ethanporcaro/eric-fulltext-meta huggingface dataset:
You're a What? Online Seller
Author: Torpey, Elka
Date: 2013-00-00
Type: Journal Articles
Subjects: Retailing,Web Sites,Entrepreneurship,Business Administration,Occupational Information,Self Employment

As online shopping has grown, so too has the number of people who make money selling products online. Online sellers can sell just about anything. Starting an online business can be as simple as having something to sell and access to the Internet. But there are a lot of factors to consider if one is going to have a business that thrives. One is to have confidence in one's idea, especially early on. Another factor for business success is helping one's product to stand out among the millions of other products online. One of the easiest ways to start selling online is to set up an account with an established shopping website, which brings in customers and provides guidance on how to sell online, usually at some cost to the seller. Online sellers do a variety of tasks. They photograph and write descriptions of the items they will sell and put the information online. They calculate total purchase amounts, taxes, and shipping costs; process payments; and send orders. And they interact with customers to answer questions or resolve problems. No formal education is required to become an online seller. Still, it's important to have good writing skills for crafting product descriptions and other web content, strong organizational and bookkeeping ability for keeping track of earnings and expenses, and resourcefulness for figuring out how to get products noticed.
Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education
Author: McKenna, Maria K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Well Being,Grounded Theory,Caregivers,Qualitative Research,Elementary Secondary Education,Parent Participation,Parent Education,Focus Groups,Parent School Relationship,Parents,Interviews,Models,School Community Relationship,Cultural Influences,Context Effect,Educational History,Educational Philosophy,Demography,Advocacy,Empowerment,Parent Teacher Cooperation,Personal Narratives

Educators' expectations and understandings of parental involvement in our nation's schools are often disconnected from the reality of students' home lives. This qualitative study purports that educators often lose opportunities to more fully understand and serve students, particularly when perceptions of parental involvement and home-school-community relationships are not accurate or expansive enough to appreciate the nuances of different cultural, economic, or geographic circumstances. Parent (or caregiver) engagement, as we define it, encapsulates both parent voice and parent presence. Parent voice implies not only that parents have ideas and opinions about their children, but also that educators are receptive to this voice, allowing for an open, multidirectional flow of communication. Similarly, parent presence refers to actions related to the voices of caregivers. Based on a grounded theory model of qualitative research, we used a small, theoretically derived sample of parents involved with a local parent education program to further understand parent engagement, presenting detailed descriptions of conversations and writing done by participants through focus groups and interviews. From these data, new models of parent voice and presence emerged. These models act as precursors to a reconfigured and more comprehensive model of parent engagement. Crucial to the final model is an understanding of parent participation in children's lives that is fluid, robust, and specific to context and culture. The final model presented herein is a combination of parent voice and parent presence, whereby children's well being is central to the interactions. (Contains 3 figures and 3 endnotes.)
Continuity and Variability in the Parental Involvement and Advocacy Beliefs of Latino Families of Young Children: Finding the Potential for a Collective Voice
Author: Durand, Tina M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Kindergarten,Bilingual Schools,Parent Participation,Parent School Relationship,Interviews,Beliefs,Educational Attitudes,Parent Attitudes,Hispanic Americans,Best Practices,Advocacy,Cultural Influences

Parental involvement is an important component of children's school success. Although the literature on parental involvement among Latino families is growing and moving from deficit-based perspectives, very few studies have examined the parental involvement beliefs and practices of Latino families who vary across demographic and sociocultural lines within the same school community. This qualitative study explored Latino parents' beliefs about children's education, their involvement and advocacy beliefs and practices, and their perceptions of feeling welcome at their children's school. In-depth interviews were conducted with 12 parents of preschool and kindergarten children who attended a bilingual school. Qualitative descriptive analyses revealed that the majority of parents espoused the cultural value of "educacion," engaged in learning activities at home, and viewed themselves as living models of behavior for children, regardless of their education or immigrant status. Only first generation immigrant parents made explicit reference to children's futures. All parents attributed supportive relationships with school personnel and a bilingual climate as the most important sources of feeling welcome at school. However, parents with more education valued what they perceived as an "open door policy" and were more vocal in critiquing policies. Findings have implications for the development of multicultural competence among teachers and for ways diverse Latino families might develop a shared voice within the school sector. (Contains 1 table and 2 endnotes.)
A Mother's Humiliation: School Organizational Violence toward Latina Mothers
Author: Monzo, Lilia D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Violence,Caring,Mothers,Hispanic Americans,Empathy,Educational Environment,Teacher Competencies,Administrator Characteristics,Family School Relationship,Parent Participation,Social Bias,Racial Bias

This paper examines how Latina mothers experience violence in schools through everyday interactions with those positioned with greater power in our society. Drawing on Bourdieu's concept of symbolic violence, the article discusses how deficit perspectives held toward Latina mothers and the privileging of White, middle-class frames result in symbolic violence. Some of the consequences that these episodes of violence produce for Latina mothers personally and for their participation in schooling are revealed. A caring encounter is presented as a contrast to show that some educators do come to their interactions with Latina mothers prepared to listen and learn from their diverse ways of doing. This article suggests an ideological stance that must be present for caring encounters to take place and some implications for teacher and administrative credentialing programs.
Latino Families Challenging Exclusion in a Middle School: A Story from the Trenches
Author: Jasis, Pablo
Date: 2013-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Quality,Student Experience,Middle Schools,Hispanic Americans,Parents,Educational Improvement,Parent Participation,Parent School Relationship,Empowerment,Social Change,Activism,Junior High Schools,Social Bias

This study examines a grassroots, school-centered parent and family organizing effort from the actual "trenches" in the struggle for equity and excellence in education. This is an exploration of the intrinsic value and the complex dynamics of the organizing process of a small group of Latino immigrant parents struggling to improve their children's educational opportunities at their local middle school. It is based on a microanalysis of the parents' interactions, exploring the process of awareness and mobilization as the participant families challenged established school policies and practices they perceived as discriminatory towards the education of their children. It chronicles and examines the process by which the participating families and their children increased their visibility in the school community, eventually gaining access to more challenging instruction and to an improved school experience. The author examines the parents' process of engagement at the school by focusing on specific moments and interactions called trigger events, which play a critical role in the parents' mobilization. These events galvanize and inspire their increased participation in a process marked by initial feelings of indignation and alienation but which, over time, engages the participants in a journey of joint discovery, collaboration, and hope.
A Case for Increasing Empirical Attention to Head Start's Home-Based Program: An Exploration of Routine Collaborative Goal Setting
Author: Manz, Patricia H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Evidence,Goal Orientation,Home Visits,Family Characteristics,Disadvantaged Youth,Parents,Child Rearing,Preschool Children,Federal Programs,Early Childhood Education,Low Income,School Readiness,Early Intervention,Measures (Individuals),Statistical Analysis,Child Development,Cooperation

Collaborative goal setting among home visitors and family members is a mandate for Head Start's home-based program. Yet, a dearth of research is available for advancing evidence-based practices for setting and monitoring home visiting goals or for understanding how family characteristics or program features are associated with them. With the intent of stimulating empirical attention to this pivotal objective in Head Start's home-based program, this study explored a home-based Head Start program's routine practices for identifying and monitoring goals. In addition, the interrelationship of demographic characteristics and home visiting frequency with goal activity was examined. Findings from this explorative study indicated that goal identification occurred for slightly more than half of the families. Additionally, goals were largely adult focused. Goal attainment occurred at a low frequency. For the most part, family demographics were unrelated to goal activity. However, higher home visiting frequency was associated with increased goal setting. Emanating from this study are implications for practice as well as for future research. (Contains 3 tables and 1 figure.)
Parent Empowerment: Connecting with Preservice Special Education Teachers
Author: Murray, Mary M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Parents,Special Education Teachers,Focus Groups,Preservice Teachers,Empowerment,Phenomenology,Parent Education,Parent Teacher Cooperation,Pretests Posttests,Partnerships in Education,Attitude Change,Special Needs Students,Group Dynamics,Social Cognition

Parent empowerment includes the ability to meet the needs of one's family while feeling in control. This phenomenological study seeks to understand the experience of 71 parents of children with disabilities who participated with pre-service teachers in a 16-week special education course between 2006 and 2010. Analysis of pre-course and post-course parent focus group transcripts resulted in four shifts in perceptions of parent-professional partnerships: (1) from judgmental and impersonal to caring professionals; (2) from intimidation to confidence; (3) from defensiveness to trusting professionals; and, (4) from despair to hope. Results demonstrated parents' perceived increase in self-efficacy in decision-making, access to resources, group affiliation, positive perception change, feelings of mutual respect, experience as a change agent, and hope (i.e., empowerment). (Contains 1 table.)
Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom
Author: Carr, Nicole Schrat
Date: 2013-00-00
Type: Journal Articles
Subjects: Homework,Special Needs Students,Educational Research,Best Practices,Classroom Techniques,Instructional Effectiveness,Inclusion,Assignments,Accessibility (for Disabled),Educational Improvement,Academic Support Services,Educational Strategies

This article discusses how teachers can increase the effectiveness of homework assignments for all learners. Homework, when designed and implemented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of effective homework, and suggests practical classroom applications for teachers. The synthesis of these three areas is intended to supplement the literature on homework in order to help preprofessional and current teachers increase the effectiveness of homework and employ best practices in inclusive classroom settings. With the increasing number of students with special needs included in general education settings and the increasing pressure placed on students to make academic gains on standardized tests, it is more important than ever that teachers are equipped with the tools necessary to effectively use homework as a learning tool for all students regardless of their ability levels.
Maximizing College Readiness for All through Parental Support
Author: Leonard, Jack
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Readiness,College Credits,Financial Support,Parent Participation,Parent School Relationship,Parent Influence,Case Studies,Suburban Schools,High Schools,Two Year Colleges,Cooperation,Interviews,Surveys,Student Recruitment,Enrollment,Student Development,Advanced Placement

The lack of college readiness skills is a national problem, particularly for underachieving high school students. One solution is to offer authentic early college coursework to build confidence and academic momentum. This case study explored a partnership between a traditional, suburban high school (600 students) and a community college to maximize college credit accumulation for students from the middle academic quartiles and asked, &quot;How can parental support help increase college readiness skills for academically average students?&quot; The author analyzed data from planning meeting notes, student surveys, and interviews with leaders, teachers, parents, and students. Over three years, 74 students averaged 9.4 college credits/year with a 91% success rate. Parent engagement was indispensable for recruitment and enrollment, financial support, and emotional guidance; the financial contribution actually seemed to stimulate parental involvement. (Contains 1 table.)
The Advancement Via Individual Determination (AVID) Program: Providing Cultural Capital and College Access to Low-Income Students
Author: Bernhardt, Philip Evan
Date: 2013-00-00
Type: Journal Articles
Subjects: College Preparation,Academic Support Services,Vocational Education,Low Income,Cultural Capital,Access to Education,Higher Education,Disproportionate Representation,Educational Strategies,Program Descriptions,Barriers,Intellectual Development,Affective Behavior,Educational Philosophy,Teacher Student Relationship,High School Students

This field report investigates how the Advancement Via Individual Determination (AVID) program, a college-readiness system targeting populations traditionally underrepresented in postsecondary education, provides students with consistent academic support while enrolled in a rigorous course of study. The report also addresses strategies AVID utilizes to engage students and families in the college preparation process as well as the various ways successful AVID programs foster a strong sense of community within schools. As a way to closely examine the depth and breadth of this well-regarded precollegiate program from a number of perspectives, four distinct but interrelated lenses are utilized. First, AVID is introduced to orient readers to its purpose, scope, and significance. Second, a brief review of research related to college access documents the barriers low-income students frequently face in the pursuit of higher education. This data further situates both the relevance and importance of the program. Third, a discussion of cultural capital draws attention to the multiple challenges low-income students encounter in school and documents the program's methods for facilitating both intellectual and affective growth. This analysis highlights how AVID's structure and philosophical orientation encourage and support the development of meaningful relationships among teachers, school staff, and program participants and their families. The article concludes by considering potential challenges administrators and teachers may confront when implementing AVID and offering practical recommendations that could benefit ALL students and their families.
The Enduring Influence of School Size and School Climate on Parents' Engagement in the School Community
Author: Goldkind, Lauri
Date: 2013-00-00
Type: Journal Articles
Subjects: School Safety,School Size,Path Analysis,Educational Environment,Parent Participation,Parent School Relationship,Middle Schools,High Schools,Parent Surveys,Educational Change,Socioeconomic Status,Enrollment,Urban Schools,Communication Strategies,Racial Differences

This study sought to examine the direct and indirect associations between school size and parents' perceptions of the invitations for involvement provided by their children's school in a school system that has actively attempted to reduce the negative effects of school size. Using data from the New York Public Schools' annual Learning Environment Survey, path analysis was used to examine the role that school climate plays in mediating the relationship between school size and parents' perceptions of invitations for involvement. Results from an analysis of middle and high school parents who participated in the annual school survey provided evidence that parents' perceptions of safety and of respect from the school mediated the relationship between school size and perceptions of the extent of the invitations for involvement provided by the school. The indirect effect of school size via perception of safety and respect was larger than the direct effect of school size on parents' perceptions of invitation for involvement. (Contains 3 figures and 2 tables.)
Task-Based Language Teaching: Responses from Chinese Teachers of English
Author: Hu, Ran
Date: 2013-03-00
Type: Journal Articles
Subjects: Teaching Methods,Curriculum Development,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Examiners,Task Analysis,Asians,Public School Teachers,Interviews,Observation,Teacher Characteristics,Teacher Attitudes,Elementary School Students,Secondary School Students

The Task-based Language Teaching (TBLT) method has been the proposed teaching method under the current national English curriculum since 2001. However, few studies have investigated in-service teachers' response to this proposed language teaching method. In this study, thirty public school English teachers were recruited in Beijing across school levels. Through participant interviews and class observations, the researcher examined how Chinese teachers of English at different school levels in Beijing respond to TBLT. Results suggest that teachers' responses to the proposed teaching method ranged from negative denial, passive acceptance, to active application of the TBLT in their classrooms and they served as the examiners, technicians, and explorers accordingly. Furthermore, teachers who actively applied the TBLT method into their instruction demonstrated different instructional foci in terms of task selection and task implementation. The study addresses pedagogical implications of TBLT for curriculum development and English instruction in Beijing, China. (Contains 1 table, 5 figures, and 1 note.)
From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU)
Author: Jarvis, Huw
Date: 2013-03-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Second Language Learning,Criticism,Computer Assisted Instruction,Handheld Devices,Native Language,Definitions,Student Attitudes,Educational Theories,Foreign Countries,Questionnaires,Language Role,Laptop Computers,Internet,Semi Structured Interviews,Music,Social Networks

This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-based activity helps consciously and/or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism.
Vocabulary Acquisition through Written Input: Effects of Form-Focused, Message-Oriented, and Comprehension Tasks
Author: Tajeddin, Zia
Date: 2013-03-00
Type: Journal Articles
Subjects: English (Second Language),Word Recognition,Control Groups,Experimental Groups,Vocabulary Development,Second Language Learning,Grammar,Written Language,Task Analysis,Teaching Methods,Second Language Instruction,Linguistic Input,Incidental Learning,Language Tests,Statistical Analysis,Reading Processes,Linguistic Theory

The present study investigated the effect of form-focused and non-form-focused tasks on EFL learners' vocabulary learning through written input. The form-focused task aimed to draw students' attention to the word itself through word recognition activities. Non-form-focused tasks were divided into (a) the comprehension question task, which required an overall understanding of the text without focusing on any words; and (b) the message-oriented task, which pushed the learners into considering the context surrounding the word. The selection of the tasks was based on the notion of "task-induced involvement" and the "Involvement Load Hypotheses" (Laufer & Hulstijn, 2001). Forty-five EFL learners were given a list of words in order to discover unfamiliar target words. During the treatment phase, participants were asked to read a text containing target words and to perform one of the three tasks. Results show that the retention of unfamiliar words was higher in the two experimental groups (form-focused and message-oriented) than the control group (comprehension-question). Furthermore, the form-focused task yielded better results than the non-form-focused tasks (comprehension-question and message-oriented). These findings provide evidence for Laufer and Hulstijn's involvement model in which task effectiveness hinges upon the degree of involvement tasks induce. (Contains 8 tables.)