ethanporcaro/eric-fulltext-meta huggingface dataset:
Research-Based Learning in Initial Teacher Education in Catalonia
Author: Agud, Ingrid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,College Students,Student Teachers,Student Research,Research Methodology,Research Skills,Skill Development,Student Attitudes

The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers' position as 'knowledge users' towards the more complex position of 'knowledge creators'. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers' core skills. The study is framed at the Universitat Autònoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students' perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students' responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally.
A Shift in Perspective: A Universal Approach to Child Protection
Author: Daro, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Safety,Child Welfare,At Risk Persons,Family Programs,Child Rearing,Parents,Prevention,Public Policy,Child Abuse,Early Intervention,Home Visits,Public Health,Services,Resource Allocation,Evidence Based Practice

In the United States, two approaches have developed to exercise collective influence on how parents raise their children. One is mandatory public intervention in families who have placed their children at risk, exemplified by the child welfare system. The other is voluntary offers of assistance, for example, child abuse prevention services that place responsibility on parents to determine whether they'll accept the advice they receive and change their behavior. In this article, Deborah Daro traces a shift in emphasis from a Progressive-Era policy that offered common supports to all new parents to a more bifurcated prevention system that emphasizes public investments primarily for those parents and children at highest risk. Moreover, she writes, for the past 50 years, voluntary and mandatory parental assistance have operated independently, with minimal shared agenda setting and planning. She contrasts this to the health care system, where early assessment and diagnosis mean that people receive a continuum of care, based on their level of need. Early medical treatment isn't viewed as intrusive; it's seen as an important first step in protecting health and avoiding more complex and costly therapy. Unfortunately, Daro argues, the policy response to parental shortcomings isn't comparable. There's no adequate early assessment when people become parents, and child welfare agencies typically offer assistance only after a child is harmed. She suggests that the time is right for a universal approach that reaches out to all new parents, offering each family a level of assistance commensurate with their needs. Ideally, she writes, &quot;Seeking out and accepting formal public services to help meet parenting demands should be as acceptable as using preventive health care.&quot;
HealthySteps: Transforming the Promise of Pediatric Care
Author: Valado, Trenna
Date: 2019-00-00
Type: Journal Articles
Subjects: Pediatrics,Child Welfare,Infants,Toddlers,Childhood Needs,Family Needs,Social Development,Emotional Development,Early Intervention,Family Programs,At Risk Persons,Program Effectiveness,Program Costs

In this article, Trenna Valado, Jennifer Tracey, Jonathan Goldfinger, and Rahil Briggs highlight the potential to expand the promise of pediatric care to encompass the full array of child and family needs that can affect the long-term wellbeing of infants and toddlers. Pediatric care is not stigmatized, nearly universally accessed, and oriented toward prevention. The American Academy of Pediatrics already urges pediatricians to screen for adverse childhood experiences, maternal depression, behavioral and developmental risk, and even the effects of poverty on children. Most pediatricians would like to extend their narrow health care mandate to broader social-emotional and behavioral care and education, but they're often constrained by issues of time, training, and reimbursement. Valado and her colleagues offer a solution to those constraints: HealthySteps, a risk-stratified, population health model that integrates a skilled child development professional--called a HealthySteps specialist--into the pediatric care team. The model comprises eight core components that can be divided into three tiers of service, beginning with universal screening that allows practices to identify children and families at higher risk of negative outcomes. These families are then offered the more intensive service tiers, in which they receive customized support based on their needs. The evidence supporting HealthySteps comes from a large multi-site evaluation conducted by Johns Hopkins University, which included a randomized controlled trial component, as well as several site-level research studies. Results from this research indicate that HealthySteps had an array of positive impacts on practices that adopted the program and clients they served, including increased physician and caregiver satisfaction, improved continuity of care, greater adherence to recommended well-child visits and vaccinations, and increased rates of developmental screening and other services. There were also positive impacts on children and parents over time, though many of these impacts were modest. The HealthySteps National Office is continuing to evaluate implementation, training, impact, and cost as the program spreads across the nation. Questions that remain to be answered include how such a model should be financed and how health insurance could pay for it.
Home Visiting for First-Time Parents: Community Innovation
Author: Kilburn, M. Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Home Visits,Parents,Family Programs,Parent Education,Parenting Skills,Skill Development,Decision Making Skills,Crisis Intervention,Child Development,Referral,Community Information Services,Program Evaluation

In this article, M. Rebecca Kilburn and Jill S. Cannon report on First Born, a targeted universal home visiting program operating in over half of New Mexico counties. Created in a small town in response to a lack of support for pregnant women and new parents, First Born adapts features of other home visiting programs, responding to conditions common to high-need, lowresource communities. As its name suggests, First Born enrolls first-time families. A team of home visitors, including a registered nurse or other licensed health care professional and a paraprofessional parent educator, offers 40 weekly home visits during the child's first year; the frequency of visits diminishes during the child's second and third year. The nurse visits the home both before and after the child's birth, and also when medical issues are the focus of visit. Because nurses are in short supply in many communities, however, most of the home visits are made by parent educators, who coordinate with the nurse visitor. To promote early childhood health and development, First Born educates parents and helps them access community resources, using a three-pronged approach: helping the family to develop life and social skills, such as decision-making, crisis intervention, and knowledge of child development; using screening tools to identify problems (for example, substance dependency or developmental delays) and referring families to the appropriate sources of help; and promoting effective coordination among community resources. Based on First Born's scale-up experience, Kilburn and Cannon outline several lessons for other universal programs, including the pros and cons of universal services, the expectation that universal programs will have population-level impact, and barriers to innovation.
Strengthening Home Visiting: Partnership and Innovation in Los Angeles County
Author: Altmayer, Christina
Date: 2019-00-00
Type: Journal Articles
Subjects: Home Visits,Parents,Parent Education,Partnerships in Education,Social Services,County Programs,Referral,Child Welfare,Caseworker Approach,Pilot Projects,Psychometrics,Screening Tests,Program Implementation,Program Evaluation,Child Safety

Los Angeles County's experience, write Christina Altmayer and Barbara Andrade DuBransky, shows how a universal offer of assistance can establish a foundation on which public and private agencies can plan meaningful systemic reform--and spark incentives for greater, more effective investments in services directed to vulnerable families. The county's vision for a universal, voluntary, integrated system of home visiting offered in 14 targeted communities builds on Welcome Baby, a universal home visiting program that provides as many as nine contacts to pregnant women and new parents until a child's ninth month. Piloted in one hospital in 2009, Welcome Baby is now available to new parents delivering in 14 hospitals throughout the county, reaching approximately one-third of all births in the county annually. As of June 2018, the program had reached more than 59,000 families. Welcome Baby and other related investments are part of a broader story unfolding in LA County. The authors describe an important policy shift that's moving both public and private providers toward an integrated system of universal and targeted home visiting. The county's action plan calls for significant investments in new parent support and responsiveness from multiple county-level agencies, as well as the development and expansion of multiple home visiting models to meet the needs of the county's diverse population. As the initiative continues to grow, Altmayer and Andrade DuBransky write, the county is aiming to streamline referral pathways to ensure maximum participation; fill service gaps for high-risk populations; increase access to voluntary home visiting for families at high risk for involvement in the child welfare system; create a common data collection system to improve outcome reporting; maximize the use of current resources while generating new revenue; and ensure that the home visiting system is deeply embedded in larger systems serving children and families.
Universal Reach at Birth: Family Connects
Author: Dodge, Kenneth A.
Date: 2019-00-00
Type: Journal Articles
Subjects: At Risk Persons,Family Programs,Birth,Home Visits,Community Resources,Information Systems,Child Abuse,Prevention,Intervention,Infants,Nurses,Program Effectiveness,Program Evaluation,Child Health,Well Being

How do we screen all families in a population at a single time point, identify family-specific risks, and connect each family with evidence-based community resources that can help them overcome those risks--an approach known as targeted universalism? In this article, Kenneth A. Dodge and W. Benjamin Goodman describe Family Connects, a program designed to do exactly that. Developed and tested in Durham, NC, Family Connects--now in place at 16 sites in the United States--aims to reach every family giving birth in a given community. The program rests on three pillars. The first is &quot;home visiting&quot;: trained nurses (or other program representatives) welcome new babies into the community, typically at the birthing hospital, then work with the parents to set up one or more home visits when the baby is about three weeks old so they can identify needs and connect the family with community resources. The second pillar, &quot;community alignment,&quot; is an assembly of all community resources available to families at birth, including child care agencies, mental health providers, government social services, and long-term programs for subgroups of families with identified needs, such as Healthy Families and Early Head Start. The third pillar, &quot;data and monitoring,&quot; is an electronic data system that acts as a family-specific psychosocial and educational record (much like an electronic health record) to document nurses' assessments of mother and infant, as well as connections with community agencies. In randomized clinical trials, Family Connects has shown promising results. Compared to control group families, families randomly assigned to the program made more connections to community resources. They also reported more positive parenting behaviors and fewer serious injuries or illnesses among their infants, among other desirable outcomes. And in the first five years of life, Family Connects children were significantly less likely to be subject to Child Protective Services investigations than were children in a control group.
Every Child Deserves a Permanent Home: The Permanency Innovations Initiative
Author: Testa, Mark
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Child Neglect,Child Welfare,Foster Care,Intervention,Program Implementation,Program Evaluation,Formative Evaluation,Summative Evaluation,Barriers,Placement,Prevention,Evidence Based Practice

About one-fifth of children involved in investigations for abuse or neglect are placed in foster care. Although some return to their families quickly, others may remain in foster care for years without permanent family relationships. In this article, Mark Testa, Kristen Woodruff, Roseana Bess, Jerry Milner, and Maria Woolverton examine the Permanency Innovations Initiative (PII), a federally funded effort that tested innovative programs designed to prevent children from experiencing long stays in foster care and to build evidence for strategies that can be brought to scale in child welfare. PII aimed to follow a four-phase model for selecting, implementing, and testing interventions, including &quot;exploration and installation, initial implementation and formative evaluation, full implementation and summative evaluation, and replication and adaptation.&quot; The results of the initiative were not encouraging. Some sites were never able to move to the full implementation phase. Others had significant trouble with participation rates. Two sites that were able to experimentally evaluate a fully implemented intervention found no significant differences between the treatment and comparison groups in achieving stable and permanent homes for children, and a third site found that the experimental results actually favored the comparison group. The authors &quot;principal finding&quot; is that &quot;none of the promising innovations tested in this initiative yielded meaningful improvements in… stable permanence when rigorously evaluated.&quot; Discussing the implications for child welfare programs in general, they raise a fundamental issue: Should such programs primarily deal with maltreatment only after it has occurred? Or should they also work to prevent maltreatment from happening in the first place through early, universal interventions that strengthen protective factors within families?
Parental Involvement Policies in Ontario: A Critical Analysis
Author: Antony-Newman, Max
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parenting Skills,Barriers,Partnerships in Education,Educational Policy,Position Papers,Diversity,Parent Background,Empowerment,Disadvantaged,Parent Role,Whites,Family School Relationship,Immigrants,Social Class,Cultural Capital

In the current climate of ever-increasing pressure on parents to become more responsible for the achievement of their children, which forms an element of neo-liberal governance with its shift from public to private, it is necessary to understand the discourses generated by parental involvement policies. This analysis showed that existing policies in Ontario (Canada) are permeated with discourses of barriers and parental deficiency. They employ a narrow definition of parental involvement, privilege parenting strategies of White middle classes, and represent diverse and immigrant parents as lacking. Although the difference among parents is acknowledged, parents receive no recognition for funds of knowledge they have. Policy documents remain silent on issues of inequality and present parental involvement as a neutral tool rather than a socially constructed and historically specific practice with its set of winners and losers. Implications for policymakers include adding parental involvement content in preservice and in-service teacher education to make parent--school partnerships truly democratic and effective for all.
Parent Matters: The Impact of Parental Involvement on Non-Native English Speakers&apos; Postsecondary Education Enrollment
Author: Yeh, Ellen
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,English Language Learners,Postsecondary Education,Enrollment,Predictor Variables,Longitudinal Studies,Parent Student Relationship,Parent Aspiration,Family Environment,Parent School Relationship,Native Language,Second Language Learning

Despite many years and multiple plans by education policymakers and school administrators in the U.S. to achieve educational equity, there is still a wide disparity in the postsecondary education (PSE) rate between non-native English speakers and native English speakers. The current study investigated the extent to which parental involvement factors predict the likelihood of non-native English speakers' PSE enrollment after controlling for socioeconomic status and linguistic factors. To examine the differences in the effects of parental involvement factors on non-native English speakers' PSE enrollment rate, the nationally representative Education Longitudinal Study of 2002 (ELS:2002) dataset and a binary logistic regression model were used. The results of this study provide evidence in support of a conceptual model for parental involvement factors in PSE enrollment and indicated that parent-student involvement (i.e., parents advise students' school work, such as discussing school courses, grades, preparation for ACT/SAT, and other issues about PSE) is the strongest predictor, followed by parent-student involvement regarding non-native English speakers' behavioral problems, as well as home language literacy use. A home language environment factor also suggests that students' native language development can assist and support their second language (L2, i.e., English) learning and development. Implications and recommendations for policymakers, educators, and parents are discussed.
Exploring the Funds of Knowledge with 108 Guatemalan Teachers
Author: Daniel, Mayra C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Capital,Student Attitudes,Teacher Attitudes,Cultural Background,Sociocultural Patterns,Indigenous Populations,Teacher Education,Barriers,Culturally Relevant Education,Foreign Countries,Reflection,Teacher Workshops,Attitude Change,Teacher Student Relationship,American Indian Students,American Indian Culture,Teaching Methods,Urban Areas,Educational Practices,Elementary Secondary Education,Faculty Development,Cultural Differences

Using a reflective exercise designed for this study, Guatemalan educators explored their students' and their own cultural capital. The &quot;cultural capsule exercise&quot; served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country's schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers' ability to adjust the curriculum in consideration of learners' funds of knowledge.
Situated Practice in CLIL: Voices from Colombian Teachers
Author: Torres-Rincón, Juan Carlos
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Course Content,Language of Instruction,Teaching Methods,Interdisciplinary Approach,Private Schools,Grounded Theory,Teacher Attitudes,Creativity,Critical Thinking,Cooperation,Communication Skills,Lesson Plans,Educational Practices,Textbooks,Faculty Development,Lifelong Learning,21st Century Skills,Elementary School Teachers

The purpose of this exploratory qualitative study was to determine the factors and conditions that intervene in the implementation of CLIL (Content and Language Integrated Learning) in diverse Colombian educational contexts. This study was conducted at five private schools from different cities and towns in the country (Bogotá, Chía, Tenjo, Facatativá, and Girardot). Data was collected from three sources (interviews, questionnaires, and field journals). Data analysis procedures included the use of triangulation and validation procedures through the grounded theory approach. Findings revealed that teachers still have complications understanding CLIL as an approach that goes beyond the mere usage of the target language in content. Instead, the study advocates for the inclusion of essential lifelong skills (i.e. creativity, critical thinking, collaboration, and communication) when implementing CLIL in the classroom. Results also indicated that staged lesson planning is scarce, and that teachers' practices still emphasize the scope and sequence plan provided by the textbook used in the institutions. Hence, the study supports the design and implementation of CLIL professional development programs that through scaffolding can assist teachers in viewing and situating CLIL as a dialogic pedagogical approach. Not only does the approach help teachers make use of their existing knowledge of CLIL, but also helps them materialize ways through which language and content can be integrated.
The Effect of MALL Instruction on Teens&apos; Writing Performance
Author: Al-Hamad, Raghda F.
Date: 2019-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Vocabulary Development,Writing Instruction,Comparative Analysis,Teaching Methods,Instructional Effectiveness,Connected Discourse,Computer Software,Grade 11,High School Students,Foreign Countries,Language Usage,Punctuation,Scoring Rubrics,Writing Evaluation,Pretests Posttests,Writing Improvement

This paper examines the potential effectiveness of MALL for developing teens' writing performance. The results reveal substantial improvement in content and ideas, organization and mechanics, vocabulary, and language use in favor of the experimental groups (viz. Smart Teens and Amazing Teens).