ethanporcaro/eric-fulltext-meta huggingface dataset:
Character Strengths Are Prominent as Mate Preferences of Turkish Students
Author: White, Elizabeth Michelle
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preferences,Statistical Analysis,Qualitative Research,Individual Characteristics,Personality Traits,Personality Assessment,Sexuality,Intimacy,Social Psychology,Questionnaires,Likert Scales,Demography,Student Attitudes,Social Attitudes,College Students,Interviews

This study addressed the traits and characteristics that Turkish students deem most important in a long-term romantic partner. We collected quantitative and qualitative data on characteristics desired in romantic partners from students attending Bahçesehir Üniversitesi in Istanbul, Turkey. Like our previous cross-cultural studies conducted in Japan, Russia and the United States, results supported dependability and love as the most important traits. Overall, positive internal attributes were rated as highly important and we recommend the traits associated with the positive psychology movement be more fully considered in future studies on mate preferences.
The Bicultural I: A Social and Cognitive Approach for Understanding the Psychology of Acculturation
Author: Sapiro, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Acculturation,Immigrants,Migrant Education,Social Integration,Student Empowerment,Social Psychology,Biculturalism,Cultural Maintenance,Student Experience,College Students

This paper investigates the processes and challenges of creating a socially integrated, empowered immigrant identity by exploring the concepts acculturation model. The author examines the psychology of acculturation and the processes for creating a socially integrated bicultural self for immigrants who retain cultural traditions while adapting to new social norms and practices. The complexity of this process embraces principles from both social and cultural psychological paradigms and emphasizes a non-dual approach for creating meaning for a bicultural individual acculturating into a new society.
Internet Fraud: Information for Teachers and Students
Author: Nkotagu, Gabriel Hudson
Date: 2011-00-00
Type: Journal Articles
Subjects: Internet,Deception,Online Vendors,Marketing,Information Security,Computer Security,Risk,Risk Management,Prevention

Internet fraud takes a number of forms with the responsible individuals changing tactics rapidly to avoid detection. The perpetrators rely on telemarketing, emails, as well as presenting themselves personally to unsuspecting people. The evolution of internet marketing as well as ecommerce and the ease of connectivity create increasing opportunities for fraudsters while at the same time placing more unsuspecting internet users at risk of falling prey to these schemes. There exists a thriving economy online with large sums of money changing hands online. It is therefore important for any internet user to easily identify when they are exposed to internet fraud schemes and as such avoid being a victim.
Distance Learning in Colleges and Universities
Author: Shultz, Pamela
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Technology Uses in Education,Technology Integration,Influence of Technology,Online Courses,Electronic Learning,Student Attitudes,Administrator Attitudes,Educational Trends,Barriers,Questionnaires,Likert Scales,Mail Surveys,Educational Attitudes,College Students,Teacher Attitudes,College Faculty

As technology advances so do schools and colleges and universities try to keep up with these technological advancements. It was not long ago that computers were installed in schools and colleges, now students have access to the internet on computers. It makes sense then to add distance-learning courses, where students can be enrolled in internet classes. Not only are there internet courses, but also compressed video courses, which allow students from one campus to attend the same class as other students on another campus through live televised courses. Many students enroll in distance-learning courses in order to take classes on their own time, in the freedom of their own home, and on a campus close to home. With these benefits, what are some of the consequences of distance education? With so many schools going to online degrees, do the students suffer? How do students feel about distance education? How do the administrators feel about distance learning? This article reviews the benefits to student and faculty and compares their opinions on distance education and what they feel they gain from technology-mediated learning.
Critical Theory and Catholic Social Teaching: A Research Framework for Catholic Schools
Author: Bradley-Levine, Jill
Date: 2015-03-00
Type: Journal Articles
Subjects: Catholic Schools,Urban Schools,Critical Theory,Social Justice,After School Programs,Ethnography,Research Methodology,Peer Relationship,Teacher Student Relationship,Caring,Social Support Groups,Helping Relationship,Student Behavior,Behavior Problems,Family School Relationship,Human Dignity,Qualitative Research,Semi Structured Interviews,Focus Groups,Observation

In this article, the authors share findings from an ethnographic study drawn from an evaluation of an after-school program directed by a Catholic diocese to meet the educational needs of children attending urban Catholic schools. The authors used critical research methods within the context of Catholic social teaching (CST) as a theoretical framework for the data presented in this article. Two themes emerged during this data collection and analysis. The first theme, student interactions, describes the helpful ways that students engaged with each other during the afterschool program, and also the manner in which students exhibited a need for greater supports. The second theme, staff-student and staff-families interactions, explains how staff members connected with students in the after-school program, and their families and experiences. The focus on relationships emerged as an explicit connection to the CST themes of care, solidarity, and community within the after-school program sites. These findings have implications for researchers and educators working in Catholic and/or urban schools, or their respective after-school programs.
Insulin Administration in Catholic Schools: A New Look at Legal and Medical Issues
Author: Huggins, Mike
Date: 2015-03-00
Type: Journal Articles
Subjects: Drug Therapy,Catholic Schools,Diabetes,Enrollment Trends,Health Needs,Intervention,Laws,School Personnel,State Legislation,Comparative Analysis,Diagnostic Tests,Medical Services,Legal Problems,Parent School Relationship,Nurses

Anecdotal evidence indicates that more students with type 1 diabetes are enrolling in Catholic schools across the United States. Meeting the medical needs of these students appears to be a significant challenge--legally and logistically--for many Catholic schools. District officials, school leaders, and school staff need support to understand the complexities of the disease and its treatments, as well as the laws that govern how non-medical school staff can intervene in normal and emergency situations. The goals of this article are: (a) to explore the current state of the legal and medical issues regarding non-RN administration of insulin to minor students with Diabetes Mellitus Type 1 (type 1 diabetes), including presentation of a stateby- state comparison of laws; (b) to examine historical factors leading to current state legislation regulating insulin administration; and (c) to suggest ways to move forward.
The Establishment Clause, School Choice, and the Future of Catholic Education
Author: Cunningham, Matthew P.
Date: 2015-03-00
Type: Journal Articles
Subjects: School Choice,Catholic Schools,Federal Legislation,State Legislation,State Church Separation,Court Litigation,Educational Trends,Futures (of Society),Educational Vouchers,Declining Enrollment,Urban Areas,Advocacy

This article reviews several recent court cases at the federal and state levels related to school choice initiatives in the United States. Through this review, the article sheds light on the enduring question of whether these programs are unlawful bonds between church and state. The review includes details about choice programs that exist (or have existed in the past) in the states where the cases originated: Ohio, Washington, Indiana, Arizona, and Colorado. Following this review, the article examines relevant, large-scale evaluations of choice programs and concludes with a discussion of the place of Catholic education in the school choice movement.
The Friendship Journey: Developing Global Understanding in the Middle Grades
Author: Besnoy, Kevin D.
Date: 2015-03-00
Type: Journal Articles
Subjects: Friendship,Middle School Students,Catholic Schools,Moral Values,Social Development,Global Approach,Exchange Programs,Cultural Awareness,Pretests Posttests,Student Attitudes,Attitude Change,Interviews,Observation,Student Leadership,Advanced Placement Programs,Mixed Methods Research,Stereotypes,Bias,Outcomes of Education

The goals of developing a global perspective are consistent with the faith-based values of Catholicism. The primary goal is to prepare students academically, morally, and socially to participate in a globalized world that constantly faces new problems. A key component of this is the understanding that other people, who may appear on the surface to be very different from themselves, have differences which have value and similarities which unite us. The purpose of this article is to present one Catholic school's attempts to prepare its students to meet the challenges of citizenry in an international community and to describe the impact of those efforts. The questions we explored are: (a) Does a student-focused, cultural exchange program enhance American students' global perspectives? Does a student-focused, cultural exchange opportunity enrich students' cultural understandings? Findings from this study revealed that students gained an appreciation for diverse cultures through social interaction. While the pre- and post-test survey data revealed some changes in students' beliefs and attitudes, interviews and observations provided substantial evidence of students' evolving awareness and respect for other cultures. The tangible connections formed produced young people who have a greater appreciation for our global community.
Catalyst Schools: The Catholic Ethos and Public Charter Schools
Author: Proehl, Rebecca A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Public Schools,Charter Schools,Interviews,Poverty,Urban Areas,Christianity,Models,Religious Education,Catholic Schools,Observation,Teaching Methods,School Administration,Educational Philosophy,Instructional Leadership,Neighborhoods,Academic Achievement

During the past decade, Catholic leaders have been exploring options to revitalize the faltering Catholic school system especially in urban centers. One route being explored by dioceses and religious orders is opening what have been called &quot;religious charter schools.&quot; Though not technically religious schools, they integrate many of the same values and pedagogical approaches as found in faith-based schools. In this article, the authors examined three Chicago public charter schools that are modeled on the successful San Miguel Schools, which are run by the Christian Brothers and are located in impoverished urban areas. After interviewing 40 participants, observing 20 classrooms, and reviewing archival documents, the authors described the challenges faced, tensions experienced, and lessons learned while transferring a Lasallian (Christian Brother) educational model into the public sector.
Nature of Mathematics Classroom Environments in Catholic High Schools
Author: Hall, Judith J.
Date: 2015-03-00
Type: Journal Articles
Subjects: Catholic Schools,High School Students,Mathematics Instruction,Student Attitudes,Attitude Measures,Positive Attitudes,Student Centered Curriculum,Educational Environment,Learning Motivation,Scores,Multivariate Analysis,Statistical Analysis

In an attempt to reveal the various types of learning environments present in 30 mathematics classrooms in five Catholic high schools, this replication study examined student (N = 602) perceptions of their classrooms using the Classroom Environment Scale. Student attitudes toward mathematics were assessed by the Estes Attitude Scale. Extending previous research conducted in public high schools, this study delineated two basic types of learning environments (teacher-centered and student-centered) in Catholic high schools. In contrast with students in public schools, students in these parochial schools reported positive attitudes toward mathematics regardless of the type of learning environment. Discussion of the findings and implications for practice, including the utility of the CES, are summarized.
Examining Teachers' Self-Described Responses to Student Behavior through the Lens of Catholic Social Teaching Principles
Author: Mucci, Angela Marie
Date: 2015-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Catholic Educators,Catholic Schools,Student Behavior,Behavior Problems,Beliefs,Religious Factors,Religious Education,Social Justice,Classroom Techniques,Qualitative Research,Semi Structured Interviews,Human Dignity,Low Income Groups,Teacher Student Relationship,Feedback (Response),Caring,Preservice Teacher Education

The current study examined how teacher beliefs about the tenets of Catholic Social Teaching (CST)--dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable--affected self-described responses to student behavior problems. In-depth interviews with seven secondary Catholic school teachers were analyzed using methods identified in grounded theory. Analyses reveal self-described responses towards behavior differed based on teacher beliefs about the student as an individual and within the context of the classroom. In particular, teacher congruence between beliefs and self-described responses to behavior was seen more in relation to the CST tenets--dignity of the human person and preferential option for the poor and vulnerable--and less in relation to the CST tenet seeking the common good. This congruence provided insight into teacher tolerance for student differences. A discussion on implications for practice concludes the article.
Catholic Labor Education and the Association of Catholic Trade Unionists. Instructing Workers to Christianize the Workplace
Author: Lubienecki, Paul
Date: 2015-03-00
Type: Journal Articles
Subjects: Christianity,Religious Education,Philosophy,Work Environment,Democracy,Labor,Catholics,Churches,Unions,Educational History,Social Change,Industrialization,Activism,Organizations (Groups),Misconceptions

This article analyzes the effect of the American Catholic Church, through its program of specialized labor education, on the growth and development of organized labor in the twentieth century. With the proclamation of Pope Pius XI's encyclical Quadragesimo Anno (1931), he requested that the Church complete the work began by Pope Leo XIII in 1891 with his landmark social encyclical Rerum Novarum. However, the American interpretation and utilization of the social encyclicals varied from their intended European meaning. The cumulative effect of these two encyclicals was support for the workers' rights to organize and create Christian labor associations. From these papal social encyclicals evolved the diocesan labor schools that existed in many Catholic dioceses in America from the early 1930s until the 1970s. Their purpose was to assist workers through education in the basics of labor organizing and management and to provide philosophical and religious instruction. The ultimate purpose was to Christianize the workplace to ensure industrial democracy through education.
Clarifying the Public-Private Line: Legal and Policy Guidance for Catholic-Affiliated Charter Schools
Author: Carr, Kari A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Catholic Schools,Charter Schools,Educational Trends,Urban Schools,School Closing,Educational Change,Organizational Change,Legal Problems,Public Schools,State Church Separation,Federal Legislation,Federal Aid,Educational Facilities Planning,Institutional Mission,School Law,School Organization

In the past 50 years, the share of students enrolled in U.S. Catholic schools has declined from approximately 12% to 3%. In reaction, many urban Catholic schools have closed and subsequently reopened as public charter schools in order to receive governmental funding and to increase enrollment. As public schools, these Catholic- affiliated charter schools now face a complex set of legal and practical challenges. This article presents empirical research on Catholic-affiliated charter schools, and the legal issues facing them as well as the wider category of religiously-affiliated charter schools. The authors conclude by answering a number of questions that Catholic school leaders are likely to pose about this emerging trend in Catholic education.
Question Me an Answer: Re-Awakening the Art of Inquiry in Post-Secondary Science Education
Author: O'Beirne-Ryan, Anne Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Science Education,Postsecondary Education,Inquiry,Habit Formation,Teaching Styles,Aspiration,Questioning Techniques,Visual Aids,Educational Practices,Educational Strategies,Teaching Methods,Scientific Literacy

In our science learning and teaching environment, how often do we present science as a body of facts, or at best, a compendium of knowledge to which we can add more information, if we ask the &quot;right&quot; questions? In reality, the nature of science is significantly more complex, and the number of iterations we go through to resolve a given inquiry is often considerable. Similarly, how often do we vocalize the hope that our students will develop critical thinking, yet in reality, encourage only logical, linear thinking? Would science become more inclusive if we actually encouraged creative and divergent thinking in addition to logical-analytical thinking? Instead of &quot;What?&quot; can we ask &quot;What if?&quot; or even better, &quot;What if not?&quot; How might we begin to create learning environments where students themselves generate questions that facilitate deeper learning?
Bilingual Facebook Users' Cognitive Writing Processes (Processus cognitifs d'écriture des utilisateurs bilingues de Facebook)
Author: Riley, Jacqueline
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingualism,Social Networks,Cognitive Processes,Writing Processes,English,Spanish Speaking,Interviews,Content Analysis,Decision Making,Language Usage,Language Proficiency,Computer Mediated Communication,College Students,College Graduates,Hispanic Americans,Editing

This study seeks to explore the cognitive processes involved as bilinguals wrote English and Spanish Facebook status updates. Three phases of data collection were employed: individual interviews, examination of participants' Facebook status updates and a group interview. The findings suggested that regardless of the language in which participants wrote, they made a series of decisions as they selected the content, chose the language, formulated the text and typed the status updates. The findings also indicated that for the individuals in this study, higher language proficiencies resulted in increased automaticity when converting thoughts to nonstandard online communications. While participants engaged in some experiences found in Flower and Hayes' Cognitive Process Model (1981) additional explanation was needed to illustrate how this process varied for online bilingual writers.
The Importance of the Professor in College Classroom Climate for Immigrant Students
Author: Boesch, Becky
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Teacher Role,Immigrants,Classroom Environment,College Students,College Faculty,Teacher Characteristics,Relevance (Education),Interviews,Urban Schools,Student Experience,Influences,Teacher Influence,Teacher Student Relationship,Empathy,Assignments,Teacher Expectations of Students,Teacher Competencies

This exploratory qualitative study examined the role that professors play in classroom climate for immigrant students within their first two years in higher education. The research questions were 1) How are immigrant students generally experiencing the climate of higher education classrooms? 2) How specifically does the immigrant student's perception of the student/professor relationship influence classroom climate? The participants were 12 sophomore level immigrant students who self selected to be part of the study. Results indicated that professors play a critical role in creating either a positive or negative classroom climate.
Towards Sustainable Performance Measurement Frameworks for Applied Research in Canadian Community Colleges and Institutes
Author: Williams, Keith
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Colleges,Technical Institutes,Research,Performance,Sustainability,Measurement

Applied Research (AR) in Canadian community colleges is driven by a mandate, via the collective voice of Colleges and Institutes Canada--a national voluntary membership association of publicly supported colleges and related institutions--to address issues of interest to industry, government, and/or community. AR is supported through significant federal and provincial level funding mechanisms as well as funding from the private sector. Performance measurement tools have largely been developed by government agencies such as the Natural Sciences and Engineering Research Council (NSERC) and the National Research Council of Canada (NRC), which are external to the colleges that engage in AR. This paper presents an overview of AR in Canadian community colleges and institutes and provides recommendations for the development of sustainable performance measurement frameworks for AR in Canadian community colleges and institutes.
Meeting the Challenge of Providing Flexible Learning Opportunities: Considerations for Technology Adoption amongst Academic Staff (Relever le défi de fournir des occasions d'apprentissage flexibles: considérations pour l'adoption de la technologie par le personnel universitaire)
Author: Mirriahi, Negin
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Educational Technology,College Faculty,Teacher Attitudes,Qualitative Research,Case Studies,Semi Structured Interviews,Second Language Instruction,Integrated Learning Systems,Language Teachers,Coding,Foreign Countries

This paper reports on a subset of findings from a larger study investigating resistance from academic staff to the integration of technology with on-campus foreign language teaching at one North American higher education institution. The study revealed that the factors influencing technology adoption paralleled Davis' Technology Acceptance Model's tenets of perceived usefulness and ease of use. Further, this study supports Lai and Savage's (2013) assertion of a lack of attention to the pedagogical affordances of technology when adoption decisions are made by instructors, thus we highlight the need for higher education leaders to determine strategies promoting awareness of the benefits technology-enabled teaching and learning can bring to advance educationally-rich flexible learning opportunities.