ethanporcaro/eric-fulltext-meta huggingface dataset:
A Classroom of One Is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom
Author: Janzen, Katherine J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Geographic Isolation,Online Courses,Masters Programs,Computer Mediated Communication,Student Development,Learning Activities,Visual Aids,Communities of Practice,Interpersonal Competence,Instructional Effectiveness,Teaching Methods,Collegiality

How can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? The authors suggest that in part, the answer lies in creating invitational online educational spaces through the use of Artistic Pedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or Zen koan) discussion is undertaken utilizing Palmer's (2007) six paradoxes of pedagogical design as a framework for understanding how PV creates invitational classrooms through the presence of paradox. (Contains 1 figure and 1 table.)
Cross-Cultural Equivalence and Psychometric Properties of the Traditional Chinese Version of the Inviting School Survey-Revised
Author: Smith, Kenneth H.
Date: 2011-00-00
Type: Journal Articles
Subjects: School Surveys,Measures (Individuals),Foreign Countries,Psychometrics,Translation,Chinese,Guidelines,Logical Thinking,Testing,English (Second Language),Language Fluency,Statistical Analysis,Item Analysis,Correlation,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Educational Environment,School Personnel,Cultural Differences

The Inviting School Survey-Revised (ISS-R) was adapted and translated into Traditional Chinese (ISS-RC), using a five-step process, based on international test administration guidelines, involving judgmental, logical, and empirical methods. Both versions were administered to a convenience sample of Chinese-English fluent Hong Kong school community members (administrators, teachers, students, parents, and support personnel). A series of repeated measures ANOVAs revealed equivalence between the two versions, ISS-R and ISS-RC Total Scale and Subscales (variances, subscale correlations, internal consistency) other than the Program Subscale overall mean difference. Item analyses, utilizing repeated measures ANOVAs, revealed significant differences in 11 of the 50 scale items. Suggestions for further development and refinement of the Chinese Invitational School Survey (ISS-RC) are presented. Additionally, recommendations for future research and application of the ISS-R and ISS-RC are provided. (Contains 8 tables.)
Six Years Later: Effect of Family Involvement Training on the Language Skills of Children from Migrant Families
Author: St. Clair, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Family Involvement,Followup Studies,Language Skills,Migrant Children,Kindergarten,Family Literacy,Literacy Education,Rural Schools,Elementary Schools,Grade 1,Longitudinal Studies,Program Effectiveness,Scores,Elementary School Students,Grade 5,Grade 6,Scaling,Reading Achievement,Statistical Analysis

This six year follow-up study to the previously published quasi-experimental study on this group of children and their migrant families examines the effects of a parent involvement program on kindergarten children's families. Parents in the original study participated in sessions available throughout their child's kindergarten year that helped them engage their children in academic activities linked to their children's curriculum in school. These parent involvement sessions were implemented as one component of a Migrant Education Even Start family literacy program. The study was conducted at a rural Midwestern elementary school with 22 kindergarten children from families participating in the parent involvement training program, and 28 kindergarten children from families not participating. This longitudinal study first followed these children through the end of first grade. Findings indicated that by the end of first grade, children from families participating in the parent involvement training program scored significantly higher on language measures than children in the control group. Now researchers at the University of Nebraska Medical Center have followed these children through 5th or 6th grade and have collected state reading assessment scaled scores. Results demonstrate that children in the treatment group again scored significantly higher than children in the control group. This suggests that equipping migrant families with new abilities to nurture their children's language skills leads to positive and lasting reading outcomes for their children. (Contains 2 figures and 2 tables.)
Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature
Author: Semke, Carrie A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Research Methodology,Family Involvement,Family School Relationship,Literature Reviews,Parent Participation,Educational Research,Research Reports,Synthesis,Research Needs,Partnerships in Education,School Community Relationship

Parental participation and cooperation in children's educational experiences is positively related to important student outcomes. It is becoming increasingly evident that context is a significant factor in understanding academic achievement, and the setting in which a child, family, and school is situated is among the salient contexts influencing performance. Although the family-school partnership research literature has increased over recent decades, it has been conducted primarily in urban and suburban settings. The goals of this paper are to (a) review the empirical literature on family involvement and family-school partnerships in rural schools, (b) provide a synthesis of the state of the science, and (c) point to a research agenda in this area. Eighteen studies were identified that met the criteria for this review. A critique of the research methods and analytical approaches is provided, along with a call for more research on the topic of family-school partnerships in rural settings, including rigorous and systematic studies pertaining to the effects of family-school involvement and partnerships in rural schools. (Contains 2 tables and 1 endnote.)
A Community Partnership to Facilitate Urban Elementary Students' Access to the Outdoors
Author: Ferreira, Maria M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Urban Schools,Educational Environment,Partnerships in Education,Elementary School Students,Outdoor Education,Poverty,School Community Relationship,College School Cooperation,School Districts,Curriculum Development,Teacher Attitudes,Program Effectiveness,Attitude Change,Elementary School Teachers,Educational Legislation,Federal Legislation,African Americans,Pedagogical Content Knowledge,Science Instruction,Teaching Methods,Workshops

Today's children spend less and less time in the outdoors, leading Richard Louv in 2008 to coin the term &quot;nature deficit disorder.&quot; Louv pointed out that experiences with nature are essential to a child's physical and emotional development and that the lack of these types of experiences has led to an increase in child obesity, attention disorders, and depression. Poor urban students in particular have little access to experiences with nature, and outdoor classrooms are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to nature. This field study describes a partnership formed between a local university, a school district, and a community organization in order to develop and implement outdoor classrooms and curriculum in seven local elementary schools. Results based on teacher reflections on using the outdoors for educational purposes, collected before and after the implementation of the program, indicated a shift in teachers' perceptions about the value of the outdoors for instructional purposes which translated into a greater number of learning experiences for their students and helped foster a sense of community in their schools. (Contains 1 table.)
&quot;I Feel Much More Confident Now to Talk with Parents&quot;: An Evaluation of In-Service Training on Teacher-Parent Communication
Author: Symeou, Loizos
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Communication Skills,Self Esteem,Parents,Elementary School Teachers,Secondary School Teachers,Inservice Teacher Education,Reliability,Program Effectiveness,Faculty Development,Parent Teacher Conferences,Parent School Relationship,Parent Teacher Cooperation

This paper describes a teacher in-service training program on teacher-parent communication in Cyprus and its impact on teacher trainees. Data were gathered through questionnaires completed by teachers prior to their training and after having tried, in real school settings, the communication skills and approaches taught during the course. The analysis of the data showed a considerable modification of teachers' perceptions about various aspects of communicating with parents and a positive appraisal of their competence in organizing and implementing communication sessions with parents. The findings provide evidence for the effectiveness of teacher training on communication skills. (Contains 5 tables and 1 footnote.)
Unpacking Parent Involvement: Korean American Parents' Collective Networking
Author: Lim, Minjung
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Korean Americans,Parent Attitudes,Cultural Differences,Social Bias,Partnerships in Education,Elementary Schools,Minority Groups,Teacher Attitudes,Elementary School Teachers

This study examines the ways in which a group of Korean American parents perceived and responded to institutional inequalities in a family-school partnership. In their school, which had a growing Asian population, the dominant group's middle-class perspective on parent involvement became normal and operated as an overarching structure. Drawing from critical inquiry and Ogbu's (1995) cultural ecological theory, this study unpacks the ethnic networks of a Korean meeting and the interactive relationships between the Korean group and the school. By focusing on the complex negotiations the Korean group constructed as they engaged in their children's schooling, this study reconsiders conventional avenues of parent involvement that often reinforce inequalities in building effective family-school partnerships across diverse families.
Influence of a Parent Leadership Program on Participants' Leadership Capacity and Actions
Author: Cunningham, Shayna D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Participation,Leadership Training,Parent School Relationship,Communication Skills,Leadership,Program Effectiveness,Pretests Posttests,Surveys,Alumni,Advocacy,Family Involvement,Educational Attainment,Racial Differences,Language Usage,Immigrants,English (Second Language)

This article investigates the influence of Parent Services Project's Vision and Voice Family Leadership Institute (VVFLI; formerly known as Parent Leadership Institute) on parent leadership capacity and action. Pre- and post-test data were collected from new VVFLI attendees during their first (N = 83) and last (N = 85) session, respectively. T-tests were used to test for significant differences between the pre- and post-test survey responses. Survey data were also collected from a subset of alumni (N = 100) who had completed at least one VVFLI between 2005 and 2008. Results indicate that VVFLI may positively influence parents' identities as leaders, general leadership and communication skills, and skills specific to school- and community-based settings, as well as promote increased parental involvement in a variety of school-based, advocacy, and wider constituency leadership activities. Schools and community-based organizations interested in strengthening the leadership capacity of parents should consider implementing parent leadership programs, such as VVFLI, with their constituents. (Contains 4 tables.)
The Impact of a Junior High School Community Intervention Project: Moving beyond the Testing Juggernaut and into a Community of Creative Learners
Author: Nelson, Larry P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Intervention,Student Attitudes,Standardized Tests,Academic Achievement,Attendance,Program Effectiveness,Educational Experience,Junior High School Students,Junior High Schools,Community Involvement,At Risk Students,Disadvantaged Schools,Educational Environment,High Stakes Tests,After School Programs,Urban Schools,Urban Youth,Control Groups,Experimental Groups,Focus Groups,Quasiexperimental Design,Statistical Analysis,Cooperation

Involvement by the adult community in schools and students' lives is an effective way to increase student attendance, boost morale, and improve students' perceptions about their school experience. This study examined a two-year comprehensive community intervention initiative within a high-risk junior high school, measuring its impact on student attendance, as well as student, staff, and faculty perceptions of school climate. Findings of the study show that community partnerships and programs can increase student attendance rates and significantly improve perceptions of school conditions. Findings also show that when the pressures of raising standardized test scores impede these kinds of community intervention efforts, a significant and dramatic decline in the perceptions of school climate may result. Thus, the authors of this study make an argument for sustainable, collaborative, and organic community-based mentoring programs that focus on the development of students' creativity as a means to improve school practices. (Contains 3 figures and 2 tables.)
School Counselors' Partnerships with Linguistically Diverse Families: An Exploratory Study
Author: Aydin, Nadire Gulcin
Date: 2012-00-00
Type: Journal Articles
Subjects: Counselor Role,School Counselors,Principals,Student Diversity,Language Usage,Family School Relationship,Expectation,Role,Time Management,Training,Partnerships in Education,English (Second Language),Ethnicity,Racial Differences,Cooperation

Little research to date has investigated the involvement of school counselors in partnerships with linguistically diverse families. This article reviews the results of a study with school counselors (N = 95) in a Midwestern state on their involvement in school, family, and community partnerships with linguistically diverse families. The results indicated that school principal expectations, school counselor role perceptions about partnerships, time constraints, and training in partnership implementation were positively related to school counselor involvement in SFC partnerships with linguistically diverse families. (Contains 1 table.)
Partners in Learning: Schools' Engagement with Parents, Families, and Communities in New Zealand
Author: Mutch, Carol
Date: 2012-00-00
Type: Journal Articles
Subjects: School Culture,Foreign Countries,Partnerships in Education,Parent School Relationship,School Community Relationship,Educational History,Parent Participation,Parent Role,Leadership,Principals,Social Networks,Interpersonal Communication

The Education Review Office (ERO) conducted an external evaluation in over two hundred New Zealand schools to find out more about the engagement between schools and the parents and &quot;whanau&quot; (families and extended families) of their students. This paper provides some historical background and key findings from the relevant literature before expanding on the six key factors which the evaluation found were critical to enhancing and strengthening this engagement: leadership, relationships, school culture, partnerships, community networks, and communication. The paper concludes with recommendations for ways in which all parties can strengthen this vital relationship. (Contains 1 table and 3 endnotes.)
The State of Mental Health on College Campuses
Author: Wood, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Campuses,Mental Health,Cooperation,Cooperative Planning,Student Personnel Workers,Administrators,Stakeholders,Intervention,Violence,Educational Environment,School Safety,Emergency Programs,Best Practices

The mental health dilemma that is facing higher education today does not appear to be abating. It is imperative that colleges have fully-staffed and adequately-trained counseling personnel to assist students with psychological issues. Institutions also must create a climate of awareness, so that issues may be recognized early. In addition, students with mental illnesses must be included in mainstream campus life. Tackling the mental health crisis on college campuses cannot fall only into the hands of the counseling centers. The entire campus community must commit and get involved in this initiative. With collaboration and dedication, college administrators, student services personnel, and other stakeholders can help to provide adequate resources that will result in aggressive intervention and increased awareness, thereby minimizing the possibility of future acts of campus violence.
Building a Community on the Fast Track: ENG. 09/111 at Central Virginia Community College (CVCC) as a Tier C Model
Author: Velez, Lana
Date: 2012-00-00
Type: Journal Articles
Subjects: Courseware,Community Colleges,Higher Education,Two Year Colleges,Freshman Composition,College English,College Freshmen,English Instruction,Reading Skills,Writing Skills

This author organized and taught the new ENG 09/111 classes at her college, as well as authoring the course text and workbook. English 09/111 offers a unique opportunity for students who are not quite ready for freshmen composition, but more than likely do not need an entire semester of developmental English. In this article, she details the course structure, discusses its statistical assessment, and includes the reactions from students who have taken the class. [&quot;Building a Community on the Fast Track: ENG. 09/111 at Central Virginia Community College (CVCC) as a Tier C Model&quot; was written with Kevin Riley.]
Teaching Introductory Psychology in the Community College Classroom: Enhancing Student Understanding and Retention of Essential Information
Author: Debb, Scott M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Majors (Students),Introductory Courses,Core Curriculum,Community Colleges,Social Sciences,Memorization,Critical Thinking,Psychology,Humanities,Higher Education,Two Year Colleges,Educational Psychology,Rote Learning,Memory,Retention (Psychology)

Enrolling in an introductory course in psychology is a staple of many community college students' core curriculum. For those students who plan to pursue social science and humanities-related majors in particular, introductory psychology helps provide a solid base upon which future coursework at all academic levels will be built. The goal of any introductory course is to convey information from a source of authority with (firsthand) knowledge to individuals who, on average, have a novice understanding of the given material. Issues of involvement and retention relate directly--although not exclusively--to the instructor's approach in the classroom. Successfully progressing from a rote memorization model to engaging in critical thinking is an essential component for students in community college. In this article, the authors describe a study conducted to determine whether a "Test Yourself" procedure, administered either before or after a lecture, might improve students' retention of the information, as well as stimulate critical thinking. (Contains 2 tables.)
Medieval Day at Reynolds: An Interdisciplinary Learning Event
Author: Morrison, Nancy S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Interdisciplinary Approach,Learning Experience,College Faculty,Medieval History,Higher Education,College Students,Community Colleges

Medieval Day at Reynolds turned a typical Friday class day into an interdisciplinary learning event, which joined faculty and students into a community of learners. From classrooms issued tales of Viking and Mongol conquests, religious crusaders, deadly plague, and majestic cathedrals and art, all told by costumed faculty members with expertise in medieval studies. In the commons area, medieval enactors helped participants learn how to card, spin, and weave, to dance, and to use broad sword techniques. This event at this college involved faculty, staff, and students in an interdisciplinary teaching and learning experience. In this article, the primary organizer of Reynolds's Medieval Day discusses its origin, details the schedule of events, and dispenses advice for any who might be interested in creating a similar college-wide experience.
Teaching with a Global Perspective
Author: Richardson, Percy
Date: 2012-00-00
Type: Journal Articles
Subjects: Travel,Citizenship,Religion,Global Approach,Norms,Higher Education,Employment,Textbook Selection,Textbooks,Study Abroad

The benefits of teaching from a global perspective far outweigh the disadvantages. Teaching from a global perspective provides the employer with global workers. Such teaching produces students who possess the knowledge of languages, culture, social systems, dress, religion, and cultural norms, as well as skills for employment in the global marketplace. Also, it teaches global citizenship and cultural tolerance, as well as good stewardship of the world's resources. By learning different languages and traveling abroad, American students can move easily from one country to another based on the demands of the job, their global travel experiences, and their skill sets. American educators must equip students with the knowledge needed to understand race, color, creed, language, customs, norms, religion, global politics, and foreign business practices in order for them to compete in the global workforce of the Twenty-First Century.
An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College
Author: Ellis-O'Quinn, Amanda
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade Point Average,Community Colleges,Higher Education,Two Year Colleges,Academic Achievement,Predictor Variables,Scores

While community colleges do an excellent job of fulfilling their open door mission, research shows that the completion rate for community college students is dismal. One retention strategy often employed by community colleges is providing support through orientation programs. A great deal of research has focused on orientation at the four-year level, but a major deficit exists in examining orientation at the community college level. There is a lack of current research, especially at the community college level, to indicate whether orientation programs are achieving desired results. The purpose of this ex post facto study is to determine if a relationship exists between certain student success indicators such as GPA, and retention for students completing an orientation course in their first semester at a rural community college. In addition, the study will attempt to identify the impact of course delivery format on success measures.