ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Institutional Agents in Promoting Transfer Access
Author: Dowd, Alicia C.
Date: 2013-02-25
Type: Journal Articles
Subjects: College Transfer Students,Access to Education,Minority Group Students,Socioeconomic Status,Community Colleges,College Faculty,Administrators,Teacher Role,Administrator Role,Student Development,Self Concept,Academic Aspiration,Professional Development,Case Studies,Interviews,Role Models,Transfer Programs,Student Financial Aid,Student Costs,Resources,STEM Education,Qualitative Research,Action Research,Mixed Methods Research

A growing body of research points to the important role played by &quot;institutional agents&quot; in facilitating college access and success for students from non-dominant racial-ethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college to a selective college or university, our narrative analysis depicts the students' collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students' postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents. (Contains 4 tables and 12 footnotes.)
K-12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-Taking and Performance at California's Community Colleges
Author: Kurlaender, Michal
Date: 2013-02-27
Type: Journal Articles
Subjects: College Freshmen,High School Students,Community Colleges,Achievement Tests,Standardized Tests,Predictor Variables,Academic Achievement,Racial Differences,Comparative Analysis,College Preparation,Scores,State Standards,Grade 11,Grade Point Average,Mathematics Achievement,Reading Achievement,Regression (Statistics)

In this paper we focus on California high school students' transition to community colleges. Our unique dataset tracks five cohorts of California high school juniors into their freshmen year at in-state community colleges. We evaluate the extent to which high school achievement tests (currently not utilized by community colleges in course placement decisions) are useful for 
predicting academic success at community college. In addition, given persistent disparities in college attainment by race, we explore whether this fundamental relationship between high school achievement, college course-taking, and performance differs for students from different racial/ethnic backgrounds. (Contains 7 tables, 6 figures, and 13 footnotes.)
Public and Private Lives: Institutional Structures and Personal Supports in Low-Income Single Mothers' Educational Pursuits
Author: Cerven, Christine
Date: 2013-02-27
Type: Journal Articles
Subjects: Low Income,One Parent Family,Mothers,Educational Attainment,Females,Case Studies,Welfare Services,Counties,Community Colleges,Interpersonal Relationship,Postsecondary Education,Student Needs,Social Networks,Academic Achievement,Academic Persistence,Participant Characteristics,Grounded Theory,Qualitative Research,Semi Structured Interviews

Drawing on a case study of 60 low-income single mothers in California, I present a grounded account of the barriers and supports single mothers encounter in their pursuit of postsecondary education (PSE) and detail what the women themselves attributed to their success. I highlight the role both significant others (peers, family, friends) and institutional structures (the county welfare department and a community college district) played in their access and persistence within a community college district. In doing so, I provide a rich portrait of single mothers' pursuits of postsecondary education to inform the empirical research gaps in the literature on the effects of welfare reform on the pursuit of PSE. I find that not only does the support of significant others play an important role in single mothers' access of PSE, but that referrals to PSE from the county welfare department were as equally important--a finding that counters the dominant discussion in scholarly work on the barriers welfare departments pose to welfare recipients' pursuit of PSE. Supportive significant others remained an important factor in the women's abilities to persist in their postsecondary pursuits, but the women also cited student support programs designed to address the needs of low-income students as facilitating their persistence. The implications for the impact of welfare department practices, community college support structures and close networks of significant others on low-income single mothers' access and persistence in a community college district are discussed. (Contains 2 tables and 9 footnotes.)
Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona
Author: Heineke, Amy J.
Date: 2013-04-15
Type: Journal Articles
Subjects: Qualitative Research,Teacher Placement,Teacher Education,English Only Movement,English (Second Language),English Language Learners,Interviews,Alternative Teacher Certification,Educational Policy,Low Income Groups,Professional Identity,Achievement Gap,Legal Problems,Beginning Teachers,Teacher Effectiveness,Bilingualism,Discourse Analysis

In this qualitative study, we examined teachers' language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview 
data from seven current corps members and eight alumni teachers, we investigated whether and how professional preparation shaped teachers' identity and agency to implement prescriptive linguistic and instructional mandates in the classroom. (Contains 3 tables and 1 figure.)
Social Pedagogy: Historical Traditions and Transnational Connections
Author: Schugurensky, Daniel
Date: 2013-04-30
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Educational History,Social Problems,Foreign Countries,International Cooperation,Role of Education,Social History,Holistic Approach,World History,Political Issues,Educational Methods

With over 150 years of history, social pedagogy is both an interdisciplinary scholarly field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work and community development. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or put in a different way, it is concerned with the educational dimension of social issues and the social dimensions of educational issues. The first part of this paper analyzes the history of the field of social pedagogy since its origins until today, with a focus on transnational flows between Europe and the Americas. The second part of the paper discusses the main issues raised in this special issue of EPAA, and extracts the main threads and connections among the different papers included in the volume.
Transitions in a Life-World: Looking Backward and Forward after Forty-Five Years of Social Pedagogical Research and Teaching in Leuven
Author: Wildemeersch, Danny
Date: 2013-04-30
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Educational Philosophy,Educational History,Adult Education,Educational Theories,Teaching Methods,Social Work,Social Influences,Educational Policy

The paper presents the author's reflection on research and teaching over a period of 45 years in a social pedagogy program in the Leuven University (Belgium). While the case is interesting in its own right, it holds broader significance for its contribution to understanding developments in education, adult and community education and social work both in disciplinary terms and regarding practice. It presents the theoretical sources of inspiration from diverse linguistic, cultural, policy and academic contexts. The chronology is organized in four periods marked by turning points that were influenced by internal and external events. The first phase is the pioneering phase. The second is the crisis and recovery phase. The third is the multiplicity phase, and the last phase is that of reinvention. The paper also reflects on some of the major themes and issues that have directed developments in social and cultural pedagogy (both old and recent) such as issues of language, the 
emergence of a lifelong learning discourse, and the notions of community, solidarity and criticality. (Contains 4 footnotes.)
The Social(&quot;ist&quot;) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside
Date: 2013-04-30
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Rural Schools,School Role,Social Systems,Political Attitudes,Social Change,Social Action,Agricultural Production,Agricultural Laborers,Educational Theories,Social Justice,Popular Culture,Critical Theory,Cooperation,Equal Education,Educational Philosophy

This article explores the social(&quot;ist&quot;) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, 
activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists--Paul Willis, Paulo Freire, and Antonio Gramsci--are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(&quot;ist&quot;) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century. (Contains 11 footnotes.)
Variations of Social Pedagogy--Explorations of the Transnational Settlement Movement
Author: Koengeter, Stefan
Date: 2013-04-30
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Foreign Countries,Educational History,Social Influences,World History,Land Settlement,Higher Education

Both the German and the international discourses on social pedagogy are 
shaped by a diachronic perspective on its history, which takes differing national developments as its starting point, and thus sees socio-pedagogical thinking as having its roots in particular nation states. In our article, however, we take a synchronic perspective to show, by means of the transnational development of the settlement movement, that a socio-pedagogical constellation has developed transnationally. After considering examples 
of the transnational development of the settlement movement in the USA, Germany and Canada, we will reconstruct variants of socio-pedagogical thinking using key publications from the settlement movements. Rather than focusing on historical attempts at definition undertaken by those regarded as the classic proponents of social pedagogy, this essay is concerned with identifying a socio-pedagogical constellation in which various definitions 
are present simultaneously and can be read from different national, disciplinary, and theoretical positions. The socio-pedagogical constellation, as we derive it from the transnational settlement movement, concentrates on the relationship between a diagnosis of societal conditions, the pedagogical organization of social relations, and the expansion of normatively defined agency. This socio-pedagogical constellation is presented at the end 
of the essay and positioned in relation to other socio-pedagogical attempts at definition. (Contains 3 footnotes.)
Dialectics Instead of Dichotomy: Perspectives on the Twin Ambitions Movement
Author: Eriksson, Lisbeth
Date: 2013-04-30
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Organizations (Groups),Community Development,Critical Theory,Social Change,Activism,Recognition (Achievement),Social Justice,Structured Interviews

This article discusses the mobilizing work of a disability organization, at the 
local chapter level. I have spent about a year following the work of a chapter, mainly through contacts, conversations and interviews with the persons who are active on its board. The analysis of the chapter's work takes as its starting point two traditions that emphasize collective sense of community and mobilization of groups. These traditions, continental social pedagogy and Anglo-Saxon community development, are complemented by the theoretical concepts of recognition and redistribution. A number of dilemmas, 
which can be expressed in terms of dichotomies, are built into these theories. They can be challenged in different ways by the empirical data. Through these confrontations, we can see how the dichotomy is transformed into dialectics where phenomena cannot be regarded as either or but rather as both.
Funding Early College High School: Hold Harmless or Shared Commitment
Author: Leonard, Jack
Date: 2013-05-06
Type: Journal Articles
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,College Readiness,Philanthropic Foundations,Case Studies,Community Colleges,Financial Support,Paying for College,Advanced Placement,Learner Engagement,Suburban Schools,High Stakes Tests,College Credits,Parent Responsibility,Student Responsibility,Semi Structured Interviews,Focus Groups

Early college high schools are a promising but expensive pathway to college 
readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire cost. Data from document analysis and interviews with administrators, parents, and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment, and administrator attention. The results suggest that learning to cope with the cost of college, which this 
program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the &quot;hold harmless&quot; model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies, and scholars in educational financial policy. (Contains 4 tables and 1 footnote.)
3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum
Author: Su,Chung-Ho
Date: 2013-04-00
Type: Journal Articles
Subjects: Educational Games,Computer Software,Computer Uses in Education,Educational Technology,Pretests Posttests,Engineering,Computer Simulation,Learning Strategies,Instructional Effectiveness,Quasiexperimental Design,Learning Motivation,Academic Achievement,Teaching Methods,Conventional Instruction,Questionnaires,Problem Solving,Relevance (Education),Prior Learning,Learning Activities,Learner Engagement,College Students,Foreign Countries

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A quasi-experimental design is based on the ARCS Theory (Attention, Relevance, Confidence, and Satisfaction) to investigate the effectiveness of game-based  learning strategy in 3-dimension virtual reality scenario. The students are randomly assigned into two groups for quasi-experimental design. In game-based learning, the curriculum content is mapped into the game to provide a scenario learning environment. After implementation of quasi-experimental design, the pre-test and post-test results shown that 3D game-based learning system with software engineering curriculum could achieve a better learning achievement and motivation than using traditional instruction. The statistical test displayed that learning motivations of students have significant  impact on learning achievement, and learning achievements of students with game-based learning are better than those who use traditional face-to-face teaching. After re-checked the questionnaire, this paper finds that game-based learning challenging and attractiveness can lead to learners' curiosity and immersion in learning activity. And the results show that 80% students are satisfaction, and 83% students are confidence for the course learning after use the game-based learning system. Lastly, the research results could provide to related educators as references. (Contains 8 figures and 3 tables.)
Do In-School Feeding Programs Have an Impact on Academic Performance?
The Case of Public Schools in Argentina
Author: Adrogue, Cecilia
Date: 2013-06-03
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Standardized Tests,Scores,Nutrition,Intervention,Disadvantaged Schools,Achievement Gains,Program Effectiveness,Language Tests,Mathematics Tests,Family Environment,Hunger,Food,Elementary School Students,Surveys,Regression (Statistics),Socioeconomic Status,Public Schools,Lunch Programs

As Argentina presents problems of malnutrition, the federal in-school feeding program has become a key policy because it provides an important nutritional intervention during a relevant growth period. This paper estimates the effect of the program on academic performance--measured by standardized test scores--with a difference in difference model, which exploits the change over time in the supply of the in-school feeding program during the end of the nineties. We build an original panel using the ONEE corresponding to the years 1997, 1999 and 2000. Our findings suggest that the program has successfully targeted the most disadvantaged schools. However, only partial improvement in school performance has been found. Language test scores were the only ones to show a statistically significant improvement, with no noticeable effects reported in math scores. These results are consistent with the characteristics of the federal in-school feeding program in Argentina, which do not compensate for the nutritional deficit the children bring from their homes. This implies that having an in-school feeding program--even that reaching the most needy populations--does not necessarily address the desired goals of compensating for nutritional deficits 
and correlating to improved test results for students. (Contains 5 tables and 13 footnotes.)
Patterns in Student Assignment to Elementary School Classrooms
Author: Bosworth, Ryan
Date: 2013-06-10
Type: Journal Articles
Subjects: Student Placement,Grouping (Instructional Purposes),Elementary School Students,Student Characteristics,Educational Policy,Classroom Environment,Grade 5,Classroom Observation Techniques,Correlation,Predictor Variables,Models,Racial Composition,Institutional Characteristics,Population Distribution,Socioeconomic Status

In an effort to better understand aggregate patterns in the way elementary school students are assigned to classes, we conduct a careful analysis of observed classroom assignment outcomes in the 5th grade in North Carolina elementary schools. First, we model the probability that a pair of students are classmates as a function of the characteristics of that pair of students. This novel methodological technique enables us to directly observe the degree to which actual assignment patterns differ from what might be expected under random assignment for a wide variety of student characteristics. Second, we analyze patterns in classroom assignment and discuss the implications of these patterns. We show that classroom assignments tend to deviate from random assignment in a way that tends to group similar students and that these deviations tend to be greatly magnified in Magnet schools. Importantly, we find evidence that administrators sort students based on attributes not normally observable by researchers. These findings have important implications for researchers using value-added modeling (VAM) techniques. Finally, we find that classroom assignment patterns are generally stable across the racial, income, and geographic characteristics of schools. (Contains 5 tables, 4 figures, and 6 footnotes.)
Incentives, Teachers, and Gender at Work
Author: Robert, Sarah A.
Date: 2013-04-01
Type: Journal Articles
Subjects: Incentives,Gender Differences,Teacher Salaries,Rewards,Foreign Countries,Ethnography,Decision Making,Rural Areas,Disadvantaged Schools,Masculinity,Femininity,Economic Factors,Educational Policy,Safety,Transportation,Neighborhoods,Cost Effectiveness,Criticism,Semi Structured Interviews,Comparative Analysis

Incentive pay programs have become panacea for a multitude of educational 
challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study examined ethnographically 10 teachers' decision-making processes regarding 
whether to take up The Rural Program [&quot;La Ruralidad&quot;] in the Province of Buenos Aires, Argentina, which rewarded qualified educators with bonus pay to work in hard-to-staff schools, to address the question: How does gender mediate teachers' decision-making process to take up an incentive reward? I isolate three conditions: safety, transportation, and community, to show how gendered relations, identities, and roles incentivize teachers. I argue that masculinities and femininities mediated teachers' approach to taking up 
incentives. Rather than a simplistic, one-time-only decision, the study shows an on-going policy process that involves women and men in &quot;rational economic decision making&quot; mired by gender. (Contains 1 table and 4 footnotes.)