ethanporcaro/eric-fulltext-meta huggingface dataset:
Aligning Equity, Engagement, and Social Innovation in Anchor Initiatives
Author: del Rio, Esteban
Date: 2019-02-00
Type: Journal Articles
Subjects: School Community Relationship,Institutional Mission,Organizational Change,Inclusion,Diversity (Institutional),Entrepreneurship,Urban Universities,Organizational Culture,Cooperation

Drawing on cultural studies and the practice of engaged learning and scholarship, this paper proposes a cultural approach to institutional transformation, which we argue necessarily follows anchor partnerships. The authors advance a model of cohesion and alignment among equity, diversity, and inclusion (EDI), community engagement, and social entrepreneurship commitments at colleges and universities. This centers on the notion of &quot;joining&quot; as an epistemology and a methodology in community and campus-based work to achieve the anchor mission. In addition to advancing a theoretical model, the authors draw upon theory in practice at the University of San Diego, where the Center for Inclusion and Diversity, Mulvaney Center for Community, Awareness, and Social Action, and the Changemaker HUB aligned their efforts to approach student learning, community empowerment, and economic development through a cohesive lens.
Philadelphia Anchors for Growth and Equity: Applying the Lean Startup Methodology to Build a Financially Sustainable Anchor Collaborative
Author: Khandros, Mariya
Date: 2019-02-00
Type: Journal Articles
Subjects: Urban Universities,Hospitals,Cooperative Programs,School Community Relationship,Urban Areas,Financial Support,Sustainability,Purchasing,Strategic Planning,Supply and Demand

As poverty and inequality continue to plague American cities, universities and hospitals are looking for ways to leverage their role as community anchors to address these issues. Local procurement programs have emerged as one way for institutions to build local wealth and create jobs. In order to increase the impact of individual institutions, many cities are creating place-based collaboratives to amplify the impact of individual anchors. However, because collaboratives focus on systems-level change, which can take many years to achieve, they frequently struggle to raise and sustain necessary levels of funding. This article outlines how the principles of a Lean Startup methodology, an approach that focuses on gradual growth using validated learning, can be utilized to build financially sustainable anchor collaboratives and identify the most effective strategies for local purchasing. The article provides an overview the Philadelphia local purchasing landscape. The author defines the Lean Startup methodology and looks at the application of the methodology through the lens of Philadelphia's local purchasing collaborative, Philadelphia Anchors for Growth and Equity at the Economy League of Greater Philadelphia. The goal of this article is to share a strategic planning framework that could be useful in creating effective local purchasing collaboratives.
Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of &quot;Research Methodology&quot; Course
Author: Siwei, Yue
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),International Trade,Business Administration Education,Educational Change,College Freshmen,Business English,Linguistic Input,Lecture Method,Blended Learning,Foreign Countries,Student Attitudes,Case Studies,Research Methodology

This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures' inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teacher participation meet the expectation of students in spite that the teacher participation is over-performed. Meanwhile, the pedantic attribute of the course remains even with an attempt to diversify the lecture inputs and to reduce the ratio of English to Chinese as the working language in lectures. This study suggests that the general courses of theoretical knowledge should be put off to the second year of university. Flipped classroom philosophy is recommended where the pre-class preparation is enforced and the teacher performs as a learning assistant for the students when executing research projects.
A Case Study on L2 Learning Strategies of Middle-Aged Learners
Author: Liangqiu, Lyu
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Adults,Learning Strategies,Metacognition,Memory,Second Language Instruction,Cultural Background,Graduate Students,English (Second Language),Foreign Countries,Student Attitudes

There are many researches about learning strategies of adolescent students and adult learners, but few on learning strategies of middle-aged learners. Through a case study, the paper finds out that middle-aged learners use six classes of learning strategies in a high frequency, especially cognitive strategies, meta-cognitive strategies and social strategies. But compensation strategies, memory strategies and affective strategies were used at a lower frequency. The factors of age and life experience as well as cultural background are of great significance for the choice of using certain learning strategies. The results of the study also show that SILL is of high reliability for the study on learning strategies of Chinese second language learners.
Separate and Unequal -- Title I and Teacher Quality
Author: Rivera Rodas, Elizabeth I.
Date: 2019-02-18
Type: Journal Articles
Subjects: Disadvantaged Schools,Educationally Disadvantaged,Urban Schools,Teacher Effectiveness,Educational Equity (Finance),Educational Finance,Elementary Schools,Elementary School Teachers,Elementary School Students,Expenditure per Student,Value Added Models,Scores,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Quality

Research has shown that Title I's &quot;comparability&quot; provision causes gaps in noncategorical per pupil teacher funding. Using a unique dataset that merges 2009-2010 New York City (NYC) Department of Education value-added scores, school finance data, and school demographic data, this study not only confirms that NYC Title I elementary schools received less noncategorical per pupil teacher funding than non-Title I elementary schools, but these schools also had lower quality teachers. This paper provides the first evidence of a negative relationship between noncategorical per pupil teacher funding and the percentage of below average teachers even when controlling for certain school demographics. If Title I elementary public schools in New York City have lower quality teachers, then the students that are served by these schools are not receiving the same quality of education as their peers. Changing the comparability provision in Title I funding would result in more equitable funding.
Reflective Learning Views of Students, Teachers and Instructors: A Mixed-Methods Study
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Student Attitudes,Teacher Attitudes,Foreign Countries,Faculty Development,College Students,Mixed Methods Research,English (Second Language),Second Language Learning,English Teachers,Language Teachers,College Faculty

Teachers need to modernize themselves and keep pace with changes in order to adapt themselves to the developing and changing system. At this juncture, the &quot;reflective learning&quot; model becomes an important element of teachers' professional development. Since the concept of reflection was first used, it has increased its importance as an alternative approach to the existing models of learning that still hold sway. Nevertheless, when the studies that have been conducted over the years were consulted, it was determined that reflective learning is a difficult concept to define, because reflection is an abstract concept, the question how it is to be distinguished from one's other thoughts and ideas assumes importance. For this reason, research with 102 participants has been undertaken in order to ascertain the awareness of teachers, students and instructors of reflective learning. The participants are broken down thus: 35 students receiving education in the English Language and Literature department of Karabük University; 31 instructors providing in-service English classes in the same university's Preparatory unit and other Faculties; and 36 English teachers serving in the secondary level schools in the Karabük province in Turkey. The participants have responded to a survey consisting of 33 questions. In the data analysis, SPSS and nonparametric Mann-Whitney-U, Kruskal-Wallis and Student Newman Kleus tests have been used. In addition, 2 teachers have been interviewed, the technique of content analysis has been used and the data has been analyzed by means of NVivo 12 Pro-computer assisted qualitative data analysis programme.
Implementing Successful Jail-Based Programming for Women: A Case Study of Planning Parenting, Prison &amp; Pups -- Waiting to &apos;Let the Dogs In&apos;
Author: Collica-Cox, Kimberly
Date: 2019-12-00
Type: Journal Articles
Subjects: Females,Institutionalized Persons,Parent Education,Correctional Education,Animals,Therapy,Educational Innovation,Program Effectiveness,Program Implementation,Program Evaluation

With 68% of prisoners recidivating within a three year period, designing and implementing innovative programming within the corrections setting is a necessity. The transient nature of the jail population begets difficulties for its successful implementation and maintenance. Since incarcerated females represent a smaller portion of the population, women, who face different challenges than their male counterparts, often receive less opportunity for programming, especially within the jail setting. Parenting, Prison &amp; Pups (PPP), a program which weaves together an evidence-based parenting curriculum, integrated with the use of Animal-Assisted Therapy (AAT), serves as a model for how to implement innovative programming within the jail setting at both the federal and county level for female prisoners. This paper outlines strategies to employ and discusses challenges that arise during program creation, implementation, and evaluation, which all require consideration prior to starting a new jail-based program. Despite a multitude of challenges, well-developed strategies can advance program goals and outcomes.
Students&apos; Family Support, Peer Relationships, and Learning Motivation and Teachers Fairness Have an Influence on the Victims of Bullying in Middle School of Hong Kong
Author: Zhao, Ruo Bing
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Family Relationship,Peer Relationship,Learning Motivation,Teacher Student Relationship,Bullying,Victims,Student Motivation

This study aims to explore the effect of students' family socio-economic status, gender, family support, learning motivation and peer relationships and teachers' equity on the victims of school bullying in Hong Kong. Additionally, the model was analyzed by SEM. The participants in this study were 15 year-old middle school students living in Hong Kong. The data were collected from the PISA 2015 database and the valid number was 4856. The results indicating that family support, peer relationships, and teacher fairness have a negative influence on school bullying. Family support affects one's risk of being bullied by influencing learning motivation. Peer relationship affects one's risk of being bullied by influencing learning motivation. Teacher fairness affects one's risk of being bullied by influencing learning motivation.
Sixth Grade Students&apos; Listening Comprehension of the Story Text
Author: Babayigit, Ozgur
Date: 2019-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Grade 6,Middle School Students,Foreign Countries,Gender Differences

The aim of this research is to investigate ability of sixth grade students' comprehension of the listened story text. The research is the survey type of quantitative research methods. The population of the study consisted of the sixth grade students of the middle schools in the city center of Yozgat, Turkey in the 2018-2019 academic years. A simple random cluster sampling method was used in the selection of the sample. A total of 369 sixth grade students are sample. As a data collection, a story text entitled &quot;Hero of the Town&quot; was used. Data were collected in October 2018. SPSS 21 program was used to analyze the data. The level of listening comprehension of the sixth grade students to the story text is 77.46%. It is seen that the sixth grade girl students' listening comprehension is better than boy students. The girls' listening comprehension is higher than boys' [listening comprehension by] 8%.
Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking?
Author: Fukuzawa, Sherry
Date: 2019-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Multiple Choice Tests,Test Items,Test Format,Item Response Theory,Critical Theory,Taxonomy,Large Group Instruction,Introductory Courses,Predictor Variables,Student Evaluation,College Freshmen,Test Wiseness,Foreign Countries

Graded Response Method (GRM) is an alternative to multiple-choice testing where students rank options according to their relevance to the question. GRM requires discrimination and inference between statements and is a cost-effective critical thinking assessment in large courses where open-ended answers are not feasible. This study examined critical thinking assessment in GRM versus open-ended and multiple-choice questions composed from Bloom's taxonomy in an introductory undergraduate course in anthropology and archaeology (N=53 students). Critical thinking was operationalized as the ability to assess a question with evidence to support or evaluate arguments (Ennis, 1993). We predicted that students who performed well on multiple-choice from Bloom's taxonomy levels 4-6 and open-ended questions would perform well on GRM involving similar concepts. High performing students on GRM were predicted to have higher course grades. &quot;The null hypothesis was question type would not have an effect on critical thinking assessment.&quot; In two quizzes, there was weak correlation between GRM and open-ended questions (R[superscript 2] =0.15), however there was strong correlation in the exam (R[superscript 2] =0.56). Correlations were consistently higher between GRM and multiple-choice from Bloom's taxonomy levels 4-6 (R[superscript 2] =0.23,0.31,0.21) versus levels 1-3 (R[superscript 2] =0.13,0.29,0.18). GRM is a viable alternative to multiple-choice in critical thinking assessment without added resources and grading efforts.
The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates
Author: Vural-Batik, Meryem
Date: 2019-00-00
Type: Journal Articles
Subjects: Homosexuality,Social Bias,Self Concept,Counselor Training,College Students,Predictor Variables,Place of Residence,Gender Differences,Instructional Program Divisions,Foreign Countries,Individual Differences,Self Esteem,Cultural Influences

This research was conducted to investigate the predictive role of homophobia and unconditional self-acceptance on respect of differences in psychological counselor candidates. Participants were 239 psychological counselor candidates. The Respect of Differences Scale, the Homophobia Scale, and the Unconditional Self-Acceptance Scale were used to collect the data. Path analysis was used to determine the influences of variables on respect of differences. The independent sample t-test and one-way ANOVA were used to determine differences between participants in terms of gender and grade. The results of the analysis indicated that homophobia and unconditional self-acceptance are predictors of respect of differences, and place of living and traditionally have an indirect effect on respect of differences. In addition, female participants reported a higher level of respect of differences than male participants. Similarly, first year college students reported a higher level of respect of differences than fourth year college students.
The Influence of Active Learning on the Concept of Mastery of Sains Learning by Fifth Grade Students at Primary School
Author: Setiawan, Danang Wahyu
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Grade 5,Elementary School Students,Experimental Groups,Control Groups,Pretests Posttests,Foreign Countries

The research aims to know the effect of Active Learning on the concept of mastery of sains learning by fifth grade students at primary school. The method that is used in this research is a quasi-experimental research. The aspect being measured in this research was comparing two learning groups. Experiment group was exposed to Active Learning Model and control group to conventional learning model. The data population of this research was all fifth grade students (28 students) at Primary School Soropaten 2 district Klaten in academic year of 2017/2018. The population was then divided into two classes. 14 students were in the experiment class, and 14 students were in the control class. The data sampling of research conducted with cluster random sampling. Data collection techniques included tests and observations. Data analysis was done by using a t-test and descriptive statistics. The results showed that learning with Active Learning Model influences the concept mastery of sains learning. The result learning by fifth-grade students Primary School showed 2.990 with the significance level at less than 0.05 i.e., 0.006.
Social Media and Loneliness--Forever Connected?
Author: Yavich, Roman
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Psychological Patterns,Foreign Countries,College Students,Young Adults,Social Networks,Affective Measures

Young adults' use of social media has soared in recent years, and the many hours that young adults now spend in front of screens replace time spent in face-to-face interactions. Previous studies indicate that the unique features of social media offer advantages to adolescents compared with other communications media. Today, the fact that young adults spend a significant part of their social lives spent on social media and forums triggers an important question that interests educators and therapists about whether presence in the digital world offers an adequate sense of social belonging and mitigates the feeling of loneliness that young adults occasionally experience. Using self-report questionnaires, this study examined associations between reported Facebook usage patterns and loneliness among Ariel University students. The hypotheses of this study, predicting an association between social media usage and loneliness, were not supported, in contrast to findings of previous studies.
What Does It Mean to Work in a System That Fails You and Your Kids? A Beginning Teacher&apos;s Journey through the Chicago Public Schools
Author: Vanover, Charles
Date: 2019-02-00
Type: Journal Articles
Subjects: Beginning Teachers,Public School Teachers,Public Schools,Urban Schools,Poverty,Disadvantaged Schools,Teaching Conditions,At Risk Students

This ethnodrama uses verbatim transcriptions of classroom stories shared by a first-year teacher in the Chicago Public Schools to help audience members ask better questions about teaching and the systems that shape teachers' labor. The production uses a small number of theatrical conventions to create an aesthetic experience built from moments of connection and moments of detachment and analysis. The script is structured as a polysemy: The teacher's words contribute to the ethnography of urban schools in the U.S. and speak to the spiritual heart of teaching. The show is designed to be staged by anyone, anywhere, to create rich dialogue about life in schools. The script is published in full, along with a short introduction.
A Research on the Characteristics of the Inspiring Teacher
Author: Solpuk Turhan, Nihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Role Models,Preservice Teachers,Foreign Countries,Student Attitudes,Teaching (Occupation),Teacher Student Relationship,Empathy,Interpersonal Communication,Teacher Behavior

In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, &quot;An Exploratory Sequential Design&quot; a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as &quot;teacher communication&quot;, &quot;personal characteristics&quot;, &quot;professional development&quot; and &quot;supporting students in different ways&quot;. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be a model for teacher candidates.
Developing Subject Matter Knowledge through Argumentation
Author: Uygun, Tugba
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Knowledge Level,Mathematics Instruction,Teaching Methods,Problem Based Learning,Preservice Teachers,Middle School Teachers,Secondary School Mathematics,Pedagogical Content Knowledge,Foreign Countries

Argumentation, as a kind of classroom discourse, is beneficial for establishing mathematical knowledge taking place in classroom conversations. It can enhance learners' development of subject matter knowledge. Hence, this case study was designed to examine the effect of argumentations on developing subject matter knowledge in detail in mathematics. For this purpose, discussions happened in a collective learning environment, designed based on problem-based learning and taking place in a six-week instructional sequence, was investigated focusing on argumentations. 23 preservice middle school mathematics teachers (PMSMT) engaged in tasks designed by the researchers through classroom interaction between them and the instructor in this environment. The PMSMT's mathematical ideas identified through Toulmin's argumentation model were documented in this study. With the help of this model, the mathematical ideas were extracted and the development of PMSMT's subject matter knowledge was analyzed and documented in detail. It was observed that the PMSMT improved their subject matter knowledge by forming mathematical ideas. They constructed new knowledge and revised their previous knowledge through argumentations.