ethanporcaro/eric-fulltext-meta huggingface dataset:
Smart but Evil? Student-Teachers&apos; Perception of Educational Researchers&apos; Epistemic Trustworthiness
Author: Merk, Samuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Educational Research,Researchers,Credibility,Epistemology,Authors,Information Sources,Expertise,Scientists,Integrity,Stereotypes,Teacher Education,Preservice Teachers,Foreign Countries,Altruism

In-service and preservice teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student-teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by a practitioner, an expert, or a scientist. Results from the first exploratory study suggest that student-teachers view scientists as &quot;smart but evil,&quot; since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. A preregistered conceptual replication study (Study 2) provided more evidence for the &quot;smart but evil&quot; stereotype. Further directions of research as well as implications for practice are discussed.
First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers
Author: Kung, Melody
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Instruction,Grade 1,Elementary School Students,Reading Improvement,Language Minorities,English,Native Language,Children,Longitudinal Studies,Grade 8,Asian American Students,Secondary School Students,Instructional Effectiveness,Phoneme Grapheme Correspondence,Time on Task,Surveys,Reading Comprehension,Immigrants,Early Adolescents

The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows: (a) The relation between first-grade sounds/letters instruction and reading growth slightly differed for Asian LMs and NEs. For example, Asian LMs who received more sounds/letters instructional emphasis decelerated less through middle grades, and by eighth grade, performed on par with NEs. (b) The relation between first-grade meaning instructional emphasis and reading growth did not differ for the two groups. (c) NEs experienced more deceleration through middle grades. Implications and future directions are discussed.
Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results from a National Randomized Controlled Trial of Descubriendo la Lectura
Author: Borman, Trisha H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Spanish Speaking,Grade 1,Elementary School Students,English Language Learners,Literacy Education,Individual Instruction,Native Language Instruction,Instructional Effectiveness,Hispanic American Students,Standardized Tests,Achievement Tests,English (Second Language),Intervention

Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant.
Institutionalizing Community Engagement in Higher Education: A Case Study of Processes toward Engagement
Author: Farner, Kristi
Date: 2019-00-00
Type: Journal Articles
Subjects: School Community Relationship,Land Grant Universities,Organizational Change,Change Agents,Leadership

This qualitative single-case study examined the institutionalization of community engagement at a selected land-grant university by melding individual and organizational perspectives and examining the process as an adaptive challenge. Specifically, the study applied Holland's (1997) assessment matrix for institutionalizing community engagement and Weerts and Sandmann's (2010) boundary-spanning framework. Thematic analysis and constant comparison were used to examine data from transcripts from open-ended survey questions, focus groups, and semistructured interviews. Findings showed that institutionalizing community engagement represented an adaptive challenge that required a critical mass of boundary spanners enacting a variety of roles inside the university. Three conclusions resulted: (1) The case institution created conditions for personnel to safely experiment with community engagement; (2) the university engaged in strategic thinking and planning around the sustainability of community engagement; and (3) in its institutionalization efforts, the case institution fostered an &quot;adaptive braid&quot; model encompassing organizational and individual actions and motivations.
A Handwashing Educational Toolkit: The Product of a Dynamic Partnership among a Student, Faculty Member, and Community Organization
Author: Walton, AnnMarie
Date: 2019-00-00
Type: Journal Articles
Subjects: Hygiene,Human Body,Occupational Safety and Health,Health Education,Partnerships in Education,College Faculty,Community Organizations,Herbicides,Poisoning,Agricultural Occupations,Hazardous Materials,School Community Programs,Sustainability,Land Grant Universities,Outreach Programs,Toxicology,Instructional Materials,Doctoral Students,Migrant Workers

Pesticide exposure represents a significant occupational health hazard for farmworkers, and handwashing is one strategy to reduce exposure via the dermal route. After learning about recent research findings regarding the lack of handwashing utilized by North Carolina farmworkers in the field, the North Carolina Farmworker Health Program approached the student and faculty member who conducted the research to partner and improve handwashing education, with the goal of reducing pesticide exposure among farmworkers. The resulting handwashing educational toolkit was the product of a participatory development project that engaged farmworker health outreach workers with university partners in every stage--from needs assessment to method and message selection and, ultimately, educational material development and evaluation. This promising project serves as a model for a sustainable partnership among a student, faculty member, and community organization and underscores the importance of respect, equality, and distributed power in collaboratively responding to a community-identified need.
A Service-Learning Partnership between Cal State LA and the Los Angeles County Probation Department: Making the Case for Civic Professionalism
Author: Ananth, Akhila L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Partnerships in Education,Colleges,Correctional Rehabilitation,Program Effectiveness,Agency Cooperation,College Students,Departments,Citizenship Education,Law Enforcement,Supervision,Student Attitudes

This article provides an overview of the structure and implementation of the Probation Service Learning Program at Cal State LA. We use post-term evaluation reflections completed by students and probation directors to offer insight into the broader application of service-learning programs in criminal justice-related agencies. The findings presented demonstrate that the Probation Service Learning Program at Cal State LA was partially successful. Students showed evidence of connecting civic and personal outcomes as well as personal and academic outcomes; however, the connection was less substantial for academic and civic outcomes. This study underscores the importance of fostering partnerships between academic departments and professional practitioners to build strong curricula, facilitate student transitions into the workplace, and contribute to the broader public good. Additionally, it offers &quot;lessons learned&quot; and recommendations for improving the use of service-learning to achieve a fuller appreciation of civic professionalism for students as they choose their career paths.
Transforming Campus Voting Drives into Interdisciplinary Service-Learning Projects
Author: Rank, Allison D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Voting,Interdisciplinary Approach,Service Learning,Program Implementation,College Students,Campuses,College Faculty,Rural Areas,Political Science,Design,Computer Graphics,Student Personnel Services,Barriers,Internship Programs,Presidents,Course Descriptions,Pretests Posttests,Civics

During the 2016 election season, the authors--a collection of staff, faculty, and students at a rural, four-year comprehensive college--piloted a new format for a student-driven, campus-wide, nonpartisan voter mobilization campaign anchored in a political science course and supported by a credit-bearing internship and advanced graphic design course. We argue that this project offers a model for how collaboration between student affairs and academic affairs can transform the nonpartisan voter mobilization campaign into a site for interdisciplinary, cross-campus service-learning projects that benefit the student participants and the campus community. This article outlines the advantages and challenges of the project and concludes with recommendations for those interested in implementing a similar program.
Public Libraries as a Context for the Study of Learning and Development
Author: Taylor, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Libraries,Library Role,School Community Relationship,Family Involvement,Child Development,School Readiness,Parenting Skills,Institutional Cooperation,Scientists,Partnerships in Education,Young Children,Quality of Life,Inclusion,Program Effectiveness,State Universities,Scholarship

Public libraries are ideal contexts for supporting child development and family involvement (Families and Work Institute, 2015; IMLS, 2013). Families with children often attend public libraries to participate in educational programming and experiences, yet university-based developmental scientists who study how people develop and adapt across the lifespan have not fully recognized them as a significant context for the study of learning and development. This reflective essay suggests that developmental scientists and public libraries can achieve mutual benefits through joint research and evaluation efforts within the library context. We illustrate this type of collaboration through a firsthand account of a university-library partnership developed to support family engagement in library settings that promotes optimal parenting and enhances children's school readiness.
The Degree of Collaboration Abacus Tool
Author: Doberneck, Diane M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,School Community Relationship,Program Evaluation,Evaluation Methods,Stakeholders,Universities,Visualization,Community Involvement,Dance Education,Data Collection

Community-engaged scholars, practitioners, and community partners often find the language of community engagement challenging. Words like &quot;participate,&quot; &quot;collaborate,&quot; &quot;partner,&quot; or &quot;engage&quot; fail to convey who in a community-university partnership has voice and authority in decision-making and responsibility for actions. The Degree of Collaboration Abacus Tool was developed as a visual to address this challenge. The authors provide two case studies to demonstrate how this tool can be used to name steps in community-engaged projects, clarify voice and decision-making authority, and represent collaboration responsibilities at multiple project stages. &quot;The Matter of Origins&quot; evaluation example illustrates how the tool can be used in a community-engaged research setting. The GRAND Learning Network example demonstrates how the tool can be used in a more complex community-engaged teaching and learning context. In the conclusion, the authors acknowledge the tool's potential limitations and imagine possible adaptations of the tool for other community-university partnership contexts.
The SEPA Grant-Writing Program: Regional Transformation through Engaged Service-Learning
Author: Bigelow, Nathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Grantsmanship,Grants,Proposal Writing,Service Learning,Internship Programs,Program Descriptions,Program Evaluation,School Community Relationship,Workshops,Outcomes of Education,Nonprofit Organizations,Donors,Public Relations

This article describes the Social Entrepreneurship for Poverty Alleviation (SEPA) grant-writing program at Austin College. The SEPA program provides a service-learning experience in which students spend a summer writing grants with local nonprofit agencies. In the hope that others might choose to emulate our efforts, what follows is a detailed overview of SEPA's founding and operation. Also included is a three-part assessment of the program focused on student learning, grant-writing outcomes, and the role the program plays in building bridges between the college and its surrounding region.
Understanding the Intersection of Spirituality and Service Engagement among Undergraduates from a Reasoned Action Approach
Author: Lehmann, Curtis
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Religious Factors,Undergraduate Students,Tutoring,Urban Areas,Ethnicity,Student Diversity,Student Attitudes,Moral Values,Behavior Standards,Social Behavior,Intention,Christianity,Church Related Colleges,Student Participation,Prosocial Behavior,Locus of Control,Psychology

Service engagement is critical to many higher education institutions. Past research has looked at spiritual change as a result of service engagement, but few studies have looked at how spirituality might contribute to engagement in service projects, particularly from a reasoned action approach. This quantitative study looked at God concept and religious motivation as predictors of intention to serve with two particular projects being offered at a faith-based university, an innercity experience and a tutoring service. Participants were 305 ethnically diverse undergraduates. Data were analyzed using multiple regressions. The spirituality variables were associated with attitudes, social norms, and moral evaluations toward both service projects, as hypothesized. However, the spirituality variables were not significantly related with intention to serve for either service project. The findings suggest that spirituality may shape beliefs about service projects but may have little effect on intention to engage in service projects, at least in certain cases.
Translating across Registers: Pragmatist Inquiry in Engaged Scholarship
Author: Shannon, Jerry
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Involvement,Food,Hunger,Scholarship,Inquiry,Learner Engagement,Research Projects,Theory Practice Relationship,Research and Development

Inquiry is a central concept within pragmatism, defined generally as the process of collectively defining problematic aspects of current social practices and developing better alternatives. Translation--defined broadly as the labor of negotiating, transforming, and synthesizing diverse experiences--is a critical but understudied component of pragmatist inquiry. In this article, we articulate how translation occurred across multiple registers in a collaborative community-engaged research project involving university researchers and a regional food bank, focusing on translation as logistical, affective, and positional labor. Our analysis demonstrates how reflexive attention to various forms of translation across the research process can enrich socially engaged research.
Efficacy of Open Textbook Adoption on Learning Performance and Course Withdrawal Rates: A Meta-Analysis
Author: Clinton, Virginia
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Open Educational Resources,Adoption (Ideas),Withdrawal (Education),Academic Achievement,College Students,Meta Analysis,Educational Research

Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = 0.87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = 0.005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K-12 education, outside of North America, and that better examine student characteristics, are discussed.
Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers
Author: Caldarella, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Negative Reinforcement,Classroom Techniques,Emotional Disturbances,Behavior Disorders,Student Behavior,At Risk Students,Learner Engagement,Elementary School Teachers,Elementary School Students

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.
Civic Media Practice Facilitating Democratic Process in Two Environmental Community-Engaged Research in Taiwan
Author: Loan, Phan Thi
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Natural Disasters,Civil Defense,Emergency Programs,Social Media,Citizen Participation,Democracy,Trust (Psychology),Computer Oriented Programs,Computer Mediated Communication,Telecommunications,Information Dissemination

Environmental protection is an increasing concern across Taiwan. Facebook and LINE enjoy high penetration in Taiwan, are potential platforms for democratizing the research process. Citizens participate in evaluating their environment, contributing to its protection as well as having voice in decision making in the environment community-engaged research (eCEnR) than ever before. However, along with increased citizen engagement, researchers also see a decreased trust in institutions, including government, media, and news. Based on in-depth interviews with organizers and participants, the analysis of posts on Facebook group, LINE messages, and websites of two ongoing eCEnRs, we assessed the impact of civic media practice on the democratic process. This article analyzes how social networking sites or applications function in four activities of the democratic process. Network building, discussion forums, distributed ownership and persistent input help organizations overcome distrust of institutions and enhance civic media's ability to foster connections and create more usable interfaces between communities and institutions.
The Relationship between Favouritism Behaviours of Secondary School Administrators and Organizational Commitment of the Teachers
Author: Dagli, Abidin
Date: 2019-07-00
Type: Journal Articles
Subjects: Correlation,Administrators,Secondary School Teachers,Administrator Attitudes,Teacher Attitudes,Interprofessional Relationship,Job Satisfaction,Power Structure,Social Justice,Foreign Countries,Secondary Schools

The aim of this study is to determine the relationship between the favouritism behaviours of secondary school administrators and organizational commitment of teachers. The research population consists of 3403 teachers from 64 secondary schools in the central district of Diyarbakir/Turkey in the academic year of 2016-2017. The data collection instrument was applied to randomly selected 376 teachers from 22 schools. &quot;Favoutism in the School Management Scale&quot;, developed by Erdem and Meric (2012) and three dimensional &quot;Organizational Commitment Scale&quot;, developed by Meyer, Allen and Smith (1993) and adapted into Turkish by Dagli, Elçiçek and Han (2017) were used in this research. The arithmetic mean, standard deviation were used in the analysis of data. The relationship between favoritism and organizational commitment behaviour was studied using Spearman Correlation Coefficient. Some important findings obtained in the research can be listed as follows: Teachers participated the overall mean of &quot;Favouritism in the School Management Scale&quot; at &quot;sometimes&quot; level (M=2.86). According to teachers' perceptions, the dimensions with the highest means are in order; (1) Planning (M=3,121; Sometimes), (2) Coordination (M=2,961; Sometimes), (3) Evaluation (M=2, 368; Sometimes) and (4) Organization (M=2,936; Sometimes). Teachers participated the overall mean of &quot;Organizational Commitment Scale&quot; at &quot;not sure&quot; level. According to teachers' perceptions, the dimensions with the highest means related to organizational commitment are in order; (1) Affective commitment (M=3,07; Neutral), (2) Continuance Commitment (M=2,79; Neutral) and (3) Normative Commitment (M= 2,63; Neutral). In the study, a moderate level of negatively significant relationship was found between favouritism behaviours of school administrators and organizational commitment of teachers. (r=-0.359, p &lt; 0.01). The more favouritism behaviours of school administrators are, the less organizatioal commitment of teachers are.