ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Outcomes of Service Learning: Student, Instructor, and Community Reflections
Author: Feuerherm, Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Service Learning,Diaries,Teacher Attitudes,Educational Benefits,Barriers,Capstone Experiences,Student Attitudes,Undergraduate Students,Attitude Measures,College Freshmen,Practicums,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Kindergarten,Elementary School Teachers,Middle School Teachers

This study investigated the impact of service learning using quantitative and qualitative methods. Forty-one First Year Experience and capstone students completed the Civic Attitudes and Skills Questionnaire (CASQ) at the term's beginning and end. Although the CASQ total and subscores did not differ, capstone students scored higher on CASQ measures, suggesting better civic attitudes and skills. Community partners completed an impact survey, reporting overall benefits. Instructors' journals revealed benefits and challenges to implementing service learning.
Improving Students&apos; Mineral and Rock Identification Skills through Service-Learning
Author: Chaumba, Josphine
Date: 2022-00-00
Type: Journal Articles
Subjects: Mineralogy,Geology,Identification,Service Learning,Undergraduate Students,Construction Materials

This paper reports on a service-learning component introduced in an upper-level undergraduate geology course. Students identified rock types used by a local countertop manufacturing company and made fliers describing their mode of formation. Students then completed a final rock identification exam. To assess the effect of participating in the service-learning on students' rockidentification abilities, an Independent Samples t-test was used to compare scores of students that completed the course to those from previous semesters who did not participate in service-learning. Students who participated in service-learning achieved higher final rock identification exam test scores (M = 91.71, SD = 1.59) in comparison to those who did not take part in any service-learning activity (M = 80.36, SD = 1.88), t (19) = 4.59, p &lt; 0.05. Service-learning projects that involve local geology related industries, thus, can facilitate knowledge sharing between the University and the community.
Mapping Moral Development: A Case Study of Service Learning in the Midwest
Author: Casebeer, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Moral Development,Service Learning,Student Development,Community Involvement,Social Justice,Cartography,Social Responsibility,Empowerment,Humanization,Transformative Learning,College Students,Outcomes of Education

This study explores the relationship between service learning and moral development. During a phenomenographic examination of a service-learning project in the Midwest, researchers identified ways that participants conceived of justice. These conceptions were analyzed with a Neo-Kohlbergian approach to post-conventional moral thinking and mapped using social cartography. Findings indicate that immersion programs can provide participants with nominal opportunities for moral development and that there is a need for additional supports and future research on the longitudinal effects of service learning.
Writing and Publishing Community-Engaged Scholarship: Advice for Junior Faculty on Promotion, Publishing, and Craft
Author: Forester, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Publishing,Faculty Promotion,Publish or Perish Issue,Career Development,Communities of Practice,College Faculty,Power Structure,Scholarship,Barriers,Writing for Publication,Peer Relationship,Tenure,Collaborative Writing,Social Networks,Conferences (Gatherings),Academic Language

This article offers research-based advice on how to write and publish community-engaged scholarship (CES), with special emphasis on success in career-building and academic publishing contexts. It further offers a snapshot of a program designed to build a faculty community of practice for advancing publication of CES. Publishing CES throws into stark relief the tensions between what's accessible and valuable to communities and what's recognizable and admirable to academics who hold power over community-engaged scholars' careers.
Coping and Adjustment during COVID-19: Experiences of Chinese International Doctoral Students in the United States
Author: Zhang, Jianhui
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Foreign Students,Doctoral Students,Coping,Student Adjustment,Stress Management,Barriers,Health,Financial Support,Interaction,Emotional Response,Political Issues,Racism,Student Experience,Student Responsibility,Online Courses,School Closing,Social Influences,Peer Relationship,Social Isolation

While the initial outbreak of COVID-19 in China impacted Chinese international students' families' lives, the spread of the virus in the U.S. heavily influenced their own. Drawing upon the stress and coping model (Lazarus &amp; Folkman, 1984), this qualitative study unpacks Chinese doctoral students' experiences and coping at one large research university in the U.S. during the pandemic. The open-ended interviews with eight Chinese international doctoral students revealed the stressors associated with the sudden changes in participants' personal, social and academic lives. Findings showed that participants experienced learning obstacles, health concerns, funding uncertainties, and limited social interactions. Participants mainly utilized emotion-focused strategies to cope with the daily life stressors, the tense political climate and hate speech targeting Chinese people in the U.S. This study contributes to the dialogue about stress coping in the pandemic and suggests education practitioners possible improvements in student services.
Health Care Access Brokerage by School Employees for Immigrant Mexican and Indigenous Guatemalan Farmworking Families in a Connecticut Elementary School
Author: Campbell-Montalvo, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Elementary Schools,Access to Health Care,Ethnic Groups,Foreign Countries,Barriers,Proximity,Migrant Workers,At Risk Persons,Agricultural Laborers,School Personnel,Role,Females,Hispanic Americans,Advocacy

It is known that Florida school employees known as Migrant Advocates facilitate or broker MSF health care access for migrant and seasonal farmworker (MSF) families, but it is not known how states without a Migrant Education Program might also broker MSF health care access. To address this, present study examines the role of school employees in brokering health care access to immigrant Mexican and Indigenous Guatemalan MSF families in Connecticut. Informed by prior work, interviews (n = 12) with parents and elementary school employees showed that (1) a vast array of non-Migrant Advocate school employees, mostly Latinx women, directly brokered physical and psychosocial MSF health care access, often through developing deep social relationships and (2) barriers to brokerage included language inaccessibility, school employee gaps in knowledge of MSF health care needs, and transportation and related structural issues. Importantly, the school's location near MSF homes is an important contributor to the success of the school's brokerage efforts. Findings offer insight into how a school health broker model might be implemented, and advance understandings of MSF health and health care access.
COVID-19 Pandemic&apos;s Impact on International Students in Japan and the United States: Comparative Study from National and Institutional Context
Author: Sato, Yuriko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Foreign Students,Public Policy,Student Experience,Access to Information,Money Management,Legal Responsibility,Bias,Barriers,College Role,Online Courses,School Counseling,Socioeconomic Influences,Study Abroad,Student Characteristics,Educational Discrimination,Mental Health,Cultural Differences,Psychological Patterns

This study aims to compare the COVID-19 pandemic's impact on international students in Japan and the United States based on a framework that shows the influence of government policies and university responses on international students' experiences and choices. Analysis of 494 survey responses indicates significant differences between international students in Japan and the US in information acquisition, financial difficulty, confusion regarding visas, and perceived prejudice/discrimination, which seem to be influenced by government policies and institutional support systems in the two countries. They also reported different experiences with online classes and counseling services. Participants from low or lower-middle-income countries tend to report more financial difficulty and impact on employment than those from upper-middle-income countries. More than half of the participants predicted decreased student flow from their home countries. More concerted efforts by the government and universities will be needed to address international students' specific needs and realize attractive and sustainable international education.
Leading the Many, Considering the Few -- University Presidents&apos; Perspectives on International Students during COVID-19
Author: Schiffecker, Sarah M.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Presidents,Administrator Attitudes,Foreign Students,COVID-19,Pandemics,Leadership,Comparative Education,College Students,Information Seeking,Decision Making,Foreign Countries,Public Colleges,Private Colleges

Globalization has changed the landscape of higher education. The purpose of this study is to enhance understanding of how higher education leaders are engaging emerging questions about successful leadership, particularly when it comes to international student populations in times of crisis. Guided by the Intercultural Leadership framework, this comparative case study illuminates how university presidents from eight different countries were informed in their perceptions of international students and how they acted to support this vulnerable population. The results of this analysis highlight practical implications for higher education leaders to utilize when navigating global crises while protecting international student populations.
Surfing for Answers: Understanding How Universities in the United States Utilized Websites in Response to COVID-19
Author: McNaughtana, Jon
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Universities,Web Sites,Information Dissemination,Online Courses,School Closing,Access to Education,World Problems,Crisis Management,College Administration,At Risk Students,College Faculty,College Students,Hygiene,School Personnel,Public Health,Clinical Diagnosis

The onset of the COVID-19 global pandemic presented a unique global crisis that institutions of higher education were forced to engage with simultaneously. In this study, we provide insight into the use of websites by institutions in the United States (U.S.) during the pandemic. The sample for this study included public flagship universities within the U.S. and their institutional webpages focused on COVID-19 between January 2020 and April 2020. Guided by chaos theory (CT), we utilized a quantitative thematic analysis that involved the coding of institutional websites and public communications to develop a unique dataset capturing the information that institutions provided on campus websites (e.g., institutional decisions, timing of those decisions, public communications, and informational website structure). Findings indicated that all institutions in our sample engaged in moving to online instruction, implementing work-from-home policies, and canceling face-to-face events. In addition, we found variance in the accessibility and utility of websites.
Transformative International Partnership during Global Challenges: A Case Study of a Public Research University in China during the Pandemic
Author: LeBeau, Ling G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,International Cooperation,Higher Education,Educational Change,Pandemics,COVID-19,Case Studies,Foreign Countries,Enrollment,State Universities,Sustainability,Strategic Planning,International Education,Futures (of Society),Educational Trends,Alignment (Education),College Faculty,Teaching Styles,Administrator Attitudes,Teacher Attitudes

Developing and implementing impactful international partnerships was the top priority for higher education institutions prior to the pandemic breakout. The pandemic forced higher education to change and act quickly to avoid international enrollment crash and spurred some unprecedented international collaborations. This case study examines an unconventional international cooperation that a public research university in China initiated for providing a college learning environment for Chinese students enrolled in other countries during the global challenge. This study responds to the call for how to build sustainable internationalization. The research findings contribute to the development of a new paradigm of internationalization and creative internationalization for the future of new normal.
The Relationship of Fluid Intelligence Level with Higher-Order Thinking Skills in Work and Energy among Sixth-Grade Students in Jordan
Author: Abdallah Obeidat, Fadel Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Middle School Students,Thinking Skills,Intelligence,Science Instruction

This study aims to investigate the relationship between levels of fluid intelligence and higher-order thinking skills according to Bloom's three levels classification (analysis, evaluation, creation) among sixth grade students in Jordan in the subject of work and energy as one of the science book topics for the first semester of the academic year 2021-2022. For this purpose, a test for higher-order thinking skills was designed on the subject of work and energy, consisting of 17 paragraphs of the type of essay questions and multiple-choice in the 3 areas of higher-order thinking skills (analysis, evaluation, creation). The standard Raven test of fluid intelligence with its 5 levels was also applied to the students. After conducting the statistical analysis, the results of the study revealed: (1) a decrease in the level of higher-order thinking skills to less than the average (analysis, evaluation, and creation, respectively); and (2) a positive correlation between the students' fluid intelligence and their scores in the higher-order thinking skills test. Therefore, the study recommended including activities that take into account fluid intelligence in the curricula to improve students' performance in higher-order thinking skills.
The Professional Development of English Teachers in Training Institutions from the Perspective of &quot;Double Reduction Policy&quot; -- A Case Study on S Institution
Author: Tianfu, Yang
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Faculty Development,Educational Policy,Homework,Teacher Characteristics,Pedagogical Content Knowledge,Educational Strategies,Teacher Improvement

Recently, &quot;double reduction policy&quot; has been issued throughout China, which encourages English teachers in training institutions to accommodate their professional development. More researches are demanded to be done so as to cope with the challenge. This research mainly focuses on the professional development of English teachers in training institutions from the perspective of the &quot;double reduction policy&quot; taking S institution in Chengdu City as an example and 30 teachers in S institution as research participants in order to bolster the professional development of English teachers in training institutions. And this investigation can be fulfilled through qualitative and quantitative research methods including the literature analysis, questionnaire investigation and some related interviews so as to solve the following research questions: (1) What is the status quo on the professional development of English teachers in training institutions in the context of double reduction policy? (2) What factors may affect the professional development of English teachers in training institutions in the context of double reduction policy? (3) What valid and feasible strategies can be induced to enhance the professional development of English teachers in training institutions from the perspective of double reduction policy? Based on the results of research questions, this research project will give an advisable direction for those English teachers in training institutions to adjust themselves to the double reduction policy.
Transformative an Area-Based Pedagogy of Social Studies Teachers for New Normal Thaischooling
Author: Mangkhang, Charin
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Transformative Learning,Social Studies,Teaching Methods,Instructional Innovation,Technology Uses in Education,Educational Technology,Technology Integration,Lifelong Learning,Social Media

This paper presents social studies digital pedagogy innovation for social studies teachers for new normal Thaischooling. The purpose of this study is to enable social studies teachers to change teaching methods from traditional social studies teaching to social studies digital teaching. It also expands the area in the context of social studies more widely. Social studies pedagogy is transformative teaching for educating learners to understand human living as an individual and cohabitation in societies. Learners should be equipped with abilities to adapt themselves according to the environment, manage limited resources, understand changing development according to eras and various factors, understand themselves and other people, be patient and accept differences, have morals, and apply knowledge in living and development of digital citizenship. Social studies teachers are expected to apply such concepts suitably for the contexts and environment of new normal schooling. Teaching innovation is distinctive in the teaching and learning process with the focus on the learner as a maker. In this approach, digital technology is integrated with the teaching and learning process by selecting teaching methods, media, activities, and evaluation suitable for the contents. The methods and activities enhance learners to achieve objectives of teaching and learning as well to use students' learning performance for evaluating and developing their competencies.
Designing Online Professional Learning to Support Educators to Teach for Equity during COVID and Black Lives Matter
Author: Buttimer, Christopher J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Equal Education,COVID-19,Pandemics,MOOCs,Social Justice,Teacher Education,Teaching Methods,Instructional Design,Electronic Learning,Teacher Attitudes,Racial Attitudes,Attitude Change,Course Descriptions

The massive racial inequities exposed by the COVID-19 pandemic and the nationwide protests in response to the killings of unarmed Black people forced a reckoning among many educators about racial injustice in the educational system. In March 2020, we launched a massive open online course designed to support teachers in adopting antiracist equity mind-sets and practices. We used a mixed-methods approach to describe how the participants experienced the online course between March and July 2020. Participants in immediate post- and follow-up surveys reported statistically significant shifts in their mind-sets and practices toward equitable teaching practices (effect size = 0.18-58 SD). In interviews, participants described how the course helped them change their practice through acquiring new language, reflecting collaboratively on practice, and engaging in calls to action. The findings provide insight to designers of online professional learning experiences focused on equity and open up new research areas on online professional learning for equity teaching mind-sets and practices.
The Uncertain Path toward College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution
Author: López, Ruth M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intersectionality,Student Experience,Hispanic American Students,Females,Minority Serving Institutions,Educational Experience,College Bound Students,Undergraduate Students,Student Attitudes,Sense of Community

This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explore the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI? We identify how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality--not only while in college but prior to enrolling as well--is important for researchers and educational leaders to consider.
Stances toward Anti-Racist Medical Education: A Qualitative Analysis of Critical Consciousness in First-Year Medical Students
Author: Novak, Daniel A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Racism,Medical Education,Medical Students,Allied Health Occupations Education,College Freshmen,Student Attitudes,Reflection,Medical Schools,Racial Attitudes,Attitude Change,Outcomes of Education

As future physicians, first-year medical students are well positioned to work on the long-term creation of a more equitable healthcare system. But how prepared are first-year medical students to begin the work of dismantling structural racism in the US healthcare system? In this study, we analyzed a sample of 75 medical-student reflective responses to a book focused on the legacy of racism in medicine. Our findings indicate that students enter medical school in a range of states of critical consciousness that are visible in their &quot;stances&quot; toward addressing racial inequality in the healthcare system. The stances described in our findings extend the critical consciousness framework, providing a more nuanced understanding of students' starting orientations to health justice. Because students arrive in different stances toward confronting the systemic inequalities inherent to the US healthcare system, understanding these stances may help medical educators tailor learning experiences to medical students' needs more effectively.