ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships between Motivations for Community Service Participation and Desire to Continue Service Following College
Author: Soria, Krista M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Service Learning,Undergraduate Students,Hypothesis Testing,Student Characteristics,Student Experience,Student Interests,Self Determination,Student Surveys,Research Universities,Multiple Regression Analysis

In this study, we explored whether college students' motivations for participating in community service were associated with their perceptions that service enhanced their desire to continue participating in communityfocused activities after graduation, after statistically controlling for demographic variables and other variables of interest. Motivations for participating in community service were categorized in a matrix developed under the framework of Ryan and Deci's (2000) self-determination theory. The sample consisted of undergraduate students enrolled in nine large, public research universities (N = 7,823). Results supported our primary hypothesis that, after statistically controlling for demographic variables, college experiences, and interest in service, students' motivations accounted for statistically significant unique variance in their reported desire for post-graduation community service.
A Draft Conceptual Framework of Relevant Theories to Inform Future Rigorous Research on Student Service-Learning Outcomes
Author: Whitley, Meredith A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Research,Program Effectiveness,Theories,Research Methodology,Student Characteristics,Models,Cultural Pluralism,Consciousness Raising,Student Development,College Students

While the quality and quantity of research on service-learning has increased considerably over the past 20 years, researchers as well as governmental and funding agencies have called for more rigor in service-learning research. One key variable in improving rigor is using relevant existing theories to improve the research. The purpose of this article is to present a draft conceptual framework of relevant theories that can inform the study of service-learning effects on students. This proposed conceptual framework draws from theories, theory-based models and frameworks, and theory-based research. Practitioners and researchers are encouraged to review, test, and critique this proposed conceptual framework so as to advance the discussion regarding the use of relevant existing theories on service-learning research as well as practice.
Risky Epistemology: Connecting with Others and Dissonance in Community-Based Research
Author: Giles, Hollyce C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Ethnography,Research Methodology,Undergraduate Students,Service Learning,School Community Relationship,Social Change,Transformative Learning,College Students,Epistemology,Psychological Patterns,Methods Courses,College Faculty,Teacher Student Relationship

Connecting with others and experiences of dissonance are two factors identified as central to transformative learning in engaged teaching and research (Kiely, 2005). At the same time, these ways of knowing are unpredictable and come with the risk of actually disrupting rather than enhancing learning. This article reports the findings of a mixed method ethnographic study exploring the impact of connecting with others and experiences of dissonance on students' learning in four undergraduate research methods courses with conflict-oriented community-based research (CBR) projects as the primary pedagogy. The article considers the implications of the findings for crafting the role of the professor and the pedagogy of conflict-oriented CBR courses in ways likely to minimize students' experiences of alienating dissonance and enhance learning for students with diverse political perspectives.
Troublesome Knowledge, Troubling Experience: An Inquiry into Faculty Learning in Service-Learning
Author: Harrison, Barbara
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Inquiry,Faculty Development,Learning,College Faculty,Higher Education,Fundamental Concepts,Concept Teaching

In this article we share the theoretical framework of threshold concepts--concepts on which deep understanding of a field of practice and inquiry hinges and which, once understood and internalized, open a doorway to otherwise inaccessible ways of thinking--and explore its relevance to learning how to teach, learn, serve, partner, and generate knowledge through service-learning. We extend the focus of work on threshold concepts beyond student disciplinary learning to faculty pedagogical learning, in particular to learning about service-learning; and we contribute to theory on how threshold concepts are learned by developing the idea of threshold experiences--reflective encounters with dissonance that give rise to deeper understanding and sometimes internalization of threshold concepts. In line with the exploratory nature of this piece, we use an example of an instructor learning a threshold concept in service-learning through a threshold experience to ground our extension of current work on threshold concepts, our consideration of implications, and our identification of questions for ongoing inquiry. Examining faculty learning through the lens of threshold concepts and threshold experiences can help us understand, address, and embrace dissonance-related challenges and opportunities involved in learning the whys and hows of service-learning pedagogy.
Stitching a New Pattern in Educational Leadership: Reinterpreting a University Partnership Academy Model for Native Nations
Author: RedCorn, Alex
Date: 2016-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Models,Educational Administration,Administrator Education,Indigenous Knowledge,Indigenous Personnel,Capacity Building,American Indian Education,Culturally Relevant Education,Theory Practice Relationship,School Districts

With this themed issue of &quot;Educational Considerations&quot; focused on using university-district partnership academies to prepare leaders for educational settings, it is important to consider the value of this model in socially diverse environments and especially the potential for native nations to use this approach for training emerging educational leaders. Specifically, when Miller, Devin, and Shoop (2007) discussed the need for this partnership model to better merge theory and practice in educational leadership training programs, they opened up a flexible space for education institutions to weave culturally responsive learning experiences into their professional capacity-building model. In doing so, this allows for the incorporation of important place-based learning experiences that rely on energy and relationships found within Indigenous communities (Deloria &amp; Wildcat, 2001). With this in mind, as Indigenous communities explore ways to build their capacities in pursuit of enhanced educational sovereignty and self-determination (Smith, 1999), the author posits that this university-district partnership model can be used in Indigenous communities to better prepare educational leaders for the entangled settler-colonial environments in which they practice. The purpose of this article is to discuss the entangled position of being an Indigenous educator, and how Miller, Devin, and Shoop's (2007) partnership academy model can adapt to this position and fill a complex capacity-building need in Indian Country. Since Kansas State University and the Osage Nation have recently developed a new partnership academy to begin in the Fall of 2016, the author uses this specific example to help illustrate the perspective of native nations in our education systems, and explore how this model is being adapted for the Osage community.
From Serendipity to Resolve: Graduate Student Motivations to Teach Using Service-Learning
Author: Garrison, Jonathan D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Teachers,Student Motivation,Student Teaching,Service Learning,Self Determination,Qualitative Research,Case Studies,Intention,Semi Structured Interviews,Data Analysis,Career Choice

With the expansion of service-learning has come a concomitant growth in research related to all the stakeholders involved with this pedagogy--students, faculty, community, and higher education institutions. However, no studies have examined the use of service-learning by a strong segment of college instructors--graduate students. To address the dearth of research on the topic, we draw on self-determination theory and organismic integration theory and use qualitative case study analysis to examine the experiences of graduate student instructors teaching with service-learning at a large Southeastern university. The findings indicate that although their introduction to service-learning was serendipitous and initial use was mostly unintentional and often for extrinsically-motivated reasons, graduate students planned to continue to use service-learning in their teaching for more self-determined reasons as a result of the positive effects they observed on their pedagogy, students, and themselves. Graduate student instructors appear to be an untapped teaching population that can further institutional and national efforts to grow service-learning.
Who Is the Building Leader?: Commentary on Educational Leadership Preparation Programs for the Future
Author: Mercer, Debbie K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Training,Administrator Education,Administrator Role,Leadership Responsibility,Graduation Requirements,Principals,Job Analysis,College Programs,Partnerships in Education,Training Methods

In this commentary, the Dean of the Kansas State University College of Education states that the job of a school leader is more complex and more demanding than ever before. As institutions of higher education contemplate the question &quot;Who is the Building Leader?,&quot; defining the roles and responsibilities of the school building leader is critical. Some considerations might include having: knowledge and skills requiring depth and breadth of school leadership; knowledge of issues related to curriculum, teaching, learning, and assessment; and skills in managing the school building, including communication, use of social media, working with parents, and community engagement. While no one enters an institution of higher education preparation program strong in all areas, the program must build skills in all areas. Teams of professionals focusing on different needs can accomplish more than any one individual, so when groups of emerging leaders from a particular school or district come together as a cohort to work through a program together, this provides opportunities to reflect deeply on their particular needs, challenges, and strengths. This is exactly what Kansas State University's partnership academy model represents as it builds networks through discussion and reflection. These important components are key to any model preparing school leaders for the future.
Revisiting Public School/University Partnerships for Formal Leadership Development: A Brief 30-Year Retrospective
Author: Thompson, David C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Public Schools,Leadership Training,Administrator Education,Educational History,Program Effectiveness,Educational Change,Educational Practices,Educational Administration

In this article, the Kansas State University Chair of the Department of Educational Leadership reviews the strong history of his department's university and public school partnerships and the impact these partnerships have had on leadership preparation programs. Almost 30 years ago, Kansas State University foresaw the power of partnerships with public schools in preparing new generations of formal school leaders. Partnerships for leadership development, known as leadership academies, took root, prospered, evolved, and multiplied, all having the purpose of developing formal school leadership capacity and leadership succession plans. These academies also broadened to include other leadership recognition, notably distributed leadership for systemic strength and optimization of human capital resources. These outcomes were possible only because all partners were committed to unusual risk and were insightful in rearranging tradition to accommodate new models of inquiry, new models of institutional support, and new models of thinking about authority, power, and hierarchies in the educational world.
Transforming the Preparation of Leaders into a True Partnership Model
Author: Devin, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Partnerships in Education,Leadership Training,Superintendents,Educational Administration,Cooperative Planning,Masters Programs,Educational Change,Educational Practices,Program Descriptions,College School Cooperation,Administrator Education,Educational History

A former school superintendent who is now a university professor uses her experience in these partnership roles to describe how Kansas State University's collaboratively designed master's academy leadership preparation models merging theory and practice came about over fifteen years ago, and how it has evolved since then.
Leadership Academies: A District Office Perspective
Author: Doll, Rick
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Training,Career Academies,School Districts,Administrator Attitudes,Partnerships in Education,Relevance (Education),Program Effectiveness,College School Cooperation,Teacher Leadership,Administrator Education,Labor Turnover

This article investigates district-level administrators' perceptions regarding the value of the partnership academies. The article uses input from seven district administrators who provided feedback regarding the value of the district and university partnership, specific benefits to the district, the differences between participants who envision themselves as future school administrators or as future teacher leaders, retention of graduates, and suggestions for improvement.
Inspiring Confidence and Professional Growth in Leadership: Student Perspectives on University- District Partnership Master&apos;s Academies
Author: Mejía, Pilar
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Partnerships in Education,Career Academies,Graduate Surveys,Leadership Role,Learning Experience,Models,Leadership Training,Administrator Education,Educational Administration,College Programs,Educational Benefits,Likert Scales

School leadership matters when discussing teacher effectiveness and student performance, and preparation programs need to graduate principals with the skills necessary to lead schools for tomorrow. The traditional approach to preparing educational leaders is no longer getting the job done. In this article, Meija, Devin and Calvert, students who completed a Kansas State University-District Partnership Academy as part of their professional development, speak to the experience of being a student in the academy. They comment on connections between their learning experiences and the leadership roles they have assumed in the years after the academy. After reflecting on their own experiences and reaching out to other former academy students, Meija, Devin and Calvert found that the partnership master's academies inspired high levels of confidence and professional growth in students, and at the same time helped the students think systemically as members of a larger organization.
District Liaison Involvement in Partnership Academies
Author: Gustafson, Debra M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Masters Programs,Leadership Training,Administrator Education,Learning Experience,Program Development,Professional Education,Career Academies,Curriculum Design,Mentors,Teacher Participation

In this article, Gustafson and Kiltz reflect on why they got involved in the very first master's level Professional Administrative Leadership Academy developed at Kansas State University (KSU). The authors had the opportunity to observe school leaders and noted that the most effective leaders shared their power and knowledge freely with others. They also understood that taking the time to develop leadership potential in others and fostering the type of thinking that promotes and creates positive learning environments in building educators and staff is imperative for student learning. However, not all potential school leaders understand the basis from which they should lead. This article describes the role and purpose of the District Liaison and the benefits derived by individuals who have come out of the leadership academies considering themselves as leaders among teachers and ready to fulfill a need in the buildings they serve.
Comparative Analysis of Teacher Trainee Students' eLearning Technology (ELT) Readiness towards Promoting Global Curriculum Best Practice
Author: Ogwu, Edna N.
Date: 2016-09-10
Type: Journal Articles
Subjects: Comparative Analysis,Electronic Learning,Trainees,Foreign Countries,Correlation,Teacher Education,Statistical Inference,Statistics,Information Technology,Technology Uses in Education,Technology Integration,Hypothesis Testing,Educational Technology,Learning Readiness,Distance Education,Internet,Undergraduate Students,Constructivism (Learning),Questionnaires

This study compares teacher trainee students (TTSs), electronic learning technology (ELT) readiness, competence as well as their constraints to ELT readiness using 373 University education students' from Botswana and Nigeria that are randomly selected. Data was descriptively analysed based on the research objectives and hypotheses using mean analysis, frequency counts, independent t-test and Pearson correlation analysis. Results indicate a significant difference between Botswana and Nigerian TTSs' in ELT preparation t (371) = -6.26, p&lt;0.05 and competency t (371) = -1.96, p&lt;0.05. However, Nigeria seems better prepared and more competent than their counterpart. Results further indicate a significant relationship r (371) = 0.274, p = 0.05 between TTSs ELT preparedness and their competence irrespective of their location. This indicates that TTSs mode of preparation influenced their competency in ELT. Students are faced with many challenges ranging from lack of ELT knowledge, technical staff, computers, internet connectivity, power outage, interest among others. This has implications for teacher preparation and global practices.
Status of Biology Laboratory and Practical Activities in Some Selected Secondary and Preparatory Schools of Borena Zone, South Ethiopia
Author: Daba, Tolessa Muleta
Date: 2016-09-10
Type: Journal Articles
Subjects: Biology,Science Instruction,Questionnaires,Observation,Science Laboratories,Educational Facilities,Secondary School Students,Climate,Student Interests,Science Interests,Foreign Countries,Comparative Analysis

Science laboratory is a very important resource input for teaching science. Learning science is enhanced and the understanding level is improved when students are engaged in science laboratory for practical experiments. The current study aimed to assess the status of Biology laboratory and practical activities in some selected secondary and Preparatory schools of Borena Zone. A random sampling technique was employed to collect data from students, Biology teachers and technicians of the study schools. Structured and semi-structured questionnaires and observation of laboratories and other facility was used. All respondents (100%) from Kilenso School respond as there is no laboratory room while majority of respondents (80.2%) from Bule Hora School respond as they have common laboratory for each science and no separate laboratory for Secondary and Preparatory school. In all schools there is no facility, equipments and chemicals are simply stored in non-ventilated laboratory room due to absence of skilled laboratory technicians and even no cooling system. The current study is similar to report of Hunde and Tegegne (2010) in which Jimma University community school and Yebu School have laboratory which is not functional while Bilida School has no laboratory set up at all. The study is also similar to the report of Tesfamariam et al. (2014) in which most laboratory rooms available in secondary schools of Mekele town were not built for laboratory purpose and lacked even the most facility. Absence of laboratory practical activities makes students at secondary and preparatory schools of the study area lack interest to join science class.
Changing from Traditional Practice to a New Model for Preparing Future Leaders
Author: Devin, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Partnerships in Education,School Districts,College Faculty,Teacher Leadership,Masters Programs,Masters Degrees,Leadership Qualities

Since the first Kansas State University (KSU) master's academies in 2000, the academy focus has moved from preparing candidates for principal positions to the broader vision of teacher leadership, recognizing that today's leadership relies on a team, not an individual. As leadership in schools becomes ever more challenging, requiring multiple participants, and as the need grows for leaders to bring an increasingly greater array of skills, KSU transformed school leadership preparation from the traditional model to a model based on building authentic partnerships with school districts. The result is a two-year master's program designed to produce the leadership needed in the district where the teachers are already blooming as potential leaders. This article presents a contrast between the two delivery models, from the perspective of three university professors who have delivered instruction in both.
A Study of Global Citizenship Levels of Turkish University Students According to Different Variables (Youth Camp Leaders Sample)
Author: Temel, Cenk
Date: 2016-09-10
Type: Journal Articles
Subjects: Foreign Countries,College Students,Global Approach,Statistical Analysis,Citizenship,Citizenship Education,Comparative Analysis,Leadership,Youth Leaders,Youth,Athletics,Second Language Learning,Second Language Instruction

The aim of this study was to investigate different variables of university students' (Youth Camp Leaders) global citizenship levels from different universities, who participated in the youth camp leadership meeting organized in March 2016, by the Turkish Ministry of Youth and Sports. The present research is a descriptive study based on the survey model. The study group consisted of a total of 408 participants studying at different universities in Turkey, who attended the youth camp leadership meeting. In the study, the Global Citizenship Scale (GCS) prepared by Morais and Ogden (2011) and adapted into Turkish by Sahin and Çermik (2014) was used and the quantitative data were analyzed using descriptive statistics that is frequencies, percentages, means (M) and standard deviations (SD). Statistical analyses were conducted with the SPSS 18 package software. In conclusion, the study opines that the global citizenship levels of university students (youth camp leaders) from different universities who participated in the youth camp leaders meeting organized by the Ministry of Youth and Sports was, overall, at a medium level. Also, the foreign language level/skill and the number of foreign friend variables of the participants led to significant differences in global citizenship scores/levels, while gender and sportsman licenses were not associated with any significant differences in global citizenship scores/levels.