ethanporcaro/eric-fulltext-meta huggingface dataset:
Jumpin' Jaguars: Encouraging Physical Activity After School
Author: Erwin, Heather E.
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Physical Activities,Physical Education,Program Effectiveness,Youth Programs,Physical Fitness,Elementary School Students,Program Implementation,Outcomes of Education,Physical Activity Level,Educational Strategies,Observation

Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups. However, other afterschool programs increased the amount of time children spent in physical activity by up to 17 percent. Effective strategies for increasing physical activity in afterschool programs include, for example, allocating time specifically for physical activity and providing professional development to help staff foster physical activity among youth and participate themselves in physical activity. To add to this discussion of the effectiveness of afterschool physical activity programs, the authors developed, implemented, and studied a physical activity program called Jumpin' Jaguars for elementary-aged children. This paper describes the implementation of Jumpin' Jaguars in one school, outlines findings on its physical activity outcomes, and offers recommendations, based on the findings, for improving physical activity levels in afterschool programs.
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Author: O'Donnell, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Low Income Students,Minority Group Students,High School Students,Urban Youth,Young Adults,Student Development,Youth Programs,Transitional Programs,At Risk Students,Academic Achievement,Career Readiness,Focus Groups,Data Analysis,Grounded Theory,Student Participation,College Readiness,Program Descriptions,Citizen Participation,Structured Interviews

Low-income urban youth of color often face challenges in their transition to early adulthood. High school out-of-school time (OST) programs that promote positive youth development may help youth to better negotiate this period. However, little research exists on the long-term impact of such programs on young adults. The authors conducted a pilot qualitative study to explore the perspectives of young adults on the effect of their participation in the Young Men's Christian Association (YMCA) of Greater Long Beach Youth Institute. Respondents indicated that the program positively influenced their life choices and their ability to pursue higher education and enter the workforce. The findings suggest implications for other high school OST programs.
Faculty Response to Department Leadership: Strategies for Creating More Supportive Academic Work Environments
Author: Miller, Michael T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Work Environment,Teacher Participation,Department Heads,Teacher Administrator Relationship,Delphi Technique,Change Strategies,Interpersonal Competence,College Administration,Teacher Response,Leadership Styles,Leadership Effectiveness,Teacher Surveys,Teacher Attitudes

Having a strong, positive departmental chair is critical to enhancing and assuring faculty performance and student learning. Poor leadership, however, can result in increased faculty turn over, poor teaching and research performance, and even the discouragement of students from enrolling. The current study explored response strategies by faculty members about how to most effectively work with poor departmental leaders. Using a three-round Delphi survey, study results clustered response strategies into three categories, including strategies that force the chair to recognize that there is a problem, using formal authority to change departmental leadership, and relying on professional development to change a chair's behaviour.
Evaluation of Nontraditional Age Learners' Experiences in Internet-Based Clinical Social Work Courses
Author: Swanke, Jayme
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Work,Nontraditional Students,Learning Experience,Clinical Experience,Program Evaluation,Program Effectiveness,Online Courses,Web Based Instruction,Asynchronous Communication,Generational Differences,Student Surveys,Comparative Analysis,Cohort Analysis,Minimum Competencies,Achievement Gains,Scores,Correlation,Qualitative Research,Statistical Analysis,Student Attitudes

This study involves an evaluation of online learners' experiences with two Internet-based clinical social work courses. The evaluation sought to discover whether there were differences in learning between traditional (under 25 years old) and nontraditional age learners (25 years and over) who completed the asynchronous online course. The study examined differences between the competency and reaction to the course across learner groups following an online-based clinical social work class. Researchers used quiz scores and survey responses to create a picture of learning patterns. There were minimal differences in learning outcomes between the cohorts of students (traditional v non-traditional). Traditional age learners' data showed relationships between the number of minutes they accessed the online class and their scores on quizzes. The nontraditional aged learners' data showed a relationship between quiz scores and prior social work experience.
Learning English: Experiences and Needs of Saudi Engineering Students
Author: Unruh, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Student Needs,Student Experience,Qualitative Research,English (Second Language),English Language Learners,College English,Foreign Students,Student Attitudes,Semi Structured Interviews,Knowledge Level,Semitic Languages

In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In particular, their conversational and writing skills in English were deficient. In the US, they found themselves surrounded by Arabic-speaking compatriots and lacked opportunities to speak English and interact with domestic students. Implications of the findings are discussed. Key words: Saudi Arabia, English language learners, ESL, international students, engineering students, English proficiency.
&quot;I Could See Myself as a Scientist&quot;: The Potential of Out-of-School Time Programs to Influence Girls' Identities in Science
Author: Riedinger, Kelly
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Science Education,After School Programs,Science Interests,Females,Ecology,Science Activities,Summer Science Programs,Science Process Skills,Access to Education,Disadvantaged Youth,Hands on Science,Active Learning,Learning Experience,Outdoor Education,Teaching Methods,Language Usage,Cooperative Learning,Scientific Attitudes,Self Concept

Out-of-school time (OST) programs like the Coastal Ecology science camp can positively influence science identities, particularly for youth from groups historically underserved and underrepresented in science, technology, engineering, and math (STEM). OST STEM programming gives youth opportunities to learn science outside the formal classroom in such settings as afterschool programs, science camps, outreach programs, internships, and scouting. OST science programs often do not formally assess participants or assign grades. They provide opportunities for authentic, meaningful learning that may be more comfortable for some youth than school curricula. Further, OST programs may give youth access to resources and to scientific practices and tools not typically available in classrooms. This access may be especially important for youth from underresourced schools. Many programs allow youth to explore science in ways that support their identities. The study presented in this article explored how the Coastal Ecology science camp helped participants, specifically girls, develop science identities. It also studied how the girls' social interactions supported their identities as learners of science.
Instructor Presence Helps Bridge the Gap between Online and On-Campus Learning
Author: Kennette, Lynne N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Participation,Teacher Role,Sense of Community,Online Courses,Introductory Courses,Psychology,Educational Environment,Communities of Practice,Intermode Differences,Educational Practices,Student Attitudes,Semi Structured Interviews,Participant Satisfaction

In every course, instructors expect students to learn; therefore, we attempt to be present for learners, and provide enriched learning environments which nurture this learning. However, in online courses developing such environments can be more difficult (or, at the very least, may come less naturally and require more conscious effort on the part of the instructor) and student performance can suffer when compared to on-campus versions of the same course. An important source of this discrepancy might be the reduction in presence, broadly-defined. As such, increasing presence in online courses may eliminate this disparity. In the present study, an instructor created her online introductory psychology course in a manner that increased her presence, more closely approximating that of traditional courses, and confirmed this prediction.
Teaching for Engagement: Part 3: Designing for Active Learning
Author: Hunter, William J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Instructional Design,Curriculum Implementation,Instructional Development,Lesson Plans,Case Method (Teaching Technique),Scaffolding (Teaching Technique),Educational Practices,Educational Strategies,Teaching Methods

In the first two parts of this series, (&quot;Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning&quot;) and (&quot;Teaching for Engagement: Part 2: Technology in the Service of Active Learning&quot;), William J. Hunter sought to outline the theoretical rationale and research basis for such active learning methods as case-based teaching and problem learning, and then to describe ways in which contemporary technologies can facilitate teaching for active learning. Throughout, Hunter sought to keep a focus on practical questions and issues related to implementing active learning strategies in postsecondary classrooms. Nevertheless, there remains a lot to be said about designing and implementing active learning, especially for those whose prior teaching has been predominantly transmission-focused. In this, the third part, Hunter seeks to address practical questions regarding the design and implementation of teaching for active learning. Interested readers will find that the links provided in text and in the reference list will lead them not only to further detail about the ideas discussed in this series, but also to a wide variety of practical teaching resources. [For Part 1, see EJ1079230, and for Part 2, see EJ1087326.]
Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric
Author: Wu, Heng-Chieh Jamie
Date: 2016-00-00
Type: Journal Articles
Subjects: Youth,Adults,Cooperation,Social Justice,Youth Programs,Leadership,Scoring Rubrics,Observation,Program Effectiveness,Program Evaluation,Youth Leaders,Participative Decision Making,Mentors

Commonly described as youth-led or youth-driven, the youth-adult partnership (Y-AP) model has gained increasing popularity in out-of-school time (OST) programs in the past two decades (Larson, Walker, &amp; Pearce, 2005; Zeldin, Christens, &amp; Powers, 2013). The Y-AP model is defined as &quot;the practice of (a) multiple youth and multiple adults deliberating and acting together (b) in a collective (democratic) fashion (c) over a sustained period of time (d) through shared work (e) intended to promote social justice, strengthen an organization and/or affirmatively address a community issue&quot; (Zeldin et al., 2013, p. 388). Unlike traditional OST programs, in which youth are viewed as service recipients, the Y-AP model emphasizes that youth serve in meaningful leadership roles in the organization or program. Although the concept of Y-AP has been well received, implementing it without clear guidelines can be challenging. Therefore, Zeldin and colleagues (2013) put forth a theoretical framework to define and operationalize Y-AP. In their definition, the Y-AP model consists of four critical elements: (a) authentic decision making, (b) natural mentors, (c) reciprocal activity, and (d) community connectedness (Zeldin et al., 2013). This theoretical framework provides an invaluable starting point for elaborating and concretizing the concept of Y-AP and highlighting essential guidelines. To achieve quality and fidelity, various organizations have developed youth program quality assessments; see Yohalem, Wilson-Ahlstrom, Fischer, and Shinn (2009) for a summary of the available tools. These measures tap some aspects of Y-AP, such as youth leadership, relationships, staffing, and community linkages; however, no single tool, until now, captured the full complement of Y-AP core elements. The authors therefore developed a rubric for observing and assessing Y-AP quality, using the theoretical framework of Zeldin and colleagues (2013). Their hope is that this rubric will help promote Y-AP standards, program fidelity and assessment, and professional development of youth workers.
Ascending and Descending into the System: A Comparison of Broadcasting Media Programs in Ontario Colleges
Author: Sianos, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Broadcast Industry,State Policy,College Programs,Program Descriptions,Institutional Characteristics,Diversity (Institutional),Competition,Journalism Education,Educational Change,Educational Practices,State Colleges,Strategic Planning

In 2013 the Ontario Ministry of Training, Colleges and Universities released Ontario's Differentiation Policy Framework for Postsecondary Education, for colleges and universities in the province. All 24 Ontario colleges responded to this Framework by presenting their Strategic Mandate Agreements (SMA). The Framework contrasts the original provincial mandate for the Ontario colleges, which was to provide accessible comprehensive institutions throughout the province. This paper examines, at a programmatic level, how this &quot;Framework&quot; affects Broadcasting Media programs in 13 out of the 24 colleges that offer this vocational discipline. The paper presents the vertical, inter-intra institutional, formal reputational hierarchy that exists amongst these programs. This paper argues that the Broadcasting Media programs are elite, differentiated, and diverse; their formal and informal hierarchical status creates deeper, intentional stratification, entrenching programs as positional goods with positional power competing for supremacy, regardless of the intent of the original mandate for the Ontario colleges. If the Strategic Mandate Agreements are executed by the Ontario Ministry of Training, Colleges and Universities, then this hierarchical, programmatic stratification will become further stratified and inaccessible. Although this paper focuses on one particular vocational discipline, the theoretical and research approaches have the potential to affect other programs within these comprehensive, community-based colleges.
Factors Impacting Student Service Utilization at Ontario Colleges: Key Performance Indicators as a Measure of Success: A Niagara College View
Author: Veres, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Analysis,Success,Tutoring,Academic Advising,Academic Support Services,Correlation,Use Studies,Commuting Students,Student Employment,Influences,Library Services,School Counseling,Student Responsibility,Student Personnel Services,Academic Persistence,Student Records,Surveys,College Students

Student success in Ontario College is significantly influenced by the utilization of student services. At Niagara College there has been a significant investment in student services as a strategy to support student success. Utilizing existing KPI data, this quantitative research project is aimed at measuring factors that influence both the use of student services and their identified level of importance. The correlational analysis revealed that student service utilization is (a) not associated with commuting time, (b) less for those working for pay, and (c), in the case of tutoring and academic advising, of heightened importance for those caring for dependents. Service model offerings are discussed within this context.
The Relationship between Academic Advising and Student Success in Canadian Colleges: A Review of the Literature
Author: Fricker, Tim
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Persistence,Academic Advising,Success,College Students,Literature Reviews,Correlation,Educational Research,Research Methodology,Educational Practices,Intervention

Increasing student retention is complex and no one single intervention can independently solve the student success problem; however, academic advising has been cited more prominently in student success literature as a central feature in a comprehensive strategy to improve student persistence, especially on college campuses. This paper explores current literature on academic advising, its relationship with student success, and the current state of the literature in Canada. Findings include that there is very little research showing the direct effect of academic advising on student success, and that only on rare occasion does this research employ rigorous analytical and design methods. It is also argued that the organization and practice of academic advising in Canada is still in its infancy. Implications for future research and practice are also presented.
A &quot;Step-Back&quot; Is Actually a &quot;Step-Forward&quot; When Attempting to Make the Transition from Administrator to Faculty within the Canadian College Environment
Author: Jacobs, Steven
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Mobility,Teacher Administrator Relationship,Administrator Role,Teacher Role,Barriers,Teacher Placement

Many college faculty have sought and secured administrative positions. This type of transition is not uncommon. What is uncommon, however, is the transition back from an administrative position to a faculty position within Canadian colleges. There are many barriers and obstacles to this type of role transition which make it very difficult to do. I believe this to be extremely unfortunate because this type of role transition would be of benefit to all stakeholders--faculty, administration, support staff, and ultimately the persons we aim to serve in colleges: our students.
Students' and Teachers' Perceptions of after School Online Course
Author: Yalavaç, Gamze
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Online Courses,Private Schools,Middle School Students,Middle School Teachers,Blended Learning,Lesson Plans,Foreign Countries,Teaching Methods,Conventional Instruction,Instructional Design,Feedback (Response),Surveys,Interviews,Observation,Student Needs,After School Education,Qualitative Research,Statistical Analysis

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other students. The results of the survey, interviews, and observations show that both students and teachers prefer face-to-face lessons to online lessons. They think that ASOC can be effective only if it is implemented in small groups with more interaction and sound instructional design with engaging methods and adequate feedback is structured for students and teachers' needs. This study may contribute to similar future research studies of online education in middle schools by revealing the upsides and downsides of this blended learning environment with recommendations offered.
A Study to Determine the Contribution Made by Concept Maps to a Computer Architecture and Organization Course
Author: Aydogan, Tuncay
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Mapping,Computer Science Education,Tests,Student Attitudes,Student Surveys,Teaching Methods,Test Preparation,Statistical Analysis,Study Habits,Likert Scales,College Students,Foreign Countries

Concept mapping is a method of graphical learning that can be beneficial as a study method for concept linking and organization. Concept maps, which provide an elegant, easily understood representation of an expert's domain knowledge, are tools for organizing and representing knowledge. These tools have been used in educational environments to better connect the relationships among theory and practice as well as among other concepts covered in a course. They also help the learners build relationships between previous knowledge and newly introduced concepts, encouraging meaningful learning rather than rote learning. The overall interactions among hardware, computer basics, computer functions and etc., used to be simple and transparent enough for understanding computer systems. Nevertheless the modern computer technologies have become increasingly more complex which makes it very difficult to understand the whole system of the computers. This study is an analysis of the contribution made by concept maps to a Computer Architecture and Organization course (CAO). For a period of one semester, students were asked to prepare concept maps that they were later allowed to use when revising for their final exam. The students' success in the exam was then evaluated and their attitudes towards the course, the concept maps and the questions on them were surveyed and analyzed. The results lead to the conclusion that not only did concept maps make a positive contribution to the students' overall success during the course, they also helped with their exam preparation.