ethanporcaro/eric-fulltext-meta huggingface dataset:
Rooted in Mission: Family and Consumer Sciences in Catholic Universities
Author: Duncan, Janine
Date: 2011-06-00
Type: Journal Articles
Subjects: Family Life Education,Consumer Science,Catholic Schools,Church Related Colleges,Higher Education,Institutional Mission,Praxis,Intellectual Disciplines,Identification,Administrative Organization,Interdisciplinary Approach,Catholics,Beliefs,Religious Factors,Economic Status,Social Structure,Government Role

The purpose of this paper is to establish the unity between the missions of the Family and Consumer Sciences (FCS) discipline and Catholic higher education by demonstrating relationships among (a) Catholic Social Teaching (CST) and the role of the service principle to FCS; (b) Catholic Intellectual Tradition (CIT) and the centrality of intellect to FCS; and (c) the institutional charism and the shared calling of FCS professionals, exemplified by the Sisters of St. Joseph of Carondelet, sponsors of Fontbonne University. Key philosophical and foundational FCS papers along with documents pertaining to the principles of CST, CIT, and the charisms of the Sisters, Servants of the Immaculate Heart of Mary, the Sisters of Charity of St. Vincent De Paul, and the Sisters of St. Joseph of Carondelet were examined and shared meanings were identified; institutional mission statements from respective sponsored institutions were likewise compared. The review process permitted a very pointed comparison between the disciplinary and institutional missions, substantiating the congruity between the two. The parity between professional and Catholic institutional missions outlined in this paper suggests that the longevity of FCS programs could be fostered by taking root in Catholic institutions. (Contains 1 figure and 1 table.)
Global Student Teacher Transformation Experiences: Living the Faith through the Shared Christian Praxis Learning Process
Author: Quezada, Reyes L.
Date: 2011-06-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Foreign Countries,Transformative Learning,Cultural Awareness,Comparative Education,Data Analysis,Praxis,Prior Learning,Knowledge Base for Teaching,Reflective Teaching,Creativity,Church Related Colleges,Catholic Schools

This study examined the reflections of six university student teachers from a Catholic university who participated in an international student teaching setting and sought to evaluate how they developed a global teaching ideology while student teaching abroad. Thomas Groome's Shared Christian Praxis Learning Process was used as a lens to examine the reflections of the student teachers. Using qualitative measures, the data analysis revealed four themes: (1) development of world citizens, (2) developing as a globally competent professional educator, (3) new knowledge of cultural and comparative educational systems, and (4) self-monitoring for improvement of efficacy and instructional practice.
The Intersection of Catholic Social Teaching, Internationalization, and Marriage and Family Therapy: Lessons from the Borderlands
Author: Estrada, Ana Ulloa
Date: 2011-06-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Catholics,Beliefs,Religious Factors,Social Structure,Economic Status,Government Role,Family Counseling,Marriage Counseling,Therapy,Graduate Study,Foreign Policy,Poverty,Social Justice,Cultural Differences,Family (Sociological Unit),Service Learning,Foreign Countries,Health Promotion,Role of Education,Social Change,Essays

This article explores the relevance and challenge of Catholic Social Teaching (CST) and internationalization to the Marriage and Family Therapy (MFT) program at the University of San Diego. These issues are discussed in the context of a graduate level course on human diversity that culminated in a 1-day cultural immersion and service learning trip to Tijuana, Mexico. Students learned firsthand about the legacies of colonialism, poverty, and injustice as well as the resilience and potential of rural Mexican communities to transform these experiences into new cultural and business practices, healing, and survival against many odds. Excerpts from student essays suggest the potential for MFT programs to create a space in Catholic higher education in which the intersection of CST and MFT could be openly examined and realized with opportunities to create new knowledge and energy to work for social change and justice beyond the borders. The pedagogical challenges, recommendations, and areas for future inquiry are discussed.
Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar
Author: Haber, Paige
Date: 2011-06-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Higher Education,Student Personnel Workers,Outcomes of Education,Student Personnel Services,Church Related Colleges,Catholics,Perspective Taking,Interpersonal Competence,Global Approach,Cultural Awareness

This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the unique challenges in higher education student affairs for Qatar and other Middle Eastern countries, and identifying ways for students to apply learning from the course to student affairs practice. These learning outcomes are discussed in the context of the profession of student affairs and the University of San Diego and its Catholic mission. An overview of the global course components is presented along with student and instructor reflections of learning from the course. Challenges from the course are discussed followed by recommendations for similar global study courses. (Contains 1 table.)
The Internationalization of a School Counseling Program at a Catholic University: Reflections Generated by a Community of Practice
Author: Nash, Erika R.
Date: 2011-06-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,College Faculty,Counseling Services,School Counseling,Global Approach,Cross Cultural Training,Catholics,Communities of Practice,Counselors,Interpersonal Competence,Beliefs,Religious Factors,Economic Status,Social Structure,Government Role

This paper examines the internationalization experiences of four school counseling faculty members in a counseling program at a Catholic university. Counseling in general and counseling schools have become a global profession. As a result, it is imperative for training programs to develop graduates who are culturally competent across the globe. This reflective piece outlines the steps a Catholic university's school counseling specialization has taken to internationalize its program and curriculum. Participants engaged in a community of practice to investigate thoroughly the current status of their program and curriculum. Findings highlight strengths and challenges associated with internationalization and the integration of Catholic Social Teaching into student international experiences. Strategies for others wishing to develop their own communities of practice to meet internationalization needs within Catholic institutions of higher education are presented and discussed. (Contains 3 tables.)
Strategy Approach for eLearning 2.0 Deployment in Universities
Author: Casquero, Oskar
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Network Analysis,Strategic Planning,Cooperative Learning,College Students,Educational Technology,Internet,Electronic Learning,Social Networks,Computer Mediated Communication,Computer System Design,Integrated Learning Systems,Distance Education,Open Source Technology,Technology Planning,Program Implementation,Control Groups,Experimental Groups

The institutionally powered Personal Learning Environment (iPLE) constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.
Building Personal Learning Environments by Using and Mixing ICT Tools in a Professional Way
Author: Castaneda, Linda
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Introductory Courses,Naturalistic Observation,College Students,College Instruction,Information Technology,Computer Uses in Education,Educational Technology,Questionnaires,Use Studies

This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience. The central focus of this methodology was the use of hands-on sessions to introduce students to some specific ICT tools, and exploring the building process of an awareness about their Personal Learning environments. In terms of learning, we confirmed that students very much appreciate new ways of developing their tasks and their course work. Even when the great majority of students associates learning with acquiring only information and some of them associate learning with memorizing. In terms of Technology, after this experience we can conclude that students, when arriving at university, have no experience--even knowledge--in the use of ICT tools. In addition, students from the first year of the degree don't think they use Web 2.0 (awareness), and even more, they don't believe that they can use ICT tools for learning, even if they actually do. They value, useful tools which help them to plan their tasks, save time, simplify complicated tasks and, definitively, have fun; but also they specially value the ICT tools they discovered, seeing opportunities for Independency, collaboration, self importance in the learning process. The vast majority of students have a basic perception of their PLE. Few of them don't relate tools with themselves but with their tasks, and only some of them go one step further by establishing more complex relationships between tools, contents, tasks and themselves enriching each other. (Contains 14 figures.)
Technology Educational Affordance: Bridging the Gap between Patterns of Interaction and Technology Usage
Author: Badia, A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Learning Activities,Online Courses,Interaction,Educational Technology,Educational Environment,Open Universities,Educational Objectives,College Students,College Instruction,Computer Mediated Communication,Distance Education,Web Based Instruction,Asynchronous Communication,Correlation,Case Studies,Discourse Analysis,College Faculty

This paper reports on an empirical and descriptive investigation into how teachers and learners use technology in three prototypical learning activities in a higher educational online learning environment. Additionally, the relationship between the educational uses of technology and the overall educational patterns of interaction between teachers and learners, and among learners themselves was analysed. Detailed teacher and learner self-reports about their teaching and learning activity; the asynchronous written messages teachers and learners sent as educational interaction in the online learning environment; and documents produced by students were all obtained. The results from the three learning activities indicated six overall educational uses of technology in an online learning environment. Moreover, the results also indicated differences in technology usage in some different patterns of educational interaction in each learning activity. In conclusion, we argue that the notion of technology educational affordance is useful as an effective bridge between the real use of technology and instructional aims. Therefore the distribution of educational uses of technology is not only related to some attributes of both technology and instruction but also to its interaction. (Contains 1 figure and 7 tables.)
Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation
Author: Dreon, Oliver
Date: 2011-05-00
Type: Journal Articles
Subjects: Video Technology,Adolescent Literature,Teacher Education Programs,Student Interests,Computer Uses in Education,Early Adolescents,Educational Technology,Mathematics Skills,Beginning Teachers,Internet,Story Telling,Middle Schools,Secondary School Students,Mathematics Instruction

Say the phrase &quot;Charlie bit my finger,&quot; and just about every human being with Internet access visualizes the viral video clip of baby Charlie precociously biting the finger of his brother. With almost 200 million views, this video represents just one of thousands of viral videos that form a core component of modern entertainment, news, and advertising. These snippets that people e-mail, post, and pass on to one another faster than the common cold have rapidly moved from the fringe of youth culture to the mainstream. What if teachers could capitalize on student interest in these quick and quirky video clips as a way to help students connect with curriculum? That is exactly what Tyler Binkley, a first-year teacher and member of the YouTube generation, has set out to do in his middle school math class. Binkley creates online math video vignettes that teach critical math skills, and his unique approach has been featured on television and in other news outlets. His students report going to Binkley's YouTube channel whenever they struggle with a current math task; and with thousands of views, Binkley's videos are a viral hit in Palmyra (Pennsylvania) Middle School. In this article, Oliver Dreon and Jon Landis, educational technology professors, and Richard Kerper, a children's and young adolescent literature professor, explain the emergence of Binkley's use of digital storytelling in his middle school classroom. The article outlines how instructional technology and content-specific courses in the teacher education program work in tandem to develop beginning teachers' understanding of digital storytelling as an educational tool. This coordination of efforts offers a framework for incorporating digital storytelling in the middle grades classroom and can also help practicing teachers understand the educational importance and cultural value of the digital storytelling medium. (Contains 1 figure.)
Perspectives of Special Education Directors on Response to Intervention in Secondary Schools
Author: Sansosti, Frank J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary Schools,Focus Groups,Disabilities,Special Education Teachers,Special Education,Administrator Attitudes,Barriers,Teacher Collaboration,Regular and Special Education Relationship,Student Characteristics,Minority Groups,Disadvantaged Youth,English (Second Language),Teacher Student Ratio,Graduation Rate,Response to Intervention,Role,Attitude Change,Administrator Role,Teacher Role,Teacher Attitudes,Secondary School Teachers,Parent Attitudes,Professional Development

This study utilized a qualitative focus group methodology to explore special education directors' perceptions of current barriers, facilitators, roles, and practices related to RtI implementation in secondary settings. Based on their unique potential to affect change and promote collaboration between general and special educators, special education directors were selected as participants. Across two focus groups, four themes emerged: systems structures, roles and attitudes, evidence-based practices, and training and professional development needs. Each theme is explored in depth, followed by practical implications, limitations, and recommendations for practice. Although numerous barriers emerged, they should be viewed not as limitations to RtI in secondary schools but rather as serving to identify the systemic factors needed to support the complexity of an RtI initiative beyond the elementary school years. (Contains 2 tables.)
Tier III Assessments, Data-Based Decision Making, and Interventions
Author: Powers, Kristin
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,General Education,Problem Solving,Supplementary Education,Teaching Methods,Response to Intervention,Instructional Effectiveness,Academic Accommodations (Disabilities),Reading Difficulties,Case Studies,Learning Disabilities,Disability Identification,Special Education,Grade 9,Grade 3,Reading Skills,Reading Fluency,Oral Reading,Error Patterns

Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a problem-solving approach to designing such intensive, data-based, and scientifically supported interventions for students with pervasive reading problems who have failed to respond to less rigorous services. The application of well-established (i.e., progress monitoring) and emerging methods (i.e., brief experimental analysis) for optimizing interventions are described. Two case studies are provided to illustrate how these techniques may be combined to implement Tier III interventions. (Contains 2 figures, 2 footnotes and 2 tables.)
Response to Intervention as a Vehicle for Powerful Mental Health Interventions in the Schools
Author: Froiland, John Mark
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,School Psychologists,Mental Health,Response to Intervention,Case Studies,Elementary School Students,Behavior Modification,High School Students,Behavior Problems,Counseling Effectiveness,Special Needs Students,Cognitive Restructuring

School psychologists can work within a Response to Intervention (RtI) framework to increasingly promote the mental health of students. This article shares the unfolding of two composite case studies that exemplify how a practicing school psychologist can use a problem-solving framework to deliver effective mental health interventions to individual students. The first case involved an elementary school student who markedly improved in terms of on-task behavior, and the second case concerned a high school student who overcame school refusal and negative affect. The advantages of providing brief counseling and psychological consultation prior to a possible full evaluation or special education placement are discussed. (Contains 2 figures.)
Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities
Author: Saeki, Elina
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Intervention,School Psychologists,Identification,Disabilities,Response to Intervention,Behavior Problems,Emotional Problems,Learning Disabilities,Special Education,Problem Solving,Action Research,Grade 3,Decision Making,Evaluation,Models,Pretests Posttests,Elementary School Students

As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area where school psychologists are encouraged to apply their expertise regarding assessment and evidence-based interventions. This paper describes an implementation of behavioral and social-emotional RtI in an elementary school setting. Issues and challenges related to measurement of change (i.e., responsiveness to intervention) and identification of students for additional supports as well as emerging possibilities of incorporating qualitative information in the process are discussed. (Contains 1 figure, 1 footnote and 3 tables.)
Selective Mutism: A Three-Tiered Approach to Prevention and Intervention
Author: Busse, R. T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Anxiety Disorders,Early Intervention,Prevention,School Psychologists,Caregivers,Pathology,Etiology,Social Development,Teaching Methods,Children,Anxiety,Psychosomatic Disorders,Communication Problems,Teachers,Autism,School Personnel,Speech Language Pathology

Selective mutism is a rare anxiety disorder that prevents a child from speaking at school or other community settings, and can be detrimental to a child's social development. School psychologists can play an important role in the prevention and treatment of selective mutism. As an advocate for students, school psychologists can work with teachers, parent caregivers, speech pathologists, and other support staff toward helping children who may develop or have selective mutism. The purpose of this article is to present school-based prevention and intervention approaches within a three-tiered approach that may reduce the incidence and severity of selective mutism. We present theories and research on the etiology and prevalence of the disorder, followed by a review of intervention methods and research at each tier. Based on the theoretical and research literature base, we conclude that early intervention may result in the prevention and amelioration of many occurrences of selective mutism. (Contains 1 table.)
The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence
Author: Hart, Shelley R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Evidence,School Psychology,Measures (Individuals),Factor Analysis,Psychometrics,Questionnaires,Item Analysis,Alignment (Education),Correlation,Measurement Objectives,Measurement Techniques,Likert Scales,Replication (Evaluation),Factor Structure,Teacher Effectiveness

Student engagement in school is an important construct that has been associated with student success. For the current study, researchers examined the psychometrics of the Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form (TERF-N) of student engagement. The results revealed that both the SESQ and the TERF-N have good internal consistency. The exploratory factor analysis results for the SESQ demonstrated alignment with the theoretically driven development (five factors: Affective Engagement-Liking for Learning, Affective Engagement-Liking for School, Behavioral Engagement-Effort &amp; Persistence, Behavioral Engagement-Extracurricular, and Cognitive Engagement) whereas the results for the TERF-N were more complicated. The items did not load as conceptualized in a 3-factor model, but instead loaded on one, General Engagement factor. Finally, while it may be that teachers viewed a student's level of engagement as a global construct, the correlations between the measures indicated that they might be used to provide helpful, convergent information obtained from a variety of sources regarding a student's levels of engagement. Future directions and implications for school psychologists are discussed. (Contains 2 figures, 7 tables and 3 footnotes.)