boston College and Fordham University. Fall 2011 marked the next CHEC conference, hosted by The Catholic University of America and jointly sponsored by St. John's University in New York. The theme, Catholic identity, was apropos to the national university created by American bishops and dedicated to the ecclesial mission of education. Catholic identity provides the raison d'etre for Catholic education. According to Church doctrine, the purpose of a Catholic school is to assist parents in their transmission of the faith--to help form an identity that is Catholic within the child. Attendees shared in sessions dedicated to a variety of scholarly, personal, policy, and leadership aspects of Catholic identity for educational institutions from preschool through university studies. The conference on Catholic identity made clear both the importance and the challenge to shape a faith community within an educational institution. The conversation, commentary, and experiences of the conference affirmed capabilities and commitment to meet the challenge.
Our Schools--Our Hope: Reflections on Catholic Identity from the 2011 Catholic Higher Education Collaborative Conference
Author: O'Connell, David M.
Date: 2012-09-00
Type: Journal Articles
Subjects: Higher Education,School Personnel,Catholic Schools,Catholics,Elementary Secondary Education,Self Concept,Religious Factors,Conference Papers,Partnerships in Education,College School Cooperation,Religious Education,Teaching Methods,Educational Policy,Leadership

These proceedings include selected presentations on Catholic identity by six participants of the 2011 Catholic Higher Education Collaborative (CHEC) Conference on Catholic Identity at The Catholic University of America (CUA). The conference, jointly sponsored by CUA and St. John's University, is the fourth in a series of five national conferences sponsored by the collaborative. Each of these presentations looks at Catholic identity from a different perspective, including collaborative partnerships between K-12 schools and higher education; school policies that promote Catholic identity; curriculum; research into Catholic social teaching; and leadership. Contributors include Bishop David M. O'Connell, C.M., 14th president of CUA and current Bishop of Trenton, New Jersey; Reverend Donald J. Harrington, C.M., president of St. John's University; Sr. Barbara L. Monsegur, CFMM, principal of Lourdes Catholic High School, Arizona; Karen Vogtner, principal of St. John the Evangelist School, Georgia; Thomas W. Burnford, secretary for education, Archdiocese of Washington; and, Mary Jane Krebbs, associate dean for graduate studies in the School of Education, St. John's University.
Perceptions of Catholic Identity: Views of Catholic School Administrators and Teachers
Author: Convey, John J.
Date: 2012-09-00
Type: Journal Articles
Subjects: Secondary Schools,Religion,Catholic Schools,Catholics,Administrator Attitudes,Teacher Attitudes,Surveys,Self Concept,Elementary School Teachers,Secondary School Teachers,Religious Factors,Religious Education

This article presents the results of a survey conducted in 2010 of over 3,300 administrators and teachers in Catholic elementary and secondary schools nationally about their understanding of the meaning of the term "Catholic identity." The survey was conducted in the fall of 2010 in anticipation of a national conference on the Catholic identity of Catholic elementary and secondary schools at The Catholic University of America, October 2-4, 2011. The vast majority of respondents viewed the school's culture or faith community as the most important component of its Catholic identity. The longer the teacher or administrator worked in Catholic schools, the higher the rating they gave to the essential nature of the school's faith community to its Catholic identity. Other aspects of Catholic identity that received high ratings were prayer, the content of the religion course, who taught religion, liturgical celebrations, and participation in service. The respondents viewed the percentage of Catholic students as the least important aspect of Catholic identity. (Contains 2 figures and 7 tables.)
Barriers Impacting Students with Disabilities at a Hong Kong University
Author: Gilson, Christie L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Semi Structured Interviews,Barriers,College Students,Access to Education,Student Attitudes,College Faculty,Teacher Attitudes,School Personnel,Attitudes toward Disabilities,Student Personnel Services,Participant Observation,Educational Environment,Architecture,Classroom Environment,Teacher Influence,Evaluation

A qualitative study was conducted to examine the barriers to postsecondary education experienced by students with disabilities in Hong Kong and the impact of those barriers. Data were gathered from six students with disabilities, their instructors, and university staff with whom they interacted to procure disability-related services using participant observations and semi-structured interviews. Barriers clustered in the areas of architecture, environment, systems, instructor- and classroom-related, student-generated, and the lack of evaluation. Implications are presented for increasing access to postsecondary programs for students with disabilities in Hong Kong as well as for international students who enroll in programs in the United States.
Positive Psychology and Self-Efficacy: Potential Benefits for College Students with Attention Deficit Hyperactivity Disorder and Learning Disabilities
Author: Costello, Carla A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Self Efficacy,Attention Deficit Hyperactivity Disorder,Psychology,College Students,Psychological Patterns,Student Needs,Student Personnel Services,Academic Support Services,Positive Attitudes,College Faculty,Teacher Role

In this article, the authors examine strategies for supporting college students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) from the conceptual frameworks of positive psychology and self-efficacy theory. Higher education professionals can use principles taken from the relatively new field of positive psychology, which focuses on positive emotion and making people's lives rewarding, to improve the self-efficacy of college students with disabilities by creating positive learning environments and focusing on students' strengths. The academic challenges faced by students with LD and ADHD are particularly well-suited to supports provided by both self-efficacy coaching and a positive psychology approach. This is true even though the two groups differ in significant ways because both theories can be integrated and adapted by counselors, tutors, and other service providers to match the needs of individual students. Research studies examining the importance of increasing self-efficacy among students with LD or ADHD are presented and discussed. Current support services are described and recommendations made for practices that both faculty and disability support service offices can implement to help students with LD or ADHD succeed. (Contains 1 table.)
Building Relationships, Sharing Resources, and Opening Opportunities: A STEM Learning Community Builds Social Capital for Students with Disabilities
Author: Whitney, Jean
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Majors (Students),Social Capital,STEM Education,Accessibility (for Disabled),Educational Resources,Shared Resources and Services,Educational Opportunities,Communities of Practice,Academic Support Services,Related Services (Special Education),Mixed Methods Research,Achievement Gains,Program Descriptions,Student Attitudes,Group Dynamics,Interpersonal Relationship,Student Surveys,Seminars,Pretests Posttests,Skill Development

This article describes a learning community designed for university students with disabilities in science, technology, engineering, and math (STEM) majors at the University of Southern Maine. The Learning Community (LC) seminar is a credit-bearing class and part of a pipeline of supports and services for high school and college students with disabilities. The current study used a mixed-methods research design to explore the LC from the students' perspective in order to understand what they gained from the course. Analysis revealed that students gained knowledge, skills, access to resources, and social support, all of which are important facets of social capital. Implications for practice and future research are discussed. (Contains 3 tables.)
Reasons University Students with a Learning Disability Wait to Seek Disability Services
Author: Lightner, Kirsten L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Transitional Programs,College Freshmen,Etiology,Accessibility (for Disabled),Related Services (Special Education),Interviews,Student Attitudes,Student Surveys,Time Perspective,Semi Structured Interviews,Mixed Methods Research

We interviewed 42 students with a learning disability attending a large competitive state university about their reasons for seeking disability services (DS) when they did and their transition services in high school. Students who sought services earlier performed better academically than students who postponed seeking services. All but eight students first sought services in response to academic crises. Students who were more proactive received more college transition services in high school, while students who sought services later reported limited knowledge as a barrier to seeking services. A highly scheduled freshmen year, a general feeling that things were going well, and a desire to forge an identity free of a disability were also reasons given for postponing services. Implications for transition services at the high school and postsecondary levels are discussed. (Contains 3 tables.)