ethanporcaro/eric-fulltext-meta huggingface dataset:
Driven by What? Long-Term Career Objectives of Community Engagement Professionals
Author: Pasquesi, Kira
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Personnel,School Community Relationship,Occupational Aspiration,Career Development,Professional Development,Professional Identity,Student Personnel Workers,Occupational Mobility,Role,Employee Attitudes,Motivation

This article presents a qualitative study designed to examine the long-term career objectives of individuals building careers as community engagement professionals (CEPs). CEPs administratively support engagement between a college or university and broader communities. We employed a team data analysis approach called consensual qualitative research to describe the long-term career objectives of CEPs and infer drivers, or key influences, of future career pathways. Data were drawn from 314 responses to the open-ended survey question &quot;What are your long-term career objectives?&quot; Findings offer insight into the professional lives and roles of CEPs by articulating the body of long-term career objectives that inform a diversity of career trajectories in the field. We review the study purpose, relevant literature, research methods, findings, and implications for future research.
Use of Learning Strategies in the University. A Case Study
Author: Alarcón Díaz, Mitchell Alberto
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Learning Strategies,Metacognition,Information Processing,Benchmarking,Context Effect

The objective of this study was the characterization of the learning strategies of higher education students of a university in Lima. To achieve this purpose, the focus is qualitative, which allows us to interpret the same practice of the students. The methodology of this research, included direct observation and in-depth interviewing, and was aimed at understanding the reasons for practice in certain strategies. The conclusion of the research is that the metacognitive strategies, the processing of information and the control of the context become the fundamental principles at the moment of learning by students.
Leadership Practices for Place-Based Community Engagement Initiatives
Author: Yamamura, Erica K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Styles,Community Involvement,Higher Education,Partnerships in Education,Leadership Role,Leaders,Place Based Education

Place-based community engagement (PBCE) is a contemporary form of community engagement gaining popularity throughout the United States. PBCE provides a comprehensive strategy for universities and communities to more democratically partner with each other through long-term efforts focused on distinct geographic areas. Drawing from one-on-one interviews, focus groups, and observational data, this research examined the leadership at five institutions currently engaged in PBCE. In particular, this research involved an analysis of the leadership role of community engagement professionals within a framework of the five elements of PBCE (Yamamura &amp; Koth, 2018). Findings revealed three leadership competency areas for community engagement professionals: (1) Managing geographies of place and space, (2) actualizing a 50/50 approach to community and university impact, and (3) leading with multicultural competency and inclusion. The findings illuminate the need for stronger training and development in these areas, especially for institutions that seek to start a PBCE initiative.
Challenges and Opportunities for Use of Social Media in Higher Education
Author: Anderson, Terry
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Technology Uses in Education,Educational Benefits,Affordances,Barriers,Privacy,Ownership,Use Studies

Likely the most significant and life changing technologies of the 21st Century is the adoption of social media as major components of commercial, entertainment and educational activities. In this article, I overview the supposed benefits of the application of these tools within formal higher education programs. I then discuss the disadvantages and challenges, with a focus on the paradox that accompanies convenience and value in use, with loss of data control. It is likely that we will continue to see both authorized and unauthorized use of data that we have created for both personal and institutional use. I conclude by examining some of the solutions proposed and tested to resolve this challenge. I then overview two possible solutions -- the first focused on institutions creating and managing their own social media and the second an emergent technical solution whereby users keep control of their data, while sharing and growing in multiple social contexts.
The &quot;Incubators&quot; as Research Spaces for the Novice Researcher
Author: Numa-Sanjuan, Nahín
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Researchers,Novices,Research Training,Undergraduate Students,Graduate Students,Research Skills,Journal Articles,Publishing Industry,Integrated Curriculum,College Curriculum,Student Research,Foreign Countries

This article of empirical and interpretive nature aims to offer a contribution to the discussion of &quot;Incubators&quot; as research spaces in the formation of the novice researcher. It is a product of reflections carried out by the authors on the subject and discussions carried out with undergraduate and graduate young people who aspire to be researchers in the field of education. It is based on a reference framework related to: a) research as a systematic process that is learned and taught and; b) competences in research for the training of novice researchers. It is based on the assumption that to do a research in the field of Education Sciences is complex. However, this makes them fertile and an incubator for research competences. It is concluded with the proposal of three actions or paths associated with the training of novice researchers: to) the institutionalization of &quot;Incubators&quot; as research spaces; (b) the production of scientific papers and; (c) the implementation of the curriculum research. The expectation of the authors is that these reflections contribute to promote educational institutions spaces such as the research &quot;Incubators&quot; allowing them to exceed the research gaps that currently exist in Latin America and that they consolidated as organizations that learn and manage knowledge.
Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
Author: Wambugu, Patriciah Wanjiku
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Educational Opportunities,Foreign Countries,Faculty Development,Principals,Elementary Schools,Elementary School Teachers,Program Implementation,Teacher Attitudes,Teacher Education,School Personnel,Open Educational Resources,Program Evaluation,Academic Achievement,Teacher Effectiveness,Intervention,Textbooks

This study investigated how a school-based professional development programme, designed by the Headteacher and staff of a Kenyan primary school, and delivered by a Teacher Education in Sub-Saharan Africa (TESSA) team, supported teacher learning and growth. The TESSA team observed teaching in the classroom before the implementation of the school-based teacher professional programme. This was followed by the training of the teachers in the school. The TESSA team did an evaluation of the school-based training programme through classroom observation, an interview schedule and a teacher questionnaire. The evaluations were done three months and one year, respectively, after the school-based training. The findings indicate that teachers experienced professional growth through collaborative learning with colleagues, used a greater range of approaches and learned to self-reflect on their classes with more use of active learning. Teachers made productive use of textbooks as well as accessing and using TESSA OER in teaching.
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points
Author: Zurita Rivera, Ursula
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,School Safety,Educational Research,Student Participation,Student Role,Student Attitudes,Student Rights

The growing visibility of violence in schools has caused multiple demands to know their condition in our societies. Given this, the conceptual, analytical and methodological challenges faced between those engaged in their empirical research are evident. However, many of those who face these challenges do not analyze the parallel processes that are configured as the research progresses. This is the case of changes about the role of students in this collective effort. The objective of this document is to analyze the advances and dilemmas of the empirical research on violence in Mexico, focusing on the implications derived from the &quot;legitimization of the voices&quot; of children and adolescents. This analysis based on the specialized literature on school violence and the voices of students, warns that although studies that conceive these populations as individuals capable of providing data on this phenomenon through the application of numerous research techniques have been generalized, the idea of assuming them as sources of information and as passive and subordinated recipients of decisions and actions taken by adults. This analysis is aimed at experts, authorities and social leaders who, when considering the students as interlocutors in the empirical research on school violence, are committed to the recognition of the right to participation of children and adolescents, and the promotion of its effective exercise in schools.
Information and Communication Technology in Primary School Students within the Framework of Inclusive Education at a Special Basic Education Center
Author: Vértiz-Osores, Ricardo Iván
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Computer Uses in Education,Influence of Technology,Cognitive Development,Social Development,Emotional Development,Students with Disabilities,Inclusion,Foreign Countries,Elementary Education,Special Education,Outcomes of Education

This research aims to know the impact of information and communication technologies (ICT), as an innovative mechanism applied in curricular teaching experiences, for the development of cognitive and socio-emotional skills of students aged between 08 to 13 years from primary school who had disabilities to speak or move within the context of a Special Basic Education Center (CEBE). It was a qualitative, substantive research. The &quot;Plaphoons&quot; (free software created for special education needs) technological tool was used. The analysis of the contents of the intentions, perceptions, observation, and data registration was carried out through the triangulation of data and categorization of contents for issuing results. It was concluded that the use of this ICT enhanced the abilities of these students, confirming cognitive improvements for learning the topics of mathematical logic, communication and social sciences. It was also found that this tool allows a better and greater development of their social skills.
Resource Development and the Community Engagement Professional: Building and Sustaining Engaged Institutions
Author: Weerts, David J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Professional Personnel,Financial Support,School Community Relationship,Colleges,Educational Finance,Leadership Responsibility,Student Recruitment,School Holding Power,Grants,Fund Raising,Alumni

Creating sustainable revenue streams to support community engagement is critical to building engaged colleges and universities. Drawing on social cognition theories within the organizational science literature, this article explores how community engagement professionals (CEPs) can promote sensemaking and organizational learning in ways that promote engagement as a pathway to institutional sustainability. Specifically, this article explores ways in which engagement can be positioned to differentiate institutions from their competitors, attract enrollment, and bolster public and private support for an institution. Toward these ends, this article makes connections among campus engagement identity, retention and completion, enrollment management, state relations, grant-writing strategy, advancement/alumni relations, and marketing and communications. Practical tools are provided to help CEPs lead strategic conversations about engagement as a means to promote institutional health and vitality.
Strategic Action: Community Engagement Professionals as Institutional Change Leaders
Author: Farmer-Hanson, Ashley
Date: 2019-00-00
Type: Journal Articles
Subjects: Change Agents,Strategic Planning,Professional Personnel,Partnerships in Education,Institutional Mission,Leadership Role,Community Coordination,School Community Relationship,School Involvement,Citizenship Responsibility,Community Involvement,Mentors,Citizen Participation,Competence,Job Skills

This research study analyzed the role of CEPs in strategic planning processes by examining the use of the civic action plan (&quot;Campus Compact, 2018&quot;). To ascertain whether institution-wide planning efforts around civic and community engagement create new opportunities for CEPs to take on institutional leadership roles, we interviewed CEPs who were involved in creating civic action plans at their campuses and examined their role in plan development, the competencies most utilized in that process, and the most important support for building competencies and framing the change process. These interviews gave new insights into how strategic planning processes have contributed to the growth, development, and elevation of the role of CEPs on campus and the types of support structures they found valuable. The conclusions will inform future planning work by CEPs and support for that work by organizations. We make preliminary recommendations for change, process accountability, development, and future research.
Qualitative Research: Hermeneutical Phenomenological Method
Author: Fuster Guillen, Doris Elida
Date: 2019-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Hermeneutics,Phenomenology,Social Science Research,Experience,Ethics,Data Collection,Educational Research,Accuracy,Bias

This article shows fundamental notions of one of the qualitative research methods, we refer to the hermeneutical phenomenology based on the theories of Van Manen, Raquel Ayala and Miguel Martínez. This approach leads to the description and interpretation of the essence of lived experiences, recognizes the meaning and importance in pedagogy, psychology and sociology according to the experience collected. This method constitutes rigorous and consisted processes of the ethical dimensions of the daily experience, which are difficult to be accessed by other usual research methods. In this contribution, we present some methodological notions focused on the principles of phenomenology and its phases: previous stage or clarification of budgets, collecting the experience lived, reflecting on the lived experience or structural stage and, finally, writing-reflecting on the lived experience evidenced in individual and group physiognomy or also called phenomenological text.
Does Collaborative Use of the Internet Affect Reading Comprehension in Children?
Author: Mitra, Sugata
Date: 2019-00-00
Type: Journal Articles
Subjects: Internet,Reading Comprehension,Children,Foreign Countries,Comparative Education,Cooperative Learning,Reading,Group Activities,Experiments

This paper examines the effect of the Internet on the reading comprehension of children reading together in groups. First, we describe an experiment to determine if children reading together off the Internet from big screens, can read at a higher comprehension level than children reading the same text alone. The results from this small-sample study are then compared to the results from a larger study across many locations in India. We find that children with low reading comprehension levels to start with can read and understand text at a level higher than expected from them, if they are reading together and have the Internet available. Moreover, in the process of doing this kind of 'self-organised' reading, their individual reading comprehension increases. This way of reading may provide a simple and reliable method to improve the reading comprehension of children in their own, or foreign, languages.
Critical Analysis of the Education Reforms Undertaken since 1990 in Research Teachers in Metropolitan Lima
Author: Oscco Solórzano, Rolando
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Neoliberalism,Educational History,Educational Theories,Foreign Countries

The objective of this research was to generate a theory about the Neoliberal Education Reform, undertaken since 1990 and developed with different aspects in the governmental periods, from Fujimori to Ollanta Humala. This study was developed within the qualitative paradigm, with grounded theory methodology and description of the phenomenal situation. The sample consisted of six informants, who provided the data through the in-depth interview technique. As a result, it was found that there was no explanatory theory that reveals the background of this Education Reform as well as teachers who do not identify with this reform, the successes and failures of it. The contributions broaden the reflexive theoretical universe of society, which has to do with Peruvian education.
Influence Processes and Their Importance for Leading Significant Changes in an Educational Institution
Author: Amar, Shimon
Date: 2019-00-00
Type: Journal Articles
Subjects: Influences,Organizational Change,Change Strategies,Teacher Education,Preservice Teachers,Foreign Countries,School Culture,College Faculty,Futures (of Society),Educational Innovation,College Administration,Middle Management,Institutional Mission,Entrepreneurship,Adoption (Ideas),Partnerships in Education,Technological Literacy,Pedagogical Content Knowledge,21st Century Skills

A modern education institution in the 21st century must have a comprehensive strategy on how to make significant changes in educational outcomes as well as on processes for managing and leading administrative outcomes. In this article, we would like to share some of our experiences related to the influence processes in the education system, especially how to influence the parameters that contribute to the implementation of innovation, creativity, and entrepreneurship culture in education and in the educational management system (Osiri, McCarty &amp; Jessup, 2013). As an academic teacher-training college on the country periphery, it was clear to us that these influence processes should spread in a circular method. We are talking not only about influencing the academic college staff but also about teacher cadets (the students attending the college); the education system in the region that will eventually influence us; the education of our children, grandchildren, and the children of friends and neighbors in the area where we live, grow and develop.
No Teacher Left Behind: The Impact of Principal Leadership Styles on Teacher Job Satisfaction and Student Success
Author: Baptiste, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Teacher Attitudes,Job Satisfaction,Academic Achievement,Administrator Role,Transformational Leadership,Administrator Behavior

Understanding the impact of leadership and leadership styles on job satisfaction and organizational success is critical when hiring a school principal. This study explores the impact of leadership styles on teacher job satisfaction; assesses the affect that principals have on student success; and explores key leadership behaviors. This researcher examines existing literature on the subject of transformational leadership in general, as well as its application in the field of education and in terms of principals' leadership in their schools. The study focuses particularly on literature that addresses leadership styles in terms of the impact those styles have on teachers, on students, and on the overall school climate.
Open Badges as Credentials in Open Education Systems: Case Studies from Greece and Europe
Author: Papadimitriou, Sofia Theodor
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Education,Credentials,Foreign Countries,Qualifications,Certification,Informal Education,Open Educational Resources,Recognition (Achievement),Information Storage,Evaluation Criteria,Best Practices,Teacher Effectiveness,Secondary School Teachers,Environmental Education,Educational Cooperation,Visual Aids,Educational Technology,Student Motivation

Open Badges are digital representations of achievements or skills which describe the framework, significance, and outcomes of a learning procedure based on specific criteria. The &quot;Open Badges' collection&quot; can be used by its holder as a virtual CV of skills and qualifications. The practice of development, issue, and use of badges is connected with gamification elements, as badges are seen as incentives towards positive behavior and are powerful pedagogical tools. Furthermore, the use of Open Badges could become an alternative certification system for skills and knowledge acquired in online, blended and other informal learning environments and systems. In this article, we present case studies in which Open Badges have been used as credentials for educational practices in pilot educational systems, either in non-formal or informal learning systems, with specific emphasis on open learning environments. Key insights from these case studies highlight the extended use of Open Badges and stress the need for a common evaluation and accreditation system in open online learning environments.
The Art of Convening: How Community Engagement Professionals Build Place-Based Community-University Partnerships for Systemic Change
Author: Kuttner, Paul J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Involvement,School Community Relationship,Partnerships in Education,Higher Education,Community Development,College Faculty,Faculty Development

Over the past 50 years, colleges and universities have taken on increasingly important roles as anchor institutions in U.S. cities, partnering with local communities to promote development and well-being. Such community-campus partnerships rely on the work of community engagement professionals (CEPs), staff tasked with administering, coordinating, supporting, and leading engagement efforts at institutions of higher education. The preliminary competency model for community engagement professionals (Dostilio et al., 2016) lays out the knowledge, skills, dispositions, and commitments needed to perform this work. However, place-based approaches to engagement have been underrepresented in the emerging literature. The authors contribute to this conversation with a case study of partnership management work at University Neighborhood Partners at the University of Utah. Through this case, we highlight key competencies for engaging in place-based community development, suggest additional competency areas for the model, and explore how an understanding of CEP competencies is enriched and complicated by staff positionality.