ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Authorship Characteristics of Learners in the Context of an Interdisciplinary Curriculum: Evidence from Reflections
Author: van der Lecq, Ria
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Qualitative Research,Case Studies,Undergraduate Students,Essays,Self Determination,Beliefs,Portfolio Assessment,Evidence,Extracurricular Activities,Cultural Pluralism,Curriculum Development,Foreign Countries

This article reports the results of a qualitative case study investigating the self-authorship characteristics of learners in the context of an interdisciplinary curriculum. The study identifies the students' assumptions about knowledge, self, and relationships. The findings are based on evidence from reflective essays written by students upon completion of their undergraduate courses. The findings suggest that graduates in this program have come to see interdisciplinarity as a way of both thinking and living, and have additionally developed a sense of agency over their education and future careers. In their view, engaging with broader horizons and seeing multiple perspectives are the most valuable skills acquired through their interdisciplinary education. Above all, the students perceive the responsibility they have had for their own study program as contributing to their development as self-directed learners.
Interdisciplinary Research and Phenomenology as Parallel Processes of Consciousness
Author: Arvidson, P. Sven
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Research,Phenomenology,Cognitive Processes,Evaluative Thinking,Perspective Taking,Imagination,Intuition,Comparative Analysis

There are significant parallels between interdisciplinarity and phenomenology. Interdisciplinary conscious processes involve identifying relevant disciplines, evaluating each disciplinary insight, and creating common ground. In an analogous way, phenomenology involves conscious processes of epoché, reduction, and eidetic variation. Each stresses perspective taking and the role of imagination in achieving essential generalities--either interdisciplinary common ground or phenomenological eidetic intuitions. Integrated products of interdisciplinary research are &quot;categorial intuitions,&quot; in phenomenological terminology, public and able to be communicated. The overall purpose of this comparison is to encourage communication between contemporary practitioners of both approaches to phenomena.
From Michel Foucault to Mario Puzo: Using an Interdisciplinary Approach to Understand Urban Immigration Then and Now
Author: Pecorella, Robert F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Immigrants,Novels,Acculturation,Teaching Methods,Institutional Mission,College Students,Muslims,Course Descriptions,First Generation College Students,Social Change,Universities,Immigration,Social Systems,Cultural Differences,Urban Areas

This article reports on the efforts of a political science professor teaching a multidisciplinary course focused on New York City to develop an interdisciplinary class project designed to lead students to an appreciation of the immigrant experience in the United States &quot;From Ellis Island to JFK&quot; (Foner, 2000). The particular interdisciplinary project that the article describes employs work from philosophy, sociology, anthropology, and political science in an effort to help students grasp more fully the often contentious and always complex process of immigrant acculturation from traditional cultures to life in a modern capitalist society. The project culminates with students considering how the narrative in Mario Puzo's novel &quot;The Fortunate Pilgrim,&quot; which chronicles the fortunes of an early 20th century Italian immigrant family in New York, reflects the academic work covered previously in class and whether the story line applies more generally to the experiences of recent immigrants to the United States. It is notable that the venue within which this class occurs, St. John's University, has had as part of its larger mission for nearly 150 years the education of first-generation college students. This mission is a particularly telling one in a classroom peopled with first-generation Muslim immigrants as well as fifth or sixth generation descendants of the southern and eastern European immigrants of the turn of the last century.
Development Studies as an Interdisciplinary Field: Research, Teaching, and Institutional Building in Uruguay
Author: Arocena, Rodrigo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Institutional Advancement,Institutional Characteristics,Sustainable Development,Educational Change,College Programs,Educational Practices,Educational Research,Educational Development,Instruction

The need that emerged in Development Studies to trespass across disciplinary boundaries is discussed. An interdisciplinary characterization of Human Sustainable Development is sketched. Some attempts at the University of the Republic in Uruguay to foster related work that connects sciences and natural sciences are briefly described. This work spans research, teaching, institutional building, and university reform. It has been affected by the difficulties of pursuing interdisciplinary work when the growth of knowledge promotes specialization and academic structures are shaped by disciplinary concerns. Nevertheless, emergent lessons from the experience reported here suggest that trespassing across disciplinary boundaries in Development Studies may contribute significantly to fostering interdisciplinarity.
Interdisciplinary Education and Research in Mexico
Author: Villa-Soto, Juan Carlos
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Educational Research,Educational Practices,Educational Strategies,Research Methodology,Scientific Literacy,Educational Policy,Research Skills,Program Administration,Program Evaluation,Case Studies

In this article we discuss interdisciplinary teaching and research in Latin America through the lens of Mexican perspectives, in particular the experiences at the National Autonomous University of Mexico (UNAM). The history of these experiences goes back to the creation of the frst interdisciplinary education programs in Mexico in the 1970s and the foundation of the Center for Interdisciplinary Research in the Sciences and Humanities in 1986 at the UNAM. With this Center's contributions as the framework, we examine objectives and instruments of academic policy in our country in order to understand how methods of evaluation work. We study not only the ways of academic interdisciplinarity but also the main theoretical and epistemological focuses in university environments. From this analysis of Mexican experience, we obtain important information that can be useful in the process of integrating knowledge amongst other countries of Latin America.
Interdisciplinarity and Knowledge Networking: Co-Production of Climate-Authoritative Knowledge in Southern South America
Author: Hidalgo, Cecilia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Meteorology,Prediction,Interdisciplinary Approach,Stakeholders,Networks

Interdisciplinarity and knowledge networking are at the core of current global, regional, and national initiatives concerning climate. Both scientifc knowledge and public participation are essential to enhance the capacity of different sectors and governments to respond to challenges posed by climate variability and change. Exchange and bridge building among disciplinary domains are needed as well as involvement of governmental agents and a variety of stakeholders in knowledge networks and quality assurance processes, with the aim of producing authoritative, relevant, and usable knowledge. This article presents initial results of ongoing research on a recently launched Regional Climate Center for Southern South America (RCC-SSA) that is distinguished by close partnership and continuous interaction. The dynamics of cooperation in this innovative interdisciplinary, interinstitutional, and trans-sector network are being ethnographically documented and their epistemic and political features analyzed. Echoing the World Meteorological Organization, combining perspectives of the meteorological community with diverse interests, expectations, and needs of the many relevant &quot;users&quot; is a core challenge for climate services in the region. Because of the broad diversity of decisions and decision makers, multiple networks of organizations or actors seek involvement of the best available physical, biological, social science, and stakeholder knowledge. They ask not just for predictions but for &quot;translation&quot; of climate information into outcomes of adaptation/mitigation actions. Current collaboration efforts offer lessons on how to understand and conceptualize new trends in research and political practices, with scientists of all backgrounds participating in deliberations involving technical claims and decision making. These lessons underscore the complexity and multilayered nature of difficulties and obstacles involved in co-production of knowledge.
Online Mathematics Homework Increases Student Achievement
Author: Roschelle, Jeremy
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Secondary School Mathematics,Mathematics Achievement,Educational Technology,Computer Assisted Instruction,Homework,Formative Evaluation,Intervention,Comparative Analysis,Outcomes of Education,Intelligent Tutoring Systems,Mathematics Instruction,Electronic Learning,Mathematics Tests,Standardized Tests,Instructional Effectiveness

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a) provides timely feedback and hints to students as they do homework and (b) gives teachers timely, organized information about students' work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption. [For the corresponding grantee submission, see ED575159.]
Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class
Author: Shanahan, Cynthia
Date: 2016-02-00
Type: Journal Articles
Subjects: History Instruction,Grade 11,United States History,Content Area Reading,Content Area Writing,High School Students,Persuasive Discourse,Behavioral Objectives,Secondary School Teachers,Advanced Placement Programs,Reading Comprehension

This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to help students become independent readers and writers of historical arguments. Instruction was aimed at not only introducing historical reading and writing practices, but also at deepening students' experiences with them as the year progressed, so that students ended the year with more sophisticated notions of history and how they could participate in the meaningful interpretation of the past. The authors examine students' processing and representation of arguments and counterarguments in one-sided scientific texts. In Experiment 1, students read texts about evolution and TV violence. Sentence reading times indicated that subjects slowed down reading to the extent that arguments were both more consistent, and inconsistent, with the text position. They refer to this processing pattern as argument-focused processing. We also examined whether students hold their beliefs for evidence- or affect-based reasons (belief basis). For the evolution texts, belief basis moderated argument-focused processing. In Experiment 2, subjects read a one-sided text, then a neutral text, and then wrote a summary of the neutral text. Compared to affect-based subjects, evidence-based subjects wrote summaries that were more neutral. Beliefs predicted few differences in processing or representation. They conclude that subjects engage in argument-focused processing when reading one-sided scientific texts. They tentatively conclude that argument-focused processing is moderated by belief basis, but not subject beliefs. [The History Teacher v49 n2 Feb 2016.]
Supporting Children and Families Experiencing Homelessness: CCDF State Guide
Author: Bires, Carie
Date: 2015-10-00
Type: Guides - Non-Classroom
Subjects: Homeless People,At Risk Persons,Child Development,Young Children,Barriers,Access to Education,Early Childhood Education,Block Grants,Child Care,Federal Aid,Grants,Federal Legislation,Agency Cooperation,Guides,Child Welfare,Public Policy,Outreach Programs,Professional Development,Training

Homelessness has a devastating impact on children. Research has shown that homelessness puts children at increased risk of health problems, developmental delays, academic underachievement and mental health problems. Homelessness also has a disproportionate impact on the youngest children, who account for more than half of all children in federally-funded homeless shelters. At the same time, families experiencing homelessness often face numerous barriers to the programs and services that can support the healthy development of their children, including early care and education programs. In recognition of the challenges faced by homeless families, the Child Care and Development Block Grant Act of 2014 (Pub. L. 113-186) (&quot;CCDBG Act&quot;) includes a number of new provisions designed to address barriers and improve access. This guide is intended to assist states in utilizing their Child Care Development Fund (CCDF) state plan (&quot;CCDF Plan&quot;) as a vehicle for improving access to high-quality early care and education for children who experience homelessness. The guide provides background information on child and family homelessness, including common barriers and challenges and best practices for serving homeless families; a summary of requirements of the CCDBG Act related to homelessness; and a summary of some of the opportunities available through the state CCDF Plan to improve access. For convenience, the most pertinent points are featured at the beginning of each section, where appropriate. The guide also includes general information and strategies that are not specific to any one section of the CCDF Plan but are critical for states to consider in their planning. As a companion to this guide, a self-assessment tool: &quot;Supporting Children and Families Experiencing Homelessness: CCDF State Self-Assessment Guide,&quot; available from Ounce of Prevention Fund can assist states in assessing their current policies and practices and identifying options to better support vulnerable children is included. It is recommended that states review the self-assessment tool prior to reading the guide.
Quality Ratings and Improvement Systems in Early Childhood Education: Promising Approaches for Pennsylvania. A PACER Policy Brief
Author: Jenkins, Della
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Equal Education,Early Childhood Education,Access to Education,Educational Quality,Quality Assurance,Program Evaluation,Educational Research,Evaluation Research,Teacher Qualifications,Faculty Development,Program Effectiveness,Family School Relationship,School Community Relationship,Leadership,Teacher Student Relationship,Coaching (Performance),Technical Assistance

Policymakers are recognizing that Pennsylvania has fallen behind in providing equitable access to high quality early childhood education. Governor Tom Wolf ran on a campaign promise of universal pre-k access and proposed an unprecedented budget increase for early childhood programs in 2016. In Philadelphia, Mayor Jim Kenney has made pre-k a cornerstone of his education agenda and successfully lobbied City Council to pass a soda tax to fund it. But not all early childhood education is created equal. As policymakers push for expanded access, they must also ensure that Pennsylvania's &quot;Quality Ratings and Improvement System&quot; (QRIS) defines and measures quality in a meaningful and rigorous way, and provides adequate support to early childhood education providers. To this end, the Pennsylvania Office of Child Development and Early Learning (OCDEL) has embarked on an effort to refine Keystone STARS, the state's QRIS for early childhood education. In this brief, Research For Action (RFA) explores existing research on the &quot;quality characteristics&quot; of early childhood education programs that improve child outcomes, outlines ways in which the state's QRIS can be refined to better evaluate and promote these quality characteristics, and highlights important policy considerations for local and state leaders seeking to expand access to quality early learning programs.
Community Schools in Practice: Research on Implementation and Impact. A PACER Policy Brief
Author: Jenkins, Della
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Practices,Educational Research,Program Implementation,School Effectiveness,Meta Analysis,Institutional Characteristics,Best Practices,Case Studies,Educational Policy

Community schools are receiving increased attention in Pennsylvania and across the country as policymakers and practitioners strive to address the effects of poverty on academic performance, and provide more comprehensive supports for traditionally-underserved populations. While many advocates and education leaders tout the promise of community schools, skepticism remains, in part because the model is difficult to implement and sustain, and supporting research is scarce and mainly limited to comprehensive, long-running models. In this brief, Research for Action (RFA) examines existing research on comprehensive community schools. And because there is no, one &quot;model&quot; for community schools, we explore the evidence base on several common elements such as expanded day learning opportunities and health supports. We also examine two promising examples of community schools: the United Way of Greater Lehigh Valley's Community Schools; and the School District of Cincinnati, an urban district that has garnered national attention for the scale of its community school programming. We conclude by offering lessons learned on the creation, implementation, and sustainability of community schools, and we provide a set of policy considerations for both state and local education leaders.
Creating a Comprehensive Picture of School Performance. A PACER Policy Brief
Author: Duffy, Mark
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Educational Policy,Accountability,School Statistics,School Effectiveness,Research Reports,Profiles,Measurement Techniques,Best Practices,Outcome Measures,Information Dissemination,State Policy,Educational Legislation,Federal Legislation

For more than two decades, states have been required to report publicly on the academic performance of schools and districts. These school rating systems have received increased public attention amid growing concerns about the prevalence and cost of standardized testing in schools. According to a recent Gallup Poll, 64 percent of the public overall, and 67 percent of public school parents, said there is too much emphasis on standardized testing in education. These perceptions have been widely acknowledged by policymakers at both the state and federal levels. As deliberations on the future of Pennsylvania's school rating system, the School Performance Profile, gather steam, Research for Action (RFA) is pleased to provide background on the existing research related to best practices in reporting on school performance. We also offer examples of reporting systems from neighboring and high-performing states.
Ratio-of-Mediator-Probability Weighting for Causal Mediation Analysis in the Presence of Treatment-by-Mediator Interaction
Author: Hong, Guanglei
Date: 2015-06-00
Type: Journal Articles
Subjects: Weighted Scores,Probability,Statistical Analysis,Interaction,Simulation,Nonparametric Statistics,Mathematical Logic,Validity,Employment,Welfare Services,Mothers,Depression (Psychology),Influences

Conventional methods for mediation analysis generate biased results when the mediator-outcome relationship depends on the treatment condition. This article shows how the ratio-of-mediator-probability weighting (RMPW) method can be used to decompose total effects into natural direct and indirect effects in the presence of treatment-by-mediator interactions. The indirect effect can be further decomposed into a pure indirect effect and a natural treatment-by-mediator interaction effect. Similar to other techniques for causal mediation analysis, RMPW generates causally valid results when the sequential ignorability assumptions hold. Yet unlike the model-based alternatives including path analysis, structural equation modeling, and their latest extensions, RMPW requires relatively few assumptions about the distribution of the outcome, the distribution of the mediator, and the functional form of the outcome model. Correct specification of the propensity score models for the mediator remains crucial when parametric RMPW is applied. The paper gives an intuitive explanation of the RMPW rationale, a mathematical proof, and simulation results for the parametric and non-parametric RMPW procedures. We apply the technique to identifying whether employment mediated the relationship between an experimental welfare-to-work program and maternal depression. A detailed delineation of the analytic procedures is accompanied by online Stata code as well as a stand-alone RMPW software program to facilitate users' analytic decision-making. [This article was published in &quot;Journal of Educational and Behavioral Statistics,&quot; v40 n3 p307-340 Jun 2015 (see: EJ1063649).]