ethanporcaro/eric-fulltext-meta huggingface dataset:
Techtalk: Cloud Computing and Developmental Education
Author: Holschuh, Douglas R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Computers,Internet,Information Technology,Access to Computers,Disadvantaged,Costs,Computer Uses in Education,Developmental Studies Programs

Techtalk in Volume 33 has been addressing the digital divide in technology, first through the use of mobile phones and then through the development of digital literacies with digital storytelling. This third and final column in the series looks at bridging both the hardware/software divide and the digital literacies divide through the educational use of cloud computing. Cloud computing offers many possibilities to developmental educators for its use, whether for communicating with students through social networking services like Facebook, sending out updates via Twitter, providing online tutoring, or having students collaborate on their writing using a wiki. Many students are already well versed in this world of online applications, and they are already using them to create and store their data. The more educators can leverage this to their advantage, the better. In addition, it opens up a world of low-cost computing to a larger socioeconomic population of students. Cloud computing may really be computing for the masses, offering the very latest in technology while leveling the playing field more than ever before.
Bridging the Evidence Gap in Developmental Education
Author: Collins, Michael L.
Date: 2010-00-00
Type: Information Analyses
Subjects: Educational Research,Developmental Studies Programs,Outcomes of Education,Community Colleges,Higher Education,Two Year Colleges,Educational Improvement,Experimental Groups,Control Groups,Intervention

This article addresses conflicting perspectives regarding research in developmental education. Subsequent to examining opinions regarding the rigor of research in the field to date, recommendations for a research agenda are proposed. The study's review of research strengths and weaknesses suggests multiple types of evidence, potentially pointing college leaders and policymakers to better strategies and approaches.
The Efficacy of the RENEW Model: Individualized School-to-Career Services for Youth At Risk of School Dropout
Author: Malloy, JoAnne M.
Date: 2010-00-00
Type: Journal Articles
Subjects: At Risk Students,High School Students,Individualized Programs,Transitional Programs,Education Work Relationship,Program Effectiveness,Case Studies,Dropout Prevention,Self Determination,Emotional Adjustment,Social Adjustment

This article describes the results of a research project designed to assess the efficacy of a secondary transition model, RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work), on the social and emotional functioning of 20 youth at risk of dropping out of high school using the Child and Adolescent Functional Assessment Scale (CAFAS) supplemented by a case study to illustrate one student's experience. The study indicates that youth who engaged in the RENEW process had significant improvements in functioning in school and at home, and overall positive gains in several behavioral health domains. (Contains 1 figure and 2 tables.)
A Comprehensive Cost/Benefit Model: Developmental Student Success Impact
Author: Gallard, Alejandro J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Developmental Studies Programs,School Holding Power,Tutoring,Community Colleges,Reading,Mathematics,English,Outcomes of Education,Academic Achievement,Grants,Program Effectiveness,College Students,Retention (Psychology),Teaching Models

Colleges are facing an increasing population of students who begin their college experience in developmental education classes in reading, math, and/or English. Many of these students are unsuccessful in attaining a degree, sometimes because they are deterred by their lack of preparation and the delay of two or more semesters before they begin their college-credit courses. One community college in Florida has implemented an intervention in its developmental education program funded through a U.S. Federal Title III-A grant, achieving increases in course completion rates and student retention with an enhanced tutoring program. The authors present the cost/benefit of the tutoring intervention, demonstrating a surprisingly large return on the investment both to the college and society. (Contains 3 tables.)
Questions for Practice: Reflecting on Developmental Mathematics Using 19th-Century Voices
Author: Jorgensen, Marcus E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Textbooks,Remedial Mathematics,Developmental Studies Programs,Algebra,Thinking Skills,Questioning Techniques,Teaching Methods,Personal Narratives,College Mathematics

In this article the author has used 19th-century arithmetic and algebra textbooks as a way to reflect on current practices in developmental mathematics education. Five areas of special interest were found: motivation, relevance, depth, pedagogy, and textbooks. Philosophic and practical statements from vintage textbook authors remind educators of a number of questions and issues within each of those areas of interest. In some respects, little has changed over the years and many issues remain unresolved or little progress has been made. One hundred years from now will things be the same, or is it time for a change, a rethinking?
Critical Thinking: Ethical Reasoning as Essential to Fairminded Critical Thinking, Part IV
Author: Elder, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Critical Thinking,Ethics,Thinking Skills,Questioning Techniques,Data Analysis,Teaching Methods

In the last three columns, the authors introduced the idea of ethical reasoning, discussed its importance to education, and briefly dealt with a number of understandings essential to skilled ethical reasoning. In this column, the authors continue this discussion. They distinguish between simple and complex ethical questions and reason through an example complex ethical question. Next they discuss the fact that, when dealing with complex ethical issues, data should often be analyzed from multiple perspectives. Finally, they illuminate some important ways in which humans distort information and facts to maintain their views or serve their interests (and in so doing, often reason unethically).
Predicting the Academic Functioning of Youth Involved in Residential Care
Author: Griffith, Annette K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Youth,Residential Care,Academic Achievement,Low Achievement,Predictor Variables

Youth involved in residential care programs present with significant difficulties across behavioral and mental health domains. Although this is a group that is also at considerable risk for academic failure, very little research has been done to understand the academic functioning of this population. The current study sought to expand what is known about this population and examine factors that are predictive of their levels of academic functioning. Results from 208 youth indicated that at the time of entry into residential care youth were performing in low average ranges across academic areas. While several variables were identified as predictors for level of academic functioning (e.g., IQ, age at admission, race/ethnicity, special education identification, and gender), variables particularly relevant for youth in residential care programs (e.g., behavior, number of previous schools attended) did not serve as predictors. Implications for practice and future research are discussed. (Contains 2 tables.)
Techtalk: An Online Framework for Developmental Literacy
Author: Burgess, Melissa
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Computer Assisted Instruction,Synchronous Communication,Asynchronous Communication,Educational Technology,Technology Uses in Education,Technology Integration,Computers,Computer Literacy,Technological Literacy

In a previous Techtalk column, Peterson and Caverly (2005) introduced the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) as a guide for online learning. The CoI model has maintained longevity and applicability to a variety of both synchronous and asynchronous technologies (Ice, Curtis, Phillips, & Wells, 2007). In this column, the authors will revisit the CoI model and its application to new synchronous and asynchronous instructional tools situated within developmental literacy.
A Model for Random Student Drug Testing
Author: Nelson, Judith A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Early Intervention,Student Attitudes,Program Effectiveness,Drug Use,Drinking,Drug Use Testing,School Districts,Community Resources,Models,Case Studies,Parent Attitudes,High School Students,Qualitative Research,Statistical Analysis,Prevention,Grants,Drug Abuse

The purpose of this case study was to examine random student drug testing in one school district relevant to: (a) the perceptions of students participating in competitive extracurricular activities regarding drug use and abuse; (b) the attitudes and perceptions of parents, school staff, and community members regarding student drug involvement; (c) the perceptions of high school parents regarding random student drug testing and its impact on drug and alcohol use; and (d) the patterns and analyses of data collected regarding the use of random student drug testing as a preventative tool. Both quantitative and qualitative data were collected for inclusion in an analysis of the study in order to strengthen the results. The findings indicated that during a period of grant funding, the use of drugs decreased during a program of random student drug testing in the public school district studied. Furthermore, the random student drug-testing program initiated discussion among parents, school staff, community members, and students regarding drug use, community resources, and the importance of early intervention. (Contains 2 tables.)
Cultural Dynamics in an Economically Challenged, Multiethnic Middle School: Student Perceptions
Author: Hughes, Carolyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Race,Culturally Relevant Education,Academic Achievement,Special Education,Low Income,English (Second Language),Second Language Learning,Middle School Students,Cultural Differences,Student Attitudes,Violence,Cultural Pluralism,Student Diversity

Cultural dynamics in school may contribute to disaffiliation and inhibited academic performance among diverse student populations (Marx, 2008). We queried 16 special education students in a low-income, ethnically diverse English Language Learner-cluster middle school about their perceptions of the cultural dynamics at their school and the occurrence of culturally responsive practices. Although most students reported the occurrence of some culturally responsive practices, students overwhelmingly responded that their race and culture were not acknowledged by teachers. Students also indicated that their teachers rarely, if ever, gave information or taught about other cultures or races. The majority of students also believed that animosity and violence among racial groups were a problem at school. Implications of the study are discussed and suggestions are given for future research and practice. (Contains 2 tables.)
The Impact of Mobility on Student Performance and Teacher Practice
Author: Isernhagen, Jody C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Mobility,Academic Achievement,Public Schools,Transitional Programs,School Administration,Classroom Techniques

This article examines the effects that high mobility can have on highly mobile students, non-mobile students, teachers, and schools, with particular focus on the effect of high mobility on academic achievement. A mixed-methods study with data collected from public schools in Nebraska during the 2007-2008 and 2008-2009 school years finds that highly mobile students scored lower on criterion-referenced assessments than their non-highly mobile peers. The article also provides recommendations of strategies that can be implemented to help address mobility-related issues based on data from qualitative interviews. These strategies are grouped into categories of transition programs, administrative procedures, classroom strategies, and support for teachers. (Contains 1 figure and 1 table.)
Academic and School Behavioral Variables as Predictors of High School Graduation among At-Risk Adolescents Enrolled in a Youth-Based Mentoring Program
Author: Hickman, Gregory P.
Date: 2011-00-00
Type: Journal Articles
Subjects: High Schools,Mentors,Grade Point Average,Grade Repetition,Graduation,At Risk Students,Enrollment,Program Descriptions,Regression (Statistics),Mathematics Achievement,Reading Achievement,Scores,Student Behavior,Behavior Problems,Age,Predictor Variables,Intervention,Academic Achievement

Using official school data, this study examined a sample of 447 at-risk students enrolled over a 10-year period in a youth-based mentoring program. The primary objective of the program was to ensure high school graduation. Participants were identified by indices of academic and school behaviors that rendered them less likely to graduate from high school. This study used logistic regression to examine the extent to which academic (i.e., GPA, grade retention, and math and reading proficiency scores) and behavioral (i.e., expulsions) variables, as well as age at entry of program, and duration in the program predicted high school graduation. Results indicated that GPA and participants' age at time of enrollment in the program were significant predictors of graduating high school. Implications are drawn for designers of diversion, intervention, and mentoring programs. (Contains 5 tables.)
Tethering One's Self to the Pole of Utility: A Deweyan Critique of Recent Shifts in Leadership Preparation
Author: Breault, Donna Adair
Date: 2010-00-00
Type: Journal Articles
Subjects: Leadership Training,Principals,Federal Legislation,Educational Testing,Misconceptions,Educational Theories,Educational Policy,Role of Education,Educational Administration,Instructional Leadership,Leadership Effectiveness,Politics of Education,Accreditation (Institutions)

Educators have long operated under the assumption that principals have a significant effect on schools as well as the teachers who work there. These claims have been supported through a number of recent studies. According to these studies, principals have the potential to influence conditions within schools, and their influence can reach as far as actual student outcomes. Further, Orr and Orphanos (2007) determined that leadership preparation can significantly influence the way leaders lead. Therefore, universities' innovative leadership preparation programs can influence student outcomes as well. Leadership programs across the country are changing to reflect the rhetoric of current NCLB reform narratives. However, this shift is not only problematic for the preparation of future leaders, but, by virtue of the fact that these leaders will have such an influence on schools, the changes will also have a damaging effect on teachers and, ultimately, on the kinds of authentic outcomes one should seek for students. Therefore, stakeholders in leadership preparation are actually instrumental in perpetuating the problems of current prescribed reforms. Said differently, by eschewing theory within leadership preparation programs and by tethering themselves to the pole of use (when said use is exclusively raising test scores), this author contends that stakeholders in leadership preparation enslave themselves--and the students they serve--to a narrow and misguided purpose for schools.
Leadership Education Priorities for a Democratic Society
Author: Jenlink, Patrick M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Citizenship,Democracy,Leadership Training,Teaching Methods,Educational Policy

Determining the priorities for leadership education in a democratic society is a complex, challenging responsibility, not a task to be taken lightly. It is complex on one level in that to be a leader in schools "today is to understand a profoundly human as well as a professional responsibility." It is challenging on another level in that preparing leaders for the work of educating a democratic society draws to the foreground Dewey's (1916) argument that educators must always "remember that they above all others are consecrated servants of the democratic ideas in which alone this country is truly a distinctive nation." Understanding the complexity and the responsibilities of leading will require that leadership educators understand the priorities of preparing leaders for a democratic society, and in turn, it will require that leaders, as practitioners in schools, be clear, without being doctrinaire, about the pedagogical and political projects through which they give meaning to their roles as leaders and the purpose of schooling itself in a democratic society. The priorities of leadership education in a democratic society are priorities that translate, through program curricula, pedagogical practices and policies, as a form of socially engaged citizenship. That is, it speaks to democratic, professional practice in schools; to the school as a cultural and social agency charged with the responsibility of educating children to become, in turn, socially engaged citizens. Importantly, leadership education is concerned with preparing leaders for the work of leading as socially engaged citizenship. It exemplifies the responsibility of and the need for aligning priorities to pedagogy that is concerned, first and foremost, with preparing individuals who understand the challenge of being a democratic citizen, the challenge of advanced citizenship with the not so subtle reminder that the responsible actions of citizenship, as difficult as they are, are at the very heart of an active and responsive democracy. Nowhere in the free world is the enormity of this responsibility and challenge felt more than it is felt in a country where democracy is constantly challenged from the outside by competing nations, and unfortunately challenged from within by individuals who have forgotten how, or never had the opportunity, to practice advanced citizenship.
Preparing Leaders for the Work of Leading Schools in a Democratic Society
Author: Starratt, Jerry
Date: 2010-00-00
Type: Journal Articles
Subjects: Democracy,Adult Education,Public Education,Citizen Participation,Democratic Values,Instructional Leadership,Leadership Training,Student Attitudes,Negative Attitudes

A most important theme that should be stressed in preparation programs is the leader's articulation and cultivation of a vision of learning that honors the three purposes behind the mission of public education--development of skills, understandings, and dispositions for: (1) participation as a citizen in a democratic society; (2) employment or successful further education; and (3) personal human flourishing. Besides all the lessons schools have to teach in their co-curricular, counseling, and student life programs, the learning of the academic curriculum should be seen as a primary contributor to those three areas of learning. Prospective educational leaders need to consider that the pedagogical approach to these three areas of learning might, in most instances, "begin" with the significance of particular curriculum units to learners' personal flourishing, for that is the most important and immediate concern for them (though not for testing companies). To be sure, the expression of human flourishing may very well involve critique of and resistance to the picture of the world presented in the curriculum unit, seen by the students as distorted, biased, unintelligible, or oppressive. Human flourishing requires resistance to a perspective that demeans or excludes the learners' humanity. Teachers should help learners uncover the reasons and reasonableness of that resistance. In any event, placing the connection between the curriculum unit and learners' struggle to create their identities and to understand how "their" world works might considerably energize the other two important learning concerns. As they address their role as leaders of learning in their preparation programs, prospective leaders need to be challenged to explore in greater depth how the learning process must give greater attention to citizenship and personal flourishing concerns within the current, exclusive policy emphasis on academic learning.
Learning through a Disciplined Curriculum Study Approach: Implications for Educational Leadership
Author: Henderson, James G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Democratic Values,Participative Decision Making,Educational Policy,Educational Philosophy,Educational Practices,Curriculum Development,Educational Research,Inquiry,Educational Objectives

In this article, the author begins by describing an important present moment in curriculum studies. He then rethinks this moment and briefly explores the implications of this new line of thought for leadership development. At the 2007 American Association for the Advancement of Curriculum Studies' (AAACS) business meeting, Pinar (2007a) presented a paper arguing that the field of curriculum studies does not have a disciplinary structure but does contain key disciplinary features which he calls "curriculum disciplinarities." He identifies two key disciplinarities and examines how these disciplinarities can be used to create a curriculum studies canon, which, in turn, can be used to advance curriculum studies. AAACS members unanimously decide to organize a Canon Task Force based on Pinar's argument, and the task force has been examining this topic over the past 3 years. The task force confronted a perplexing problem, which is explored in a dialogical exchange (Henderson & Kesson, 2009a, 2009b; Schubert, 2009a, 2009b). This problem can be summarized as a critical question: "Who identifies and conceptualizes the key curriculum disciplinarities?" This question has not yet been resolved; and, in fact, it may not have a solution. As a way out of this quandary, this author rethinks the question as follows: "Are there key curriculum disciplinarities that can be used to advance democratic educational leadership?" He takes the position that there is an open set of curriculum disciplinarities and that, therefore, the problem that curriculum theorists face is to decide which disciplinarities address which educational purposes.