ethanporcaro/eric-fulltext-meta huggingface dataset:
The Theory on Loops and Spaces -- Part 2
Author: Sharma, Sameer
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematical Logic,Theories,Graphs,Mathematical Formulas,Problem Solving

The study of loops and spaces in mathematics has been the subject of much interest among researchers. In Part 1 of &quot;The Theory on Loops and Spaces,&quot; published in the &quot;Mathematics Teaching Research Journal,&quot; introduced the concept and the basic underlying idea of this theory. This article continues the exploration of this topic and aims to advance the understanding of the theory through observation and analysis of patterns. A systematic examination of intersection points and their numerical Sum is conducted, and the effect of the order of numbering on the analysis is analyzed. Furthermore, the physical implications of the theory are discussed, and the validity of the theory in the third dimension is confirmed through analysis. This article provides a solid foundation for the understanding of the elementary principles of Graph Theory and paves the way for the development of more advanced theorems in the field. Additionally, the article demonstrates how patterns in nature can be analyzed and expressed mathematically, offering a unique perspective on the interplay between mathematics and the natural world. The work is inspired by the video posted by mathematician Dr. James Tanton on his YouTube channel on September 27th, 2021. [For &quot;The Theory on Loops and Spaces. Part 1,&quot; see EJ1350656.]
Community Autonomy and Place-Based Environmental Research: Recognizing and Reducing Risks
Author: Britton, Jennifer
Date: 2023-03-00
Type: Journal Articles
Subjects: Place Based Education,Environmental Research,Ethics,Risk,Personal Autonomy,Community Involvement,Power Structure,Indigenous Populations,Conservation (Environment),Researchers

Academic and government-directed research is generally portrayed as a benign problem-solving enterprise. There is a long record of important theories, discoveries, and solutions to sticky problems that research has produced. But alongside this list of important advances in knowledge, there has been a record of damage to individuals and to communities as a whole when place-based research has not been implemented thoughtfully. Researchers conducting community-facing projects are increasingly aware that place-based research may generate risks at a community level. This literature review identifies a set of dynamics through which place-based environmental research projects can undermine community autotomy where research takes place and offers a set of recommendations for researchers and institutions who wish to adopt research practices and institutional supports that honor community autonomy.
Analysis of Stress, Attention, Interest, and Engagement in Onsite and Online Higher Education: A Neurotechnological Study
Author: Juárez-Varón, David
Date: 2023-07-00
Type: Journal Articles
Subjects: Higher Education,Stress Variables,Attention,Learner Engagement,Interests,Online Courses,In Person Learning,Learning Processes,Cognitive Processes,Graduate Students,Emotional Experience,Distance Education,Psychological Patterns,Instructional Effectiveness

The aim of this work is to register and analyse, using neurotechnology, in onsite onsite and online university educational context, the effect on relevant variables in the learning process. This represents an innovation in the current academic literature in this field. In this study, neuroscience technology has been used to measure the cognitive processing of stimuli designed for an academic experience in a university master's degree class. The neurotechnologies employed were galvanic skin response (GSR), electroencephalography (EEG) and eye tracking. After the analysis of the brain recordings, based on attention, interest, stress and engagement in an onsite educational context and their comparative analysis with the online monitoring, the results indicated that the levels of emotional intensity of the students who followed the class in person were higher than those who attended online. At the same time, the values of positive brain activity (attention, interest and engagement) were higher in the onsite group, and the negative variable stress was also higher, which could be explained by the fact that the online students did not activate the camera. The brain recordings of students who were distance learning show less interest and attention, as well as less emotional intensity, demonstrating that distance (online) learning is less effective than classroom learning, in terms of brain signals, for a theoretical university master's degree class.
Exploring Place-Based Pedagogy as Entrepreneurship Accelerator
Author: Palazzolo, Joseph V.
Date: 2023-03-00
Type: Journal Articles
Subjects: Place Based Education,Small Businesses,Entrepreneurship,Technical Assistance,Experiential Learning,Universities,High Schools,Partnerships in Education,College School Cooperation

This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The case is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success, including expert-level technical assistance and a safe, empowering third space for collaboration. The included case focuses on a suburban/urban campus near several historically underserved geographies. This is important as the proposed framework for a small business and entrepreneurship accelerator focuses on educating and guiding local populations--including high school students--in growing their businesses. The case in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic conditions while addressing social issues.
Reimagining Business Education through University-Community Microenterprise Collaborations
Author: Guerrieri, Kevin G.
Date: 2023-07-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,Business Schools,School Business Relationship,Social Differences,Community Centers,School Community Relationship,Models,Barriers,Multilingualism,Intercultural Communication,Intersectionality,Graduate Students,Service Learning,Partnerships in Education

Business education must evolve. Traditionally, it has been narrowly focused, siloed, and often reflective of the transactional nature of business through the lens of maximizing shareholder wealth. The triumph of market fundamentalism over the last five decades has coincided with increasing social inequality, the concentration of corporate power, and a weakening of many forms of social solidarity. There are calls for higher education institutions to reaffirm their commitment to their public purposes and the common good and to leverage their economic resources as anchor institutions. Schools of business have enormous potential to contribute to these efforts by integrating into the curriculum a broader and deeper focus on university-community collaboration, civic engagement, and solidarity with community partners to address social and economic inequities. This review of a partnership between an MBA program and a community center's microenterprise program highlights the key role that community engagement can play in graduate business education. The study includes a conceptual model incorporating four overlapping areas: critical reflection, relational paradigms, intersectionality, multilingual communication, and intercultural praxis. Structural barriers and challenges are discussed in the study, but also opportunities for building upon program strengths and a flexible framework for implementation at other institutions. [Note: The issue number (4) shown in the citation on the PDF is incorrect. The correct issue number is 3.]
On Becoming a People&apos;s College: Placemaking as Hidden Curriculum
Author: Crossland, Sean P.
Date: 2023-03-00
Type: Journal Articles
Subjects: College Curriculum,Hidden Curriculum,Community Colleges,Place Based Education,Institutional Characteristics,College Role,Networks,Governance,Politics

This research was originally presented as a chapter in the doctoral dissertation &quot;On Becoming a People's College: An Appreciative Inquiry.&quot; Appreciative Inquiry (Ai) is a participatory approach to organizational change focused on an affirmative topic choice. The topic choice of the dissertation was equity, democracy, and justice at the selected site. This article shares the motivations and relevant characteristics of the chosen fieldwork site, De Anza College. Three categories of considerations for the role of place and placemaking within the institution's hidden curriculum are described: institutional identities, organizational features, and resource scarcity. These characteristics are followed by a discussion of levers of change for enhancing the role of placemaking within the hidden curriculum: prefigurative politics, creativity, and the Anchor Institution approach.
Toward a Research and Practice Agenda for Evaluation in Community-Campus Partnerships
Author: Kuttner, Paul J.
Date: 2023-07-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Evaluation,Research and Development,Theory Practice Relationship,Racism,Community Involvement,Interpersonal Relationship,Stakeholders,Evaluation Methods

Evaluation of community-campus partnerships is a contested topic and, in many ways, is still at an early stage of development. With growing momentum behind community-university collaboration and increased pressure to document the positive impact of universities, there is a pressing need for research and innovation in this area. Many community engagement professionals are looking for new and creative approaches to evaluating partnership work -- approaches that capture the work's depth, complexity, and values and can be used to foster learning, community accountability, collaboration, and systems change. This article proposes six promising directions for research and practice related to evaluating campus-community partnerships. They emerged as themes from an interactive CUMU Community Engagement Evaluation Huddle session at the annual CUMU conference. Drawing on the collective knowledge of Huddle participants, we identified the following directions: (1) evaluating systemic racism; (2) community-driven evaluation; (3) community impact and benefit; (4) evaluating relationships; (5) alignment of stakeholders; and (6) blended approaches. We offer these directions, key questions, and examples from the field as a first step toward a field-wide agenda for advancing evaluation in a critical, participatory, community-based spirit. [Note: The issue number (4) shown in the citation on the PDF is incorrect. The correct issue number is 3.]
Occupational Therapy and Art Education: Interprofessional Collaboration for Inclusive Remote Learning
Author: Wingrat, Jennifer
Date: 2023-04-00
Type: Journal Articles
Subjects: Occupational Therapy,Art Education,Interprofessional Relationship,Cooperation,Inclusion,Distance Education,Allied Health Occupations Education,COVID-19,Pandemics,Asynchronous Communication,Workshops,Majors (Students),Access to Education

Interprofessional collaboration is considered best practice in all areas of health care, and interprofessional education (IPE) activities are an essential part of preprofessional education programs. IPE activities typically occur between healthcare profession students but not between programs outside of healthcare where professionals are likely to collaborate, such as occupational therapy (OT) and schoolteachers. Here we describe an innovative IPE activity between OT and Art Education students who collaborated during the COVID-19 pandemic to apply theories from each discipline to create remote asynchronous inclusive art workshops during the pandemic. Art Education majors developed the workshop curricula, and OT students developed strategies to modify the activities to facilitate participation for children with disabilities. The collaboration between the students allowed both groups to be introduced to each discipline's objectives, modalities, and approaches while enhancing understanding of the distinct value that each provides within the education setting, thus increasing the likelihood of developing stronger interprofessional relationships in the future. The project sought to address other learning objectives, including researching and applying best practices for asynchronous learning, adapting activities for specific participation or learning needs, incorporating adaptations using Universal Design for Learning principles, and preparing family-friendly resources in a remote format.
Cross-Border Community-Based Learning as a Strategy in Diversity and Multicultural Teacher Preparation: A Comparative Case Study
Author: Ferrarini, Caitlin
Date: 2023-04-00
Type: Journal Articles
Subjects: Multicultural Education,Service Learning,Foreign Countries,Diversity,Indigenous Populations,Indigenous Knowledge,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Partnerships in Education,International Cooperation,Minority Group Students,White Students

As students in K-12 classrooms reflect the increasing racial, ethnic, and linguistic diversity of the United States as a whole, understanding diverse worldviews and inclusion of diverse students are important skills for classroom teachers. However, the pedagogical practices for training teacher education students with the knowledge and skills to effectively teach their racially, ethnically, and linguistically diverse students range greatly. This study explores the potential of one teacher training strategy, cross-border community-based learning, and the impact of this strategy on teacher education students' understanding of diversity and commitment to future actions in their classrooms. The research employs a comparative case study of two sections of a diversity and multicultural education course for undergraduate education students: one section participated in community-based learning at an Indigenous school in Guatemala, and one section participated in traditional classroom learning. The mixed-methods analysis of pre/post survey data, student journals, and student presentations suggests that community-based learning, which centers Indigenous Knowledges and assets, holds the potential to motivate teacher education students to include diverse students in their future classrooms and challenge colonial systems of education in their future teaching. This research contributes five main recommendations to inform teacher education and community-based learning curriculum, including important differences between learning for teacher education Students of Color and White students on one particular survey scale.
Application of Neurotechnology in Students with ADHD: An Umbrella Review
Author: Hidalgo-Muñoz, Antonio-R.
Date: 2023-07-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Attention Deficit Hyperactivity Disorder,Research Reports,Neurosciences,Measurement Techniques,Diagnostic Tests,Stimulation,Educational Environment,Feedback (Response)

Currently, classrooms are experiencing an increase in the number of schoolchildren with a diagnosis of attention deficit hyperactivity disorder (ADHD). Numerous studies propose, as an alternative to medication, the implementation of different neurotechnology in the classroom to improve the symptomatology and enhance the cognitive abilities of children with this diagnosis. This umbrella review aims to compile the scientific evidence that exists on the application of these techniques, as well as their implementation, in schools. A systematic review was carried out, following accepted recommendations (PRISMA), which included systematic reviews in English or Spanish, published in scientific journals, which deal with ADHD, apply some neurotechnology used in this population such as neurofeedback, transcranial stimulation (tDCS) or hyper scanning, and which refer to education or school. Fourteen systematic reviews were retained, which show that neurofeedback is the most widely used neurotechnology, although its actual implementation in school has been scarcely treated or only aimed to evaluate its efficacy. In second place, tDCS appears with a more clinical approach, while hyper scanning does not appear. Despite the promising experimental results, ecological studies proposing the effective implementation of these techniques in educational centers are necessary; on the other hand, the commitment to neuroeducation would entail the emergence of new professional figures.
Competitiveness in EFL: The Mediating Effect of Competition Self-Efficacy on the Relationship between Engagement and Self-Determination
Author: Bailey, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Competition,Self Efficacy,Learner Engagement,Self Determination,Relationship,Cognitive Processes,Behavior,Videoconferencing,Language Teachers,College Faculty,English Language Learners

This study investigated the role of competition in academic settings by conceptualizing competitive engagement and examining how competition self-efficacy defined as confidence in one's ability to outperform others could mediate learner engagement and self-determination to learn English as a foreign language (EFL). Within the context of a videoconference EFL course, a cross-sectional research design was employed during the fourth semester of remote teaching in South Korea due to COVID-19. Statistically significant relationships existed among variables. Students reported high levels of cognitive and behavioral engagement but low levels of competitive engagement. Through structural modeling, competitive engagement emerged as a conceptually unique form of engagement. The relationship between competitive engagement and self-determination to learn English when attending an EFL videoconference course was fully mediated by competition self-efficacy. Partial mediation was observed in the relationship between cognitive engagement and self-determination. These findings suggest that both competitive and cognitive engagement are powerful indicators of learning outcomes, especially when learning EFL.
Underrepresentation of Hispanic Faculty at Hispanic Serving Metropolitan Research Universities
Author: Robertson, Douglas L.
Date: 2023-04-00
Type: Journal Articles
Subjects: Disproportionate Representation,Hispanic American Students,Minority Serving Institutions,Metropolitan Areas,Research Universities,Comparative Analysis

Research indicates that students benefit from working with faculty with whom they can identify. Do Hispanic students find Hispanic faculty with whom to work at Hispanic Serving Institutions? To answer that question, this study builds on a 13-year line of research that has focused on engaged, public, metropolitan research universities. From a national sample of 35 such universities, this study examines the eight R1 Hispanic Serving Institutions (HSIs). These eight HSIs serve as important anchor institutions in their respective metropolitan regions: (a) Florida International University (Miami, FL); (b) University of California, Riverside (Los Angeles, CA); (c) University of Houston, Houston (Houston, TX); (d) University of Illinois, Chicago (Chicago, IL); (e) University of New Mexico (Albuquerque, NM); (f) University of North Texas, Denton (Dallas, TX); and (g) University of Texas, Arlington (Dallas, TX). Using IPEDS data, this study examines the proportional representation (ratio) of faculty to students in 18 intersectional gender-race/ethnicity categories for each HSI over the 10-year period, 2011 to 2020. The central statistic is the percentage of full-time faculty in a gender-race/ethnicity category (e.g., Female Hispanic/Latino full-time faculty) is subtracted by the percentage of 12- month unduplicated student headcount in that same category (e.g., Female Hispanic/Latino students). When the outcome of this operation is positive, the faculty in that category are said to be overrepresented; when negative, underrepresented. The study's findings demonstrate the underrepresentation of Female Hispanic/Latino faculty at these HSIs and the overrepresentation of Male White faculty. Details of each university's dynamics are discussed, as well as their overall pattern.
Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary
Author: Nguyen, Thi Quyen
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Processing,Incidental Learning,Vocabulary Development,Retention (Psychology),Expository Writing,Second Language Learning,Second Language Instruction,Comparative Analysis,Receptive Language,Expressive Language,Literary Genres,College Freshmen,English (Second Language),Reading Comprehension,Language Tests,Vietnamese People,Foreign Countries

This study investigated the effects of processing three types of texts, namely expository texts, narrative texts, and a combination of both known as twin texts, on incidental vocabulary acquisition and retention in L2 learners. College freshmen (N = 109), who were lower to upper intermediate learners of English, were assigned into a control group and three experimental groups representing different reading conditions. Over a period of seven weeks, the experimental groups engaged in two reading sessions to read their assigned texts accompanied by output tasks and input enhancement. The participants' receptive and productive vocabulary gains were measured with an immediate posttest and a delayed posttest to assess retention. Results revealed significant impacts of text genres on L2 incidental vocabulary learning and retention. Processing twin texts and expository texts yielded significantly greater vocabulary gains than processing narrative texts alone. These effects might be due to different processing mechanisms required for texts structured in distinct ways. Expository texts are informative and explanatory in nature, providing explicit and contextually rich information for word comprehension and retention.
Lessons from an Urban Teacher Residency Partnership
Author: Morris, Nancy
Date: 2023-04-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Universities,Partnerships in Education,Teacher Interns,Teacher Education Programs,Mentors,Elementary Schools,Undergraduate Students,Pedagogical Content Knowledge,Technological Literacy,Sense of Community,Individual Development

Facing teacher shortages, urban teacher frustration, and a lack of BIPOC representation in the teacher workforce, two urban institutions, a school district, and a university partnered to design, develop and implement a year-long clinical teacher residency program. Throughout the pilot and one subsequent year, data was collected through observation and open-ended questionnaires as three resident-mentor pairs engaged with students in two of the district's elementary schools. The Technological, Pedagogical, and Content Knowledge (TPACK) development model (Mishra &amp; Koehler, 2006) and Moir's (1990) Phases of First-Year Teachers' Attitudes Toward Teaching were used to inform program design and examine the success of program implementation. While the program did not meet the goal of increasing BIPOC representation, teachers skilled in urban education successfully entered the workforce. Valuable lessons were learned about designing residency programs that foster a sense of belonging and optimize mentor and resident development. The authors conclude clinical teacher residency shows promise as an avenue for providing novice and experienced teachers responsive support as they engage with the complex process of teacher development.