ethanporcaro/eric-fulltext-meta huggingface dataset:
This Is What We Do: Emphasizing Discipline-Specific Literacy Practices in Teacher Education
Author: Marlatt, Rick
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Secondary School Teachers,Literacy Education,Content Area Reading,Content Area Writing,Student Attitudes,Teacher Competencies,Lesson Plans,Social Influences,Cultural Influences,Teaching Methods

This article describes a recent practitioner-research study of secondary preservice teachers' development of literacy instruction in a content area literacy course at a large university in the Southwest United States. The study utilized a sociocultural approach that focused on discipline-specific literacy practices that define what it means to be literate within a content area. After sharing perceptions of their ability to use literacy practices to design effective literacy instruction in an open-ended survey, participants created a series of lesson plans by focusing on literacy practices they identified as vital to their disciplines in a text analysis assignment. Finally, participants completed a second survey following the unit and took part in semi-structured interviews. Qualitative content analysis was conducted on survey responses, essays, lesson plans, and transcribed texts. Findings conclude that a focus on disciplinary literacy practices invites social and cultural connections between the ways in which people make meaning and the contexts surrounding those operations, and that those practices inspire new kinds of instructional strategies designed to enhance literacy achievement.
A Multiple Case Design for the Investigation of Information Management Processes for Work-Integrated Learning
Author: Brink, Roelien
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Information Management,Higher Education,Partnerships in Education,Mentors,College Students

The different learning offerings provided by various faculties have unique and diverse procedures which justify different work-intgrated learning (WIL) approaches. A lack of structure regarding the information management for WIL across departmental silos, results in different processes being followed. Frameworks for the information management of WIL have been developed at international higher education institutions over long periods of time, which have evolved into good practice benchmarks. In order to answer the research question 'how can information be managed to facilitate the WIL process for various faculties at a higher education institution?', three higher education institutions were studied, two in America and one in South Africa. The primary focus of these multiple-case studies was to determine how information can be managed to facilitate the WIL process for various faculties at a higher education institution. The research approach and design of the study is discussed in terms of the methodological contribution.
The Evolution of a Mixed Methods Study in Work-Integrated Learning
Author: Cameron, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Work Experience Programs,Risk Management,Research Design,Universities,Lawyers,Case Studies

This article describes the evolution of, and rationale for, a mixed methods study of risk management by university lawyers in the specific context of work-integrated learning (WIL) programs. The evolution provides a road map of the research design, incorporating references to research methods texts used by the author at each stage of the mixed methods design. The roadmap also includes primary resources developed during the mixed methods study, such as survey instruments, invitations to participate, consent forms, conceptual models and interview guides. These resources can be accessed by WIL researchers to assist them with navigating mixed methods design. WIL researchers are also provided with a number of strategies to promote the validity of their research and research limitations to be mindful of when conducting WIL research using mixed methods.
The Power of Hermeneutic Phenomenology in Restoring the Centrality of Experiences in Work-Integrated Learning
Author: Stephenson, Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Hermeneutics,Phenomenology,Workplace Learning,Integrated Activities,Foreign Countries,Preservice Teachers,Preservice Teacher Education

Our research using hermeneutic phenomenology positions a pre-service or graduate teacher's learning to be a teacher as a process of formation which involves relational sensibilities and ontological understandings that are often taken for granted and can be drawn from teacher's everyday experiences of 'being-in' their practice. We live in ideological times that are challenging the priorities, practices and discourses within pre-service teacher education programs. Critically important here are changes driven by an ideological 'evidence-based' priority for the 'measurement' of preservice teachers and graduate teachers' professional practice. In this paper, we share our concerns over this narrowing of educational outcomes toward behavioral practices occurring in the context of work-integrated learning (WIL). How have Initial Teacher Education Programs lost sight of the holistic, complex and contextual nature of their praxis? Not to mention the nuanced and experiential improvisation occurring within every relational engagement that constitutes WIL.
The Utility of Case Study as a Methodology for Work-Integrated Learning Research
Author: Lucas, Patricia
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Workplace Learning,Integrated Activities,Educational Research,Vignettes,Undergraduate Students,Cooperative Education

Work-integrated learning (WIL) research is heavily steeped in particular contexts making it highly suited to flexible, multiple perspective methodologies, such as case study. However, case study methodology is often criticized for being too specific, not generalizable and limited in what it can contribute to theory. In addition, there is often confusion between the meaning and application of the terms method and methodology. This paper presents an argument to help guide and support researchers who are considering a case study approach to their WIL research. Two vignettes demonstrate how researchers overcame some of the alleged limitations of case study as a methodology and utilized the benefits to advance the theory and practice of WIL. Case study provides a sound methodology that can reflect the variability of research contexts and enables a flexible approach to address a wide range of research questions that are relevant to the evolving nature of WIL
Valuing Students&apos; Responses to Implement a Social Justice Pedagogy: A Descriptive Case Study
Author: Shelton, Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Experienced Teachers,Educational Practices,Social Studies,Professional Identity,Decision Making,Teacher Student Relationship,Secondary School Teachers,High School Students,Enrichment Activities,Transformative Learning,Student Attitudes,Course Evaluation,Student Participation

An extensive body of research focuses on early-career and pre-service teacher identities, with the underlying assumption that veteran teachers are entrenched in particular mindsets and thus, less likely to explore or learn from social justice pedagogies. Guided by Crenshaw's concept of a &quot;single-axis framework,&quot; the authors argue in this paper that the experiences of Jacob, a 30-year veteran educator, disrupts the assumptions that social justice research is limited to neophyte teachers and demonstrates the degrees to which even highly skilled and experienced teachers might interrogate their practices to better advance social justice education that centers students' identities as imperative driving forces in pursuing and achieving social justice. To grasp the significance of centering students' identities as driving forces in pursuing and achieving social justice, we draw on and synthesize multiple threads of literature, and then present and analyze a descriptive case study through ethnographic fieldnotes, a focus group interview, and conversational interviews, in an effort to bridge the divides between pedagogy and practice.
Using Data Mining Methods for Research in Co-Operative Education
Author: Chopra, Shivangi
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Retrieval,Data Analysis,Research Methodology,Educational Research,Cooperative Education,Graphs,Work Experience Programs,Occupational Information

This paper describes two classes of advanced data mining methods that can obtain actionable insight from cooperative education data: text mining of job descriptions and graph mining of job interview data. While these methods are not new in general, they have not been widely used in co-operative education research. A technical overview of each method is provided, followed by a case study using real data from a large North American university. The case study illustrates that the proposed methods can enable students, employers and institutions to make better data-driven decisions. For example, text mining of job descriptions can reveal sought-after skills while graph mining of interview relationships can characterize the extent of competition for jobs.
Telling Your Story of Work-Integrated Learning: A Holistic Approach to Program Evaluation
Author: Rowe, Anna D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Workplace Learning,Integrated Activities,Holistic Approach,Program Evaluation,Foreign Countries,Case Studies,Undergraduate Students,College Graduates,Employment Potential,Job Skills,Outcomes of Education,Program Effectiveness

Universities are increasingly investing in work-integrated learning (WIL) as a mechanism by which to enhance graduate employability. However, with such investment comes more pressure to demonstrate impact. Program evaluation can be undertaken for a diverse range of purposes including quality assurance, program improvement and accountability. Many evaluations in WIL have focused on measuring the impact of discrete models or cohorts on student outcomes, with less attention to partner and community impact. The complex nature of WIL, such as the involvement of multiple stakeholders, diverse models and delivery modes, means that a holistic approach may be more appropriate, measuring outcomes for multiple stakeholders, as well as program processes. This paper will discuss some of the opportunities, challenges and tensions associated with program evaluation in WIL, drawing on a case study of one Australian university, which implemented the evaluation of a university-wide WIL initiative. Implications for practice and research are discussed.
Recognizing and Resolving the Challenges of Being an Insider Researcher in Work-Integrated Learning
Author: Fleming, Jenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Workplace Learning,Integrated Activities,Barriers,Ethics,Cooperative Education,Case Studies,Knowledge Level,Access to Information,Educational Research,Educational Researchers,Theory Practice Relationship,Higher Education

Insider research studies are common in work-integrated learning (WIL) research, yet little has been written about the methodological and ethical dilemmas that WIL researchers face. Using a case study narrative, the position of an insider researcher is justified, and the challenges faced, when a researcher undertakes an in-depth study of their own WIL program is examined. The unique perspective of the history and culture of the researcher's program was the most significant advantage, enabling a deep level of understanding and interpretation. Key challenges included: minimizing the potential for implicit coercion of the participants; acknowledging the desire for positive outcomes; ensuring tacit patterns and regularities were not taken for granted; and awareness of the potential conflicts of being an academic and researcher within the same context. In this paper, strategies to assist WIL researchers minimize these challenges are suggested. Insider research provides a valuable contribution to the theory and practice of WIL from a different perspective than may be obtained by someone not deeply embedded and involved.
Methodologies, Methods and Ethical Considerations for Conducting Research in Work-Integrated Learning
Author: Fleming, Jenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Workplace Learning,Integrated Activities,Ethics,Cooperative Education,Educational Research,Conflict of Interest,Risk,Confidentiality,Case Studies

Over the last 20 years, research focused on work-integrated learning (WIL) has expanded considerably. While early research predominantly utilized quantitative study designs, recently a more diverse set of methodologies is being used to address questions and issues arising from a range of WIL models. This Special Issue is intended to present different methodologies available to WIL researchers. The papers include case studies of how these methodologies, and methods within, are being used for WIL research, along with discussion of the strengths and limitations of using the research approach. Examples of case study methodology, multiple case studies, mixed methods, program evaluation research, hermeneutic phenomenology, grounded theory, reflective practice as research, and large-scale data mining, provide insights into different ways of addressing research questions. In this issue, the advantages and challenges faced by those conducting research as 'insiders' within their own organizations are also examined. Specifically, within this paper the importance of ethical conduct while engaging with research, especially WIL research using human participants, is discussed, including the need to obtain ethical approval and consideration of issues around informed consent, conflict of interest, risk of harm and confidentiality.
Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs
Author: Robinson, Carly D.
Date: 2018-12-00
Type: Journal Articles
Subjects: Elementary School Students,Attendance Patterns,Intervention,Parent Attitudes,Parent Participation,Program Effectiveness

Attendance in kindergarten and elementary school robustly predicts student outcomes. Despite this well-documented association, there is little experimental research on how to reduce absenteeism in the early grades. This paper presents results from a randomized field experiment in 10 school districts evaluating the impact of a low-cost, parent-focused intervention on student attendance in grades K-5. The intervention targeted commonly held parental misbeliefs undervaluing the importance of regular K-5 attendance as well as the number of school days their child had missed. The intervention decreased chronic absenteeism by 15%. This study presents the first experimental evidence on how to improve student attendance in grades K-5 at scale and has implications for increasing parental involvement in education.
Historical Analyses of Fitness Testing of College Students in China
Author: Liu, Xiaolu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Fitness,Tests,College Students,Educational History,Testing,Test Items,Test Use,Health Related Fitness,Cutting Scores

This study examined changes in China's college student fitness test batteries since its inception in 1954. Using the constant content comparison method, the testing components, testing items and related cut-off values, testing methods, testing results utility, and testing material distribution were examined to identify the salient trends. The results presented a notable shift of testing components from skill-related fitness to health-related fitness. The total number of testing items has been reduced, resulting in fewer optional testing items. New test methods were implemented since 2014 and the cut-off values for aerobic fitness decreased, while others remained the same or slightly increased over time. The test results were included in student grade point average for partially assessing students' academic achievement. There is a need to improve the quality of the test website, and more attention should be given to the possible use of new technology in college student health-related fitness testing.
The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence
Author: Murray, Desiree W.
Date: 2018-12-00
Type: Journal Articles
Subjects: Program Effectiveness,Early Intervention,Attention Deficit Hyperactivity Disorder,Young Children,Preschool Children,Family Programs,Outcomes of Treatment,Behavior Problems,Evidence

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association's Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered &quot;Probably Efficacious&quot; for young children at risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered &quot;Possibly Efficacious&quot; for children aged 4 to 6 years with ADHD, based on one study by the developer with a diagnosed sample.
Effects of Screen Time on the Physiological Variables of Nigeria Adolescent
Author: Otinwa, Grace O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Use,Adolescents,Physiology,Influence of Technology,Body Composition,Muscular Strength,Secondary School Students

The purpose of the study was to determine the effects of screen time on the physiological variables of Nigeria Adolescents. A quasi-experimental research design was adopted in carrying out the study. The physical characteristics of blood pressure, body composition, muscular strength and endurance of children were measured after parental consent has been obtained. The sample for this study comprised a total of sixty (60) participants selected through a convenient random sampling technique. Twenty (20) students were selected from three schools. The procedure and methods used for the study was approved by the Departmental Postgraduate Committee before carrying out the experiment. International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER.SD) Standardized test and instruments were used in data collection during the study. The instruments were calibrated. Data from the experiment conducted was analyzed using the descriptive statistics of mean and standard deviation with graphical illustration while the hypotheses were tested using the inferential statistics of independent sample t-test at a 0.05 level of significance. Findings indicated that there was a significant relationship between high and low screen time on the systolic blood pressure, diastolic blood pressure, body mass index (BMI), waist to hip ratio (WHR), muscular strength and muscular endurance of participants. The study recommends the promotion of healthy 7 and active lifestyles through the support of parents and teachers.
Online Credit Recovery and the Path to On-Time High School Graduation
Author: Rickles, Jordan
Date: 2018-11-00
Type: Journal Articles
Subjects: High School Students,At Risk Students,Online Courses,Repetition,Required Courses,Academic Failure,Grade 9,Mathematics Education,Algebra,Graduation Rate,Outcomes of Education

Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students' long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assigned to an online or face-to-face algebra credit recovery course. In particular, we look at math credits earned through four years of high school and rates of on-time graduation. We find no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.
A Review of Statistical Methods for Generalizing from Evaluations of Educational Interventions
Author: Tipton, Elizabeth
Date: 2018-11-00
Type: Journal Articles
Subjects: Intervention,Educational Research,Decision Making,Evidence Based Practice,Educational Policy,Generalization,Educational Improvement,Program Evaluation,Experimental Groups,Guidelines,Statistical Analysis,Randomized Controlled Trials,Data Collection

School-based evaluations of interventions are increasingly common in education research. Ideally, the results of these evaluations are used to make evidence-based policy decisions for students. However, it is difficult to make generalizations from these evaluations because the types of schools included in the studies are typically not selected randomly from a target population. This paper provides an overview of statistical methods for improving generalizations from intervention research in education. These are presented as a series of steps aimed at improving research design--particularly recruitment--as well as methods for assessing and summarizing generalizability and estimating treatment impacts for clearly defined target populations.
The Role of Social Media in Intercultural Adaptation: A Review of the Literature
Author: Alamri, Basim
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Role,Teaching Methods,Foreign Students,Acculturation,Student Adjustment,Social Capital,Immigrants,Family Relationship,Friendship,Social Adjustment

As international students, sojourners, and immigrants arrive at host cultures, they usually employ certain means and strategies to adjust to the traditions and norms in these cultures. The present article provides a review of the literature about the impact that social networking sites (SNSs), as one of these strategies, have on the process of intercultural adaptation. The article also points out the definitions and several types of SNSs and a number of common models of intercultural adaptation. The literature shows that SNSs have been used for several purposes during the intercultural adaptation process such as: (1) to remain in contact with their family members and friends in their home countries, (2) to obtain social capital, and (3) to socially adjust in educational settings. The pedagogical implications derived from the literature are manifested in threefold: connections and relationships, community, and acculturation.