ethanporcaro/eric-fulltext-meta huggingface dataset:
The Neighborhood School Stigma: School Choice, Stratification, and Shame
Author: McWilliams, Julia Ann
Date: 2017-02-00
Type: Journal Articles
Subjects: Neighborhood Schools,Social Bias,Negative Attitudes,School Choice,Social Stratification,Urban Schools,Privatization,Charter Schools,Public Education,Educational Change,Ethnography,Aspiration,Race,Educational Quality,Self Esteem,Critical Theory,Stereotypes,Case Studies,Interviews,Participant Observation,High Schools,Qualitative Research

Social scientists have begun to document the stratifying effects of over a decade of unprecedented charter growth in urban districts. An exodus of students from traditional neighborhood schools to charter schools has attended this growth, creating troubling numbers of vacant seats in neighborhood schools as well as concentrating larger percentages of high-need student populations like special education students and English Language Learners in these schools (Buras, 2014; Gabor, 2014; Knefel, 2014). In cities like Philadelphia, the maintenance of two parallel educational systems--one charter, the other district--has also strained budgets and contributed to fiscal crises that have further divested traditional district schools of critical resources (Popp, 2014). How are youth, teachers, and staff in neighborhood schools responding to these conditions and the moral associations that the &quot;neighborhood school&quot; has come to invoke within an expanding educational marketplace? What does it mean to attend and/or work in a traditional neighborhood school in the midst of the dramatic restructuring of urban public education? Using frameworks developed in anthropological and sociological studies of social stigma, I explore in this paper how the power of market stratification has come to influence the intensification of institutional stigmas around the traditional neighborhood school (Anyon, 1980; Goffman, 1963; Link and Phelan, 2001). Drawing on ethnographic data from a neighborhood school in Philadelphia, I center youth perspectives on their aspirations and life chances given their status as students in a non-selective neighborhood school in my analysis. I ultimately interrogate how notions of race, educational quality, and [lack of] school choice, impact this neighborhood school community's sense of worth and future as individuals as well as an institution.
Technology Knowledge Self-Assessment and Pre-Test Performance among Digital Natives
Author: Nelms, Keith R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,Technological Literacy,Knowledge Level,Minimum Competency Testing,Generational Differences,Pretests Posttests,Self Evaluation (Individuals),Expertise,Information Skills,Skill Analysis,Performance Based Assessment,College Freshmen

According to education pundits, traditional-age college students are &quot;digital natives&quot; inherently savvy in digital technology due to their constant exposure to technology from an early age. This widely held meme is at odds with observation in the college classroom. In this research, college students in an introductory information technology course are surveyed prior to instruction regarding perceptions of their own technological expertise in hardware, software, networking, research, computer graphics, computer security, Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. Students are then given pre-tests to assess their expertise in these topics based on course standards. Data from the survey and the pre-tests are analyzed. Although students self-assess slightly greater expertise in areas in which they actively use computers (Windows, Word, PowerPoint, and Research), they generally do not claim technological expertise. This lack of expertise is confirmed in pre-tests scores. Data analysis provides no support for the &quot;digital native&quot; meme.
A Multi-Stage Maturity Model for Long-Term IT Outsourcing Relationship Success
Author: Luong, Ming
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Information Technology,Outsourcing,Contracts,Relationship,Expectation

The Multi-Stage Maturity Model for Long-Term IT Outsourcing Relationship Success, a theoretical stages-of-growth model, explains long-term success in IT outsourcing relationships. Research showed the IT outsourcing relationship life cycle consists of four distinct, sequential stages: contract, transition, support, and partnership. The model was built in three steps: creation of a suggested model; creation of a conceptual model based on survey data gathered from business and IT executives, managers, and professionals experienced with long-term IT outsourcing; and advancement of the conceptual model to a theoretical model. Subject matter experts were interviewed to assess the validity and completeness of the model, which may be used to examine both sides of the IT outsourcing relationships and their progress through time. Understanding the expectations of each partner at different stages of the relationship should minimize deficiencies, misunderstandings, and mismatched foci to result in better partnerships.
Metacognition: Transforming the Learning Experience
Author: Chekwa, Emmanuel
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Experience,Educational Principles,College Students,Grade Point Average,Achievement Gains,Academic Achievement,Educational Benefits

A simplistic definition of metacognition is &quot;thinking about thinking.&quot; It involves taking time to analyze and delve into the various ways the mind receives and retains information. It is not a new concept but metacognition is evolving as a new word for successful learners. It is stimulating much conversation and excitement in academia as educators strive to enhance learning skills. This paper dissects the concept of metacognition and argues that it could be the new &quot;best&quot; thing in the field of thinking and learning. It discusses the Miles College experience in using metacognition principles to enhance student learning.
College Student Textbook Acquisition: An Exploratory Study
Author: McGowan, Matthew K.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Student Surveys,Textbooks,Purchasing,Electronic Publishing,Printed Materials,Literature Reviews,Internet,Student Attitudes,Preferences,Questionnaires

The past ten years have seen an increase in the number of ways students can acquire textbooks. The traditional purchase of printed textbooks from the campus bookstore still exists, but now students can purchase e-books, buy online, or rent from either the campus bookstore or from an online provider. This research is an exploratory study of college student textbook acquisition. In this paper, we review the literature regarding the textbook acquisition process. We developed and administered a survey instrument to examine students' textbook acquisition patterns. We find that most students acquire their textbooks using more than one source. Eighty six percent of the students surveyed use more than one source for textbooks. Of those students who rely on only one source, half use the campus bookstore. A majority of students use both the campus bookstore and an online retailer. We also observe that the student's year in school is somehow related to their acquisition method.
Reshould I Take More MIS Courses? Implications from Interviews with Business Recruiters
Author: He, Jun
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Skills,Business Administration Education,Skill Analysis,Business Skills,Labor Needs,Job Skills,Education Work Relationship,Occupational Surveys,Semi Structured Interviews,Employer Attitudes,Occupational Information,Employment Qualifications,Technological Literacy,Minimum Competencies,Masters Degrees

It is important for MIS educators to have a good understanding of what IT knowledge and skills are required in business. In this study, 103 open job positions in the Midwestern United States were investigated via semi-structured interviews with hiring companies. The interviews with key business recruiters suggest that IT knowledge and skills are significantly considered during the recruiting process, even if the target position is not IT-related. The most sought-after skills are summarized. Implications for MIS education and research are discussed.
Hypermedia Reading Materials: Undergraduate Perceptions and Features Affecting Their Reading Comprehension
Author: Hamdan, Nurul Adila
Date: 2017-00-00
Type: Journal Articles
Subjects: Hypermedia,Reading Materials,Undergraduate Students,Student Attitudes,Reading Comprehension,Foreign Countries,English (Second Language),Second Language Learning,Case Studies,Protocol Analysis,Semi Structured Interviews,Qualitative Research

Due to the potential of the Internet and blended learning environment, students, especially L2 learners, are often required to read references available online. A study was conducted to identify the perceptions of L2 learners comprising TESL undergraduates towards TESL-related hypermedia reading materials and the factors contributing to their reading comprehension. This case study involved eleven third-year undergraduate TESL students enrolled in a course called 'Teaching of Reading Skills in an ESL Context'. Data was collected using Think Aloud Protocol, semi-structured interviews, and reflective notes. The findings of this study revealed various participants' perceptions regarding hypermedia reading materials. Among the factors that improved their reading comprehension include the design of the hypermedia materials and content in terms of the manner in which information was displayed. The participants highlighted the difficulties associated with reading long hypertexts and expressed preference for texts which come in point-form format. Other features cited as being helpful in their reading were the inclusion of pictures, tables, diagrams, audio materials, and videos along with the text. Some other features included hyperlinks and glossaries provided by the websites that the students found beneficial in helping them understand the text. Other less favorable aspects of reading hypermedia materials included advertisements on the websites, easy access to social media websites, and poor Internet connection and bandwidth speed. These were reported to affect the reading process in such a way that they distracted the participants' concentration, and this ultimately affected reading comprehension to a certain degree. It is hoped that these findings could provide insights for course developers in developing or selecting websites to suit their teaching and learning purposes.
Community in Online Higher Education: Challenges and Opportunities
Author: Arasaratnam-Smith, Lily A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Higher Education,Computer Mediated Communication,Nonverbal Communication,Electronic Learning,Affordances,Asynchronous Communication,Synchronous Communication

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community-building, teaching and learning strategies. This paper proposes an in-depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face-to-face and online learning contexts are considered, especially in the light of the possibility of redefining &quot;face-to-face&quot; within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face-to-face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step.
Iphras as an E-Learning Platform for Idiomatic Competence
Author: Kiryakova-Dineva, Teodora
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Barriers,Second Language Instruction,Language Patterns,Language Skills,Cultural Influences,Cultural Awareness,Translation,Multilingualism,Teaching Methods,Global Approach,Greek,Turkish,English,German,Romance Languages,Slavic Languages

The integration of E-learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E-learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie and van Wesel 2010; Damyanov and Tsankov 2016). Some of the challenges of e-learning methods rest in choosing the right platform, and in determining the scope of the selected material as well as the adequacy of its user friendly methodology. Among the features of e-learning platforms that are applicable to a wider audience is the criterion of multi-language application. As regards E-learning in foreign language education, there are three pragmatic and cultural aspects which are often omitted from the e-learning system: 1) the transfer of idiomatic competence; 2) the acquisition of cultural concepts; and 3) the inclusion of small and endangered languages. This is not the case with the elaboration of the e-learning platform IPHRAS-Interphraseologie für Studien-und Berufsmobile. The proposed paper presents its main achievements and focuses on the methodology for foreign language learning in a multilingual electronic environment. The process is facilitated by the incorporation of thematically structured multiword units (idioms and collocations). Its priority is easy access to a variety of languages, including Greek, Turkish, Romanian, Bulgarian, through more popular languages such as English and German. The degree of translation equivalence of its elements facilitates not only multilingualism, but also the initial phase of mastering the vocabulary of additional languages. The IPHRAS platform was elaborated by an international team of Balkan researchers and language instructors and funded by the European Commission within the Lifelong learning program.
The Social Networks and Paradoxes of the Opt-out Movement Amid the Common Core State Standards Implementation: The Case of New York
Author: Wang, Yinying
Date: 2017-04-10
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Common Core State Standards,Program Implementation,Standardized Tests,High Stakes Tests,Accountability,Social Theories,Activism,Coding,Educational Policy,Educational Change,Resistance to Change

Opting out of state standardized tests has recently become a movement--a series of grassroots, organized efforts to refuse to take high-stakes state standardized tests. In particular, the opt-out rates in the state of New York reached 20% in 2015 and 21% in 2016. This study aims to illustrate the social networks and examine the paradoxes that have propelled the opt-out movement in New York--the movement's epicenter with the highest opt-out rate in the United States. Drawing on the conceptual frameworks of social movement theory, social network theory, and policy paradox, this study compiled the opt-out corpus by using the data from 221 press-coverage and 30 archival documents. Social network analysis was performed by examining the relational data that suggest coalition ties between movement actors. Further, to explicate how the movement actors forged coalition ties, all data in the corpus were then coded by Stone's framework of policy paradox regarding how the movement goals were articulated, how the movement was framed, and what policy solutions were mobilized. In addition to identifying the movement actors and two competing coalitions, it is found that to forge coalition ties, the movement actors in the opposing coalitions articulated contested goals of standardized testing, framed the movement via symbols, numbers, and interests, as well as mobilized policy solutions via inducements, rights, and power. The findings have important and timely implications for policymakers and movement actors as they seek and advance on common ground to make substantive changes in education policy.
Is the Common Core Racing America to the Top? Tracking Changes in State Standards, School Practices, and Student Achievement
Author: Lee, Jaekyung
Date: 2017-04-10
Type: Journal Articles
Subjects: Common Core State Standards,Educational Trends,Reading Skills,Mathematics Skills,Educational Practices,National Competency Tests,Grade 4,Grade 8,Academic Standards,Educational Legislation,Federal Legislation,Educational Improvement,Alignment (Education),Language Arts,Outcomes of Education,Federal Aid,Federal Programs,Hierarchical Linear Modeling,State Standards

This study examines the trends of the U.S. states' reading and math proficiency standards before and after the adoption of the Common Core State Standards (CCSS) and explores their impact on school practices and student achievement. Drawing on the 2003-15 National Assessment of Educational Progress (NAEP) grades 4 and 8 assessment and survey datasets, the study gives new insights into the CCSS policy challenges and outcomes. The states that adopted CCSS raised the rigor of proficiency standards for their student assessments, reversing &quot;race to the bottom&quot; trend during the earlier period of the No Child Left Behind Act (NCLB). However, the CCSS states failed to improve schools' alignment of ELA and math programs with state/district assessments and also failed to improve students' reading and math achievement more than the non-CCSS counterparts. The Common Core has helped America race to the top for performance standards, but not for performance outcomes yet.
The Changing Landscape of School Choice in Canada: From Pluralism to Parental Preference?
Author: Bosetti, Lynn
Date: 2017-04-24
Type: Journal Articles
Subjects: Parent Attitudes,School Choice,Home Schooling,Private Schools,Foreign Countries,Educational Finance,Elementary Secondary Education,Public Education,Cultural Pluralism,Cultural Context,Geographic Regions,Enrollment Trends,Catholic Schools,Language Minorities,Language of Instruction,French,English,Immersion Programs,Nontraditional Education,Charter Schools,Educational Trends,Trend Analysis

This paper provides a descriptive account of the growing landscape of school choice in Canada through a comparative analysis of funding and student enrolment in the public, independent and home-based education sectors in each province. Given that the provinces have responsibility for K-12 education, the mixture of public, independent and home school education varies rather widely by province, as does the level of funding and regulation. Delivery and funding of public education in Canada has long prioritized limited linguistic and religious pluralism, providing various options for English or French, and Catholic or Protestant alternatives to qualified parents. More recently growing numbers of parents have been seeking more options for their children's education. This has fueled slow but steady growth in independent schools and home schooling.
Open Competition or Balkanized Coexistence? the Effects of Market Segments on Toronto Private Schools
Author: Pizarro Milian, Roger
Date: 2017-04-24
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Competition,School Choice,Consumer Economics,Institutional Characteristics,Social Theories,Organizational Theories,Multivariate Analysis,Statistical Analysis,Least Squares Statistics,Regression (Statistics)

For over 25 years, school choice advocates have argued that market competition drives educational organizations to become more differentiated and technically-oriented. However, empirical research has only partially supported this view, observing such outcomes only under certain conditions. To better understand the contingent nature of market effects within education, we draw on sociological and organizational theories that emphasize the &quot;embeddedness&quot; of economic behavior. We test this idea using data from all private schools in Toronto, Canada, a strategic setting that approximates a &quot;pure&quot; market by being mostly free of public governance. We find that, net of factors like school size and age, market segment is associated with the presence of a variety of organizational features. In conclusion, we ponder ways that institutional norms and community ties not only buffer schools from market forces, but also, infuse consumer preferences.
Policy Advocacy, Inequity, and School Fees and Fundraising in Ontario, Canada
Author: Winton, Sue
Date: 2017-04-24
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Analysis,Advocacy,Equal Education,Fees,Fund Raising,Public Schools,Discourse Analysis,Rhetoric,Neoliberalism,Educational Change,Resistance to Change,Privatization,Commercialization,Case Studies

Fundraising and collecting fees are ubiquitous in Ontario, Canada's public schools. Critics assert that these practices perpetuate and exacerbate inequities between schools and communities. In this article we present findings from a critical policy analysis of an advocacy group's efforts to change Ontario's fees and fundraising policies over the past two decades. Rhetorical analyses of 110 texts finds that the group constructed the problem of each policy similarly, targeted the same audiences, and utilized many of the same strategies to appeal to logos, ethos, and pathos in their struggle over the policies' meanings. However, only one out of four of the group's policy meanings became dominant. The discursive and critical policy perspectives grounding the study directed us to examine how neoliberalism and the policies' shared broader social, political, and economic contexts can help explain this outcome. Specifically, the group's efforts to change Ontario's school fees and fundraising policies confronted dominant discourses that construct parents as consumers of education and responsible for their children's success in a competitive world, promote the meritocratic notion that successful people deserve their success and the benefits it brings, view the government as responsible only for providing the basic requirements of education, and support privatization and marketization of public schools.