ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;But What if I Fail?&quot; A Meta-Synthetic Study of the Conditions Supporting Teacher Innovation
Author: Holdsworth, Sally
Date: 2017-00-00
Type: Journal Articles
Subjects: Meta Analysis,Synthesis,Instructional Innovation,Qualitative Research,Educational Practices,Teacher Attitudes,Beliefs,Institutional Characteristics,Teacher Motivation,Performance Factors,Resilience (Psychology),School Support,Human Capital,Affective Behavior,Learner Engagement,Social Capital,Collegiality,Trust (Psychology),Leadership,Literature Reviews

This meta-synthesis investigates the conditions that support teacher innovation in schools. Twenty-seven articles that report on studies using a combination of qualitative and quantitative methodology were selected for this analysis. The articles were analyzed using Hargreaves's and Fullan's concept of &quot;professional capital&quot; as a framework, and nine emergent themes were developed. Most significant among the themes were the impact of teacher attitudes and beliefs, and the importance of school structure on how teachers initiated and sustained innovations in teaching practice. This research is limited by the ability to generalize results. This limitation is due to the variety of methodologies and sample sizes employed by studies used for the meta-synthesis. This article offers a discussion of the importance of local adaptation in supporting teachers to develop and sustain innovations that lead to positive school change.
A Call for Teacher Professional Learning and the Study of Religion in Social Studies
Author: Patrick, Margaretta L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Religious Education,Teacher Attitudes,Foreign Countries,Social Studies,Cultural Pluralism,Citizenship Education,Public Schools,Teaching Methods,Qualitative Research,Semi Structured Interviews

Religion is important to study in social studies because many religious individuals, groups, and movements engage with public issues and because countries are increasingly religiously diverse. In response, scholars are promoting education about religion in citizenship education. However, there remain few programs about religion in Canadian public schools and even less research about them. This article begins to address the gap by proposing three priorities for teacher professional learning and the study of religion for social studies teachers. The priorities are drawn from interviews with Alberta teachers, whose beliefs about religion in the classroom can be divided into three categories identified by the authors as nominal, attentive, and integrated. If many teachers fall into one of these categories, then the professional learning priorities suggested here have wide-ranging application.
Predictors of Post-Secondary Academic Outcomes among Local-Born, Immigrant, and International Students in Canada: A Retrospective Analysis
Author: de Silva, Tricia L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Postsecondary Education,Academic Achievement,Outcomes of Education,Immigrants,Foreign Students,Age Differences,Gender Differences,Native Language,Student Records,School Statistics,Dropout Characteristics,Academic Persistence,Reentry Students,Data Analysis,Foreign Countries,Multiple Regression Analysis,Statistical Analysis

Poor academic performance and dropout are major concerns at post-secondary institutions. Influences include sociodemographic, psychosocial, and academic functioning factors. Canadian literature is limited, and little published data directly compare academic outcomes between local-born, immigrant, and international students. We conducted a secondary analysis of data from 2,466 first-year students from a Canadian university over three years. Age, gender, first language, citizenship status, and early academic performance were among the predictors of later performance, dropout and return to studies. Local-born, immigrant, and international students had similarities and differences in risks. Limitations include the retrospective analysis and lack of information on reasons for dropout.
Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach
Author: Ranellucci, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Intervention,Social Desirability,Undergraduate Students,Measurement Techniques,Multiple Regression Analysis,Educational Psychology,Motivation,Qualitative Research,Foreign Countries,Pretests Posttests,Statistical Analysis,Mastery Learning,Control Groups,Experimental Groups,Regression (Statistics),Predictor Variables

The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to one of three brief, web-based intervention conditions or a control condition. Multiple regression analyses showed the intervention conditions to consistently predict lower levels of interest-based studying, with these effects moderated by students' prior achievement and mastery-approach goals. Qualitative analyses provide insight into the motivationally relevant processes elicited by the interventions.
Low-Income, Single-Parent Francophone Mothers and the Educational Achievement of Their Children
Author: Caissie, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Low Income,Mothers,One Parent Family,Self Concept,French Canadians,Academic Achievement,Foreign Countries,Phenomenology,Parent Role,Financial Problems,Parenting Skills,French,Language of Instruction,English (Second Language),Second Language Learning,Qualitative Research,Educational Attainment,Cultural Background,Poverty,Learning Readiness,Family Financial Resources,Language Minorities,Semi Structured Interviews,Parent School Relationship

This phenomenological study focused on single-parent, low-income francophone mothers' relationships with the educational and cultural achievement of their children attending French-speaking schools in Anglo-dominant settings in New Brunswick (Canada). We conducted individual (N = 8) semi-structured interviews to solicit information about the participants' lived world through their articulated voices and experiences. Qualitative data were analyzed using Giorgi's descriptive phenomenological approach. Four themes emerged: parenting and financial difficulties; mother's level of education and their involvement in their children's education; relationship with their children's school; and parental role in enhancing language acquisition and building cultural identity. Findings revealed that single-parent, low-income francophone mothers need help with parenting skills as they pertain to improving their children's education achievements. We concluded that the New Brunswick government needs to (a) respect its mandate to ensure that the education system teaches and provides opportunities for building a francophone identity, and (b) respect its pledge to make certain that every child arrives at kindergarten ready to learn, particularly to single-parent women living in poverty, who have limited financial resources.
Caught on Camera: Special Education Classrooms and Video Surveillance
Author: Heintzelman, Sara C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,Special Education,Child Abuse,School Safety,Teacher Behavior,Violence,Bullying,Classrooms,State Legislation,Privacy,Legal Responsibility,Educational Legislation,Parent Rights,Student Records,Disabilities,Equal Education,Federal Legislation

In Texas, state policy anticipates that installing video cameras in special education classrooms will decrease student abuse inflicted by teachers. Lawmakers assume that collecting video footage will prevent teachers from engaging in malicious actions and prosecute those who choose to harm children. At the request of a parent, Section 29.022 of the Texas Education Code (2015) will protect students who are unable to speak for themselves from bullying and abuse by installing video surveillance cameras in special education classrooms. The purpose of this article is to describe the law in Texas, the impact of the bill on classrooms, to raise questions about the implementation of the law, and to provide recommendations for school administrators.
Educational Knowledge Brokerage and Mobilization: The &quot;Marshall Memo&quot; Case
Author: Malin, Joel R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Case Studies,Leaders,Research and Development,Theory Practice Relationship,Educational Research,Facilitators (Individuals),Evidence,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Interviews,Content Analysis

The importance of intermediation between communities primarily engaged in research production and those primarily engaged in practice is increasingly acknowledged, yet our understanding of the nature and influence of this work in education remains limited. Accordingly, this study utilizes case study methodology and aspires to understand the activities and signature product (the &quot;Marshall Memo&quot;) of a particularly influential mediator of current educational research, news, and ideas: Mr. Kim Marshall. The article also examines the memo's meaning to subscribing educators. Data analyses suggest subscribers greatly appreciate several aspects of the memo, which was found to draw from a wide range of source material that varies in terms of its research centredness and its practical implications.
Navigating a Wayward Path toward Public Engagement
Author: DelNero, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizen Participation,Graduate Students,Community Involvement,Biomedicine,Engineering,Engineering Education,Doctoral Programs,Graduate Study,Scholarship

Graduate school is an intense period of identity formation, where scholars-in-training form the attitudes and values that shape their research. The extent to which students assimilate public engagement into their academic formation may depend on the system of beliefs that underpin their particular field of study. In some fields, public engagement disrupts the conventional forms of scholarship and elicits a peculiar tension. If graduate students are trained to think and act in certain ways, then what happens to people who choose to think and act differently in order to cultivate a community-engaged mindset? How can graduate students overcome a misalignment between their personal goals, values, and interests and those of their discipline? In this essay, I examine these questions through my experiences as a community-engaged doctoral student in biomedical engineering.
Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies
Author: Bringle, Robert G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Service Learning,Citizen Participation,Student Participation,Student Research,Internship Programs,Study Abroad,Higher Education

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single high-impact practice. Possibilities for future research and implications for course design and implementation are proffered.
Positionality and Possibility: Reframing Tactics and Strategies for Graduate Student Community Engagement
Author: Hubrig, Adam
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Community Involvement,Partnerships in Education,Heuristics,Citizen Participation,Faculty Advisers,Models,Service Learning,Personal Narratives

Drawing on the authors' experiences initiating and directing a community partnership program, this article illustrates how graduate students who lead engagement programs can be caught between forces that pull them toward tactical partnerships unaffiliated with the university and strategic partnerships incorporated into university departments. Conceived as distinct models by philosopher de Certeau (1984) and extended in Mathieu's &quot;Tactics of Hope&quot; (2005), tactics and strategies theorize the impact of integrating with powerful institutions or remaining independent. Using narrative illustrations from their own graduate-founded engagement program, the authors argue that the dichotomous framework of tactics and strategies does not provide the complexity necessary to successfully maneuver within institutional and community dynamics. Instead, tactics and strategies is reconceptualized as the basis of a decision-facilitating heuristic for graduate-student led community initiatives to increase students' agency to navigate institutional forces.
A Values-Engaged Approach to Cultivating Civic Professionalism in Graduate Education
Author: Goodhue, Elizabeth K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Civics,Research Universities,Graduate Students,Seminars,Educational History,Teaching Methods,Values,Professional Development,Service Learning,Cooperation,Student Attitudes,Institutional Characteristics

This article employs the emerging theoretical framework of values-engaged assessment to develop a narrative analyzing recent efforts to expand and formalize opportunities for graduate students to participate in community-engaged teaching and research at UCLA. After establishing the historical and institutional background for a new graduate seminar on engaged pedagogy and public scholarship, the article presents reflections from five graduate student contributors. The author's voice serves to weave these student stories into a larger conversation analyzing the opportunities and challenges involved in advancing engaged graduate education at large research universities. The research team's collaborative narrative demonstrates that engaged graduate students continue to face significant challenges; but our story also shows that when research universities begin to position graduate student civic professional development as central to the public mission of higher education, this shift in values creates new opportunities to reimagine what it means--and what it takes--for research universities to serve the public good in the twenty-first century.
Civic Engagement, Graduate Education, and the Broader Impacts Criterion of the National Science Foundation
Author: Lima, Marybeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizen Participation,Graduate Students,Community Involvement,Workshops,Reflection,STEM Education,Educational Cooperation,Graduate Study,Undergraduate Students,College Seniors,Fellowships,Scholarship

The National Science Foundation (NSF) funds research proposals on the basis of two review criteria: intellectual merit (IM) and broader impacts (BI). The intellectual merit criterion is well-established and understood, but the broader impacts criterion, which is focused on the ways in which research can benefit society and/or meet NSF-identified societal outcomes, is purposefully non-prescriptive and has much room for interpretation. Civic engagement centers are well-positioned to support the research of graduate students and other scholars in meeting the BI criterion because of their expertise in public engagement aspects of research and reflective practice. The purpose of this article is to describe ways in which the engagement community can facilitate a greater understanding of the BI criterion and contribute to research projects with well-developed broader impacts plans, particularly for graduate students. In so doing, the author will draw on her experience in co-facilitating a university-wide workshop series for undergraduate seniors and early career graduate students who apply for the NSF Graduate Research Fellowship. The goals of this paper are to provide (a) an understanding of the NSF evaluation criteria, specifically the BI criterion and its connection to civic engagement, (b) activities that encourage early career scholars to meet the BI criterion in their NSF Graduate Research Fellowship applications, and (c) ideas on how civic engagement centers could support the work of NSF-funded disciplines.
Perceptions of Agricultural Leadership Academic Programs of 1862 Land-Grant Universities
Author: Alexander, Jackson C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Agricultural Education,Leadership Training,Agricultural Colleges,College Programs,Qualitative Research,College Faculty,Interviews,Educational Needs,Program Development,Program Improvement,Evolution,Futures (of Society),Educational Trends,Relevance (Education)

This study characterized perceptions of agricultural leadership programs in colleges of agriculture, food, life, human, or environmental sciences at 1,862 land-grant institutions. Objectives included describing the need for programs, studying evolution within the discipline, discussing faculty recommendations for future development, and examining why programs are relevant. Qualitative data were analyzed using thematic analysis, which included open and axial coding. A total of 26 academic agricultural leadership programs were identified, and a telephone interview was completed by 19 agricultural leadership faculty members. Results of the study indicated agricultural leadership was historically founded under the umbrella of agricultural and extension education but also evolved from a need in industry. The discipline evolved because the academic subject matter was broadly appealing to students, and its growth was also spurred by the popularity of community and rural leadership development programs. To improve agricultural leadership programs, faculty surveyed recommended collaborative efforts across the discipline to establish a unified vision and a national professional organization. Throughout the interviews, themes emerged related to the relevancy of agricultural leadership programs in higher education: (1) The agricultural leadership discipline creates leaders through developing &quot;human capital,&quot; and (2) graduates promote industry growth through their political, policy, and public influence. Future recommendations for research included identifying perceptions of agricultural leadership beyond the scope of 1,862 land-grant institutions.
Community Engagement Competencies for Graduate and Professional Students: Michigan State University&apos;s Approach to Professional Development
Author: Doberneck, Diane M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Graduate Students,Professional Development,Community Involvement,Certification,Tenure,College Faculty,Occupational Aspiration,Competence,Futures (of Society),Program Descriptions,Seminars

Increasingly, graduate and professional students arrive at institutions of higher education with personal and professional commitments to make the world a better place through community engagement; however, departments often do not incorporate outreach and engagement into graduate curricula (Austin &amp; McDaniels, 2006; O'Meara &amp; Jaeger, 2006). As a result, students must seek out supplementary professional development opportunities to increase knowledge, strengthen skills, gain experience, and reflect critically on engagement. In 2008, Michigan State University initiated a competency-based Graduate Certification in Community Engagement to meet the professional development needs of students who aspire to be community-engaged, tenure-track faculty; community engagement professionals; extension educators; or engagement professionals in the public, nonprofit, and private sectors. This paper chronicles the evolution and emergence of community engagement competency areas identified through iterative cycles of participant evaluation and alignment with faculty community engagement competencies. In the conclusion, the authors address limitations, potential adaptations, and future directions for these community engagement competencies.
U.S. Adults with Agricultural Experience Report More Genetic Engineering Familiarity than Those Without
Author: Stofer, Kathryn A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Genetics,Engineering,Familiarity,Decision Making,Agricultural Production,Agricultural Education,National Surveys,Food,Risk,Health,Animals,Plants (Botany),Knowledge Level,Statistical Analysis

Researchers and pollsters still debate the acceptance of genetic engineering technology among U.S. adults, and continue to assess their knowledge as part of this research. While decision-making may not rely entirely on knowledge, querying opinions and perceptions rely on public understanding of genetic engineering terms. Experience with agriculture may increase familiarity with genetic engineering terms. We conducted a national survey of 429 United States adults through Qualtrics and found two-thirds lack any formal, nonformal, or informal agriculture experience. More than half of participants knew &quot;a little&quot; or less for 13 of the 17 terms presented, especially those directly related to genetic engineering or breeding technology for food, such as &quot;genetically modified organism&quot; and &quot;crossbred organism.&quot; Consumers with agricultural experience reported more term familiarity for genetics and genetic engineering than those without experience. More than half also felt they did not know the difference between traditional selective breeding, DNA-directed breeding, and genetic engineering, but they still felt both human health and environmental risks should be considered before creating new animal or plant varieties. We must consider the lack of familiarity of genetic-related terms and experience in agriculture when researching or creating educational programming around genetic engineering for food.
A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs
Author: Heinert, Seth B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Profiles,Teacher Characteristics,Agricultural Education,Entrepreneurship,Rural Education,Teaching Methods,Prior Learning,Teaching Experience,Case Studies,Semi Structured Interviews,Teacher Attitudes,Observation,Focus Groups

Rural entrepreneurship education programs may be a great tool for enhancing rural livelihoods and reducing rural outmigration. Entrepreneurship has received attention in school based agricultural education, primarily through implementation of Supervised Agricultural Experience (SAE) programs. Very little research has looked at the teaching of entrepreneurship. As a part of a larger research project, this study looked at characteristics of teachers who implement exemplary rural agricultural entrepreneurship education programs. Results revealed that teachers: (a) were experienced, (b) held advanced degrees, (c) had prior experience with entrepreneurship, (d) generally were considered outstanding teachers, and (e) were described as being open minded and enthusiastic. Recommendations are made based on these conclusions.