ethanporcaro/eric-fulltext-meta huggingface dataset:
What Shall We Do in Art?
Author: Clark, Roger Allen
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Education,Guidelines,Foreign Countries,Teachers,Textbooks,Teaching Methods,Elementary School Students,Elementary School Teachers

The title of this article has been taken directly from Florence M. Hart's 1957 book &quot;What Shall We Do in Art?&quot; It echoes a question that has been faced by legions of Ontario teachers since the creation of grammar schools in the mid-nineteenth century. While it is true that, by their very definition, provincial subject guidelines have always been statements of governmental policy and not courses of study, guidelines for art have long been notoriously vague. Producing art lessons and activities from skeletal subject guidelines can be challenging tasks even for art specialists; for generalist teachers charged with the responsibility of teaching art, however, they can seem to be insurmountable. In this paper, the author will be investigating how publishers have tried to help teachers answer the question, &quot;What shall we do in art?&quot; (Contains 2 figures.)
Finding the &quot;Details that Matter&quot; in the Appropriated Works of &quot;Las Meninas&quot;
Author: Apps, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Education,Artists,Interviews,Foreign Countries,Evaluation

Artists are constantly in a state of selecting. Selecting--to shape, to clarify, to discover, to make visible. A continuous flow of decisions must be made about inclusion and exclusion rendered simply as what to introduce, what to keep, and what to omit. Descriptively capturing what one wants to say requires an attentive and refined focus. The gathering and culling of details is a delicate process that results in the calcification of an idea. The exhibition &quot;Olvidando a Velazquez (Forgetting Velazquez). Las Meninas&quot; was a captivating exhibition featuring the work of Picasso and 25 additional artists who had appropriated the original Las Meninas painted in 1656 by Diego Velazquez. The rooms were flush with artistic interpretations from Dali to Sussman of Velazquez's seminal work of art. Las Meninas provided the structure and the impetus and the liminal space provided the place for the artists to work through the tensions of making the Las Meninas their own.
An Appreciation and Analysis of &quot;Edward Burtynsky--Manufactured Landscapes&quot;: A Film by Jennifer Baichwal
Author: Donar, Ann
Date: 2010-00-00
Type: Journal Articles
Subjects: Visual Learning,Nonprint Media,Visual Literacy,Literacy,Foreign Countries,Curriculum,Design,Art Education,Perception

This article begins with a synopsis of the film &quot;Edward Burtynsky: Manufactured Landscapes&quot;, directed by Jennifer Baichwal. While the author can relate to the statements made in this synopsis, her experience and understanding of this 90-minute journey is much more intense and complex. In this essay, she attempts to dissect and examine her experience and understanding of this film using Karen Raney's five aspects of visual literacy: (1) perceptual sensitivity; (2) cultural habit; (3) critical knowledge; (4) aesthetic openness; and (5) visual eloquence. As a design educator, the author presents ideas she recommends in contextualizing Raney's approach in a design curriculum. She believes that these recommendations would greatly enhance a design or art curriculum, educating today's students in a more well-rounded manner and equipping them with an awareness that does not isolate any one facet or lens, stylistic or otherwise, but rather, promote the expression of the human condition and experience as a whole, that is embodied in art and design.        (Contains 1 table.)
Following Giacometti: Copying as a Basis for Studio-Based Research
Author: Fitch, Sebastien
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Products,Duplication,Opinions,Instructional Effectiveness,Conflict,Art Education,Studio Art,Work Environment,Artists,Sculpture,Social Science Research

The debate over copying in the art classroom is a longstanding and contentious one. In the past, the discussion has been erroneously characterized as a two-sided argument between those who view copying as the vilest of crimes to be perpetrated in an art classroom and those who see in it a useful and even essential tool for learning. In the last decade, a new emphasis has been placed in academic circles, and especially within art education, on the potential for studio practice as a site for the creation of knowledge. The research presented in this paper stems from work done in an artist's studio. This research is part of a larger ongoing project that stems from the author's personal interest in the Swiss sculptor and painter Alberto Giacometti (1901-1966). Some time ago, his curiosity concerning Giacometti's working methods led him to several initial creative experiments which in turn have led him to thinking about questions concerning how artistic research in general and research into artists in particular is approached. Focussing principally on Giacometti's paintings, the author explores the practical question of how Giacometti worked in his studio through a physical recreation using practical working methods rather than from a purely conceptual basis. (Contains 3 figures and 5 endnotes.)
Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational
Author: Clayton, Patti H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Community Organizations,Citizen Participation,School Community Relationship,Teacher Attitudes,Literature Reviews,Cooperative Planning,College Faculty,Interviews,Questionnaires,Evaluation Methods,Psychometrics,Test Construction

As a defining aspect of service-learning and civic engagement, relationships can exist among faculty members, students, community organizations, community members, and administrators on campus. This research developed procedures to measure several aspects of these relationships. Investigators collected information from 20 experienced service-learning faculty members about their relationships with representatives of community organizations using the newly-developed Transformational Relationship Evaluation Scale (TRES). Results indicate that transactional and transformational qualities can be differentiated using TRES and are related to other characteristics of relationships (e.g., closeness). Conceptual work underlying this study aims to advance practitioner-scholars' understanding of partnerships as one type of relationship, offering a refinement on and an expansion of the terminology associated with service-learning and civic engagement. (Contains 3 figures, 5 tables and 1 note.)
Bringing an Ethnographic Sensibility to Service-Learning Assessment
Author: Polin, Deborah Keisch
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Service Learning,Ethnography,Program Descriptions,Universities,Program Evaluation

This paper explores the methodological implications of applying an ethnographic sensibility to evaluation in service-learning. It describes the evolution of such a method over the past 10 years within the Citizen Scholars Program at the University of Massachusetts, and outlines what we have learned from employing this method, as well as the challenges we face as we move toward institutionalizing this approach. (Contains 8 notes.)
The Role of Service-Learning on the Retention of First-Year Students to Second Year
Author: Bringle, Robert G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Enrollment,Academic Persistence,College Freshmen,Intention,Educational Quality,Correlation,Role,Questionnaires,Student Attitudes

Retention of college students is a priority of all colleges and universities. This research investigated whether or not student enrollment in a service-learning course in the fall semester of college was related to (a) intentions to stay on that campus, based on self-reports at the end of the semester, and (b) re-enrollment the following fall on that campus, based on reports from campus registrars the following fall. Enrollment in a service-learning course was related to intentions to continue at the same campus and this relationship was mediated by the higher quality of service-learning courses (vs. non-service-learning courses). This relationship between service-learning and intentions to re-enroll at the same campus held even when pre-course intentions were covaried out. Re-enrollment at the same campus the following year was found to be related to enrollment in a service-learning course. This relationship was mediated by the higher quality of the service-learning courses (vs. non-service-learning courses) and greater intention to continue education at the campus, but these relationships did not persist after controlling for pre-course intentions. (Contains 5 figures, 2 tables and 1 note.)
Service-Learning and Persistence of Low-Income, First-Generation College Students: An Exploratory Study
Author: Yeh, Theresa Ling
Date: 2010-00-00
Type: Journal Articles
Subjects: First Generation College Students,Low Income,Academic Persistence,School Holding Power,Service Learning,Learning Experience,Social Capital,Cultural Capital,Individual Development,Consciousness Raising,Academic Achievement

Low-income students who are the first in their family to attend college continue to drop out at alarmingly high rates. Previous studies have shown that service-learning can have a positive influence on student retention. However, little research exists to explore how low-income, first-generation (LIFG) college students experience service-learning, and how it might impact their persistence in higher education. This article presents findings from a qualitative study of the service-learning experiences of six LIFG students, with the aim of generating an in-depth understanding of how these experiences may have contributed to the students' persistence in college. Implications for future research are discussed. (Contains 1 figure.)
Service-Learning with the Mentally Ill: Softening the Stigma
Author: Barney, Steve T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,Service Learning,Psychopathology,Mental Disorders,Well Being,Social Bias,Course Evaluation,Reflection,Student Attitudes,Attitudes toward Disabilities,Caring,Outcomes of Education

Stigmas toward those who have mental illnesses are wide-spread and detrimental to the health and well-being of those suffering from these debilitating conditions, and to society as a whole. Stigma-reducing programs are plentiful but many are only marginally effective. In this paper we describe and evaluate a course in Psychopathology that included service-learning and reflection activities as central course components. Compared to a control group, service-learners' attitudes toward the mentally ill were more uniformly positive and compassionate after they completed the course. We discuss these results from a broad service-learning perspective. (Contains 2 tables and 3 figures.)
Developing a Faculty Inventory Measuring Perceived Service-Learning Benefits and Barriers
Author: Hou, Su-I
Date: 2010-00-00
Type: Journal Articles
Subjects: College Faculty,Measures (Individuals),Service Learning,Educational Benefits,Internet,Teacher Attitudes,Teaching Methods,Reliability,Validity,Beliefs,Teacher Characteristics

The purpose of this study was to develop a Web-based Faculty Service-Learning Beliefs Inventory (wFSLBI) assessing faculty members' views of the benefits and barriers involved with service-learning (SL) pedagogy. Analyses of the responses of 362 faculty members showed that Inventory items loaded consistently on four sub-scales: Perceived benefits at classroom (PROS_CLS) and community levels (PROS_COM), and perceived barriers at classroom (CONS_CLS) and institutional levels (CONS_INST). The wFSLBI showed satisfactory reliability and validity among faculty groups with and without SL experience. The wFSLBI will be useful in assessing and understanding salient beliefs motivating or discouraging faculty involvement in SL. (Contains 4 tables and 1 figure.)
ASBO at 100: A Century of School Business Management
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Quality,School Business Officials,Professional Associations,Institutional Characteristics,Organizational Change,Institutional Mission,School Administration

This article talks about Association of School Business Officials International (ASBO) at a century of school business management. As ASBO International celebrates its centennial, one should reflect on the truth of this often-heard quote and how it applies to the field of school business management in general and the association in particular. ASBO International has evolved significantly in the past century in terms of membership, governance, and stature in the field of education, yet its goal remains the same: to provide a quality education for children.
ASBO at 100: Looking Back
Date: 2010-00-00
Type: Journal Articles
Subjects: School Accounting,School Business Officials,Governance,Group Membership,Conferences (Gatherings),Organizational Change,Change Strategies,Organizational Objectives,Professional Associations,School Administration,Outreach Programs,Institutional Characteristics

This article takes a look at the early years of the Association of School Business Officials International (ASBO) and discusses how the organization was developed. To be successful, organizations must evolve, adapting to the changes in the profession and, thus, the changing needs of their members--and that is just what this fledgling group did. While ASBO's initial focus was school accounting and reporting procedures, it didn't stay that way for long. School business management is a complex field, and it soon became clear that school business managers work with a much broader brushstroke than just accounting and reporting. This recognition of the expanding field is reflected to some extent in the topics raised at the association's annual meetings. This article describes ASBO's governance, the changing membership, its affiliate organizations, its annual meeting and how the organization reaches out to others.
ASBO Today
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration,Professional Associations,Educational Resources,School Business Officials,Institutional Mission,Professional Development,Professional Recognition,Standards,Ethics,Awards,Institutional Characteristics,Committees,School Administration

This article talks about Association of School Business Officials International (ASBO), a professional association of more than 5,000 school business management professionals. Members include noninstructional employees at the local, state, and national levels from specialized areas in school business management, as well as the generalized field of school business administration. As it was 100 years ago, ASBO's mission is to provide programs and services to promote the standards of school business management practices, growth, and the effective use of educational resources. Major vehicles for fulfilling that mission are professional development programs, publications, recognition programs, and opportunities for involvement in the association and the profession.
Moving Forward
Date: 2010-00-00
Type: Journal Articles
Subjects: School Business Officials,Organizational Change,Professional Development,Educational Research,Cooperation

There have been many changes over the years; no organization could expect to succeed if it didn't evolve. And while Association of School Business Officials International (ASBO) will continue to adapt to changing conditions and needs, some things will--and should--stay the same. This paper focuses on research, networking, professional development and recent advancements of ASBO. It also describes ASBO's focus on the future as it continues to seek solutions to school business management challenges.
Strategic School Funding for Improved Student Achievement
Author: Chambers, Jay G.
Date: 2010-03-00
Type: Journal Articles
Subjects: Urban Schools,Management Systems,Educational Finance,School Districts,Human Resources,Technical Assistance,Educational Change,Academic Achievement,Educational Improvement,Financial Support,Resource Allocation,Educational Equity (Finance),Accountability,Educational Innovation,Governance

This article features Strategic School Funding for Results (SSFR) project, a new joint initiative of the American Institutes for Research (AIR) and Pivot Learning Partners (PLP) aimed at improving school finance, human resources, and management systems in large urban school districts. The goal of the project is to develop and implement more equitable and transparent strategies for allocating resources to schools within districts and to link those strategies to systems that encourage innovation and efficiency and strengthen accountability for student outcomes. To carry out the work of this initiative, AIR and PLP formed a partnership with three prominent California school districts: Los Angeles, Pasadena, and Twin Rivers. The project addresses the unique needs of each district and provides multiple opportunities to share best practices across the three districts and explore ways in which new management systems can affect student learning. Within the framework of the SSFR project, the AIR/PLP team will provide the data analysis, technical assistance, coaching, and training to implement the funding and governance strategies in the schools and will evaluate their success. (Contains 1 figure.)
When a Student Speaks, Who Should Listen?
Author: Ruder, Robert
Date: 2010-03-00
Type: Journal Articles
Subjects: School Districts,Organizational Communication,Funding Formulas,Educational Finance,Ethnic Diversity,Educational Resources,Resource Allocation,Technology Integration,Disadvantaged Schools

Gadi Paskoff just completed his freshman year of high school. He's an honor student, accomplished musician, and sports fanatic. He is also a staff writer for Freestyle, a section in the "Lancaster Intelligencer Journal/New Era's" Saturday edition. Paskoff hit a homerun with his June 20 article, "Learning Should Be More than Technology." Reflecting on his first year of high school, Paskoff questions why his school needs to be outfitted with advanced technology when neighboring school districts save taxpayer dollars by purchasing used and outdated textbooks or by receiving cast-off texts from more affluent school districts within the region. Paskoff raises interesting and provocative points that merit the attention of school officials. Perhaps most pressing is the need to keep the diverse populations found within a school community informed about construction projects that are scheduled in the school district. Since the primary responsibility of school districts is to provide education for all students, the author stresses that capitalizing on these teachable opportunities enables school officials to put theory into practice. How to successfully realize these goals is site specific and depends on many variables within both the school community and the greater community.
New Ways for School Districts to Issue Bonds under the Recovery Act
Author: Cowburn, Laura
Date: 2010-03-00
Type: Journal Articles
Subjects: Taxes,Tax Credits,School Construction,Educational Finance,School Districts,Bond Issues,Financial Policy,Federal Aid,Federal Legislation,Change Strategies

The federal government has traditionally given local school districts an indirect subsidy by allowing them to issue tax-exempt bonds. Because the bondholders pay no tax on the interest income, they are willing to take a bond bearing interest at, say, 4.5% rather than 6%. Such lower interest is great for the school district because it saves the district the 1.5% difference in interest expense. On the other hand, it costs the federal government the tax revenue it would have received on 6% taxable income. This article describes two new ways for school districts to issue bonds under the American Recovery and Reinvestment Act of 2009. These two methods include: (1) a direct federal subsidy to school districts through Build America Bonds; and (2) another indirect subsidy using tax credits through Qualified School Construction Bonds.
Financing Public Education in Brazil: The Constitutional Framework
Author: Ranieri, Nina Beatriz Stocco
Date: 2010-03-00
Type: Journal Articles
Subjects: Private Education,Educational Finance,Foreign Countries,Federal Government,Financial Support,Public Education,Educational Policy,Educational Administration,Educational Philosophy,Government Role,Guidelines,Educational Legislation

The Brazilian government plays a significant role in both public and private education. It plans, establishes, and implements policies and legislates, regulates, finances, and subsidizes teaching and research. At the same time, the federal government in Brazil maintains public schools; authorizes, recognizes, accredits, and supervises courses and institutions; evaluates students, courses, and institutions nationwide; and interferes in the organization of teaching. This structure presents an interesting contrast to the U.S. federal government's role in education funding and is worth examining. Brazil's Federal Constitution of 1988 establishes the incumbencies of local, regional, and federal governments concerning education. Because the Brazilian government's priority, as established in the constitution, is the universalization of free fundamental education, a legal framework for financing education has been conceived to achieve this goal and has been implemented using public funds. In this article, the author talks about financing public education in Brazil that is made possible through a mechanism that combines binding investments at each level of government with a national educational fund (FUNDEB). This approach allows for decentralizing responsibilities and fiscal resources in the country. (Contains 1 footnote.)
Merit or Performance-Based Pay: A Look at Teacher Compensation
Author: Hunter, Richard C.
Date: 2010-03-00
Type: Journal Articles
Subjects: Teacher Salaries,Public School Teachers,Educational Change,Presidents,Merit Pay,Financial Support,Change Strategies,Federal Government,State Government

President Obama has announced the availability of more than $4 billion in discretionary funds to reform the nation's K-12 education system. These funds are part of what Secretary of Education Arne Duncan calls the &quot;Race to the Top&quot; and are part of the economic stimulus legislation enacted shortly after the president took office in January 2009. This legislation requires states to establish more charter schools and to eliminate barriers to tying teacher pay to student test scores, thus permitting performance pay for teachers. The legislation also requires states to demonstrate increased school achievement results for students and teachers and to specify how they will work with other states to develop common academic assessment systems. Even though there are several requirements for the Obama funding, the primary focus here is on merit or performance pay systems for public school teachers. What systems have been used to compensate public school teachers in the United States? Are merit or performance-based teacher pay systems an entirely new educational reform strategy? What is the rationale, research, or experience that supports the enactment of such systems? Will the implementation of merit or performance-based pay systems result in improved student academic performance? These questions are discussed in this article.