ethanporcaro/eric-fulltext-meta huggingface dataset:
Group Mentoring and Identity Formation for Young Men of Color: A Case Study
Author: Pribnow, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Identification (Psychology),Males,Minority Groups,School Segregation,Program Effectiveness,Interpersonal Relationship,Group Guidance,After School Programs,Self Concept,Racial Identification

Although schools themselves cannot address resegregation, they can mitigate some of the detrimental effects of racial inequalities. Students of color internalize racial inequalities in educational environments at critical times in their identity formation. This internalization can lead to attitudes and behaviors that contribute to academic underperformance, most notably in boys and young men of color (BYMOC; Noguera, 2009; Tatum, 2005). As educators search for ways to close academic achievement gaps, they need to consider the role of both schools and out-of-school time (OST) programs in developing healthy racial identities in BYMOC. This case study explores the group mentoring program Natural Circles of Support (NCOS), which combines school-based and community-based support to mitigate the risks faced by BYMOC in urban school districts. As a classroom teacher at a NCOS school, author Kevin Pribnow taught several program participants. After seeing the impact NCOS had on participants' lives, he conducted this qualitative case study into NCOS to discover how its community circle of support met the needs of BYMOC.
Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning
Author: Lewis, Drew
Date: 2020-00-00
Type: Journal Articles
Subjects: College Mathematics,Mathematics Instruction,Instructional Effectiveness,Equations (Mathematics),Algebra,Mastery Learning,Problem Solving,Teamwork,Cooperative Learning,Active Learning,Inquiry,Gender Differences,Anxiety,Communication Skills,Undergraduate Students,Public Colleges,Student Attitudes

This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness.
Facilitators and Barriers to Engagement and Effective SoTL Research Collaborations in Faculty Learning Communities
Author: Happel, Claudia A. Cornejo
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Teaching Methods,Learning Processes,Teacher Collaboration,Communities of Practice,Sequential Approach,Teacher Attitudes,State Universities,College Faculty,Interdisciplinary Approach,Program Design,Scholarship,Teacher Motivation,Professional Recognition,Goal Orientation,Accountability,Leadership

To determine factors that influence faculty engagement and success in faculty learning communities focused on collaborative Scholarship of Teaching and Learning (SoTL), our project gathered information on (1) faculty motivation to engage with SoTL; (2) structures that support collaboration; (3) the perceived impact of SoTL on teaching, scholarship, and faculty engagement in academic communities on campus and beyond; and (4) the role of the teaching center in supporting collaborative faculty learning communities focused on SoTL. In this explanatory, sequential design mixed-methods study, participants were asked to complete a survey on their experience as participants in faculty learning communities at a large comprehensive public university in the southeastern United States; researchers then conducted one-on-one interviews with select participants to gain an in-depth understanding of trends and questions emerging from the survey data. Results indicate that personal, institutional, professional, and team factors contribute to participants' perception of the success and effectiveness of collaborative research teams. Findings from the study offer guidance for setting up effective collaborative structures for SoTL projects and nurturing interdisciplinary research among faculty members, thus providing insights that can inform the design and facilitation of similar programs in the United States and internationally.
Competency-Based Approach and Competencies in Higher Education: A Theoretical Review
Author: Kulik, Andrey A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Higher Education,Role of Education,Competence,Classification,Qualifications

Economic changes not only in the country, but also on the world labor market explain the growing demands on young professionals. New requirements for the model and quality of the graduate appear, and new approaches to their competitiveness and effectiveness appear. The authors analyzed the concepts of a competency-based approach, competence, developed characteristic features and the field of implementation of these definitions in higher education. It has been established that a qualitatively new mission, tasks and content of modern education in the new conditions should be focused not only on fundamental knowledge, but also on the formation of practically oriented skills and competencies.
Social and Emotional Learning in Afterschool Settings: Equity Evaluations, Recommendations, and Critiques
Author: Benavides, Veronica
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,After School Programs,Equal Education,Youth Programs,Community Programs,Standards,Measurement Techniques,Trauma,Minority Group Students,Best Practices,Social Bias

Social and emotional learning (SEL) has proven to be an effective conduit to improved attendance scores, grades, and graduation rates; to adaptive behaviors and gainful employment in adulthood; and to a wide variety of other measurable factors spanning the spectrum of human adaptiveness and wellness (Aspen Institute, 2018). Although SEL has been integrated into many school-based programs to support student success, afterschool or out-of-school time (OST) programs are uniquely suited to SEL development. However, while SEL can enhance academic, emotional, social, and career wellness--areas of youth and human development that are all directly and severely affected by inequity, the application of SEL to OST is rife with equity issues and concerns. The authors' exploration of the intersections of SEL and equity in afterschool environments results from a partnership between the YMCA and Equity Meets Design, an organization dedicated to delivering equitable OST programs to youth and communities. The first step in exploring models and promising practices for equity was a comprehensive research synthesis. This article presents key findings and recommendations from the authors' research into existing scholarship and best practices. First, they outline the rationale, research questions, and methodology. Then they present their findings on major themes in the literature. Next, an equity &quot;deep dive&quot; explores the intersections of SEL and equity in OST settings. The article concludes with recommendations to the field.
The Benefits of Academically Oriented Peer Mentoring for At-Risk Student Populations
Author: Hall, Bryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,At Risk Students,College Freshmen,Student Adjustment,School Holding Power,Learner Engagement,Sense of Community,Grade Point Average,Program Effectiveness

This article examines an academically oriented peer-mentoring program at St. John's University. The program targeted at-risk first-year students who were having difficulty making the transition to college and matched them with trained student mentors within their major discipline. In addition to meeting with one another bi-weekly, all of the students came together for a series of organized events over the course of the academic year. The goals of the program were that mentees would (1) feel an increased sense of belonging at the university, (2) raise their GPAs, and (3) show improved retention to the second year. After examining how successful the program was relative to these goals, the authors recommend some best practices for peer-mentoring programs. These recommendations are based on both features of the program in the study that contributed to its success and areas where the program could have been improved based on the results.
Embracing Difficulty across the Disciplines: The Difficulty Paper as a Tool for Building Disciplinary Literacy
Author: Cisco, Jonathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Assignments,Writing Across the Curriculum,Formative Evaluation,Content Area Reading,College Students,Difficulty Level,Reading Comprehension,Reading Processes,Metacognition,Reading Strategies,Educational Benefits

Students face challenging texts and concepts across the disciplines in higher education, and many students lack the reading skills and strategies to make sense of them. The aim of the small study described in this article was to explore the benefits, if any, of the difficulty paper, a written formative assessment that asks students to explore their difficulties with challenging texts. An inductive analysis of student difficulty papers in a multidisciplinary &quot;Great Works&quot; course suggests that the paper encouraged students to address their confusion without dismissing it and helped students to model the processes of good reading. Findings also suggest that the assignment may be a useful tool to develop disciplinary habits of mind. The article concludes with an example of how educators might use the difficulty paper in science and mathematics courses.
Do &quot;Days of Service&quot; Meet Institutional Service-Learning Goals? A Case Study in Assessment of the MLK Day of Service
Author: Erbaugh, Elizabeth B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Universities,School Community Programs,Program Evaluation,Holidays,College Faculty,College Students,Participation

This study pilots a survey tool for assessing participant experiences in the MLK Day of Service at a public university. Student, faculty, staff, community volunteer, and community partner participants (N=344) reflected upon service, learning, and university-community connections as part of a multi-method evaluation process. Quantitative analysis of unidimensional and summed variables found significant variation by instructional site and participant affiliation. Such measures and instruments may clarify the role of Days of Service in advancing institutional service-learning goals.
Development of Creative Independence of Design Students in Course of Higher Education
Author: Daskova, Yu. V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Design,Teaching Methods,Creativity,Spatial Ability,Thinking Skills,Visualization,Interior Design,Foreign Countries,Personal Autonomy,Art Activities,Comparative Analysis

Development of Russian society puts forward new requirements for the quality of training in higher educational institutions. It is necessary for a short period of training in the higher educational institution not only to transfer to student's important professional knowledge and skills, but also to form the ability and willingness to use them creatively. This issue is especially challenging when preparing design students. Today, a promising, popular and dynamically developing profession of designer is in demand in almost all areas of life. The increased demand for individuality in the design of living space, from the planning and design of the interior or exterior to the most insignificant things, can only be satisfied by a designer who has the ability to combine, improvise and find breakthrough ideas. Therefore, there is a crucial issue of the search for teaching aids that allow students to be prepared to find the solutions of professional tasks with creative independence. The professional activity of a designer is determined by the objects and tasks, which require creative abilities, spatial visual thinking, knowledge of the graphic language for visualization of information. The design project is created by man and for man. This determines the importance of solving socio-cultural issues, as well as taking into account the characteristics of human perception in the design process. It requires knowledge of the natural sciences, engineering and humanities, various types of arts, architecture, literature and even music. Thus, the intra-systemic and inter-systemic connections required for the implementation of design projects, make it more intelligent and human oriented.
Teens in a Digital Desert: Digital Media Literacy in an Arizona OST Program
Author: Bernier, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Technological Literacy,Multimedia Materials,Summer Programs,Workshops,Courses,21st Century Skills,High School Students,Adolescents,Dual Enrollment,Production Techniques,Critical Thinking,Skill Development,News Media,Mass Media

The education landscape, both in and out of school, has shifted dramatically, during the COVID-19 pandemic, to digital learning. This shift has compounded the need for digital media literacy, a wide-ranging and often-changing concept that encompasses the competence to use technical equipment, intelligently consume and process information, and create and share digital media (Heitin, 2016). Even as young people spend more hours in front of a screen than before, they are subjected to more media applications and outlets, from podcasts to videos, pictures, and infographics. These diverse media options are a rich digital landscape for youth to navigate and to which they can potentially contribute. The program SPOT 127 in Phoenix, Arizona, fosters digital literacy through multimedia production. SPOT 127 facilitates semester-long courses twice a week, offers summer boot camps and continuing courses over the summer, and provides in-school workshops. This article describes how SPOT 127 helps fill the void left by most schools' inability to teach digital media literacy by empowering participants to create their own digital media products.
Creation of an Electronic Textbook for University Students
Author: Sergeeva, M. G.
Date: 2020-08-00
Type: Journal Articles
Subjects: Textbook Preparation,Electronic Learning,Economics Education,Teacher Attitudes,College Students,Multimedia Materials,Hypermedia,Teaching Methods,Textbook Content,Foreign Countries,Technology Integration

The need for e-learning in modern Russia is caused by the rapid development of informatization, digitalization, information and communication technologies, the creation of a global environment for mutual integration of cultures and disciplines, as well as the formation of open continuous education, which is the basis of a post-industrial (information) society. These processes stimulate an active search for creative educational practices that meet the requirements of the information society. A modern specialist must have a certain amount of knowledge that will allow him to learn constantly, improve his skills and abilities, self-develop and self-actualize in order to keep up with the time of changes in the information society. In the framework of the modern educational paradigm, the student is considered as a subject of knowledge, not an object of pedagogical influence. In the early -- mid-2010s, this is actively promoted by electronic learning (e-learning, EL), which should be used in various educational organizations. E-learning allows integrating into the world scientific community, becoming subjects of interaction between cultures, including the exchange of spiritual values. Implementation of EL is one of the key tasks in the context of modernization of national education. The term &quot;electronic learning&quot; is translated into Russian in various ways. The most popular options are: &quot;distance learning/education&quot;, &quot;mobile learning&quot;, and &quot;virtual learning&quot;. The European Commission interprets &quot;e-learning&quot; as &quot;using new multimedia and Internet technologies to improve the quality of learning by improving access to resources and services, as well as remote knowledge sharing and collaboration&quot;. In this study, the concept of &quot;e-learning&quot; will correspond to the phrase &quot;electronic learning&quot;. This is an educational process based on interactive electronic means of storing and providing information: the Internet, corporate networks, and CDs.
Service Learning for the Port Jefferson History and Nature Center: Senior Capstone Forestry Course
Author: Kulhavy, David L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Recreational Facilities,Forestry,Capstone Experiences,Partnerships in Education,Cooperative Learning,College Students

A community partnership between the Collins Academy, Jefferson, Texas, and the Arthur Temple College of Forestry and Agriculture, Stephen F. Austin State University, Nacogdoches, Texas, developed a plan to manage the 38-acre Port Jefferson History and Nature Center, located on Big Cypress Bayou. Students used knowledge of the resources, GPS (global positioning systems), ArcGIS 10.4, presentations, and posters to complete the project. The reflection and feedback with the community partners continued throughout the project and as guidance for future work. This partnership instilled in participating students the value of incorporating service learning into development of professional relationships for continued cooperation in vegetation removal, construction of gardens for the monarch butterfly and the Neches River rose mallow, and trail modifications. The project received a service-learning award for engaged student learning.
A Three-Party Case Study: Exploring the Value of Student Work in Co-Creation in Teaching and Learning
Author: Cho, Sunah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Business Administration Education,Business Schools,Required Courses,Introductory Courses,Student Developed Materials,Student Participation,Material Development,Supplementary Reading Materials,Teacher Role,Skill Development,Personal Autonomy

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors' involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.
Service Learning in Adapted Physical Education: Connecting the Classroom to the Community
Author: Martin, Matthew R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Adapted Physical Education,Preservice Teachers,Student Attitudes,Community Programs,Students with Disabilities,Teacher Competencies,Self Efficacy,Prior Learning,Teaching Methods,Career Readiness,Leadership Qualities,Emotional Response,Social Influences

The purpose of the qualitative study was to explore Physical Education Teacher Education (PETE) undergraduate students' perceptions about working with individuals with disabilities while performing Service Learning (SL) at two community-based sites. Using a grounded theory research design, data from field notes, supervisor evaluations, and focus groups were coded and analyzed to identify five themes of perceptions and level of competence: social emotional climate, prior preparation, delivery of instruction, career readiness, and developing leadership.
Does It Matter Where You Teach? Insights from a Quasi-Experimental Study of Student Engagement in an Active Learning Classroom
Author: Holec, Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Active Learning,Self Evaluation (Individuals),Classroom Environment,Classroom Design,Student Centered Learning,College Students,Foreign Countries

Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated selfratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment--the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor's pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.