ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of a Developmental Test to Accommodate Young Children with Low Vision
Author: Ferreira, Viviana
Date: 2017-00-00
Type: Journal Articles
Subjects: Partial Vision,Young Children,Testing Accommodations,Visual Impairments,Developmental Delays,Foreign Countries,Statistical Analysis,Qualitative Research,Intervention

Introduction: This study analyzed the effects of accommodations for children with low vision in the Griffiths Mental Development Scales--Extended Revised (GMDS-ER). Methods: The sample comprised 25 children with low vision and chronological ages between 28 and 76 months. There were two assessment phases: in the first, the Griffiths Scales were administered according to the procedures described in the manual; about two to four weeks later, a second assessment was performed with the same instrument that had been adapted for low vision. Results: The results indicated that there were some favorable differences in the use of item accommodations for children with low vision, including statistically significant improvements of scores in subscales A, locomotor; C, language; and E, performance, as well as in the full scale. All children, except one, increased their full scale score; in the subscales, the number of children that increased their scores varied. The combination of different types of accommodations (materials, administration conditions, and success criteria) generated the best results. Still, many children increased their scores with only accommodations to materials (for instance, enhancement of contours and greater visual contrast). Discussion: The results demonstrated the importance of adapting developmental standardized tests for children with low vision. Future studies should increase the sample size and control variables related to type of visual impairment. Implications for practitioners: Test developers and test users should consider accommodations for young children with low vision. That way, the developmental level could be described more precisely and intervention could be better adjusted to each child's abilities. Furthermore, a more accurate developmental assessment of effective child's competencies and difficulties may be useful in terms of eligibility criteria for special education services.
Service-Learning and White Normativity: Racial Representation in Service-Learning's Historical Narrative
Author: Bocci, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Historical Interpretation,Racial Composition,Historiography,Meta Analysis,Narration,African Americans,Whites,Educational Philosophy,Educational Practices,Racial Bias,Higher Education

Mitchell, Donohue, and Young-Law (2012) observe that in practice and theory, service-learning may be a &quot;pedagogy of whiteness--strategies of instruction that consciously or unconsciously reinforce norms and privileges developed by, and for the benefit of, White people in the United States&quot; (p. 613). In this historiography of service-learning, I examine four scholarly texts and three well-accessed online historical summaries published by service-learning practitioners. I explore how these historical narratives represent people of color, what they include and exclude, and how these representations and inclusions/exclusions may reinforce or challenge White normativity in service-learning. Additionally, I suggest supplemental events, figures, and philosophies that could be considered part of the history of service-learning in order to challenge its prevailing Whiteness.
A Case for Community: Starting with Relationships and Prioritizing Community as Method in Service-Learning
Author: Morton, Keith
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Experimental Programs,School Community Relationship,School Community Programs,Social Justice,Educational Principles,Models,Sense of Community,Campuses,College Environment,Educational Practices

This paper describes an eight-year service-learning experiment that created four distinct spaces in which campus and community members meet, reflect, and act together. This work explores the tensions between traditional and critical service-learning, and points to the importance of building relationships with members of local communities and nurturing shared community as a way for service-learning to begin realizing its civic engagement and social justice objectives. It addresses issues of power and meaning making. It presents a theory of community that suggests the connections between civic engagement and social justice with the practices of hospitality, compassion, listening, and reflection across social and cultural boundaries.
Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning
Author: Miller-Young, Janice
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Interviews,Transcripts (Written Records),Self Evaluation (Individuals),Reflection,Faculty Development,Learning Processes,Partnerships in Education,Concept Teaching,Cooperative Learning,Transformative Learning,Inquiry,Foreign Countries

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn to develop courses and partnerships in counternormative ways. This article reports on an approach to investigating and generating faculty learning--in our case about the threshold concept of reciprocity--through a group self-study process that included a new-to-the-field interview method developed for Decoding the Disciplines (Pace &amp; Middendorf, 2004) followed by individual and then group reflection. Our self-study resulted in new perspectives and new awareness related to the value of examining the concept of reciprocity and the role of group dialogue in generating learning--although the specific nature of these changes was somewhat different for each of us--and analysis shows that that the Decoding interview and the multidisciplinary nature of our group were important in developing the trust necessary for this study to generate learning. We suggest that further collaborative inquiry within and across different service-learning and community engagement contexts could yield new insights about the value of using and integrating methods from self-study and ethnography for faculty professional development and research on faculty learning and could advance our collective understanding of the dynamics of co-learning and co-generation of knowledge within but also transcending SLCE.
Creative Thinking in Prospective Teachers: The &quot;Status Quo&quot; and the Impact of Contextual Factors
Author: Meintjes, Hannetjie
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Thinking,Preservice Teachers,Context Effect,Creativity Tests,Least Squares Statistics,Regression (Statistics),Correlation,School Culture,Educational Environment,Role Models,Socioeconomic Influences,Acculturation,Cultural Differences,Preservice Teacher Education,Cultural Influences,Undergraduate Students,Hypothesis Testing,Pilot Projects,Parent Background

To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to generate a variety of original ideas, to see different viewpoints and elaborate on ideas. We report on the findings of a quantitative pilot investigation by means of experimental research utilizing an &quot;ex post facto&quot; design to determine the &quot;status quo&quot; regarding the creative thinking abilities of a hetrogeneous group of 207 pre-service teachers studying at a South African university, using the Abbreviated Torrance Test for Adults (ATTA) and a Partial Least Squares (PLS) exploration into the relationship between contextual factors and the students' creative thinking abilities. Strong correlations were found among a variety of contextual factors such as the type of school model and culture and creative thinking abilities and also between specific contextual factors such as the choice of role model and socio economic and acculturation factors and certain creative thinking abilities. This research explores a largely unknown field, namely, the creative thinking abilities of a group of South African pre-service teachers of different cultural groups and creates an awareness of the need for the development of creative thinking abilities among these prospective teachers.
How the I Shapes the Eye: The Imperative of Reflexivity in Global Service-Learning Qualitative Research
Author: Morrison, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Service Learning,Global Approach,Research Methodology,Ethics,Reflection,Transformative Learning,Experimenter Characteristics,Research Design,Design Preferences,Performance Factors,Educational Researchers

While literature on research methods abounds, little attention has been given to understanding how qualitative researchers and their approaches to research (i.e., the researcher's stance) shape what we know about global service-learning (GSL) and how we come to know what we know about GSL. Researchers often uncritically adopt a particular research method without understanding its theoretical underpinnings and assumptions (Mauthner &amp; Doucet, 2003). This is problematic when we consider how communities, learning, resources, and knowledge may be affected by the processes and outcomes of our inquiries, especially when working across cultures. This article explores how GSL qualitative researchers affect the knowledge creation process by examining approaches to ethical research, exploring a reflexive account of the enactive approach to a GSL qualitative research project in Pakistan, and discussing the elements, implications, and limitations of reflexivity.
Sense of Belonging and Social Cohesion in a Desegregated Former House of Delegates School
Author: Tabane, Ramodungoane
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sense of Community,Group Unity,School Desegregation,Equal Education,Social Integration,Inclusion,Case Studies,Qualitative Research,Student Experience,Blacks,Indians,Racial Integration,Educational Environment,Academic Achievement,Student Diversity,Secondary School Students,Data Analysis,Focus Groups,Grade 11

The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as important vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom) to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling, contributing to learner achievement and concludes that sense of belonging, integration, and social cohesion are intertwined and important in creating an environment that is welcoming and a &quot;home&quot; to diverse learners and educators.
Teachers' Beliefs and Their Intention to Use Interactive Simulations in Their Classrooms
Author: Kriek, Jeanne
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Science Teachers,Simulation,Interaction,Theories,Behavior,Intention,Regression (Statistics),Factor Analysis,Peer Influence,Correlation,Grade 10,Grade 11,Grade 12,Foreign Countries,Technology Uses in Education,Physical Sciences,Technology Integration,Educational Technology,Science Instruction,Interviews,Workshops,Questionnaires,Likert Scales

In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combination of the Theory of Planned Behaviour, the Technology Acceptance Model and the Innovation Diffusion Theory was used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use simulations in their classrooms. Using regression and factor analyses, it was found that beliefs about the perceived usefulness and the pedagogical compatibility of PhET have a significant effect on teachers' attitude towards the use of the simulations in their classrooms. The expectations of the teachers' colleagues contribute to the subjective norm of these teachers. The regression and partial correlation result also highlights the importance of teachers' general technology proficiency. Although we were not able to confirm a direct link between attitudes, subjective norm, perceived behavioural control, and the teachers' behaviour intention we show the influence of behaviour intention on the actual use of the simulations with an accuracy of 70.83%.
Double Consciousness and the Future of Service-Learning
Author: Hickmon, Gabrielle
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Demography,Learning Experience,Professional Identity,Social Values,Critical Theory

The author begins this essay by reflecting on an article penned twenty years earlier, &quot;Does Service-Learning Have a Future?&quot; (Zlotkowski, 1995) that called educators to attend seriously to the academic aspects of service-learning (SL), to situate the pedagogy strongly within the academy as a means of legitimizing and expanding the work. The focus in this essay is on improving the nature of experiences across demographic groups. It begins by questioning what SL experiences look like across identity groups and working to ensure the pedagogy truly becomes a space dedicated to social justice, community, and equality--values it has always championed.
Learners' Perceptions as to What Contributes to Their School Success: A Case Study
Author: Moloi, K. C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Case Studies,Academic Achievement,Foreign Countries,School Effectiveness,Semi Structured Interviews,Focus Groups,Instructional Effectiveness,Rural Areas,Blacks,College Environment,Black Colleges

Some historically black schools manage to do quite well despite their circumstances, such as dire poverty. We aim at explicating some of the causal factors regarding the effectiveness of three schools in deep rural Mpumalanga, South Africa by tapping the perceptions of their learners. Data were collected from learner samples (four girls and four boys from each school, all of them black) by means of semi-structured focus group interviews. The results lead to the conclusion that the perceptions of disadvantaged black learners in this area, with respect to what contributes to their educational effectiveness, may also be understood in terms of hierarchical insights and awarenesses, the ontological basis of which seems to be successful pedagogical dialogue, with mutual acceptance as its fountainhead.
The Future of Service-Learning and Community Engagement: Asset-Based Approaches and Student Learning in First-Year Courses
Author: Bauer, Tamara
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,College Freshmen,Models,School Community Relationship,Sense of Community,Interpersonal Relationship,Social Justice,Educational Practices

In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL) across the academy, the authors have observed an increasing adoption of and support for the pedagogy in students' first-year experience. In another article, Gardner (2002) suggests that SL in the first year is particularly important because it can lead to increased self-esteem and self-confidence. Thus, it is becoming well established that SL plays an important role in the first year. The authors' experience, however, suggests that, given the particular challenges of first-year courses, it is all too easy to default to an approach that unintentionally sets students on a problematic path in their interactions with communities. Specifically, this article is a call for attention to asset-based approaches that, from the beginning, help undergraduates see themselves and others on an equal footing and learn to look for, appreciate, and build on their own and others' strengths.
An Analysis of the Alignment of the Grade 12 Physical Sciences Examination and the Core Curriculum in South Africa
Author: Edwards, Nazeem
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 12,Physical Sciences,Science Instruction,Science Curriculum,Science Tests,Physics,Chemistry,Core Curriculum,Alignment (Education),Cognitive Ability,Outcome Based Education,Statistical Analysis,Qualitative Research,Content Analysis

I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the degree of match between the two. Alignment indices of 0.8 and 0.6 for Physics and Chemistry, respectively, were computed and remained constant for Physics, but fluctuated initially for Chemistry before levelling off. Using the revised Bloom's taxonomy, discrepancies were found in terms of cognitive levels as well as content areas in both Physics and Chemistry. The cognitive level Remember is under-represented in the Chemistry and Physics examinations, whereas the cognitive levels Understand and Apply were over-represented in Chemistry. It is argued that the shift to higher cognitive levels is in line with the reported increase in cognitive complexity of the Physical Sciences curriculum. The significance of the study for Physical Science teachers is highlighted, and the potential for further research is also indicated.
Transforming Higher Education through and for Democratic Civic Engagement: A Model for Change
Author: Saltmarsh, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Service Learning,Democratic Values,Citizen Participation,Models,Change Strategies,Campuses,College Environment,Holistic Approach

Twenty years ago, reflecting on the possibilities for service-learning (SL) to help re-envision higher education, Zlotkowski (1995) considered the question, &quot;Does service-learning have a future?&quot; and concluded &quot;nothing less than a transformation of contemporary academic culture,&quot; a transformation of higher education institutions into &quot;engaged campus[es],&quot; was required for an answer in the affirmative to be assured (p. 130). How, though, does such transformation of academic institutions happen? And, what does &quot;institutional transformation&quot; mean in the realm of SLCE? The authors suggest that for community-campus engagement to flourish in the future, SLCE practitioner-scholars should inquire into these questions and design their work in light of what they are learning. This essay offers a model to help guide that process.
Outcomes for Students Completing a University Public Service Graduation Requirement: Phase 3 of a Longitudinal Study
Author: Moely, Barbara E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Undergraduate Students,Service Learning,Required Courses,Graduation Requirements,Student Surveys,Student Attitudes,Civics,Knowledge Level,Social Justice,Self Evaluation (Individuals),Interpersonal Competence,Leadership Qualities,Citizenship Responsibility,Predictor Variables,Longitudinal Studies,Occupational Aspiration

University students who were required to engage in academic public service during college were surveyed just before completion of their undergraduate studies. Views of the graduation requirement remained positive, as they had been at college entry and after two years of study. Civic attitudes, knowledge, and skills were quite stable over four years. At graduation, students maintained increases in valuing of community engagement and in civic knowledge that were seen after two years of college, and showed increases in social justice attitudes and self-ratings of interpersonal skills and civic knowledge. Students reported positive outcomes of their public service, especially in the areas of civic/cultural perspectives and leadership/social skills, and many expected to include a civic responsibility aspect in their careers. Civic interests at college entry and service involvement during college made independent contributions to predictions of civic outcomes and attitudes; although initial civic interest influences gains, college service experiences play an important and unique role in determining students' civic outcomes.
Political Consciousness but Not Political Engagement: Results from a Service-Learning Study
Author: Harker, Dave
Date: 2016-00-00
Type: Journal Articles
Subjects: Political Attitudes,Service Learning,Student Participation,Activism,Participant Observation,Semi Structured Interviews,Focus Groups,Barriers,College Students,Student Experience,Learner Engagement,Qualitative Research

How does participation in a service-learning program impact the way students think about politics and political engagement? There are reasons to expect that service-learning can contribute to the development of a political consciousness and the skills necessary for political participation. The author uses participant observation, in-depth interviews, and focus groups to examine how participation in an in-depth service-learning program shapes the ways students think about their service as it relates to politics. Students in this sample clearly develop a deeper sense of political consciousness, but not a deeper level of political engagement. These students feel as though they &quot;should&quot; be more political in order to make an impact on the issues on which they are working, but they face several obstacles: they do not know how, do not see politics (at least in its current state) as a viable solution, see politics as too divisive, or are too busy with their service and/or school.
Psychological Analysis of &quot;Humboldt's Gift&quot; from the Perspective of Lacan's Theory
Author: Xiang, Fang
Date: 2017-00-00
Type: Journal Articles
Subjects: Novels,Mothers,Parent Child Relationship,Emotional Disturbances,Interpersonal Relationship,Safety,Philosophy,Imagery,Social Systems,Authors,Mental Disorders,Intimacy

Two protagonists Humboldt and Citrine in &quot;Humboldt's gift&quot; are characterized as restless even lunatic, for they are constantly or madly seeking something such as honor, power or intimate relationship something or other. This thesis intends to analyze Humboldt and Citrine's psychological troubles from the perspective of Lacan's theory and reveal that Humboldt and Citrine's psychological problem are rooted in the sense of fragmentation and lack caused by the separation from mother, and their struggle to seek safety and satisfaction is further destroyed by the industrialism and materialism prevalent in this novel.