ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Youth Prepare for Careers: What Can Out-of-School Time Programs Do?
Author: Hynes, Kathryn
Date: 2012-00-00
Type: Journal Articles
Subjects: After School Programs,Career Development,Labor,Global Approach,Labor Market,Labor Force,Labor Force Development,Middle School Students,High School Students,Low Income Groups,Work Experience,Outcomes of Education,Intervention,Youth

Dramatic changes in the labor market in the United States over the past 50 years have raised tremendous concern that many of the nation's youth are unprepared for the labor force. Policymakers and youth advocates are looking for strategies to improve the education system so that fewer youth drop out of high school and more have the skills and knowledge they need to contribute to the global economy. Initiatives such as Ready by 21 at the Forum for Youth Investment and the Mott Foundation's New Day for Learning highlight the importance of bringing together schools, workforce development programs, and out-of-school time (OST) programs to support youth to be successful in young adulthood. This article draws from several disciplines to integrate what is and is not known about engaging youth in career programming during OST. The authors begin by describing the challenges youth face as they transition into the labor market and the difficulties facing schools and higher education. They then juxtapose research on the potential for OST programs to support career development against evaluation research showing the challenges of changing long-term labor market outcomes. Next, they take a program-level approach to understanding OST career programming. They draw from their own study of 30 OST programs serving primarily low-income middle and high school youth to show the ways OST programs are currently supporting career development. They discuss some of the challenges of career programming and highlight how programs are overcoming these challenges. Their concluding discussion draws both from their own study and from the literature on education, workforce development, and OST programming to show how several OST programs are using scaffolding, in which youth move from lower-level experiences to more challenging ones, to keep youth engaged and progressing. (Contains 1 figure.)
Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey
Author: Sharp, Jane
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,After School Programs,Special Needs Students,Accessibility (for Disabled),Academic Accommodations (Disabilities),Youth Programs,Community Based Instruction (Disabilities),Professional Development,Inclusion,Delivery Systems,Community Surveys,Administrator Attitudes,Employee Attitudes,Performance Factors

Although the Americans with Disabilities Act (ADA) of 1990 requires accommodations for individuals with disabilities in community settings, many out-of-school time (OST) programs struggle to successfully support youth with special needs. Programs that fully include children with special needs are less available for school-age children and adolescents than for younger children, and finding appropriate placements for older youth or children with severe disabilities is particularly challenging. Most research on inclusion of children with special needs has centered on preschool childcare programs or school classrooms. In these settings, research has demonstrated positive outcomes for children with and without disabilities. Based on this premise that inclusion is beneficial for children with and without special needs, the authors' study explored the role of OST providers in successfully supporting youth with special needs. Their survey of OST administrators and staff shows that professional development can influence providers' willingness and ability to include children with special needs in their programs. (Contains 3 figures and 1 table.)
Human Resources: Staffing Out-of-School Time Programs in the 21st Century
Author: Asher, Ron
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Action Research,After School Programs,Human Resources,Administrators,Program Effectiveness,Interviews,Employees,Professional Development,Personnel Selection,Youth

The author is a site manager employed by a small community-based organization (CBO) that provides afterschool programming at a number of school-based sites scattered throughout southern King County in Washington State. As such, he belongs to one-half of the afterschool youth development (AYD) workforce: the (for the most part) full-time, salaried site managers and coordinators who supervise the other half of the AYD workforce--the part-time hourly workers who make up the bulk of front-line staffs. One of his greatest challenges as a site manager has been attracting and retaining part-time staff who can be relied on to deliver the high-quality programming the funders expect and students deserve. He used the opportunity of a long-term action research writing project to climb out of the trenches of direct service, take a good look around at the current landscape, and gather information that might help him address the difficulties he was facing as a site manager. His research has left him with the realization that the high level of turnover typical for part-time AYD workers represents a systemic challenge to the entire field. His interviews with colleagues, combined with a review of published literature on the subject, have generated several recommendations, such as hiring staff already working in the school building, encouraging university teaching programs to include AYD and OST internships as part of their required coursework, and concentrating the scarce professional development resources on full-time staffers rather than part-time workers. The author describes the benefits and challenges of quality staffing and suggests that educators should provide as many training opportunities for front-line workers as time and resources will allow. (Contains 5 figures.)
Beyond the Pipeline: STEM Pathways for Youth Development
Author: Lyon, Gabrielle H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Equal Education,Engineering,Program Design,Disproportionate Representation,STEM Education,Participation,After School Programs,Outcomes of Education,Career Development,Youth

As framed by national education policy priorities, the dominant metaphor describing participation and achievement in science, technology, engineering, and mathematics (STEM) is a &quot;pipeline.&quot; The STEM workforce requires a &quot;pipeline&quot; of future scientists, engineers, and mathematicians. This pipeline begins in childhood and carries students through high school, college, and master's degrees, ending with a doctorate and a career in a STEM discipline. In this metaphor, students have a single path: they must develop an interest in STEM by middle school, choose particular courses in high school, and continue consistently and progressively with STEM study in college in order to end with a degree and career in STEM. The disproportionate exit from participation in STEM by minorities and girls throughout school and college, resulting in their underrepresentation in STEM careers, is referred to as the &quot;leaky pipeline.&quot; Empowering underrepresented groups to pursue STEM interests is less a matter of repairing a &quot;leaky pipeline&quot; than of building pathways for meaningful participation. Moving beyond the pipeline is not only necessary for program design; it is an imperative for educational equity. Changing the metaphor from a pipeline to pathway transforms the purpose of the educational effort: rather than an endeavor in which students' experiences support STEM academic and workforce outcomes, STEM experiences are put to work in the service of youth development. (Contains 2 figures and 2 tables.)
Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Author: Koch, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Computers,Information Technology,Computer Science,Scaling,Evaluation Research,Science Programs,STEM Education,Professional Personnel,Problem Based Learning,After School Programs,Mathematics Instruction,Career Choice,Middle School Students

"Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in mathematics and computer science, and knowledge of IT careers. Build IT is a problem-based curriculum consisting of six units that capitalize on girls' interest in design and communication. The authors outline the need for sustainable, scalable afterschool computer science programs targeting girls, and describe the development of Build IT. Evaluation research on girls' learning of computer science and on the capacity of afterschool staff and organizations to provide computer science programming leads to their description of a research-based approach to sustaining and scaling the program nationally--an approach that other programs might use to expand their reach and impact. (Contains 1 figure.)
Meet the "Reading Rangers": Curriculum for Teaching Comprehension Strategies to Urban Third Graders
Author: Lucariello, Joan M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Programs,Grade 3,Urban Education,Low Income,Elementary School Students,Social Cognition,Visualization,Inferences,Program Effectiveness,Comparative Analysis,Reading Comprehension,Fiction,Nonfiction,Literature,Literary Genres,Thinking Skills,Reading,Reading Achievement,Achievement Gap,Instructional Effectiveness

An innovative reading comprehension curriculum that recruits social cognition in the teaching of visualizing, making inferences, and literature concepts was created, thereby achieving the first aim of the research. The Reading Rangers (RR) program was based on three research-based learning principles that were relied on in converting reading comprehension to a social domain. The RR curriculum was designed to capitalize on the social reasoning strengths of low-income children that have been identified in the cognitive-developmental literature. The second research aim entailed implementing this curriculum within a low-income urban school and comparing its effectiveness to an established reading comprehension curriculum already being used in the district. The finding that the Reading Rangers curriculum was more effective than the district program in facilitating students' use/production of strategies is particularly noteworthy, as production is considered a higher-level cognitive skill than recognition. This result is even more striking when considering the short duration of instruction, which was just twelve days. It is encouraging that the Reading Rangers curriculum proved to be effective in teaching reading comprehension strategy use to urban, low-income children. The current findings are consistent with other research that has shown positive effects on learning from educational practices that build upon children's social cognitive strengths. Given the persistence of the income-achievement gap and the preliminary success of this curriculum, building on social cognitive strengths in urban classrooms may be a promising approach for boosting low-income students' reading achievement.
Cultivating Critical, Sociopolitical Awareness in Urban Secondary Schools: Tensions and Possibilities
Author: Dorman, Elizabeth Hope
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Urban Schools,Secondary School Teachers,Preservice Teacher Education,Student Diversity,Poverty,Teaching Methods,Social Justice,Equal Education,Qualitative Research,Relevance (Education),Interviews,Critical Literacy,Reflection,Sex Role,Cultural Awareness,Theory Practice Relationship

This paper focuses on three secondary education teachers who earned licensure through a graduate-level urban teacher preparation program and then accepted positions at diverse, urban schools in the western U.S. The primary research question asks: &quot;How do three urban secondary teachers implement the pedagogical tool of expressing and cultivating critical awareness in their classrooms?&quot; This research responds to the calls for further inquiry into the experiences of &quot;diversity-prepared&quot; teachers once they become teachers of record. It provides an up-close look at what equity-oriented teaching looks look like concretely in middle and high school classrooms, along with its tensions and possibilities, and addresses the potential influences of a social-justice focused teacher education program. (Contains 4 tables and 7 endnotes.)
Urban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness
Author: Hungerford-Kresser, Holly
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Hispanic Americans,Case Studies,Self Concept,Academic Discourse,Literacy,Urban Schools,Educational Experience,College Students,College Preparation,Correlation,Student Adjustment

This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both common and unique challenges that caused them to negotiate their student identities. By focusing on connections between identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity negotiations (or processes) inherent in students' experiences in the cultural world of the university. (Contains 1 figure and 1 table.)
Factors Causing Demotivation in EFL Teaching Process: A Case Study
Author: Aydin, Selami
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Elementary Education,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Language Teachers,Foreign Countries,Case Studies,Qualitative Research,Diaries,Work Environment,Teaching Conditions,Teacher Attitudes

Studies have mainly focused on strategies to motivate teachers or the student-teacher motivation relationships rather than teacher demotivation in the English as a foreign language (EFL) teaching process, whereas no data have been found on the factors that cause teacher demotivation in the Turkish EFL teaching contexts at the elementary education level. Thus, this study aims to investigate the demotivating factors in EFL teaching at the elementary level. The study was designed as a qualitative case study, and involved face-to-face conversations, MSN talks and a diary maintained by the subject for data collection. The results showed that the problems were related to the teaching profession, curriculum, working conditions, students and their parents, colleagues and school administrators, and physical conditions.
Lived Experiences of Diversity Visa Lottery Immigrants in the United States
Author: Hailu, Tekleab Elos
Date: 2012-00-00
Type: Information Analyses
Subjects: Educational Opportunities,Immigrants,Immigration,Phenomenology,Foreign Policy,Literature Reviews,Expectation,Social Attitudes,Social Support Groups,Questionnaires,Semi Structured Interviews,Social Cognition

Every year approximately 50,000 people immigrate to the United States through the avenue referred to as the Diversity Visa (DV) Lottery. In this article, the authors present a literature review of immigration to the U.S. through the DV Lottery, reflect on their own immigration histories, and utilize phenomenology to investigate and describe participant feelings, expectations, and experiences as DV Lottery immigrants. Participants experienced mixed feelings, including high expectations prior to and difficulties after immigrating to the U.S. Findings presented include (a) life experienced in the U.S.; (b) access to learning and training opportunities; and (c) recommended support future DV Lottery immigrants. (Contains 2 tables.)
Synthesizing Multicultural, Global, and Civic Perspectives in the Elementary School Curriculum and Educational Research
Author: Camicia, Steven P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Citizenship Education,Educational Research,Global Approach,Elementary School Curriculum,Elementary School Teachers,Educational Change,Culturally Relevant Education,Social Justice,Cultural Pluralism,Multicultural Education,Civics,Global Education,Case Studies,Ethnography,Interviews,Data Analysis

Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from China and the other a male from the United States, employed duoethnography methodology to utilize our different positionalities as researchers in our description, analysis and interpretation of the data. As the exemplary teachers in our study illustrate, education needs to be culturally responsive, socially just, well-integrated, and empowering. We conclude with findings that have implications for the reform of curriculum and educational research methodology.
Two Teachers in Dialogue: Understanding the Commitment to Teach
Author: Bernhardt, Philip E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Standardized Tests,Teacher Attitudes,Teacher Motivation,Teacher Behavior,Teacher Student Relationship,Professional Identity,Hermeneutics,Teaching Experience,Role of Education,Educational Philosophy,Equal Education,Career Choice,Teacher Role,Critical Theory,Reflective Teaching

In this study the author explores two educators' understandings about their commitment to the teaching profession. The following question sits at the heart of this investigation: How do two teachers understand the manifestation of commitment within their teaching practices. Hermeneutic inquiry, which quietly situates this work, provides a unique lens to explore the significance of personal and professional experiences, interpret how to make sense of these experiences, and reflect on the meaning of these revelations within the context of one's life narrative. Findings reveal that while both the participant and researcher both have a deep commitment to positively influence the lives of their students, there were major differences in their career pathways and how this commitment emerges in practice.
Using Hermeneutics to Understand Burnout and Coping Strategies Utilized by Occupational Therapists
Author: Gupta, Sangeeta
Date: 2012-00-00
Type: Journal Articles
Subjects: Attitude Measures,Coping,Hermeneutics,Semi Structured Interviews,Focus Groups,Occupational Therapy,Allied Health Personnel,Burnout,Time Management,Work Environment,Personal Autonomy,Foreign Countries

This research article explores the use of the hermeneutic approach in understanding practice challenges for occupational therapists in the contemporary health care arena. It provides insights into factors that lead to therapist burnout and the strategies they utilize to maintain competent practice. In this mixed methods study, hermeneutics was chosen as the qualitative approach to help understand the meanings occupational therapists ascribe to stressful situations at work and how they cope with those situations. Data was collected by conducting focus groups and semi-structured interviews with seven participants. Demands on time, conflict, lack of respect and autonomy emerged as the main practice issues. Maintaining healthy boundaries, importance of workplace and home community, monitoring self for signs of burnout and focusing on satisfying aspects of work emerged as the major coping strategies employed by the participants. (Contains 4 tables.)
Expectations in the Foreign Language Classrooms: A Case Study
Author: Ketsman, Olha
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Instructional Materials,Teaching Methods,Preservice Teacher Education,Second Language Learning,Second Language Instruction,Audio Equipment,High Achievement,Correlation,Expectation,Role,Intellectual Disciplines,Observation,Spanish,High School Students,Language Teachers,College Faculty,Teacher Education Programs,Case Studies,Interviews,Teacher Attitudes,Secondary School Teachers

Research shows the strong correlation between expectations and student achievement across different disciplines. However, little research has been conducted regarding the role of discipline specific classroom expectations in student academic achievement. This multiple instrumental case study discusses expectations in two rural Spanish high school classrooms in which teachers produced the highest achieving students. The data was collected through classroom observations, one-on-one audiotaped interviews with teachers and exploration of instructional materials. The study provides insights about the role of expectations in foreign language classrooms and offers examples of foreign language pedagogical practices that reflect high expectations. The study concludes that expectations shape the learning process in Spanish high school classrooms and contribute to high student achievement. Foreign language educators, faculty of teacher preparation programs, employees of professional development institutes, administrators and state teacher education policy makers will benefit from findings of the study by receiving a better understanding of the role of expectations in the foreign language classroom.
A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis
Author: Cooper, Robin
Date: 2012-00-00
Type: Journal Articles
Subjects: Experiential Learning,Learning Experience,Curriculum Design,College Instruction,Research Skills,Teaching Methods,Meta Analysis,Literature Reviews,Research Reports,Journal Articles,Grounded Theory,Qualitative Research,Intellectual Disciplines,Logical Thinking,Learning Processes,Constructivism (Learning),Coding

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students' experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students' learning experiences--affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students' learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research. (Contains 2 figures.)