ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Parents in a Community Youth Development Initiative. REACH Issue Brief Series. Number Four
Author: Carrasco, Lisceth Cruz
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Parents,Youth Programs,Parent Participation,Community Programs,Adults,Youth,Training,Social Networks,Grants,Attitude Measures,Participant Satisfaction,Program Effectiveness,Immigrants,Low Income Groups

Engaging parents and family members in their children's lives is critical to youth's success in school and life (Terzian & Mbwana, 2009; Mbwana et al. 2009). When families are involved, youth receive higher grades, attend school more frequently, perform better in standardized testing, show improved behavior and are more likely to graduate (Marks 2000; Steinberg et al. 1992; Delgado-Bernal 2001; Mitra 2006). Despite this evidence, many schools and other youth-serving organizations struggle to develop meaningful and effective parental engagement strategies. Busy parents often have little time to commit to these efforts. Institutional budgets and grants often treat parent engagement as an afterthought, at best. Where cultural or linguistic barriers exist, the difficulties can be compounded, unless a deliberate strategy is undertaken. Against this backdrop, this issue brief examines the REACH youth development program during which parent engagement was given special emphasis. This analysis discusses the: 1) evolution of parent engagement approaches during the initiative; 2) types of parent engagement strategies employed by community coalitions, and the strengths and limitations of each approach; 3) benefits that parents, youth and coalition leaders attribute to these strategies; 4) challenges encountered; and 5) lessons learned, which may be applicable in other settings. (Contains 1 footnote.) [This paper was written with support from Nancy Erbstein, James Fabionar and Whitney Wilcox.]
Community-School Partnerships to Support Youth Development. REACH Issue Brief Series. Number Two
Author: Fabionar, James
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Youth Programs,School Involvement,School Community Relationship,Program Effectiveness,Student Personnel Workers,Principals,Teacher Role,Recruitment,School Community Programs

The influence on youth of schools and communities--working independently or in partnership--raises important questions. How can schools and community groups work strategically to promote changes that meet youth needs? What form do existing interactions take? What benefits and challenges does the interaction pose for schools and their potential community partners? How and why should public and private funders do more to promote partnerships between schools and community-based organizations? The REACH youth program provided a laboratory for learning related to these questions, providing suggestive (though not definitive) lessons and insights. This issue brief examines school-community partnerships fostered by REACH, focusing on: 1) the nature of school involvement in REACH coalitions; 2) the substantive issues around which partnerships have formed; 3) observed and perceived benefits associated with the partnerships, from both the school and coalition perspective; 4) challenges encountered; and 5) recommendations for developing partnerships. (Contains 1 footnote.) [This paper was written with support from Lisceth Cruz Carrasco, Nancy Erbstein and Whitney Wilcox.]
How to Conduct a Qualitative Program Evaluation in the Light of Eisner's Educational Connoisseurship and Criticism Model
Author: Yuksel, Ismail
Date: 2010-10-00
Type: Journal Articles
Subjects: Program Evaluation,Qualitative Research,Educational Research,Models,Evaluation Methods,Expertise,Criticism,Data Collection

The quantitative methodologies have been traditionally employed in the educational research so far. However, as long as with the appreciation and widespread use of the qualitative methodologies in many disciplines, many different educational areas have started to be examined in terms of qualitative research aspects. Particularly, the qualitative evaluation of the education programs has received considerable interest and there have been recently some attempts to develop a qualitative methodology for evaluating educational programs based upon the tenets of program evaluation. The evaluators have underlined the benefits of qualitative methods to boost the information shared with decision-makers and policy makers. The most inclusive endeavour has been carried out by Eisner. Eisner's program evaluation model presents the role of educational connoisseurship and criticism in educational evaluation in terms of qualitative evaluation. This study aims at examining how a qualitative program evaluation is conducted in relation with the Eisner's evaluation model.
Engaging Youth in Community Change: Outcomes and Lessons Learned from Sierra Health Foundation's REACH Youth Program. Final Evaluation Report
Author: Campbell, David
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Adolescent Development,Child Development,Program Effectiveness,Program Evaluation,Change Strategies,Community Change,Youth Programs,Grants,Adults,Interviews,Observation,Profiles,Health Promotion,Health Education

From 2006 to 2010, Sierra Health Foundation's REACH program committed $8 million to support the healthy development of youth in the Greater Sacramento, California, region. As a centerpiece of the larger grantmaking strategy, seven grantees in the region were selected to create community coalitions that involved both youth and adults in their planning processes and community change strategies. The socially and economically diverse group of communities included El Dorado Hills, Galt, Meadowview, Rancho Cordova, South Sacramento, West Sacramento and Woodland. Across the seven communities, several hundred youth and adults participated in sustained ways during the three-year period of the research from May 2007 to April 2010. This final REACH evaluation report--based on 346 interviews (87 with youth participants) and more than 320 observations of REACH meetings and events, as well as a review of key REACH documents and relevant literature--documents REACH outcomes and draws on an analysis of REACH evidence to articulate lessons for the field of community youth development. Appended are: (1) Coalition Profiles; (2) REACH Issue Briefs; (3) REACH External Evaluation Activities; and (4) REACH Data Sources and Methods. (Contains 3 tables and 22 footnotes.)
The Effects of Post-Observational Reflective Feedback Modes on Teaching Beliefs: Peer vs. Teacher-Mediated Feedback
Author: Yuksel, Ilknur
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Reflection,Observation,Preservice Teachers,English Teachers,Beliefs,Attitude Change,Second Language Instruction,English (Second Language),Mixed Methods Research

The aim of this study was to investigate whether the pre-service teachers' language teaching beliefs changed as a result of two different post-observational reflective feedback modes; teacher mediated and peer feedback, during their teaching practice. For each post-observational feedback mode, two groups of eight Turkish pre-service language teachers attending to the final year at English Language Teaching Department at Anadolu University, totally 16 pre-service teachers participated in the study. The qualitative and quantitative data was collected at the beginning and end of the different feedback treatments from each group. The results indicated that the feedback modes on pre-service teachers' teaching practice could influence their beliefs about teaching. Peer feedback had a potential to change the teachers' beliefs through critical reflection skills that were fostered as a result of collaboration within the peer group. (Contains 5 tables.)
A Micro-Ethnographic Study of the Communication/Language Development in a Japanese Child with Profound Hearing Loss before and after Cochlear Implantation
Author: Kretschmer, Richard R.
Date: 2010-10-00
Type: Journal Articles
Subjects: Young Children,Females,Deafness,Assistive Technology,Oral Language,Language Acquisition,Communication (Thought Transfer),Ethnography,Child Development,Developmental Stages,Video Technology,Foreign Countries

This study described the communication and spoken language development of a Japanese girl with profound hearing loss who used a cochlear implant from 19 months of age. The girl, Akiko, was born in Belgium where her family was living at that time. After she was identified as deaf at birth, she and her parents were provided with support services. The family relocated to Japan when Akiko was 1 year 5 months of age. When she was 1 year 6 months of age Akiko underwent cochlear implantation. The cochlear implant device was activated when Akiko was 1 year 7 months of age. The parents routinely made video recordings of Akiko interacting with family members and teachers at home and at school. The video recordings taken by the parents used as the data for this study contained scenes of Akiko from the time she was 3 months of age until she was 4 years 11 months of age. Micro-ethnographic methods were used to analyze the dynamics and development of selected communicative interactions over this age span of fifty-six months. The original pool of video recordings contained 213 scenes. As a result of video viewing and editing, Akiko's communication development was found to follow expected patterns of development as described by other child language researchers of children with normal hearing. There were seven demarcations that represent Akiko's communication and spoken language development: 1) perlocutionary, 2) transition of perlocutionary to illocutionary, 3) illocutionary, 4) transition of illocutionary to locutionary, 5) locutionary, 6) dialogue, and 7) narrative. (Contains 8 tables.)
Using a Camp to Bolster Youth-Driven Community Change. REACH Issue Brief Series. Number Five
Author: Fabionar, James
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Outdoor Education,Community Change,Youth Programs,Conferences (Gatherings),Summer Programs,Resident Camp Programs,Workshops,Adults,Youth,Skill Development,Interpersonal Relationship,Leadership

Over the course of three summers, Sierra Health Foundation hosted a weeklong summer youth development camp for REACH coalitions at its Grizzly Creek Ranch retreat facilities in Portola, California. Located 130 miles east of Sacramento, Grizzly Creek Ranch is set in the mountains of Plumas County and encompasses 1,500 acres of forests, streams and meadows; it includes cabins, meeting and dining facilities, open space, a ropes course, a small lake and a staff with experience facilitating team-building and outdoor education activities. Part youth development conference, part community organizing workshop and part traditional summer camp, roughly 20 adults and 70 youth lived, worked and played together in an environment focused on youth development practices and community change strategies. Evaluation data gathered through interviews and site observations across the coalitions reveals numerous positive references to camp. Less is known about whether youth camps can serve as an incubator of skills, ideas and strategies for meaningful youth-driven community change. This issue brief explores this topic. After briefly describing the nature and evolution of REACH camp over three summers, the authors highlight meaningful outcomes and challenges encountered. The authors close with two broader recommendations for the field. [This paper was written with the support from Lisceth Cruz Carrasco, Nancy Erbstein and Whitney Wilcox.]
Exemplary Practices in Adolescent Development
Author: Birtwhistle, Amy
Date: 2004-07-00
Type: Information Analyses
Subjects: Pregnancy,Violence,Adolescents,Adolescent Development,Emotional Development,Age,Drug Abuse,Depression (Psychology),Child Development,Health Education,Grants,Research and Development,Developmental Stages,Cognitive Development,Social Development,Alcohol Abuse,Prevention,Obesity,Academic Achievement

In 2003, Sierra Health Foundation's Board of Directors selected school-aged youth as the target for its next focused grantmaking effort. As part of the program research and development phase, staff and consultants examined evidenced-based practices that appear promising in positively affecting adolescent health and development for young people 10-15 years of age. Attachment A to the following report depicts the cognitive, physical, and social and emotional development of the targeted age group. This is provided as reference. The rest of the report is a summary of studies collected and examined as part of this research effort and is organized as follows: (1) Exemplary Practices of Issue-Focused Efforts; and (2) Exemplary Practices of Strengths-Based Efforts. Appended are: (1) Child Development Stages, Middle Childhood and Adolescence; (2) Literature Review: Targeted Activities to Reduce Teenage Pregnancy; (3) Literature Review: Activities to Reduce Youth Violence; (4) Literature Review: Targeted Activities to Reduce Youth Depression; (5) Literature Review: Targeted Activities to Reduce Alcohol and Drug Abuse; (6) Literature Review: Successful Practices for Prevention of Obesity in Youth; (7) Literature Review: Activities to Improve Youth Academic Success; and (8) Literature Review: Youth Development. (Contains 12 notes.)
Toward Making Good on All Youth: Engaging Underrepresented Youth Populations in Community Youth Development. REACH Issue Brief Series. Number Six
Author: Erbstein, Nancy
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Youth,Youth Programs,Indigenous Knowledge,Adults,Interpersonal Relationship,Responsibility,Motivation,Goal Orientation,Disproportionate Representation,Community Programs,Youth Leaders,Citizen Participation

Youth who are most vulnerable to challenging community conditions, more limited opportunities and poor health, educational and economic trajectories derive especially strong benefits from engagement in community youth development efforts (Gambone, Yu, et al. 2004). Like many community youth development efforts, the REACH Youth Program called upon grantees to address the needs of all youth. While grantees were selected to reflect the diversity of communities in the region and were encouraged to recruit youth reflecting the diversity within those communities, they were not asked in particular to reach out to their most vulnerable youth populations. Across REACH, involvement of previously un/underengaged youth was limited, albeit with important variation across places and times. Grantees that did engage such youth over time offer important lessons about how to create the types of safe, supportive and meaningful settings that promoted young people's ongoing participation and leadership. Key elements of their success included: (1) Intentionality and Commitment; (2) Local Knowledge of Vulnerable Populations; (3) Adult Allies with Key Capacities; (4) Meaningful Focus; (5) Resources for Intensive Outreach, Relationship-building and Youth Support; and (6) Continuity of Key Adults. This brief describes each of these elements and offers some overarching lessons learned about engaging vulnerable youth populations in community youth development. Examples are drawn from two grantees that tapped the knowledge and insights of underrepresented youth over an extended period of time. [This paper was written with Lisceth Cruz Carrasco and David Campbell.]
Comparison of the Impacts of Telementoring Services on Proteges' Academic Achievements and Opinions
Author: Esgi, Necmi
Date: 2011-10-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Tests,Student Attitudes,Video Technology,Videoconferencing,College Students,Mentors,Electronic Mail,Computer Mediated Communication,Synchronous Communication,Discussion Groups,Multiple Choice Tests,Foreign Countries,Computer Science Education,Programming

The aim of the research is to compare the impacts of telementoring services, delivered using chat with video, chat with instant message, mobile phone, discussion board and video conference on proteges' academic achievements and opinions. Telementoring services, made up with five different instruments, were administered to a group of proteges, composed of 38 university students. In the research, the multiple-choice achievement test, which consisted of twenty-four 4-point Likert items, was utilized in order to determine proteges' academic achievements. On the other hand, proteges' opinions were determined through open-ended questions. The research findings demonstrated that telementoring services formed through using different instruments do not significantly differentiate student achievements between groups. Moreover, positive and negative characteristics regarding the communication instruments used were defined based on proteges' opinions. (Contains 2 figures and 2 tables.)
The Impending Shortage of Special Education Faculty: A Summary
Author: Smith, D. D.
Date: 2011-10-00
Type: Reports - Research
Subjects: Teacher Effectiveness,College Faculty,Special Education,Needs Assessment,Teacher Supply and Demand,College Graduates,Special Education Teachers,Teacher Shortage,Federal Government,Government Role,Graduate Students,Doctoral Programs,Teacher Educators

This document highlights the major findings of a four-year study about the supply and demand of special education college and university faculty. The Special Education Faculty Needs Assessment (SEFNA) project concluded its data collection efforts in July of 2011. This national study continued the work of previous efforts that found the shortage of faculty was, in part, responsible for the persistent shortage of effective teachers. SEFNA is the most comprehensive study to date. Over 300 program administrators and almost 1,900 then-current doctoral students and recent graduates assisted with this national effort. Findings of the SEFNA project show that the federal role in preparing doctoral students is important. Despite being responsible for a substantially increased supply of new doctoral graduates, upcoming retirements will cause a shortage of special education faculty of the magnitude never seen before. In this document, the authors suggest solutions, but most importantly they call for action now. (Contains 2 figures and 1 table.)
Engaging Youth: A How-To Guide for Creating Opportunities for Young People to Participate, Lead and Succeed
Author: Paul, Andy
Date: 2006-01-00
Type: Guides - Non-Classroom
Subjects: Social Justice,Leadership,Youth Agencies,Best Practices,Youth Programs,Youth Leaders,Youth,Participation,Success,Internship Programs,Advocacy,Adolescent Development,Surveys,Interviews,Attitude Change,Governance,Advisory Committees,Check Lists

Sierra Health Foundation is embarking on a new initiative to promote youth development practices among those who serve 'tweens and teens--youth who are ages 10 to 15. The initiative seeks to engage youth in a variety of contexts, including internships, service, social justice, and advocacy. A major part of the initiative focuses on expanding leadership opportunities for youth, the subject of this report. Sierra Health seeks to explore and highlight the topic of youth leadership because it is a critical tool for empowering youth to take control of their own lives and make healthier decisions that lead to success as adults. Sierra Health commissioned the Youth Services Provider Network to research and write this report as a part of both organizations' continuing efforts to publicize the importance of youth development approaches when seeking to improve the lives of youth. The Network is a collaborative of youth-service providers that strive to improve youth development practices throughout the Sacramento region through trainings, networking opportunities for youth agencies, and policy work. The goals of this paper are: 1) to provide an overview of youth leadership and why it is important; 2) to share some of the best practices from organizations that successfully implement youth leadership opportunities; and 3) to provide in a supplemental booklet an introductory catalogue of the youth leadership opportunities that exist in the greater Sacramento region. The report and catalogue aim to guide agencies that are interested in adopting youth leadership components into their program, to make youth aware of leadership opportunities in the Sacramento area, and to help Sierra Health identify gaps in youth services. The information in this report was gathered from many different sources, including interviews with and a survey of key organizations throughout the greater Sacramento region, as well as a review of the wide body of research literature and online resources addressing youth leadership in California and nationwide. (Contains 10 notes.)
Conceptions of Teaching Held by the Instructors in English Language Teaching Departments
Author: Canbay, Orkun
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,College Faculty,English Teachers,College Instruction,Teaching Methods,Teacher Role,Teacher Expectations of Students,Semi Structured Interviews,Discourse Analysis

The aim of this study was to determine the university instructors' conceptions of teaching in ELT departments at two universities in Turkey. The data was collected through qualitative research techniques. The participants were four instructors working in two different institutions in Turkey with doctorate degree on the same major from the same university. The analyses of the data collected through interviews and self-report were conducted through discourse analysis and text analysis by the researchers. The results of the study reveal that the type of the institution where the teachers work is not a strict factor shaping the way how the teachers teach and how they define some of the components of teaching. The results also reveal that having the same background of education does not lead to the same approaches and definitions of teaching.
The Federal Role in the Preparation of Special Education Doctorates. SEFNA Brief. Revised
Author: Smith, Deborah Deutsch
Date: 2009-08-25
Type: Reports - Research
Subjects: Disabilities,Awards,Special Education,Public Agencies,Grants,Leadership Training,Teacher Educators,Doctoral Degrees,Doctoral Programs,Federal Programs,Teacher Supply and Demand,Federal Government,Government Role

The Office of Special Education Programs (OSEP) is the primary source of federal support for preparing researchers and teacher educators whose focus is students with disabilities. The OSEP Leadership Training Grant Program awards projects to more universities than any other federal agency, but to do so it provides smaller awards to universities for fewer years of funding and less financial assistance for each doctoral student. (Contains 2 footnotes.)