ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting Them Free: Students as Co-Producers of Honors Education
Author: van Gorp, Bouke
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Honors Curriculum,College Faculty,Personal Autonomy,Learning Strategies,Student Participation,Positive Attitudes,Student Attitudes,Student Behavior,Creative Thinking

While the attractions and advantages of freedom that differentiates honors education from regular teaching are both theoretically and practically significant, the authors' experience at Utrecht University in the Netherlands has demonstrated drawbacks that need to be addressed and resolved in creating effective honors education. Freedom poses certain challenges to students, teachers, and the faculty in general; these challenges include guarding a program's coherence and quality, marketing the freedom in a clear and effective way, and ensuring that students challenge themselves. This essay introduces the challenges and struggles as well as the rewards that have been shaped by the particular contexts of the program within the Faculty of Geosciences, within Utrecht University, and within the Netherlands. The honors program of the Faculty of Geosciences fosters three kinds of freedom: (1) passion; (2) learning strategies and behavior; and (3) involvement. Freedom can only lead to extraordinary achievements when it comes with conditions and requirements. Such requirements have to be clear but also relevant to the students. Freedom needs to be scaffolded, especially in honors programs because critical consumers of education do not necessarily know how to organize education.
The Reflective Professional Honours Programme of the Dutch Saxion Universities
Author: van Dijk, Trijntje
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Student College Relationship,Profiles,Admission Criteria,Coaching (Performance),Best Practices,Interviews,Program Development,National Surveys,Feedback (Response),Metacognition

The Reflective Professional Honours Programme of the Saxion Universities of Applied Sciences in the Netherlands centers on a profile of what graduates of the program should have accomplished in addition to their regular bachelor's degree program. The development team for our programme first investigated what the profile should be, interviewing roughly three hundred business representatives to discover what they considered an excellent honours student profile. All the interview information was transformed into a concept profile. An Honours Council evaluated the concept, and the project team adapted it. Then the steering committee evaluated and approved it after further adaption. Finally the president of the University Board approved the profile. Each academy within the Saxion Universities can start a programme on a four-year experimental basis. The areas of experiment are entrance selection, programme contents, programme didactics, coaching characteristics, student profile, and honours community characteristics. The aim is to experiment and share the best practices. All in all, sixteen programmes have been started. The programmes run alongside the regular university programmes, and no study credits are given; students proceed after positive assessments. Some programmes are within an academy, and some are independent. Programmes are assessed in the third year of the four-year experiment. Some are validated and gain the title Reflective Professional Honours Programme. Others are characterised as exceptional. The student profile has been the key element in the development, implementation, and success of the Reflective Professional Honours Programme, and its six characteristics are the foundation of this unique honours programme.
Mission, Performance Indicators, and Assessment in U.S. Honors: A View from the Netherlands
Author: Bartelds, Vladimir
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Position Papers,Program Development,History,Internet,Content Analysis,Educational Objectives,Outcomes of Education,Guidance,Foreign Countries,Mixed Methods Research,Questionnaires,Program Evaluation

A mission statement that identifies the goals and aims of an honors program is a key step in program development. The National Collegiate Honors Council's Basic Characteristics of a Fully Developed Honors Program states unequivocally that a successful honors program &quot;has a clear mandate from the institution's administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution.&quot; Such mission statements have now become standard for honors programs and colleges. Following a brief history of mission statements outside of the academic world, this paper examines the online mission statements of current honors programs. This study investigates the link between the content of U.S. honors programs' mission statements, goals to be achieved, performance indicators, and outcomes in order to determine if mission statements in the U.S. have served the purpose for which they are designed. Such a determination can offer important guidance to developing honors programs in other parts of the world.
Are We Ready to #MeetTheMoment?
Author: Chin, Maisie
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Action,Community Organizations,School Community Programs,Partnerships in Education,Advocacy,Discipline Policy,Discipline,Functional Behavioral Assessment,Educational Policy,Best Practices

CADRE, an organization led by Maisie Chin, is a Human Right to Education Campaign. Between 2005 and 2013, CADRE played a lead role in using grassroots organizing and leadership development to create a seismic shift in public policy, debate, and narrative around school discipline, racial disparities, parents' roles, school climate, and closing the achievement gap for low-income students of color. Through parent organizing and coalition and movement building, CADRE ushered in major new educational policies locally, statewide, and nationally that have fundamentally changed the landscape and raised the expectations and standards by which responses to student behavior are assessed, their root causes, and the inherent biases that accompany them. By 2013, a Los Angeles Unified School District (LAUSD) high school in East Los Angeles achieved the unheard of standard of zero suspensions. A South Los Angeles high school that CADRE focused on brought suspensions down from 100 to 7 in one year. In 2013, in coalition with youth organizing groups and advocates, CADRE ushered in LAUSD's adoption of the School Climate Bill of Rights, making it the first district in California to ban suspensions for &quot;willful defiance.&quot; This victory was just after the state of California passed six major pieces of legislation that Governor Brown then signed into law, changing the state's school discipline landscape fundamentally by, among other things, making suspensions the last resort. Here, Chin describes #MeetTheMoment, a movement designed to confront persistent racial disparities. It is grounded in the School Climate Bill of Rights and other previous CADRE campaigns that would go beyond compliance and numbers to create new experiences, new stories, and new possibilities for students.
Establishing a Latin American University Honors Program: The Case of Campus Monterrey, Tecnológico De Monterrey, Mexico
Author: Khan, Mohammed Ayub
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Honors Curriculum,Program Development,Program Descriptions,Program Design,Models,School Support,Degree Requirements,Student Characteristics,Teacher Characteristics,Curriculum Development,International Educational Exchange,Program Evaluation,Feedback (Response),Educational Cooperation,Barriers,Program Effectiveness,Educational Practices

The university honors program of Campus Monterrey, Tecnológico de Monterrey, evolved from the international degree program that was first offered in the spring semester of 2002. Originally six programs were offered in the School of Business and School of Engineering: (1) BA Business Administration; (2) BA Financial Management; (3) BA Finance and Accounting; (4) BA Marketing; (5) BA International Business; and (6) BS Industrial and Systems Engineering. Once introduced, the international degree program received such a good response from the student community that, in the following semesters, the number of programs available in an international version increased from six to eleven across new areas of engineering, computer science, and humanities and social sciences. Since then, the number of academic programs with an international component has been increasing steadily. Today, thirty-nine bachelor's programs are available in this modality. The honors program is designed to identify and select talented students and to offer them an integrated educational program through a dynamic dedicated, and well-prepared faculty. The important components of the model are described in this article.
Qualities Honours Students Look for in Faculty and Courses, Revisited
Author: Wolfensberger, Marca V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Best Practices,Student Interests,Student Characteristics,Student Evaluation of Teacher Performance,Sustainability,Preferences,Questionnaires,Comparative Analysis,Pilot Projects,Control Groups,Experimental Groups,Teacher Qualifications,Course Content,Student Attitudes,Student Educational Objectives,College Students,Foreign Countries

This essay is an updated revision of an essay published by Marca V. C. Wolfensberger in the &quot;Journal of the National Collegiate Honors Council&quot; 5.2 (fall/winter 2004): 55-66. A lot has changed in the Dutch honours landscape since the original version of the study was published. Although the body of knowledge is increasing, the insight into effective honours programmes has not developed at the same pace as has the number of honours programmes. This essay explores what kind of peers, teachers, courses, and programmes honours students look for and need in their education. This article answers the following questions: (1) What are characteristics of honours students and how do they value teachers and courses?; (2) Are possible differences constant over time and consistent across (types of) universities?; and (3) Does the researchers' theory-based learning context, which is supportive of autonomy, academic competence, and relatedness through an honours community, actually correspond with the preferences of the honours students? The present paper strives to validate and expand some of the outcomes of the 2004 article.
Honors Education and Global Citizenship
Author: Wolfensberger, Marca V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Global Approach,Global Education,Citizenship,Cross Cultural Training,Humanistic Education,Educational Objectives,Educational Practices,College Programs

An issue of &quot;Journal of the National Collegiate Honors Council&quot; devoted to &quot;Honors Around the Globe&quot; is an important opportunity to consider the role of honors in creating international awareness and understanding. Honors faculty and administrators have become increasingly active in global cross-communication through, for instance, international involvement in the National Collegiate Honors Council (NCHC) and the recent conference on &quot;Evoking Excellence in Higher Education and Beyond&quot; in the Netherlands that attracted participants from numerous countries. As one becomes more familiar with honors in all its manifestation across the globe, now is a good time to consider the value provided by preparing students to contribute to this changing world. Honors administrators and faculty know that students must be educated so that they can discover answers to as yet unknown questions and challenges. Honors educators must enable them to find solutions using techniques that can only exist in dreams at present. Such techniques will allow the frontiers of human possibility to extend dramatically. Change itself has become systemic. The challenge is to educate in order to shape a sustainable future for all. Conflicts and problems have been created that now need to be solved. There is a need to educate in a way that inspires creative citizenship among people who are humble enough to recognize the powerful potential of collaboration, confident enough to confront tomorrow's problems, proud enough to sparkle with compassion, and ardent enough to make a better world. Honors programs, which function as laboratories for innovation in regular education, offer educational opportunities for talented, motivated students; educators have a special responsibility to inspire these students to respect other disciplines, cultures, and nationalities through genuine conversations, interactive learning, and international exchange. The aim must be to enhance, not compromise, human difference and dignity.
Coming Together: Building Relationships and Navigating Conflict to Reduce Discipline Disparities
Author: Van Ausdal, Karen
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Community Organizations,Interviews,Conflict,Organizational Objectives,Group Dynamics,School Community Relationship,School Community Programs,Discipline,Discipline Policy,Discipline Problems,Functional Behavioral Assessment,Educational Change,Racial Discrimination,Social Justice,School Districts,Change Strategies

The PASSAGE (Positive and Safe Schools Advancing Greater Equity) initiative in Chicago brought together representatives from Chicago Public Schools (CPS), the parent organizing group COFI (Community Organizing and Family Issues), and the youth education organizing group VOYCE (Voices of Youth in Chicago Education), facilitated by the Annenberg Institute for School Reform at Brown University. Over a two-year period, these three groups collaborated around the shared goal of identifying and eliminating identity-based discipline disparities in their city's schools. In this Q and A, partners from each stakeholder group (Karen Van Ausdal is executive director of Chicago Public Schools' Office of Social and Emotional Learning, Carlil Pittman is a youth organizer with VOYCE, and Treyonda Towns is a parent leader with COFI) were asked to reflect on the opportunities, challenges, and lessons learned from their participation in this initiative.
Empathy, Equity, Empowerment: Using Restorative Practices to Build Character and Community While Reducing Suspensions
Author: Martin, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Empathy,Suspension,Discipline,Discipline Policy,Functional Behavioral Assessment,Educational Change,Student Empowerment,Best Practices,Effective Schools Research,Social Justice,Middle Schools

This article discusses how Christopher Martin, a middle school science teacher in Denver, Colorado, finds success using restorative approaches that focus on empathy rather than punitive zero-tolerance school discipline policies. Upon reflection of his first school's discipline policy, he realized that the school operated out of fear and compliance rather than trust, positive relationships, or a sense of community. After a few years, he began working for Denver Public Schools at Skinner Middle School, and he struggled to implement the school's restorative approaches to discipline his first year at the school. Realizing that restorative approaches were the means to achieving empathy and empowerment, he became fully invested in using them the following school year. Skinner Middle School has been identified by Denver Public Schools as a model for other schools to reference for best practices. All of the staff have been trained to use restorative approaches independently in their classrooms and throughout the building. The fidelity of this process is reinforced through role-play activities and the use of a prevention and intervention manual. Use of redirection, a pause or removal from the classroom, and the completion of a form consisting of questions designed to help students use empathy, think about what happened, and take responsibility for making things right, reinforce Skinner's mission of accountability to empathy. This approach can be highly effective in supporting and empowering students, and staff, to act with intention and empathy.
Lifting Up Our Kings: Developing Black Males in a Positive and Safe Space
Author: Chatmon, Chris
Date: 2015-00-00
Type: Journal Articles
Subjects: African American Students,Males,African American Achievement,Educational Change,Educational Practices,Change Strategies,Developmental Studies Programs,Models,Leadership Qualities,Positive Behavior Supports,Interpersonal Relationship,Personality Development,Interpersonal Competence,Systems Approach,Adolescent Development,Humanization,Interviews,Program Attitudes

African American males are three times more likely than their White male counterparts to be suspended or expelled in public schools. Changing these odds requires not only addressing disparities in discipline practices, but also lifting up a new narrative of hope, possibility, and brilliance so that young Black men can see and realize their potential. In 2010, Oakland Unified School District (OUSD) Superintendent Tony Smith, Oakland's Board of Education, the Urban Strategies Council, and the East Bay Community Foundation concluded that past efforts to improve the educational experiences and supports of African American male students in OUSD had changed little for this student population. They determined that real change would require a culture-shifting commitment by the school system. To institutionalize this commitment, OUSD launched the Office of African American Male Achievement (OAAMA), a bold project created to fundamentally improve academic and life outcomes for African American male students in Oakland, making OUSD the first district in the United States to create a department specifically to address the needs of African American male students. OAAMA Director, Chris Chatmon, and his colleagues have courageously and creatively cultivated new forms of interactions, relationships, rituals, and practices between young Black men, educators, parents, unions, district staff, community members, and organizations. Richard Gray, Director of Community Organizing &amp; Engagement at the Annenberg Institute for School Reform at Brown University, sat down with Chris Chatmon to discuss the path and steps he has taken to create and sustain his program. This article focuses on how Chris's program reaches, uplifts, and educates Black males. OAAMA's approach to changing the outcomes for young Black men in OUSD is centered on the belief that every interaction, no matter how small, impacts the culture and the lives of young people. In fact, it is these many small interactions that often matter the most.
&quot;Pushed out of School for Being Me&quot;: New York City's Struggle to Include Youth and Community Voices in School Discipline Reform
Author: Foster, Kesi
Date: 2015-00-00
Type: Journal Articles
Subjects: Discipline Policy,Urban Schools,Community Involvement,Student Participation,Participative Decision Making,Educational Change,Change Strategies,Educational Environment,Student Experience,Partnerships in Education,School Administration,Educational Resources,School Safety,Functional Behavioral Assessment,Educational Practices,African American Education,African American Students,Hispanic American Students,Racial Factors

Every day in New York City, between 90,000 and 100,000 young people, almost all of them Black and Latina/o, must show up to school thirty to forty-five minutes before their first class begins because they attend schools with metal detectors and scanners. School administrators and policymakers have accepted this scenario as part of Black and Latina/o youth's educational experiences. They refuse to acknowledge that this approach to school discipline is an extension of the criminalization of Black and Brown bodies perpetuated by a multitude of systems that young people must interact with every day. In the 2013-2014 school year, the data on suspensions and arrests helped to paint a picture of the depth of disparities between different populations of students in New York City. Black students represented 26 percent of the student population, but accounted for 53 percent of all students who were suspended and 61 percent of all students who were arrested in school. The lived experiences of the students that continue to be pushed out complete that picture. Black, Latina/o, LGBT, non-gender-conforming students, and students with disabilities are having a vastly different experience with school discipline than their cis-gendered White peers. It was against this backdrop that the Positive and Safe Schools Advancing Equity (PASSAGE) initiative in New York City was created. Community organizers, advocates, and the New York City Department of Education (DOE) came together as part of this initiative of the Annenberg Institute for School Reform at Brown University (AISR) to develop reforms that would transform the public education systems' approach to school discipline. If NYC chooses to end this unhealthy and unproductive approach to school discipline, the lessons learned from PASSAGE will help build a stronger community and district partnership to provide students with an environment conducive to learning where they are treated with dignity and respect.
Exploring Errors in Target Language Learning and Use: Practice Meets Theory
Author: Wang, Ping
Date: 2008-12-00
Type: Journal Articles
Subjects: Error Patterns,Theory Practice Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Case Studies,Contrastive Linguistics,Error Analysis (Language),Language Teachers,Interference (Language),Teacher Educators

The paper tries to answer the question--to what extent the English Language Teaching theory informs the ELT practice in a reflective case study. It argues that even if it is challenging considering what is beyond the theory in practical use of theory, yet if teacher educators in the field of ELT have a solid academic foundation, they will have the responsibility and capacity to challenge the theory, rethink it critically and even revise it.
Investigating the Influence of Proficiency and Gender on the Use of Selected Test-Wiseness Strategies in Higher Education
Author: Hayati, A. Majid
Date: 2008-12-00
Type: Journal Articles
Subjects: Test Wiseness,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Gender Differences,Language Proficiency,Foreign Countries,Scores,Correlation,Undergraduate Students,Multiple Choice Tests,Standardized Tests

This study investigated the relative frequency of seven TW strategies among Iranian EFL students to find out probable relationship(s) between test-wiseness, proficiency and gender. To do so, out of 138 participants, a total number of 80 undergraduate EFL students from Shahid Chamran University were chosen and divided on the basis of their proficiency scores into four cells of 20 individuals (High/Low Proficient Male/Female). All of them were required to sit for the second exam after two weeks periods from the first experiment. They took a test of TW comprised of 50 items in which seven selected TW strategies were incorporated. Data analysis showed significant differences between the two groups, that is, high proficient groups outperformed their low proficient counterparts. In other words, more proficient students were more test-wise. Therefore, as proved by the results of the study, TW and proficiency of students are positively correlated. Another finding suggested that there is no significant difference between the two genders concerning TW strategies.