ethanporcaro/eric-fulltext-meta huggingface dataset:
Shared Spaces, Shared Learning: University/Corrections Partnerships That Transform Thinking
Author: Smith-Arthur, Deborah
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Universities,Correctional Institutions,Correctional Education,Course Descriptions,Curriculum Development,Educational Environment,Juvenile Justice,Females,Institutionalized Persons,Gardening,Civics,Theory Practice Relationship,Trust (Psychology),Credibility,Teacher Education,Transformative Learning

By partnering with correctional facilities, institutions of higher education are well positioned to create shared learning communities that provide profound educational experiences. Portland State University offers several courses involving university/corrections partnerships; these courses meet inside carceral institutions. This article highlights three of these courses and the shared learning spaces they involve. We address the negotiating of these partnerships, development of the courses, and the creation, maintenance and outcomes of these complex learning environments.
Shared Space, Liminal Space: Five Years into a Community-University Place-Based Experiment
Author: Barajas, Heidi Lasley
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Relationship,School Community Programs,College Programs,Outreach Programs,Urban Extension,Space Utilization,Place Based Education,Trust (Psychology),Interpersonal Relationship,Educational History,Organizational Climate,Organizational Culture,Partnerships in Education,Community Education,Shared Resources and Services

This article explores shared space at the University of Minnesota's Robert J. Jones Urban Research and Outreach Engagement Center (UROC), located four miles off campus in a community strong in assets, but facing inequality, disinvestment and racism. UROC's mission promotes university-community collaboration to solve critical urban challenges. We learned this requires more than just a physical space. Trust and connection requires tending to epistemological space--liminality between the university and community--to foster transformational scholarship.
Building Community through Shared Spaces and Intention
Author: Hall, Maureen P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Development,Holistic Approach,College Students,Educational Methods,Social Development,Emotional Development,Metacognition,Literacy,Social Justice,Feedback (Response),Statistical Analysis,Urban Schools,Qualitative Research,Coding,Cognitive Processes,Journal Writing,School Community Programs,Stakeholders

Present-day educational approaches in higher education and K-12 privilege only cognitive gains from students, who are sometimes only seen as test scores, while neglecting the development of the whole human being. This article documents three unique Building Community events at a public university in the northeast, which were designed to embrace the full development of human potential. These events were created to offer novel approaches to education, highlighting and operationalizing Social Emotional Learning (SEL) through mindfulness, literacy, and social justice. The documentation is two-fold: (1) to provide descriptions of each of the three events and the connections between and among Social Emotional Learning (SEL) and mindfulness, literacy and diversity, and (2) to provide an analysis of feedback data and a descriptive framework that makes clear the processes and theories underpinning the events, all of which may provide a beginning roadmap for others to replicate this important work. Qualitative findings suggest that the integration of SEL into classroom theory and practice may be one route to improving and humanizing education.
Correlation of Translation and Other Language Activities
Author: Belenkova, Nataliya
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Translation,International Cooperation,Foreign Countries,Second Language Learning,Interpersonal Communication,Business Communication,Undergraduate Students,Graduate Students,Higher Education,Linguistics,Second Language Instruction,Laws,Teaching Methods,Surveys,Specialists,Legal Education (Professions)

International cooperation in all professional settings makes translation a very important tool of interpersonal and professional relations of specialists in different domains. Training of undergraduates and graduates' translation skills in a special setting is included in the curriculum of non-linguistic higher education institutions and studied from various aspects. The objective of the paper is to consider some psychological and teaching issues related to translation as a language activity. Russian and foreign researchers' works and the findings of the practical experience of Foreign Languages Department of Law Institute, Peoples' Friendship University of Russia are presented. The survey of the specialists with different practical experience of translation in the law setting is analyzed. The examination of training translation in the law setting at non linguistic higher education institution is provided. The data of the current research can be used in teaching practice to develop the translation skills of the undergraduates, graduates and postgraduates.
Non-Formal Education as a Factor in Civilizational Development of Educational Space Subject in the Cross-Border Region
Author: Dugarova, Dulma T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Geographic Regions,Interdisciplinary Approach,Civics,Educational Technology,Competence

The research is aimed at determining the organizational and pedagogical conditions of nonformal education implementation as a factor in civilizational development of subjects, joint international projects performers, in the educational space of the cross-border region. New integration projects forming the need for effective models implementation of advanced and interdisciplinary training of highly qualified personnel determine the civilizational development areas of the education sector and the labor market subjects the non-formal education will constitute the basis for. Non-formal education provides a wide range of cooperation for various social partners, both educational institutions and public, commercial, industrial organizations. For the development of this cooperation teachers have a wide array of educational technologies: specialized competence centers, multifunctional applied competence centers, expert and methodological qualification certification assessment centers, year-round training range, training platforms, summer specialized schools which are widely used in current practice.
The Morning After: Stakeholder Reflections on the Sustainability of a Community-Campus Engagement Center in the Changing Environment
Author: Hynie, Michaela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stakeholders,Reflection,Sustainability,Universities,School Community Programs,Community Centers,Educational Change,Shared Resources and Services,Educational Facilities,Social Environment,Context Effect,Politics of Education,Trust (Psychology),Innovation,Adoption (Ideas),Educational Finance,Partnerships in Education

Most analyses of the success and sustainability of community-university engagement initiatives focus on the university environment. We explore the impact of changes in the larger social and political systems on the community as well as those within the university on the meaning and use of a shared community space. The York University-TD Community Engagement Centre (CEC) is a storefront facility for research and teaching shared by York University and the Jane-Finch/Black Creek community, a richly diverse, suburban, underserved neighbourhood in Toronto, Canada. The physical space facilitates and sustains the community-university partnership in this region. As representatives of the community and/or university with strong ties to the engagement centre, we review changes in both the institution and the larger political context in which the university and community navigate their relationship. We also reflect on how these changes play a role in determining community and university priorities, the value of their relationship, and the availability of resources. Community-university initiatives emerge in environments that provide opportunities for shared activities and the development of a shared vision. However, the sustainability of a community-university initiative is strongly influenced by broad environmental changes, requiring self-reflection, trust, communication and innovation.
Hostility as a Psychological Phenomenon and Object of Scientific Research
Author: Ermakov, Pavel N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Aggression,Behavior,Political Issues,Literature Reviews,Databases,Psychology,Geographic Location,Qualitative Research

The article is devoted to the problem of carrying out distinctions between hostility, dislike and aggression which have a considerable variety of forms of behavior among the population of various typological groups in the conditions of geopolitical changes. Special attention is paid to the questions connected with the peculiarity of approaches and the degree of readiness of this perspective within various scientific traditions. Particulars of representation of concepts are analyzed in the historical and chronological, scientometric and conceptual plan.The qualitative originality of the interpretation of concepts in the approaches of the representatives of the leading scientific schools exerting the impact on modern research of this phenomenon taking into account the changing geopolitical conditions is shown.
Framework for Assessing the ICT Competency in Teachers up to the Requirements of &quot;Teacher&quot; Occupational Standard
Author: Avdeeva, Svetlana
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,Technology Uses in Education,Educational Technology,Teacher Qualifications,Standards,Teacher Characteristics,Teaching Methods,Foreign Countries

The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of &quot;Teacher&quot; occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency--ISTE Standards and UNESCO ICT CFT and have suggested their own approach to analyzing the pedagogical activity based on the requirements of &quot;Teacher&quot; occupational standard for assessing the ICT competency in teachers. The crosscutting principles of using the ICT are determined and observance of them underlies the assessment of teachers' ICT competency, in particular: the priority of health and safety of educational process participants; observance of ethic and moral interaction standards, including the IEE; cooperation and constructive interaction of all educational process participants, among them teachers, learners, parents, representatives of the administration. The authors have attempted to single out three qualification categories according to the requirements reflected in &quot;Teacher&quot; standard: teacher, senior teacher, and leading teacher, and to describe the complication of teachers' professional tasks using the ICT. The constituents of teachers' ICT competence have been identified and described: selection, processing, creation, placement of information and organization of communication in the information educational.
Evaluation of Features of Development of Sports Way of Swimming of Students of Various Sports Specialization
Author: Yermahanova, Amina
Date: 2016-00-00
Type: Journal Articles
Subjects: Aquatic Sports,Teaching Methods,Athletics,Hypothesis Testing,Statistical Analysis,Bachelors Degrees,Skill Development,College Students,Exercise,Learning Activities,Control Groups,Experimental Groups,Comparative Analysis,Foreign Countries

Bachelor educational program &quot;Physical culture and sport&quot; must master special, substantive and core competencies, not only in the chosen specialization, but also in the basic sports, including &quot;Swimming.&quot; It is a necessity due to the fact that the graduate program in order to protect their health and life should own at least one method of navigation. The object of study--the educational process of preparation of bachelors of physical culture and sports in the discipline &quot;Swimming with the methodology of teaching&quot;. Subject of research--optimization of swimming training students of different sporting specializations in credit conditions in B-tem training. The aim of this series of studies--to improve efficiency and the training methods of diving students of different sporting specializations in conditions of credit system of training by developing a set of exercises. The task: to develop sets of exercises that improve training effectiveness, taking into account levels of physical fitness and swimming sports specialization students. Research methods: To achieve this goal, and to test the hypothesis in the set of methods was used, consisting of a theoretical analysis of the pedagogical literature, formulation of pedagogical experiment on using the developed sets of exercises and an electronic textbook for teaching, statistical data processing. Results and discussion: Studying diving course students of all specializations of sports on a specialty &quot;Physical culture and sport&quot; involves teaching methods bachelor sport diving. As our teacher observations, the initial level of the swimming training of students is different, which causes considerable difficulties in mastering swimming techniques and extend the learning process. Given that student training is limited to the number of allocated hours for swimming training, it requires the teacher to develop new technologies to speed up the learning process different methods of navigation.
Forming Master's Degree Students' ICT Competencies as Future Researchers and Educators: A Kazakhstan Case Study
Author: Abykenova, Dariya Bolatovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Competence,Graduate Students,Masters Programs,Scientific Research,Educational Research,Internship Programs,Technology Uses in Education,Educational Technology,Student Surveys,Statistical Analysis

This article analyses the information and communications technology competencies (ICTC) of Master's degree students in Kazakhstan. It defines the ICTC. Research results suggest that the majority of Master's degree students have a low level of ICTC. Of prime importance is the fact that the level of research and educational aspects of the ICTC of Master's degree students in the study is lower than the subject matter aspect. The research shows that teachers and advisers are faced with certain difficulties in organising Master's students' scientific research and educational internship. This leads to the need to create additional tools to provide a means of controlling the ICTC-shaping process of Master's students. The research found that one the most effective tools promoting optimization while working with Master's students in scientific research, educational and research internship is blended learning technology integrated into the university's virtual and educational environment.
Methodological Features of Educational System Modernization in the Context of the &quot;Economy of Knowledge&quot;
Author: Karpova, Natalia Konstantinovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Economy,Educational Change,Information Technology,Educational Innovation,Human Capital,Efficiency,Economic Development,Labor Force Development,Geographic Regions,Partnerships in Education,Public Sector,Private Sector,Educational Development,Networks

The article is devoted to some methodological features of modernization in modern education in the context of &quot;the knowledge economy&quot; development which is aimed at shaping new mental potential of the modern state. Features and prerequisites for the emergence of the knowledge economy, the priorities of which include the development and spread of information technologies, development and introduction of innovations, investment in human capital formation, have been clarified. It has been shown that in the socio-economic development system of the country, the knowledge economy as a social labor resource is one of the most important criteria of efficiency of organization of the socio-economic system of the country. Preconditions for organization of innovative-educational sector of economy of the Russian Federation are stated. The article focuses on the strategic landmarks of the formation and development of the innovative-educational sector of economy in the Southern Federal District. Network integration is considered to be the factor which enables to treat education as a separate, innovational sector. As for the preferable form of its organization, the authors mention private-public partnership with attraction of businesses. The paper also covers technical characteristics of implementing the model in the innovative-educational sector of economy of the Southern Federal District. The article presents promising areas of the study of this problem, which involves further development of the theory of intellectual capital development in education, subject-oriented methodology of educational system modernization in the applied aspect, as well as technologies of management of the national innovation-oriented educational system of the Russian Federation.
A Connected Space for Early Experiential Learning in Teacher Education
Author: Yu, Yong
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Preservice Teachers,College School Cooperation,Case Studies,Student Journals,Observation,Surveys,Professional Identity,Experiential Learning,Program Effectiveness,Elementary Schools,Methods Courses,Student Attitudes

Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the &quot;practice fields.&quot; This study examined Project CONNECT (PC), an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs) by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants' transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs' learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.
Promoting Transfer of Ecosystems Concepts
Author: Yu, Yawen
Date: 2016-00-00
Type: Journal Articles
Subjects: Transfer of Training,Ecology,Natural Resources,Technology Uses in Education,Educational Technology,Coding,Freehand Drawing,Teaching Methods,Inquiry,Pretests Posttests,Comprehension,Scientific Concepts,Environmental Education,Wildlife,Grade 7,Middle School Students,Statistical Analysis

This study examines to what extent students transferred their knowledge from a familiar aquatic ecosystem to an unfamiliar rainforest ecosystem after participating in a technology-rich inquiry curriculum. We coded students' drawings for components of important ecosystems concepts at pre- and posttest. Our analysis examined the extent to which each of the drawings showed evidence of understanding of photosynthesis, cellular respiration and decomposition. The results demonstrate that students experienced greater learning gains in aquatic systems (the learning measure) than in the rainforest (the transfer measure). However, they also made significant learning gains on the rainforest task from pre- to posttest, suggesting that students transferred some knowledge from one system to another. Further research is needed to examine a wider range of relevant concepts and more distant contexts.
Implementation and Impact of Experiential Learning in a Graduate Level Teacher Education Program: An Example from a Canadian University
Author: Hill, Cher M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Teacher Education Programs,Graduate Study,Graduate Students,Inservice Teacher Education,Grounded Theory,Portfolios (Background Materials),Student Surveys,Program Implementation,Program Effectiveness,Transformative Learning,Case Studies,Inquiry

Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward transformation of practice. Using a grounded theory design, we examined twelve end of term graduate level learning portfolios and administered a survey to 336 in-service teachers enrolled in a two-year graduate diploma program in the Faculty of Education at Simon Fraser University, Canada. We found powerful evidence that our programs were highly impactful, with 94% of teachers reporting transformative learning within the second year of the program. Using portfolio data, we examined the process of the teacher transformations. Our findings revealed that teachers' abilities to interrogate their subjective-objective stance deepened their experiential learning. Using three case studies we exemplify how transformative pathways were formulated and conclude with a discussion of the implications of learning through experience, including the value of student-generated learning goals, continuous interfacing of theory and practice, seeing your &quot;teaching&quot; through the eyes of your students, colleagues or parents, and the power of living your research question in the context of your own classroom and school setting. We end the paper on a cautionary note pointing out the vulnerability of programs of this nature in an era of accountability, standardization, quality control, and risk management all of which eclipse approaches that focus on authentic practical problems and student generated solutions.