ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships between Young South Koreans&apos; Online Activities and Their Risk of Exploitation
Author: Seok, Soonhwa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,High School Students,Violence,Bullying,Computer Mediated Communication,Social Media,Television Viewing,Correlation,Pornography,Behavior,Handheld Devices,Influence of Technology,Antisocial Behavior

The misuse of the Internet that takes advantage of adolescents and young adults' lack of understanding along with their growing online presence has left them at risk. A study comprising 1,092 South Korean high school students investigated ways in which adolescents and young adults may be exploited while engaged in popular and everyday online activities. Specifically, exposure to sexually explicit material (SEM) and violent content, cyberbullying, malware, phishing, and identity theft were examined in the contexts of social media, streaming movies and/or television, streaming and/or posting videos, downloading and/or listening to music, downloading and/or sharing files, involvement in free and/or subscription-based online gaming, reading news, emailing, surfing, and completing school assignments. The findings reveal prevalence rates consistent with the literature on young people's technology use and online activities; moreover, exposure to SEM and cyberbullying were found to have statistically significant relationships with these activities. These are findings consistent with studies concluding that exposure to SEM and online bullying are two of the most serious issues related to young people today and, therefore, warrant continued attention to identifying strategies that can be used to curb risky online behavior. With more and more students using the Internet to access educational content and complete schoolwork in online and blended courses, it is imperative that young people are taught how to safeguard themselves when online.
A Child-Directed Music Curriculum in the Montessori Classroom: Results of a Critical Participatory Action Research Study
Author: Dansereau, Diana R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Curriculum,Student Centered Learning,Montessori Schools,Montessori Method,Teaching Methods,Learner Engagement,Attention,Early Childhood Education,Educational Environment,Students with Disabilities

Maria Montessori strongly advocated for music learning to be fully integrated into the classroom; however, many Montessori classrooms are dominated by materials aimed at developing children's visual sense. The purpose of this critical participatory action research (CPAR) study was to address this perceived learning disparity by developing and implementing a curriculum that is consistent with the Montessori approach, child directed, and focused on sound examination and music learning. We designed six shelf works and offered them, over the course of 6 CPAR cycles, to 20 3- to 6-year-old children attending a Montessori school. Findings from qualitative and quantitative data indicate that the children received the works positively, chose to engage with them, became more confident in their musical tasks over time, showed signs of deep concentration and attention, and demonstrated consistent performance across similar tasks related to perception and cognition. We conclude that the presence of these 6 curricular works began to disrupt the perceived learning disparity we identified; however, more can be done to understand and change the classroom practices that support that disparity.
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Author: Burbank, Mary D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Experience,Teacher Attitudes,Educational Philosophy,Neighborhood Schools,Social Justice,Cultural Differences,Teaching Methods,Instructional Materials,Stakeholders,Educational Opportunities,Disadvantaged Schools,Educational Legislation,Elementary Secondary Education,Federal Legislation,Case Studies,Elementary School Students,School Districts,Student Diversity,Educational Change

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school's dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers&apos; Development
Author: Ahlquist, Eva-Maria Tebano
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Method,Mathematics Instruction,Teaching Methods,Intervention,Learning Theories,Geometry,Foreign Countries,Elementary School Students,Elementary School Mathematics,Mathematics Teachers,Teacher Education,Class Activities,Teacher Student Relationship

The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori's didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of &quot;isolation of quality,&quot; which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori's view that mind and movement are parts of the same entity. This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher's mathematics presentations with the Montessori material and the children's work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children's learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher's awareness of why a specific learning object must be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children's learning.
What about MY TOYS? Common Questions about Using a Bagless Approach in Early Intervention
Author: Williams, Crystal S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Early Intervention,Instructional Materials,Intervention,Family Environment,Toys,Infants,Toddlers,Therapy,Home Visits

Bagless intervention is a term used by professionals to describe early intervention (EI) services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child's home, as well as family routines, to address the developmental outcomes that each family has for their child. Bagless intervention has become a recommended practice, replacing more traditional methods of therapy in which practitioners bring toys into homes to work on specific outcomes outlined on the Individualized Family Service Plan (IFSP). The purpose of this article is to share information about bagless intervention based on the EI principles, using a question and answer format. Answers include references to research and position papers in the field of early childhood special education. Bagless intervention can be used by all EI professionals including special instructors, physical therapists, occupational therapists, and speech and language pathologists.
Success? Learning to Navigate the Grant Funding Genre System
Author: McAlpine, Lynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Postdoctoral Education,Student Research,Educational Research,Grants,Grantsmanship,Success,Foreign Countries,Financial Support,Proposal Writing

An award as principal investigator (PI) is an aspiration for many post-PhD researchers. However, we know little of the actual journey from PhD graduation to achieving this goal. Using a qualitative narrative approach, this study explored how eight science, technology, engineering, mathematics and medicine post-PhD researchers (on contracts and fellowships) achieved PI-ship, specifically, how they learned to use and navigate the funding systems within their working contexts to achieve grant success. They were in two European Union (EU) universities, one in the UK and the other in the Netherlands. The analysis draws principally on their high and low grant-funding experiences. The results show the interaction between individual goals and intentions and the social and structuring elements of their local and extended workspaces--institutional, national and EU. For instance, the funding systems on offer were designed to invest in promising early career researchers, so while these awards provided a research career structure, this was only for a limited number of post- PhD researchers. While the eight were ultimately successful in this competitive environment, their journeys were still challenging. They succeeded by using failure in positive ways, that is, investing in specific learning in respect to different failures. There was a chronology of learning, with immediate past experiences influencing where they invested their learning efforts in order to navigate the funding system successfully. The implications for institutional support are explored.
Creation of a Structured Performance-Based Assessment Tool in a Clinical Research Center Setting
Author: Johnson, Marcus R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Medical Research,Employee Attitudes,Research Administration,Pilot Projects,Evaluation Methods,Goal Orientation,Program Administration,Work Environment,Epidemiology,Veterans,Federal Programs,Cancer,War,Researchers

Employee performance is a critical factor in the success, or failure, of any organization. Therefore, it is paramount that the leadership and/or management team in an organization establishes and implements an approach that can effectively assess and evaluate the performance of its employees in an objective manner. Research administrators are often involved with the performance evaluation process at their respective institutions. However, there is a limited amount of publicly available information on the use of work performance and assessment methods in research settings. The primary aim of this pilot project was to establish a structured performance-based assessment tool that would allow for an objective and clearly articulated evaluation of staff performance at our clinical research center. The secondary aim was to determine if a structured performance-based assessment tool would improve staff satisfaction with the Center's overall performance evaluation process (PEP). A baseline survey was conducted to examine employee perspectives of and satisfaction with the current performance evaluation process. A follow-up survey was conducted after the mid-year performance review period and implementation of the new PEP, including goals templates and performance evaluation guidance documents. The results of the baseline survey showed that staff had mixed reviews of the overall performance evaluation process (somewhat satisfied-33%, very dissatisfied, dissatisfied, neutral, satisfied -all 16%) and all thought the evaluation criteria could be improved (100%). The results of the followup survey showed that staff reviews of the overall mid-year performance evaluation process had improved (63% satisfied, 12% very satisfied, 25% somewhat satisfied) and that 50% of respondents were satisfied with the ease of use and clarity of the templates that were used to record their progress towards achieving their goals. Staff shared additional suggestions for strengthening and better aligning the templates with Center-specific roles and activities. Overall, the leadership/management team at our research Center was successful in creating a performance-based assessment approach that facilitated a more objective and clearly articulated evaluation of staff performance. There are numerous challenges to effectively evaluating staff performance in both research and non-research organizations. As a result, the strategies outlined here may be transferable to other types of work settings.
Measuring the Startup Journey and Academic Productivity of New Research Faculty through Systems Engagement, Project Efficiency, and Scientific Publication
Author: Zink, Holly R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Productivity,Faculty Publishing,Efficiency,Hospitals,Pediatrics,Researchers,Medical School Faculty,Research Projects,Research Administration,Employment,Gender Differences

Little is known about the process of tracking the activity and days-to-productivity of new research faculty in pediatric academic medical centers in the United States. The purpose of this study was to design a quantitative technique for measuring the startup journey and academic productivity of new research faculty at an established research academic medical center. Three measures, (1) engagement, (2) efficiency, and (3) publication, were used to identify the total number of days that it takes for a new research faculty member to move from the discovery phase (value-consumed) into the engagement phase (value-created) after accepting a new position. General findings were that the typical research faculty member hired from 2014 to 2018 at Children's Mercy was male, submitted his first research project within the first three months of employment and averaged one new research submission per year. He would collaborate on a publication as a co-author within the first six months of employment, his first primary author publication would be published near his first employment anniversary, and he would average 2.9 publications per year in the first few years. The current study hopes to fill a gap in existing literature regarding the best practices for tracking, reporting and comparing the startup journey and academic productivity of new research faculty in pediatric academic medical centers.
Scaling up Professionalization of Research Management in Southern Africa
Author: Williamson, Charmaine
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Administration,Researchers,Professionalism,Innovation,Professional Associations,College Faculty,Foreign Countries,Guidelines,Governance,Specialization

In the furtherance of knowledge, researchers and research are supported organizationally, but sometimes organically. Yet the research enterprise needs to be systemically managed. Research managers, however, are still striving to define their functions. Is research management part of the continuum of research itself? Is it an occupation? Is it a profession? Increasingly scholars are problematizing what the professionalization discourses mean for research management. Alongside other professionalization initiatives, the Southern Africa Research and Innovation Management Association (SARIMA) developed a Professional Competency Framework (PCF) for research management. The article addresses at a micro-to-meta level of analysis, the conceiving of the PCF, and then posits how the developmental journey towards a PCF may fit into a macro impetus towards professionalization. The findings extend theorising around competencies, professionalization and attendant methodologies.
K-12 Community of Inquiry: A Case Study of the Applicability of the Community of Inquiry Framework in the K-12 Online Learning Environment
Author: Sanders, Kyle
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Inquiry,Online Courses,Electronic Learning,Educational Environment,Teaching Methods,High School Students,Social Studies,High School Teachers,Communities of Practice,Educational Practices,Teacher Attitudes,Beliefs,Experienced Teachers,Integrated Learning Systems,Teacher Student Relationship

Teaching practices and rationales of experienced online social studies teachers at one fully online high school in the southeastern United States were aligned with the Community of Inquiry theoretical framework using the descriptive case study method. The practices and beliefs of three male teachers and one female teacher, all with three or more years of experience in the online classroom, were studied using interviews, observations, and document analysis. Results led to an adaptation of the Community of Inquiry framework to the K-12 setting entitled the K-12 Community of Inquiry framework. Further research is needed to identify practices of K-12 fully online teachers for all subject areas and to verify the applicability of the K-12 Community of Inquiry framework.
Teaching as Dialogue: An Emerging Model of Culturally Responsive Online Pedagogy
Author: Lawrence, April
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Culturally Relevant Education,High School Teachers,Grounded Theory,Teacher Attitudes,Cultural Pluralism,Teacher Student Relationship,Dialogs (Language),Computer Mediated Communication

Despite the preponderance of online learning in K-12 public schools, still little is known about what constitutes good online teaching. The purpose of this interpretivist investigation was to learn about some of the ways in which culturally responsive teaching occurs online. This study focused on the practices of four full-time online high school teachers. Using the methods of grounded theory research, the author analyzed data generated through observations of online courses, interviews with teachers, and teacher-written narratives in order to learn how four instructors practiced culturally responsive online pedagogy in one state-supported online program. Results indicated that the teachers engaged in frequent and ongoing dialogue with their students. The teachers used multiple strategies to get to know their students, to build class community, to adapt instruction to students' learning needs and preferences, and to make learning relevant. Teachers also discussed contextual factors that impacted their practice. However, some characteristics of culturally responsive pedagogy, including infusing students' cultures into the curriculum and helping students to challenge power and hegemony were not identified.
Cyberbullying: New Approaches for School Counselors
Author: Florang, Jesse E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,School Counselors,Counselor Role,Misconceptions,Intervention,Mental Health,Prevention,Counseling Techniques,Adolescents,Student Needs

Cyberbullying has become a well-documented problem plaguing the mental health and safety of teenagers in schools. An examination of the literature that includes other complex social/emotional issues provides a framework for more effective cyberbullying prevention and intervention strategies. This article examines current research, highlights existing misconceptions, and re-frames misguided intervention efforts that have prevented school counselors from effectively addressing cyberbullying. Considering these past mistakes and current misconceptions, this article provides a new philosophy with fresh approaches to cyberbullying for school counselors to accurately and appropriately intervene in schools.
Teens of Incarcerated Parents: A Group Counseling Intervention for High School Counselors
Author: Gerlach, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Parents,High School Students,Institutionalized Persons,Correctional Institutions,School Counseling,Access to Health Care,Mental Health,Group Counseling,At Risk Students,Student Rights,Family Relationship,Coping,Psychological Patterns,Empowerment

Children and adolescents who experience parental incarceration are faced with significant challenges. Additionally, parental incarceration disproportionally affects African American families and families in urban settings. Due to institutional, economic, and social barriers, access to community mental health services for these affected children and teens is often limited. However, professional school counselors (PSCs) are positioned to fill the gap in services and provide much needed support for these students. This article presents a six-session, small counseling group plan for high school PSCs working with teenagers of incarcerated parents. Additional considerations related to prescreening participants and collecting data are also provided.
Developing Culturally Responsive Transition Plans Using the Indicator 13 Checklist
Author: Walker, Allison R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Transitional Programs,Planning,Students with Disabilities,Cultural Relevance,Check Lists,Cultural Influences,Family Influence,Culturally Relevant Education,Self Determination,Student Diversity,Individualized Transition Plans,Individualized Education Programs,Postsecondary Education

Research has shown that there are consistently poor post-school outcomes for students with disabilities, especially for students from culturally and linguistically diverse (CLD) backgrounds. Therefore, it is important for educators to develop culturally responsive transition plans for youth from CLD backgrounds that address their needs. Professionals working with this population can also benefit from using the National Secondary Transition Technical Assistance Center's (NSTTAC) Indicator 13 checklist when developing these transition plans. Using a vignette, this article outlines a step-by-step process for familiarizing oneself with the Indicator 13 checklist, identifying one's own cultural values and the family's values, and identifying the difference between the educator's and family's values as a suggested practice for developing a cohesive and culturally responsive transition plan.
Use of Projective Techniques in Emotional Disturbance Evaluations
Author: Allen, Ryan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Projective Measures,Emotional Disturbances,School Psychologists,Diagnostic Tests,Counseling Techniques,Psychological Evaluation,Freehand Drawing,Psychological Testing,Counselor Attitudes

Determining eligibility for the special education category Emotional Disturbance (ED) is a challenging task. The difficulty in identifying students with ED is due, in part, to problematic federal criteria (Olympia et al., 2004; Skiba, Grizzle, &amp; Minke, 1994). Unchanges since 1975, these criteria have created an environment in which inconsistent assessment practices and diagnostic decisions are inevitable. The current study examines school psychologists' ED assessment practices, and in particular, the use of projective assessment techniques in eligibility determinations. The results suggest that school psychologists regularly use these controversial diagnostic techniques despite questions regarding their psychometric soundness (i.e., reliability and validity) and utility. Among the projective measures reported, those with the most limited empirical support (e.g., H-T-P, KFDS) were most widely used.