ethanporcaro/eric-fulltext-meta huggingface dataset:
Constraints and Meaning-Making: Dealing with the Multifacetedness of Social Studies in Audited Teaching Practices
Author: Strandler, Ola
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Program Implementation,Outcome Measures,Educational Change,Semi Structured Interviews,Teacher Attitudes,Educational Practices,Standardized Tests,Grading,Neoliberalism,Barriers,Governance,Audits (Verification),Observation,Elementary Secondary Education

Purpose: The backdrop of the article is the emergence of an international and politically motivated ambition that aims at standardising the purpose and outcomes of teaching practices via various forms of outcome controls. This ambition of standardisation is discussed in a Swedish context in relation to social studies teaching, which, at its core, has highly diverse and sometimes conflicting aims and purposes. The purpose of the article is to analyse tensions that arise in practice as ten experienced Swedish social studies teachers implement outcome-focused reforms in their teaching, and to critically discuss implications for social studies teaching. Method: Interviews, observations and a conceptual framework built on Paul Ricoeur's discussion on the concept of practical reason has been used to analyse tensions that arose when the teachers implemented standardised tests and grading. Findings: Teaching practices shifted from social studies extrinsic dimensions (emphasising an open and individual understanding from social issues) toward social studies intrinsic dimensions (emphasising knowledge about a predetermined content) as a result of policy changes, teachers meaning-making of the reforms, and in relation to external constraints. In conclusion, it is argued that this shift risks circumscribing tools that can be used to deal with inherently complex subject dimensions.
Understanding &quot;Price&quot; and the Environment: Exploring Upper Secondary Students' Conceptual Development
Author: Ignell, Caroline
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Concept Formation,Scientific Concepts,Environment,Student Attitudes,Guidelines,Interviews,Productivity,Preferences,Consumer Science,Costs,Educational Strategies,Instructional Design,Conservation (Environment),Economics Education,Business Education,Foreign Countries,Attitude Change,Longitudinal Studies

Purpose: To explore changes in upper secondary students' conceptions of environmental issues in how prices are determined and how they should be determined. Design: The study uses an &quot;alternative frameworks&quot; conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students' every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students' conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions that development in understanding may take. The study should help teachers to design effective strategies to support students' learning.
A Narrative Inquiry into Rural School Leadership in South Africa
Author: Smit, Brigitte
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Leadership,Principals,Blacks,Administrator Attitudes,Attitude Change,Psychological Patterns,Emotional Response,Rural Education,Qualitative Research,Case Studies,Stress Variables,Leadership Styles,Personal Narratives

This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.
Achieving Collective Impact: Reflections on Ten Years of the University of Georgia Archway Partnership
Author: Garber, Mel
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Models,Outreach Programs,College Programs,Cooperative Programs,Organizational Theories,Organizational Objectives,Leadership Training,Sustainability,Group Dynamics,Program Effectiveness

Collective impact is a model for achieving tangible change and improvement in communities through a series of well-defined parameters of collaboration. This article provides a 10-year reflection on the University of Georgia Archway Partnership, a university-community collaboration, in the context of the parameters of collective impact. Emphasis is placed on the backbone organization and the opportunity for universities to serve as backbone organizations. The outcomes achieved through the Archway Partnership support the principles of collective impact and demonstrate the viability of a new model that could facilitate university-community engagement for regional and land-grant universities.
Power and Reciprocity in Partnerships: Deliberative Civic Engagement and Transformative Learning in Community-Engaged Scholarship
Author: Davis, Katherine L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Transformative Learning,Social Change,Power Structure,Learning Processes,Citizen Participation,Community Involvement,Adult Learning,Guidelines

The purpose of this work is to assist partners in identifying, naming, and facilitating dynamic relational forces and learning processes that shape the effectiveness of community engagement practice and partnerships. We offer a hypothetical case to assist in framing and discussing concepts of reciprocity and power in partnerships and how these dynamics can be mediated through practices and processes of civic engagement and transformative learning. We advocate that mapping intersects of power and reciprocity, and attending to capacities for deliberative civic engagement and transformative learning, are crucial practices in effective community-engaged partnerships. These three vital practices contribute to the creation of conditions that nurture the emergence of individual, institutional, organizational, and social transformation generated through community-engaged scholarship.
The Influence of Occupational Socialization on Novice Teachers' Practical Knowledge, Confidence and Teaching in Physical Education
Author: Romar, Jan-Erik
Date: 2017-02-00
Type: Journal Articles
Subjects: Novices,Qualitative Research,Case Studies,Socialization,Physical Education Teachers,Self Efficacy,Pedagogical Content Knowledge,Classroom Observation Techniques,Semi Structured Interviews,Praxis,Acculturation,Interprofessional Relationship,Teacher Competencies,Foreign Countries,Observation

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers' practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher's occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers' experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.
Consortial Collaboration and the Creation of an Assessment Instrument for Community-Based Learning
Author: Murphy, Margueritte S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Consortia,Community Education,Statistical Analysis,Benchmarking,Interviews,Student Evaluation,Test Construction,Value Added Models,Change Strategies,Program Implementation,Barriers,Scoring Rubrics,Teacher Attitudes,Student Experience,Psychometrics,Higher Education

This article describes the development of the Community-Based Learning (CBL) Scorecard by a grant-funded consortium of liberal arts institutions. The aim of the scorecard was to promote assessment that improves student learning with an instrument that employs a quantitative scale, allowing for benchmarking across institutions. Extensive interviews with faculty who participated in the pilot (&quot;Charles &amp; Choi, 2013&quot;), including specific perceptions of the value of using the scorecard to assess the students' CBL experience and improve learning outcomes, were reviewed. Results indicated that the CBL Scorecard, with appropriate administration, serves as an adaptable tool for assessment of CBL that can provide timely feedback and reminders of best practices to faculty. Increasing student response rates, the scorecard's value for faculty development, and improving the experience for community partners are discussed.
Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome
Author: Noda, Aurelia
Date: 2017-02-00
Type: Journal Articles
Subjects: Knowledge Level,Down Syndrome,Numbers,Case Studies,Computation,Mathematics Skills,Mathematical Concepts,Concept Formation,Arithmetic,Semi Structured Interviews

This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.
The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth
Author: Stevens, Joseph J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Instruction,Student Characteristics,Mathematics Achievement,Interaction,Achievement Gap,Grade 3,Predictor Variables,Elementary School Students,Elementary School Mathematics,Hierarchical Linear Modeling,Grade 4,Grade 5,Grade 6,Grade 7,Middle School Students,Regression (Statistics),Longitudinal Studies,Maximum Likelihood Statistics,Statistical Analysis,Statistical Significance

This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students with Mathematics Problem-Solving Difficulties
Author: Jitendra, Asha K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Grade 7,Pretests Posttests,Randomized Controlled Trials,Mathematics Instruction,Schemata (Cognition),Teaching Methods,Mathematical Concepts,Instructional Effectiveness,At Risk Students,Mathematics Tests,Rating Scales,Teacher Surveys,Student Attitudes,Scores,Student Surveys,Teacher Attitudes

This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.
Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students
Author: Malone, Amelia S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Patterns,Fractions,Mathematics Instruction,At Risk Students,Grade 4,Elementary School Mathematics,Elementary School Students,National Competency Tests,Numbers,Achievement Tests,Mathematical Concepts,Comparative Analysis,Computation,Accuracy,Probability,Mathematics Skills,Common Core State Standards

The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (N = 227) completed a nine-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65%) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed.
Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students
Author: Ritchey, Kristen D.
Date: 2017-05-00
Type: Journal Articles
Subjects: Reading Comprehension,Grade 5,Elementary School Students,Reading Instruction,Reading Strategies,Statistical Analysis,Informal Reading Inventories,Reading Fluency,Reading Difficulties,Response to Intervention,Decoding (Reading),Experimental Groups,Control Groups,Learning Disabilities,Achievement Tests,Intervention

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework.
Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey
Author: Caldarella, Paul
Date: 2017-04-00
Type: Journal Articles
Subjects: Psychometrics,Interpersonal Competence,Classroom Environment,Elementary Schools,Performance Based Assessment,Academic Achievement,Progress Monitoring,Program Validation,Identification,Early Intervention,Factor Structure,Goodness of Fit,Predictive Validity,Test Validity,Behavior Problems,Behavior Rating Scales,Predictor Variables,Factor Analysis,Classroom Observation Techniques,Behavior Disorders,Screening Tests,Attention Deficit Hyperactivity Disorder,Achievement Tests,Likert Scales,Maximum Likelihood Statistics

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern examining the &quot;Classroom Performance Survey&quot; (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of 3 years, 160 elementary schoolteachers in 19 schools across three states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools.
Disciplinary Variations in Publicly Engaged Scholarship: An Analysis Using the Biglan Classification of Academic Disciplines
Author: Doberneck, Diane M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classification,Intellectual Disciplines,College Faculty,Scholarship,Teacher Promotion,Tenure,Content Analysis,Documentation,Statistical Analysis,Faculty Development,Coding

Although contemporary models of faculty involvement in publicly engaged scholarship recognize the important influence of disciplines on faculty members, few studies have investigated disciplinary variations empirically. This study used the Biglan classification of academic disciplines to analyze publicly engaged scholarly activities reported by faculty members during reappointment, promotion, and tenure review. The Biglan dimensions (pure/applied, soft/hard, life/nonlife) were used to explore types of scholarly activity, intensity of activity, and degree of engagement. Using interpretive content analysis, we analyzed 171 reappointment, promotion, and tenure forms gathered from faculty members at one research-intensive, land-grant, Carnegie-engaged institution in the Midwest. Descriptive statistics revealed statistically significant disciplinary variations associated with all three Biglan dimensions. Study results provide evidence for moving beyond a universal, institutional approach to more nuanced discipline-specific policies, professional development programs, and support for faculty involved in publicly engaged scholarship.
Boundary-Spanner Role Conflict in Public Urban Universities
Author: Gauntner, Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Universities,Role Conflict,Partnerships in Education,School Community Relationship,School Community Programs,Qualitative Research,Nonprofessional Personnel,Administrator Attitudes,Change Strategies,Interviews,Tenure,Group Dynamics,Grounded Theory

It is common for universities that seek community partnerships to employ full-time staff, formally sanctioned as boundary spanners, to develop and manage such partnerships. These staff are frequently administrative or allied staff rather than tenure-track faculty or academic unit administrators. Given the multiple interests of universities and their community partners, it seems likely that boundary spanners attempting to design mutually beneficial relationships will experience role conflict as they seek to align diverse community and institutional agendas. This qualitative study explored the experience of role conflict as reported by university staff boundary spanners. This study found that role conflict was an integral part of the boundary spanner role and that boundary spanners exhibited two responses to role conflict: formative responses, directed toward continuing to seek mutual benefit, and adaptive responses, wherein mutual benefit was not pursued. External factors impacting role conflict were also identified.
The Curriculum Innovation Canvas: A Design Thinking Framework for the Engaged Educational Entrepreneur
Author: Willness, Chelsea
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Design Preferences,Entrepreneurship,Experiential Learning,Community Education,Focus Groups,Teacher Workshops,Needs Assessment,Models,Stakeholders,Intergroup Relations,Organizational Communication,Educational Objectives,Educational Resources,Barriers,Learning Activities,College Programs,Educational Practices

Integrating literature on entrepreneurial business models and community-based experiential learning, we propose a new framework to advance the practice of curriculum innovation. Grounded in principles of design thinking, the curriculum innovation canvas provides a human-centered, collaborative, and holistic platform for instructors, curriculum developers, and administrators to engage in innovation and implementation of experiential courses or programs--particularly those that involve community or organizational partnerships. The canvas promotes a creative and fluid approach to curriculum development. It prompts the consideration of the value propositions offered to various stakeholders (students, community partners, faculty peers, etc.) as well as how to involve stakeholders in the development and implementation process toward mutually beneficial outcomes in a complex and challenging environment. Evidence from an extensive prototyping process indicates that it can effectively assist instructors, administrators, students, and community partners in a variety of contexts.