ethanporcaro/eric-fulltext-meta huggingface dataset:
The United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated Schools Network: Teaching for Social Justice and Transformative Education
Author: Udow, Ira
Date: 2013-06-00
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,International Organizations,Transformative Learning,Creativity,Instructional Leadership,Leadership Styles,Principals,Administrator Attitudes,Teacher Attitudes,Foreign Countries,Learning Processes,Adult Education,Inclusion,Culturally Relevant Education,Counselor Attitudes,Critical Literacy,Educational Philosophy,Elementary School Students,English Teachers,Researchers,Cultural Pluralism

The United Nations Educational, Scientific and Cultural Organization (UNESCO) Associated Schools Network is an international organization that can help teachers and students learn more about practical ways to apply social justice themes at an academic, personal, social, and global level. Learning processes are holistic and multi-dimensional within this context. Different strands of transformative learning theory that include individual perspective transformation, planetary-global transformative education, non-western ways of knowing, and emancipatory teaching reflect key UNESCO themes. Specific examples of perspectives of social justice held by teachers, administrators, and counsellors and adult learning centres from Winnipeg, Canada are highlighted. This article emphasizes the importance of extending ways of knowing and learning that have the potential to create more dynamic and culturally-inclusive learning environments. Implications for curriculum innovation and creative educational leadership will be addressed. This article is framed from the perspectives of a principal, teacher, and researcher.
Reclaiming Youth and a Possible Paradigm Shift
Author: Johnson, Donna L.
Date: 2014-08-00
Type: Journal Articles
Subjects: At Risk Students,Holistic Approach,Quantum Mechanics,Beliefs,Behavior,Interaction,Child Development,Social Influences

Within a systemic view of the ontological world, we can view the effects of choices, thoughts and behaviours. Using the Socratic method of inductive reasoning and illustrating the interrelatedness we have with others such as at-risk youth, and inviting new thoughts regarding commonly held societal views and beliefs regarding those relationships, we can make connections between seemingly unconnected things that can have the power to influence our views of the world. Blending the science of quantum physics and the science of compassion, we can attend to the multitude of connections between people and the effects of their interactions. When doing so, we can view the connectedness to all things including those that are seemingly not a part of us. In viewing people in this way, one gains a substantial attribute of connectedness and impact on our interactions.
From the Classroom to the Community: Best Practices in Service-Learning
Author: Pawlowski, Donna R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Best Practices,Service Learning,Student Experience,Curriculum Implementation,Partnerships in Education,Outcomes of Education

As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students' experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.
Building Success from the Ground Up: The Three-Year Student Success Initiative at Elmwood High School
Author: Babb, Mike
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,High School Students,Success,Intervention,Urban Schools,Poverty,At Risk Students,Student Needs,Student Development,Attendance,Low Achievement,Credits,Learner Engagement,Teamwork,Progress Monitoring,Academic Support Services,Indigenous Populations,Minority Group Students,Educational Technology,Technology Uses in Education,School Culture,Mental Health,Social Support Groups

The purpose of this paper is to describe the Student Success Initiative (SSI) Pilot Project at Elmwood High School in Winnipeg, Manitoba, Canada. The article examines Elmwood High School's profile, its guiding philosophy, and its past efforts to support students. Additionally, it outlines the Elmwood SSI model, distinguishes the principal features that led to the model's success, and illustrates the success of the three-year pilot project through multiple data sources showing improved student outcomes.
Re-Discovering Creativity: Why Theory-Practice Consistency Matters
Author: Martin, Lee
Date: 2014-08-00
Type: Journal Articles
Subjects: Creativity,Theory Practice Relationship,Definitions,Value Judgment,Discovery Learning,Realism,Critical Theory,Novelty (Stimulus Dimension)

In an age of rapid change we are increasingly forced to rely on our creativity to find responses to challenges that no one would have dreamed of facing. Ironically, these challenges can often be the result of the change brought about by the ingenuity and creativity of others. Creativity, it seems, is both the problem and the solution. In this work we seek to explore this dynamic context, examining the extent to which current theories of creativity are in alignment (or not) with practice. We identify a theory-practice inconsistency with respect to creativity definitions which prioritizes value judgments (and those who make them) over and above the ubiquity of human creative potential. Drawing on the philosophy of critical realism, we propose a resolution based on a new definition of creativity that has &quot;discovery&quot; at its core. The paper discusses why this matters for educationalists and students alike, highlighting the possibility of a more inclusive account of the universality of human creative potential.
Gifted Education in Transition: From Elitist Enclave to Promising Opportunities for Empowerment and Inclusion
Author: Matthews, Dona
Date: 2014-08-00
Type: Journal Articles
Subjects: Gifted Education,Empowerment,Inclusion,Environmental Influences,Creativity,Talent Development,Affordances,Canada Natives,Foreign Countries

Gifted education has a troubled history. It has been attacked justly as an elitist enterprise that entrenches existing inequities. At the same time, however, those who have studied giftedness, creativity, and talent development for the past several decades have learned a lot about how people's abilities develop. By applying this knowledge more broadly across the population, every child can be given what she needs to find and develop her abilities. In the move away from notions of the innate genetic superiority of a few chosen individuals, toward an appreciation of environmental and psychosocial factors interacting over time, giftedness, creativity, and talent become less mysterious and exclusive. Rather than working to entrench an inequitable status quo, then, gifted education has the potential to transform educational opportunities and affordances across racial, cultural, socioeconomic, and other kinds of diversity. Gifted education today, as it incorporates current knowledge about human development, provides an exciting opportunity for creative empowerment for diverse individuals.
The Relationship between Bullying and Suicide in a Sample of 53,000 Young Minnesotans
Author: Baker, Timothy D.
Date: 2013-12-00
Type: Journal Articles
Subjects: Bullying,Suicide,At Risk Persons,Alcohol Abuse,Drug Abuse,Mental Disorders,Family Influence,Community Influence,Environmental Influences,Teacher Influence,Victims,Gender Differences,Family Violence,Predictor Variables,Psychological Patterns,Resilience (Psychology),Educational Environment,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Student Characteristics,Racial Differences,Ethnicity

Data from the spring 2010 Minnesota student survey were analyzed in order to quantify the risk for suicide ideation as a function of bullying variability. Other factors available from the survey included alcohol and other drug use, within-family violence and abuse, mental health symptoms. In addition, a factor analysis revealed a protective connectedness factor (with family, community, and educators). A principal component analysis was conducted to determine systematic variables that were subsequently entered into a logistical regression equation. The bullying factor (victimization plus some mild bullying), alcohol and other drug use, mental health indicators and gender (coded as Female), and family violence all significantly and strongly predicted suicide ideation among 53,000 Minnesota youth. Connectedness with family, school, and community turned out to be a protective factor (e.g., demonstrated a negative correlation with suicidal thoughts). Additional results demonstrated that bullying also was associated with with self-reported suicide attempts.
Opportunities and Challenges of Talent Development for Students Placed At-Risk
Author: Treffinger, Donald J.
Date: 2013-12-00
Type: Journal Articles
Subjects: Talent Development,At Risk Students,Models,Gifted Education,Clubs,Student Characteristics,Personal Autonomy,Creative Activities,Creative Thinking,Problem Solving

Let us suppose that schools are, or might strive to become, places in which educators work collaboratively with parents and the wider community to recognize, nurture, and celebrate the strengths and talents in all people (cf., McCluskey, Treffinger, &amp; Baker, 1995). Based on such a vision for education, this article describes a practical model of education for talent development and identifies several ways in which that model can contribute to effective educational experiences for students who have been placed at-risk.
The Art of Environmental Adult Education: Creative Responses to a Contemporary Ecological Imperative
Author: Clover, Darlene E.
Date: 2013-12-00
Type: Journal Articles
Subjects: Adult Education,Environmental Education,Art,Program Descriptions,Energy,Conservation (Environment),Foreign Countries,Creativity,Mass Media,Imagination,Neoliberalism,Power Structure,Ecology,Handicrafts,Fuels,Industry,Females,Intervention,Organizations (Groups)

In this article, I share the story of &quot;The Positive Energy Quilts,&quot; a collective environmental adult education art project on Vancouver Island, British Columbia that challenged the building of a power plant. I illustrate how this project creatively, poignantly, and stealthily drew out knowledge, and visual-counter narratives, challenged mainstream messages, and attracted media attention. This project provided an imaginative, intentional forum where power was both contested and exercised on the neo-liberal ecological landscape.
Gifted and LGBTIQ: A Comprehensive Research Review
Author: Wexelbaum, Rachel
Date: 2014-08-00
Type: Journal Articles
Subjects: LGBTQ People,Academically Gifted,Gifted Education,Creativity,Elementary Secondary Education,Gifted,Identification (Psychology),School Culture,Academic Achievement,Student Development,Social Development,Emotional Development,Safety,Teacher Attitudes,Social Bias,Teacher Behavior,Textbooks,At Risk Students

During the 2013-2014 academic year, we served on a faculty learning community exploring issues facing students identifying as Lesbian, Gay, Bisexual, Transgendered, Intersex, or Queer (LGBTIQ). Through collected testimonies from LGBTIQ friends and colleagues, we noted a nexus between LGBTIQ status and creativity. Many LGBTIQ colleagues had received gifted education in K-12 or were otherwise identified with athletic excellence, intellectual giftedness, or superlative performance in the fine arts. We then consulted the research literature about gifted LGBTIQ individuals to provide guidance to colleagues and parents involved in gifted and talented education. Gifted educators and advocates are uniquely positioned to help students synthesize balanced, healthy gifted, talented, creative (GTC) LGBTIQ identities. Initially, we discuss how GTC identity intersects with co-identification as LGBTIQ. Subsequently, we show how school climate affects the academic performance and socioemotional development of GTC and LGBTIQ students, with an emphasis on issues of particular interest to gifted educators. In the final section, we summarize findings, propose a research agenda, and offer specific recommendations for dealing with sexual orientation/gender identity issues facing GTC students. A theme running through the review relates to helping children and young adults develop healthy self-identities by teaching them how to use their gifts and talents to integrate in a society frequently hostile to LGBTIQ and occasionally to young people identified as GTC. In the spirit of forthrightness in addressing identity, author Wexelbaum identifies as a GTC cisgender lesbian (who received gifted and talented services from elementary through high school) and author Hoover identifies as a cisgender heterosexual male.
Predicting the Birds: One Student&apos;s Poetics of Difference
Author: Morawski, Cynthia M.
Date: 2013-12-00
Type: Journal Articles
Subjects: Photography,High School Teachers,Teaching Methods,Art Education,Vision,Poetry,Light,Reading Processes,Graduate Students,Assignments,Art Teachers,Masters Programs,Teacher Educators,Foreign Countries,Special Education,Collaborative Writing

One day, over four centuries ago, Daniele Barbaro, a Venetian nobleman, tried an interesting experiment (Upton &amp; Upton, 1980). He decided to use a convex lens from a farsighted man's spectacles to expand the viewing power of his camera obscura. To his delight, &quot;the lens projected images much superior to those previously supplied by the simple pinhole camera&quot; (p. 52). Much more recently, a high school art teacher encouraged her second period second year art students, to use the human eye like a camera, to expand their own visual fields by reading poetry with the suspended pigments of watercolour lights--a trompe l'oeil for the mind. Presented in this paper is a specific poetic illustration of one graduate student's visual investigations, prompted by an assignment from the course.
Who Decides What Giftedness Is?
Author: Persson, Roland S.
Date: 2013-12-00
Type: Journal Articles
Subjects: Academically Gifted,Definitions,Talent Identification,Talent,Ability Identification,Gifted Education,Social Influences,Knowledge Economy,Global Approach,Problem Solving,Theory Practice Relationship,Beliefs,Aggression

Who, rather than what, decides what giftedness is? The academic world traditionally focuses on theoretical descriptors whereas society as a whole is more interested in practical function. This partly divided focus is becoming increasingly critical and problematic as economies are becoming global and the political objective is to create a knowledge economy. High-achieving and creative individuals are becoming key individuals in making the emerging global economy possible. In the wake of this development follows a shift from theoretical understandings of giftedness to a focus on what the gifted and talented can actually do. There are therefore a number of deciding factors in defining what giftedness is: academic concerns and practical concerns as defined by society. Within each social group with various vested interests in high ability are individuals promoting and defending their own agenda for a number of reasons, prompted unaware by human nature. Whoever has dominance in any social context also reserves the right to definition of how to understand giftedness and talent irrespective of whether such a definition is scientifically right or wrong. In concluding the article, the current state of affairs in the light of the global superculture and its constituting knowledge economy is discussed.
Dabrowski on Intelligence: Dethroning a Venerable Construct
Author: Mendaglio, Sal
Date: 2014-08-00
Type: Journal Articles
Subjects: Intelligence,Academically Gifted,Gifted Education,Theories,Multiple Intelligences,Emotional Intelligence,Intelligence Quotient,Intelligence Tests,Scores,Cognitive Ability,Adults,Children,Cognitive Tests

In recent years, there have been attempts to diminish the privileged position held by the construct of intelligence. Made pre-eminent by such luminaries as Binet, Terman, and Spearman, recently traditional intelligence has been demoted to simply another variable. With the rise of multiple intelligence and emotional intelligence, traditional Intelligence Quotient (IQ) is challenged by Emotional Quotient (EQ). In gifted education, current theories of giftedness, while retaining intelligence as a criterion, add other criteria, such as productivity, as necessary to define giftedness -- a dramatic shift from Terman's sole criterion of high IQ score. In contrast, Dabrowski's theory of positive disintegration dethrones the construct and relegates intelligence to a subservient role. This article discusses Dabrowski's perspective on intelligence and responds to the question: To what is intelligence subservient? [Note: The volume number (1), issue number (2), and publication date December 2013 shown on the PDF are incorrect. The correct citation for this article is v2 n1 August 2014.]
How an Enrichment Summer Program Is Meeting the Expectations of Gifted Science Students: A Case Study from Finland
Author: Tolppanen, Sakari
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Enrichment Activities,Academically Gifted,Summer Programs,Program Effectiveness,Expectation,Academic Education,Secondary School Students,Foreign Students,Social Change,Gender Differences,Age Differences,Student Interests,Intellectual Disciplines,Ethics,Environmental Education,Climate,Interpersonal Competence,STEM Education

This study investigated the expectations of gifted students for a science enrichment summer program held in Finland in 2011 and how these expectations were met. The students' expectations were studied by analyzing the answers of 1,935 camp applicants. Altogether, 4,348 expectations were identified through content analysis. The data showed that the majority of the students (90%) expressed academic expectations followed by social (68%) and ethical (38%) expectations. This research also analyzed how well five specialists who taught at the camp were able to meet student expectations by implementing a given curriculum. The results indicated that the academic expectations were met in various pedagogical ways, while the social expectations were also realized; however, some of the teachers encountered challenges in realizing the ethical expectations. The implications of this study are discussed in order to benefit curriculum design and teaching in enrichment summer courses for the gifted.
The Factor Structure of the Scales for Rating the Behavioural Characteristics of Superior Students (SRBCSS): Results on an Omani Sample
Author: Kazem, Ali Mahdi
Date: 2014-08-00
Type: Journal Articles
Subjects: Factor Structure,Measures (Individuals),Student Behavior,Academically Gifted,Foreign Countries,Secondary School Students,Factor Analysis,Test Validity

The use of teacher-rating scales constitutes an integral component in the identification of gifted students. The purpose of this study was to explore the factor structure of the Scales for Rating the Behavioural Characteristics of Superior Students (SRBCSS, Renzulli, Smith, White, Callahan, &amp; Hartman, 2002). Participants consisted of 672 (310 females and 362 males) students from several parts of Oman from Cycle II (grades five to ten). Exploratory factor analysis of the fourteen scales was conducted using principal components analysis with varimax rotation yielded thirteen factors. The results of the study support the factorial validity of the SRBCSS and warrants future research on the scale.
Gendered Word (or World): Sexism in Philippine Preschool English Language Textbooks
Author: Tarrayo, Veronico Nogales
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Preschool Education,English (Second Language),Gender Bias,Females,Males,Sex Stereotypes,Qualitative Research,Statistical Analysis,Content Analysis,Textbook Evaluation,Cultural Influences,Individual Characteristics,Life Style,Occupations,Interests

Adhering to the notion that language learning is necessarily a culture-learning process, this paper explores the issue of sexism in six Philippine preschool English language textbooks. The study adopts the qualitative-quantitative approach in examining the following categories: gender visibility (illustrations), &quot;firstness,&quot; occupational-role representations, character attributes, and interests and lifestyles. Data reveal that the textbooks seem to feature both genders; still, the males appeared more frequently than females in the illustrations of the textbooks. In terms of &quot;firstness,&quot; males appear before females more often; this could imply that the textbooks seem to favour males, thus, appearing to be sexist. Also, females are far less visible than men in occupational roles. The occupational roles for females are less diverse and are restricted to stereotypical types of occupation/profession while male occupations show a wider range, thus, providing them with more options than females. Moreover, about the same number of character attributes is allocated to both genders. Females are usually attributed with their &quot;good&quot; looks and passivity; by contrast, males show aggression, dominance, and activity. In the textbooks analysed, the number of interests and lifestyles of females is higher than those of males. However, the females are more particularly represented in indoor activities, i.e., household chores. This paper likewise discusses the implications of the findings for language teaching and learning.
Instructional Communication Scholarship: Complementing Communication Pedagogy
Author: Goodboy, Alan K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Communication Research,Educational Research,Teaching Methods

Instructional communication &quot;refers to the study of the human communication process across all learning situations independent of the subject matter, the grade level, or the learning environment&quot; (Myers, Tindage, &amp; Atkinson, 2016, p. 13). Instructional communication is relevant to communication pedagogy because at its core, instructional communication is studied as a three-way intersection (Farris, Houser, &amp; Hosek, 2018) among the disciplines of pedagogy (with a focus on teaching), educational psychology (with a focus on the student learner), and communication (with a focus on meaning and messages). Instructional communication offers a general perspective on instructor communication competence in the classroom, and what it offers to communication pedagogy is a core pedagogical repertoire of effective teaching behaviors that optimize students' learning in any course, despite the course's learning outcomes or subject matter. Therefore, instructional communication and communication pedagogy are complementary areas of inquiry; that is, communication instructors will not be effective educators without strategically considering--for each course taught in a given semester--both pedagogical techniques (e.g., writing accurate course objectives; choosing or creating activities that align with the objectives; teaching communication skills using proven pedagogical strategies) and instructional communication practices (e.g., communicating with students clearly; confirming students; integrating appropriate humor). These disciplines offer micro (i.e., communication pedagogy) and macro (i.e., instructional communication) perspectives on teaching that both deserve close attention as instructors strive to be the best educators (and communicators) in the communication courses that they teach.