ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving beyond the College-Preparatory High School Model to a College-Going Culture in Urban Catholic High Schools
Author: Aldana, Ursula S.
Date: 2014-04-00
Type: Journal Articles
Subjects: College Preparation,High Schools,Catholic Schools,Low Income,Hispanic American Students,African American Students,Interviews,Urban Schools,Outcomes of Education,Student Attitudes,Teacher Attitudes,Ethnography,Student Needs,Educational Opportunities,Disproportionate Representation,Discourse Analysis,Males,High School Students,Mixed Methods Research,School Counselors,Educational Counseling

A college-going culture has been found to improve academic outcomes for underrepresented high school students (Allen, Kimura-Walsh, &amp; Griffin, 2009; Stanton-Salazar, 2010). The research on Catholic high schools shows their college-preparatory environment ability to produce successful outcomes for African-American and Latino students (Bryk, Lee, &amp; Holland, 1993). This study examines two urban Catholic high schools and how they construct opportunities for low-income Latino and Africa-American male students. The year-long study draws from 1) ethnographic field notes; 2) interviews with students and staff; 3) survey and 4) student data. Data suggests that although both schools focused on preparing students for college, only one maintained a college-going culture through its &quot;college-going discourse&quot; which better served the needs of its underrepresented students.
Ho'okulaiwi and the Lived Experiences of Indigenous Research
Author: Wong, K. Laiana
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Well Being,Hawaiians,Research

Each article in this journal describes not only a unique journey, it also describes an effort to build a homeland of some form or another. The authors refer to these journeys as the &quot;loved experiences&quot; of indigenous peoples. The idea then, that research is a lived experience that reflects the macrocosms and microcosms of indigenous well being, is encapsulated in each article. Each article, while documenting a unique focus, has at its core the critical responsibility to work within one's community to prepare people with the knowledge, skills, strategies, and values necessary to facilitate the optimal functioning of all endeavors.
A Ao ka Po A Po ke Ao (Until Night Becomes Day, Until Day Becomes Night): Revolution: A Journey of Self-Reflection
Author: Kim, C. Mamo
Date: 2013-00-00
Type: Journal Articles
Subjects: Hawaiians,Indigenous Knowledge,Indigenous Populations,Spiritual Development,Cultural Influences,Inquiry,Western Civilization,Non Western Civilization,Social Action,Health Services,Medicine,Personal Narratives

C. Mamo Kim is a Native Hawaiian leader and political activist in Hawai'i. In 1986 she began healing people of diseases from which their doctors had already pronounced they would be imminently dying or chronically doomed to suffer. By merely placing her hands on or near the body she was able to completely reverse the diseases or chronic illness they had. These experiences led her to question the Western concept of health and healing and the way she was raised to think of it. This article presents an inquiry that is based on her encounter or lived experience with a kind of knowing that is not necessarily rational or linear, in a Western framework of intelligibility. She calls this &quot;knowing: and the healing that springs forth from it, &quot;spiritual&quot;. In the literature and oral traditions of many people, the term &quot;spiritual&quot; is used for the kind of &quot;knowing&quot; that she is referring to. In this article Kim writes that through her research, she has grown stronger in the conviction that what she has experienced of the spiritual healing phenomenon is a regularly occurring &quot;human&quot; phenomenon not necessarily bound to one culture, but informed by many cultures. She says that although everyone is not proficient in this particular skill set, this particular kind of &quot;knowing&quot; can be refined with training and practice. Kim then asks herself: What forces were in play that influenced her to self-repress and self-deny to abnormalize and pathologize herself instead of accepting and welcoming her experiences as a gift or a skill?
Aloha Pe: Ka Huliau
Author: Cashman, Kimo
Date: 2013-00-00
Type: Journal Articles
Subjects: Personal Narratives,Story Telling,Foreign Countries,Cultural Influences,Family (Sociological Unit),Hawaiians

This article recounts the story of a visit to Kelemania, the homeland of the author's grandparents. It relates a series of events that occurred approximately ten years ago and had a profound effect on the author's life. The events described here occurred within a very short period of time and set the author on a life's journey.
Nga Manu Korero: Revitalizing Communication, Customs and Cultural Competencies amongst Maori Students, Teachers, Whanau and Communities
Author: Tinirau, Rawiri
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Malayo Polynesian Languages,Language Maintenance,Cultural Maintenance,Secondary School Students,Pacific Islanders,Ethnic Groups,Competition,English (Second Language),Second Language Learning,Language Research,Language Usage,Native Language,Language of Instruction,Self Concept,Oral Language,Skill Development,Cultural Awareness,Leadership,Glossaries

The Nga Manu Speech Contest has grown to be one of the biggest and most positive events for New Zealand secondary school students where competitors articulate their thoughts and aspirations in both Maori and English. The contest is acknowledged as an avenue that enhances language and cultural development amongst Maori youth, yet no formal investigation has been launched to ascertain whether Nga Manu Korero contributes to the revitalization of Maori language, customs and cultural competencies. The purpose of this paper is to share the results of a research project that focused on Nga Manu Korero, the findings pertaining to cultural revitalization, their application at regional and national level, and how they affect Maori students, teachers, and communities.
Development of the &quot;Indigenous Self&quot; in Indigenous-Centered Student Services: An Examination of the Kokua a Puni Summer Enrichment Program
Author: Frietas, Antoinette
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Development,Summer Programs,Program Descriptions,Socioeconomic Influences,Cultural Influences,Educational Experience,Academic Achievement,Indigenous Populations,Models,Student Personnel Services,Student Adjustment,Higher Education,Self Concept,Enrichment Activities,Hawaiians

Conventional theories of student development are often used to explain student persistence, attrition, amd marticulation in education and thus formulate the basis for student retention models. Student development theories fail to consider the diverse set of socioeconomic cultural and academic experiences of Indigenous peoples, in this case Hawaiians, as they interface with institutions of higher education. This examination of the Kokua a Puni Summer Enrichment Program will help to identify gaps in student development theory, offer an Indigenous-centered model of student services, and facilitate a discussion on how this model promotes the program goals of leadership, self actualization, and identity exploration.
Hawaiian Performance Cartography of Kaua'i
Author: Akana, Kalani
Date: 2013-00-00
Type: Journal Articles
Subjects: Hawaiians,Cultural Influences,Cartography,Cultural Activities,Dance,Performance,History,Oral History,Handicrafts

This article provides a discussion that examines Hawaiian performance cartography as described by Oliveira--but only as it relates to the island of Kaua'i. Section I begins with a chant asking permission to &quot;enter&quot; into the cultural landscape described in &quot;mele&quot; (songs) and &quot;hula&quot; (dance). Section II looks briefly at &quot;mo'oku auhau&quot; (genealogies), &quot;inoa'aina&quot; (place names), &quot;mahele'aina&quot; (land divisions), &quot;oleo no'eau&quot; (proverbs), and &quot;mo'olelo&quot; (historical accounts). Section III looks at &quot;hei&quot; (string figures) as performance cartography. The discussion in each section will provide examples and explanations of Hawaiian performance cartography, which includes a first time look at the cartographic representations of &quot;hei.&quot;
Ke Ha&apos;a La Puna i Ka Makani: Pele and Hi&apos;iaka Mo&apos;olelo and the Possibilities for Hawaiian Literary Analysis
Author: ho'omanawanui, ku'ualoha
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Hawaiians,Cultural Influences,History,Oral History,Literature,Scholarship,Research,Genealogy,Figurative Language,Land Settlement,Higher Education

In 2003, the University of Hawai&apos;i sponsored a symposium titled &quot;Indigenizing the University.&quot; This symposium featured indigenous scholars such as Linda Tuhiwai Smith, Graham Smith, and Taiaiake Alfred, who addressed how indigenous political theory and methods of research were necessary to support indigenous research and how changes to the university personnel structure were needed to include indigenous people at every level of the university. One central question emerged from that symposium for the author of this article: &quot;It it possible to indigenize research theories methods, and practices within the discipline?&quot; This essay explores selected examples of the author&apos;s ongoing development of culturally informed theories that guide the interpretation of Hawaiian orature and literature in nineteenth century Hawai&apos;i and beyond.
Kicking the Bucket: It's All about Living
Author: Perry, Kekailoa
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Cultural Influences,Culturally Relevant Education,Cultural Maintenance,Educational Change,Indigenous Populations

In Hawai'i there is a myth known as the alamihi crab syndrome. The myth is a creation of foreign origin used to explain a Western worldview of Hawaiians. It is deployed to explain everything from the 1893 overthrow of the monarchy to the reason why Hawaiians can never better their lives. Crabs in a bucket have a tendency to struggle and fight to escape early in their captivity. As time passes, the crabs in the bucket give in to their depressing state of affairs. Many are observed as docile, lifeless, and almost dead. Life in the bucket also has the potential to be dangerously comfortable because the crabs learn to become content with their captivity. Employing this analogy by considering the Hawaiians as the crabs, and the bucket as the perceived benefits of Western civilization, Perry illustrates his point that an imperial system of oppression that has been present in Hawaii for over 200 years is in no hurry to leave. He believes that the Hawaiian people should always be encouraged to be aware of their colonial-like situation. He posits that the Hawaiian, like the crab, was never meant to live in a bucket. Perry writes that Hawaiians must flourish on the solid foundation rooted in their native spirituality, intellect, and culture, and that foundation is not located in institutions and ideas that have no conscience to overcome oppression. In such cases the people will continue to exist in the proverbial U.S. bucket. Perry concludes that courage is required to climb out of the bucket and education is a key factor in advancing a movement for greater self-governance as each step forward gains Hawaiians better insight to their world as an oppressed people struggling to manage the reestablishment and governance of the nation.
The Task of an Educator Is Supporting &quot;Communities of Learners&quot; as Transformative Practice
Author: Tomlins-Jahnke, Huia
Date: 2013-00-00
Type: Journal Articles
Subjects: Transformative Learning,Communities of Practice,Indigenous Populations,Culturally Relevant Education,School Community Relationship,School Community Programs,Academic Achievement,Self Concept,Student Adjustment,Cultural Background,Pacific Islanders,Ethnic Groups,Cultural Maintenance,Higher Education,Foreign Countries

Indigenous scholars have consistently challenged institutions to be more responsive to indigenous students and their communities. In providing guidance on how institutions could support indigenous education in North America, Kirkness and Barnhardt suggest a set of interconnecting principles of respect, relevance, reciprocity, and responsibility. They advocate that institutions should support indigenous education by: (1) demonstrating respect of indigenous cultural integrity; (2) ensuring the programs are relevant to indigenous perspectives and experiences; (3) ensuring that reciprocal relationships are formed through positive partnerships between the institution and indigenous communities; and (4) recognizing that the institution has a responsibility to ensure active participation of indigenous people at all levels of the institution. What constitutes success for indigenous students depends on what their definition of success is. The government measure of success is based on degree completions, while students and their communities employ quite different criteria for success. First Nations scholar, Michelle Pidgeon, argues that success in higher education should include measures that look beyond graduation rates, educational attainment, or the financial status one gains from a university education to include the successful negotiation of mainstream higher education while maintaining one's cultural integrity. For some, gaining skill sets that contribute to tribal aspirations, irrespective of having completed a higher education qualification, is seen as success, particularly if put to immediate use for the good of the people. A concept of communities of practice is not new, but could prove useful when thinking about how support services for students might be provided. Examples of communities of practice formed for specific purposes are provided.
Language Learning Podcasts and Learners' Belief Change
Author: Basaran, Süleyman
Date: 2014-02-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Measures (Individuals),Handheld Devices,Undergraduate Students,Semi Structured Interviews,Student Attitudes,Qualitative Research,Statistical Analysis,Comparative Analysis,Teaching Methods,English (Second Language),Likert Scales,Language Aptitude,Difficulty Level,Foreign Countries,Educational Technology,Pretests Posttests

The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language learning podcasts. This study aimed at investigating possible effects of the use of podcasts via mobile devices on LL beliefs. Using a pre-test-post-test research design, the Beliefs about Language Learning Inventory (BALLI) was given to a non-random convenience sample of 187 university students before and after the twelve-week podcast-based LL program. Collected data were analyzed by using descriptive statistics and a Wilcoxon signed rank test. For triangulation purposes and to gain deeper understanding of the process, qualitative data were collected with semi-structured interviews with 16 participants selected through quota sampling strategy. Detailed comparative analysis of BALLI and interview data revealed that podcasts had positive effects on certain types of LL beliefs.
ERO Caught in the Act (Again): Limiting Inclusion to Suit Policy
Author: McMaster, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Inclusion,Public Policy,Special Education,Concept Formation,Definitions,Disabilities,Educational Practices,Values,Educational Policy

In 2010 the Education Review Office (ERO) was tasked with reporting on the progress of New Zealand schools in the inclusion of students with high needs. This paper will explore how ERO limited the concept of inclusion to suit Government policy and limit discussion of inclusion to the parameters set by the resource allocation scheme known as Special Education 2000 (SE2000). This practice of &quot;shaping the debate&quot; is consistent with past practice, such as the 2003 ERO report regarding disability. Current conceptualisations of inclusion will be considered which will be contrasted with ERO usage and the confinement of a discussion on inclusion to resourcing and teacher practice. Finally, it will be suggested that the Ministry of Education should embrace an open discussion of inclusion through collaboratively reflecting on values and beliefs.
Teachers' Views on the Effects of Streaming According to &quot;Self-Management&quot; Criteria
Author: Butler, Philippa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Ability Grouping,Grouping (Instructional Purposes),Secondary Education,Educational Innovation,Selection Criteria,Student Placement,Teacher Surveys,Likert Scales,Student Motivation,Student Needs,Achievement Gains,Barriers,Competency Based Education

The pervasiveness of academic ability grouping, or streaming, as a means of organising students into instructional groups in New Zealand schools remains a dominant discourse, despite international and New Zealand research that casts doubt on the benefits of this practice. This article documents teachers' views on the effects of an innovative form of streaming in one small South Island secondary school. Years 9 and 10 students in this school were streamed not on the basis of academic ability, but on criteria that had been developed from the key competency of &quot;managing self&quot; (Ministry of Education, 2007). The main advantages of key competency streaming noted by teachers were those of student motivation, the opportunity to meet the perceived needs of different groups of students, and positive &quot;flow-on&quot; effects. Some concerns raised by the teachers were a lack of role models in the low key competency classes and the potential for stereotyping students, the lack of clarity about the criteria used to place students, the possibility of overlooking the needs of some students, and the long term effects of the streaming system. The authors suggest that discussions about streaming provide a valuable forum for professional learning and that these discussions should be situated within an ethical framework.
Praise: What Does the Literature Say? What Are the Implications for Teachers?
Author: Ferguson, Miriam
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Reviews,Definitions,Positive Reinforcement,Motivation Techniques,Pacific Islanders,Cultural Context,Interpersonal Competence,Classroom Techniques,Educational Practices,Educational Strategies,Foreign Countries

This paper examines the literature in the area of praise. It considers definitions of praise, types of praise and the effects of praise on learning and behaviour, particularly as it relates to motivation. The evidence base for effective praise is discussed and recommendations for classroom practice are highlighted.
The Use of Prompting as an Evidence-Based Strategy to Support Children with ASD in School Settings in New Zealand
Author: Hayes, Dervla
Date: 2013-00-00
Type: Journal Articles
Subjects: Prompting,Teaching Methods,Pervasive Developmental Disorders,Autism,Language Skills,Communication Skills,Interpersonal Competence,Foreign Countries,Best Practices,Skill Development,Instructional Effectiveness

This article examines the use of prompting as an evidence-based strategy to support children with autism to develop their language, communication and social interactions skills. The literature is reviewed using a three-ringed, evidence-based practice model to support evaluation of the use of prompting. The article outlines considerations about the effective use of prompting, and some practical tools to support implementation of the effective prompting practice.
Enabling Music and Journalism Students to Respond Positively to Adversity in Work after Graduation: A Reconsideration of Conventional Pedagogies
Author: Latukefu, Lotte
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Journalism Education,Group Activities,Cooperative Learning,Relevance (Education),Resilience (Psychology),Undergraduate Students,Personal Narratives,Education Work Relationship,Outcomes of Education

Elite classical music programs continue to focus teaching in Western Classical traditions where the emphasis is on technical virtuosity in instrumental or vocal performance. In this paper we discuss group activities and assessments used in two Creative Arts disciplines (Performance and Journalism), at an Australian regional university, as examples of subjects which provide &quot;real world&quot; experience in order to promote resilience and tenacity in students. We incorporate narratives collected from students in performance and journalism to illustrate the value of recreating the complex division of labour of real world art practice, famously described by Becker (1982), as part of the musical learning experience. The paper concludes with reflections on how collaborative assessments/teaching activities can be developed to ensure the delivery of resilience and tenacity as a threshold learning outcome in a classical music course.
Supporting New Academics&apos; Use of Student Centred Strategies in Traditional University Teaching
Author: Plush, Sally E.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Beginning Teachers,College Instruction,Teaching Methods,Constructivism (Learning),Inquiry,Active Learning,Questioning Techniques,Discussion (Teaching Technique),Computer Uses in Education,Lecture Method

Despite the perceived advantages of student centred learning (SCL) in higher education, novice teaching academics&apos; attempts to implement such approaches may be thwarted by a lack of experience with teaching in general and with SCL in particular, difficulties locating suitable practical advice on SCL, and the demands of early career academic workloads. This article seeks to provide practical assistance to teaching academics seeking to implement SCL into traditional teaching environments. It synthesizes current literature to provide an overview of 3 broad SCL strategies: inquiry learning, concept checks and just-in-time teaching. Key considerations for implementing each of these strategies are identified and the authors discuss four observations about the implementation of SCL, in context.