ethanporcaro/eric-fulltext-meta huggingface dataset:
Think Tanks, Policy Networks and Education Governance: The Emergence of New Intra-National Spaces of Policy in Portugal
Author: Viseu, Sofia
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Organizations (Groups),Educational Policy,Policy Formation,Governance,Social Networks,Network Analysis,Problem Solving,Decision Making,Information Dissemination

This article focuses on the role of think tanks in education governance in Portugal. We are interested in contributing to a literature that discusses the emergence of new intra-national spaces of policy, and examines how the actors operating in those spaces work and influence education policy. This article is based on an empirical study conducted by EDULOG, a think tank for education that has been operating since 2015. We mapped EDULOG's activities, the information generation activities, organizations, and actors connected to EDULOG using a network ethnography and social network analysis. This study shows that a) this organization articulated a network of actors from different sectors, including the academy, business and government agencies; and b) EDULOG acts as a space of social and cognitive intermediation, committed to developing knowledge geared towards policy decision and problem solving.
Open Educational Resources&apos; Impact and Outcomes: The Essence of OpenKnowledge and Its Social Contribution
Author: Mengual-Andrés, Santiago
Date: 2018-09-00
Type: Journal Articles
Subjects: Models,Informal Education,Nonformal Education,Educational Technology,Technology Uses in Education,Access to Education,Educational Policy,Instructional Materials,Shared Resources and Services,Influence of Technology

This article identifies the main social contributions of Open Educational Resources (OERs), their impact and the results of several initiatives related to them. Based on a theoretical and reflexive framework, we analyze the evolution of business models around OERs, their contribution to open knowledge and the common educational policies related to this phenomenon. Finally, we point out the new horizons and models of knowledge based on OERs. Design/methodology/approach: This study utilizes a theoretical and conceptual framework based on references coming from journals with an impact factor, complemented with quotes by important authors and OER representatives. The review offers a conceptual and applied overview regarding the business models around OERs, their contribution to open knowledge and their impact on current society. Because the study is not empirical, the authors justify their statements on existing scientific literature with high academic impact. Practical implications include knowledge about the OER phenomenon, its social contributions, and the economic models established around it. [Edited by Lílian do Valle, Daniel Mill and Aldo Victorio Filho.]
The Physical Environment for Play Therapy with Chinese Children
Author: Shen, Yih-Jiun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Play Therapy,Cultural Influences,Asian Culture,Counseling Techniques,Neuropsychology,Environmental Influences,Toys,Playgrounds

The growing interest in addressing the mental health needs of Chinese children through play therapy calls for an understanding of the cultural roots and norms of Chinese families. To help professionals succeed in this traditionally Western treatment when providing cross-cultural play therapy, the authors make recommendations concerning the location and appearance of the play therapy facility, including its waiting room and playroom. They discuss the need for carefully introducing play therapy to Chinese parents and suggest Western and Chinese toys and play items that are therapeutically appropriate for Chinese children. The authors also propose an outdoor play area based on the therapeutic rationales of contemporary neuropsychology. With this culturally sensitive discussion, the authors seek more effective play therapy not only for the children living in Chinese societies--mainland China, Hong Kong, and Taiwan--but also in countries with major Chinese child populations.
Latinos: Higher Education and Technology
Author: Flores, Sylvia L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Higher Education,Educational Attainment,Academic Achievement,Meta Analysis,Information Technology,Correlation,Technology Integration,Teaching Methods

The Latino-Ethnic group are an ethnic group that have been overlooked in research studies for many years now. Researchers have addressed needs to increase higher education rates in various ethnic groups across the nation. However, the Latino-ethnic group continues to remain with lower higher education success rates. The purpose of this study is to understand the dynamics involved with Latino-ethnic group, higher education, technology, and academic success rates. The researcher will use a meta-analyse of peer reviewed articles to fully understand the research findings related to the purpose of this study and suggest future research. Conflict theory was used to better understand the dynamics involved in the research field that focus on the Latino-ethnic group and technology and academic success.
Perspectives of Program Completers on the Effectiveness of Clinical Education Program on Teaching Preparedness
Author: Burns, Ann H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Education Programs,Graduate Surveys,College Graduates,Preservice Teacher Education,Education Work Relationship,Beginning Teachers,Teacher Attitudes,Student Teaching,Program Effectiveness,Program Improvement,Readiness

The study examines the extent to which education program completers effectively apply the professional knowledge, skills, and dispositions that the education program was designed to achieve. Prior to this study, the EPP has only analyzed completer survey data to determine the extent to which education program completers believe their preparation program was effective in preparing them to enter the profession ready to meet the challenges inherit within their classrooms and schools. The mixed methods pilot study used multiple methods to explore the impact the EPP's redesigned clinical education program had on perceptions of program completers from 1 to 5 years employed; to determine the extent to which program completers have a positive impact on their P-12 students' academic growth, and to identify areas of strength and areas for improvement relative to the preparation program provided by the EPP.
Undergraduate Retention Rates for Students in Learning Support Math Classes versus Traditional Math Classes Controlling for ACT Mathematics Scores
Author: Dula, Mark E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Probability,Statistics,Academic Persistence,Mathematics Tests,Scores,College Entrance Examinations,Mathematics Instruction,Correlation,Mathematics Education,Enrollment Trends

The purpose of this study was to determine if the 1- and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students enrolled in a Probability and Statistics course (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester to the 2014 fall semester. As expected, students who scored a 19 or greater on the mathematics section of the ACT were significantly more likely to be enrolled in later semesters than students who scored below a 19. When students were grouped by matching ACT mathematics sub scores there was not a significant difference in 1-term and 2-term retention rates between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course.
Online Doctoral Education: Strategies and Resources for Faculty Advisors
Author: Grady, Marilyn L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Degrees,College Faculty,Academic Advising,Video Technology,Graduate Students,Communities of Practice,Assignments,Writing Skills,Doctoral Dissertations,Research Skills,Teacher Student Relationship,Doctoral Programs

The purpose of this manuscript is to present strategies and resources for advisors of doctoral students in online programs. The strategies include an approach to creating a community of doctoral students, a video initiative to provide encouragement to students in the doctoral program, and assignments that enhance students' writing skills to support preparation of dissertation proposals and dissertations. Resources include recommended readings to enhance doctoral students' writing and research skills and recommended readings for doctoral faculty to support their work as doctoral advisors.
MVPx2: A Proposed Feedback Model for Millennial Students
Author: Reinhardt, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Self Efficacy,Independent Study,Academic Persistence,Online Courses,College Students,Self Esteem,Role,Teacher Student Relationship,College Faculty,Student Characteristics,Technological Literacy,Goal Orientation,Teaching Methods,Models,Writing Assignments,Discussion (Teaching Technique)

Increasingly, today's adult online college student is a Millennial possessing high self-esteem but low self-efficacy as cognitive characteristics. This work examines research into these cognitive differences, Bandura's self-efficacy theory, and the role of instructor feedback aimed at improving self-efficacy and self-directedness among these adult students. A resulting feedback model is offered for application in online education to ad- dress these challenges and improve persistence.
Ethics of Entrepreneurship: Should We Be Teaching Students the Inevitable Moral Dilemmas That Challenge All Entrepreneurs?
Author: McCormick, Marleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethics,Entrepreneurship,Teaching Methods,Relevance (Education),Values Education,Moral Development,Laws,Business Administration Education

A colleague who teaches entrepreneurial courses said, &quot;I do not do much with ethics in class. I' d like to do more.&quot; Our paper is designed to help our friend inasmuch as the paper offers a primer on entrepreneurial ethics. First, we discuss the nature of entrepreneurship and explore the unique ethical issues present in entrepreneurial activities. Then, we explore ways to convince students of the relevance of ethics to entrepreneurship. We introduce students to some conceptual issues, beginning with the question of whether ethics even bears upon entrepreneurship. Some argue that to take advantage of opportunities, an entrepreneur by definition will often need to break the rules during the creative destructive process (Brenkert, 2009). Others question &quot;whether entrepreneurship may be considered ethical at all&quot; (Jones &amp; Spicer, 2009, p. 103). Next, we show the legal problems unique to entrepreneurial activity, especially as stakeholders are unknown, and inasmuch as character issues present themselves. Specifically, the paper will demonstrate the relevance of ethics to entrepreneurship, including an application of virtue theory and stakeholder theory (Freeman, 1984). This section will also explain how stakeholder theory is reflected in the law applicable to entrepreneurial activities, which helps students understand the necessity for other-regarding behavior. This lesson is especially important for students who aspire to start their own businesses and who, in all likelihood, lack the experience necessary to navigate the legal and regulatory landscapes applicable to their fields. The paper will show that entrepreneurial activity, despite its challenges, ought not be without ethics.
Business and Local Poverty Course Genesis, Pedagogy and Future
Author: Cartledge, Barbara H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Poverty,Teaching Methods,Christianity,Higher Education,Entrepreneurship,Business Schools,Church Related Colleges,Futures (of Society),Course Descriptions,Undergraduate Students

This paper provides a discussion of the creation and development of a Social Entrepreneurship course and pedagogy within a Christian higher education institution's business school. It addresses the evolution of the course across nine years and concludes with future course option considerations.
Building a Case for Active Learning: The Use of Lecture vs. Other Classroom Activities at LMBC
Author: Werner, Jon M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Processes,Business Schools,College Faculty,Active Learning,Teaching Methods,Lecture Method,Problem Solving,Learning Activities,Intellectual Disciplines,Age Differences,Experiential Learning,Learning Theories,Academic Rank (Professional),Gender Differences,Groups,Teacher Attitudes,Graduate Students,Undergraduate Students,Case Method (Teaching Technique)

An action learning process was used at a large Midwestern business college (&quot;LMBC&quot;) to promote greater use of active learning approaches in the classroom. At an all-college gathering, faculty received instruction and encouragement in the use of the case method in their respective classes. Faculty were subsequently surveyed about their use of lecture versus other more active classroom learning activities, such as problem-solving, case discussions, group work, and individual reflection. Results obtained demonstrated widespread use of active learning across the college, though with many differences based upon academic discipline, rank, age, and gender. Connections are made to models of change and experiential learning theory.
The Simple View of Reading across Development: Prediction of Grade 3 Reading Comprehension from Prekindergarten Skills
Author: Chiu, Y. D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Grade 3,Word Recognition,Listening Skills,Evaluation Methods,Preschool Children,Oral Language,Vocabulary,Grammar,Language Skills,Emergent Literacy,Phonological Awareness,Predictor Variables,Listening Comprehension,Correlation,Intelligence Tests,Verbal Ability,Language Tests,Children,Reading Tests

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.
Examining the Simple View of Reading with Elementary School Children: Still Simple after All These Years
Author: Lonigan, Christopher J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading,Elementary School Students,Reading Comprehension,Decoding (Reading),Grade 3,Grade 4,Grade 5,Predictor Variables,Linguistics

The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures of each construct, and latent variables were used in all analyses. Overall, the results of our study indicate that (a) the two constructs included in the SVR account for almost all of the variance in reading comprehension, (b) there are developmental trends in the relative importance of the two components, and (c) the two components share substantial predictive variance, which may complicate efforts to substantially improve children's reading comprehension because the overlap may reflect stable individual differences in general cognitive or linguistic abilities.
The Simple View of Reading: Advancements and False Impressions
Author: Catts, Hugh W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Language Skills,Decoding (Reading),Teaching Methods,Reading Instruction

In this article, I highlight the impact that the simple view of reading (SVR) has had on the field of reading over the last 30 years. I argue that the SVR has led to many significant advancements in our understanding of reading comprehension. I also contend that it has contributed to some false impressions concerning comprehension that impact research and practice in important ways.
Extending the Simple View of Reading to Account for Variation within Readers and across Texts: The Complete View of Reading (CVR&quot;i&quot;)
Author: Francis, David J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Difficulties,Reading Fluency,Oral Reading,Difficulty Level,Expository Writing,Differences,Reading Comprehension,Longitudinal Studies,Grade 6,Grade 7,Grade 8,Individual Characteristics

This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading function and the integration of the component skills and text and discourse frameworks for reading research. We illustrate the Complete View of Reading (CVR&quot;i&quot;) using data from an intensive longitudinal design study with a large sample of typical (N = 648) and struggling readers (N = 865) in middle school and using oral reading fluency as a proxy for comprehension. To illustrate the utility of the CVR&quot;i&quot;, we present a model with cross-classified random intercepts for students and passages and random slopes for growth, Lexile difficulty, and expository text type at the student level. We highlight differences between typical and struggling readers and differences across students in different grades. The model illustrates that readers develop differently and approach the reading task differently, showing differential impact of text features on their fluency. To be complete, a model of reading must be able to reflect this heterogeneity at the person and passage level, and the CVR&quot;i&quot; is a step in that direction. Implications for reading interventions and 21st century reading research in the era of &quot;Big Data&quot; and interest in phenotypic characterization are discussed.
Beyond the Ludic Lover: Individual Differences in Playfulness and Love Styles in Heterosexual Relationships
Author: Proyer, René T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Individual Differences,Adults,Intimacy,Sexual Orientation,Classification

Adult playfulness contributes to well-functioning romantic relationships, claim the authors, who study the association between playfulness of several kinds (other directed, lighthearted, intellectual, whimsical) and six specific attitudes towards love they call love styles--&quot;eros,&quot; &quot;ludus,&quot; &quot;storge,&quot; &quot;pragma,&quot; &quot;mania&quot; and &quot;agape.&quot; To do so, they engaged seventy-seven heterosexual couples to rate the love styles against a checklist for playful behaviors in romantic relationships the authors call the Playful Love Checklist (PLC). The authors then analyzed the responses for similarities and robust associations, either negative or positive, between partners for their views on playfulness in love relationships. Their findings suggest, among other things, that current conceptualizations of playfulness do not much overlap with what other researchers have called the ludic lover, and the authors' analysis of self-ratings and partner ratings contributes to our understanding of the association between playfulness and love styles.
Developing a Dramatic Pretend Play Game Intervention
Author: Goldstein, Thalia R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Games,Intervention,Dramatic Play,Preschool Children,Program Development,Program Implementation,Story Reading,Toys,Social Development,Emotional Development

Children have a natural inclination to play and imagine themselves as characters. Research has supported theories that connect this pretend play and related theatrical play to the development of children's social and emotional skills, but the author contends we need further, more rigorous research on whether such play directly relates to such positive outcomes. The author developed a cohesive pretend play intervention to conduct such research, using block play and story time as controls to distinguish what may be uniquely useful about pretense. She seeks to provide researchers and practitioners who work with children a model for creating guided-play activities. She also discusses how to train play leaders and handle the issues that arise in the implementation of these pretend play interventions.
Quixotean Play in the Age of Computation
Author: Sicart, Miguel
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Use,Play,Computation,Information Science,Computer Networks,Man Machine Systems,Learner Engagement

The author proposes a rhetoric of computational play as a perspective for the analysis of the ludic in the Information Age. Combining concepts from the philosophy of information and postphenomenology with different theories of play, he argues that there is a play element shaping the cultural impact of computational media and that this kind of play is experienced as either submission or resistance to the pleasures of computation. Both kind of experiences help develop new forms of understanding and create the cultures of the Information Age.
Problem Gaming: A Short Primer
Author: Gorman, Thomas E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Games,Addictive Behavior,Mental Disorders,Clinical Diagnosis,Incidence,Conceptual Tempo,Self Control,Comorbidity,Identification,Cognitive Restructuring,Behavior Modification,Drug Therapy,Outcomes of Treatment

As the popularity of video games has risen so too has the worry about the problems associated with playing them. The authors review the research concerning problem gaming, its similarity to some clinical addictions like gambling and drug and alcohol abuse, and current treatment options. They conclude that, regardless of how researchers and medical professionals assess the nature of a gaming disorder, few who play video games experience negative consequences from doing so and, at best, only a small subset of players might be considered to suffer from an addiction to it.