ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultivating Community Schools: Austin's Grassroots Effort
Author: Dubin, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Schools,Middle Schools,Institutional Survival,Community Action,Community Organizations,School Community Relationship,Parent School Relationship,Partnerships in Education,Nonprofit Organizations,Community Centers,Resource Centers,Family Programs,High Schools,Educational Policy,Educational Change,Change Strategies

In 2007, Walter P. Webb Middle School faced a crisis. One evening in January, the superintendent at the time held a meeting at the school in Austin, Texas, to let students, parents, teachers, and community members know that at the end of the academic year, their school would close. Thanks to a new state law focused on accountability, the superintendent, with the approval of the school board, could close a school because of low test scores. The superintendent told the community that students would be sent to two other middle schools in the Austin Independent School District, both of which were struggling academically. This article tells the story of how a group of parents, teachers, and community members decided to save their school. They had one month to convince the school board to reject the superintendent's plan for closure. They agreed that Webb most needed a way to support student achievement by bringing social services to the school. So the group wrote a proposal to the school board calling for the creation of a family resource center where a coordinator would connect parents with housing, immigration, counseling, and other resources, so that teachers could focus on teaching and students could focus on learning. The school board accepted the group's proposal and declared that Webb would remain open. While transformation at Webb resulted from times of crisis, the school district would like to move away from change born of crisis to change born of need. To support this philosophy of change, and to engage community members, neighborhood dinners and other strategies are used to get community members together for the purpose of discussing what they need and to share their thoughts on the future of the schools. It's a start on having the community recognize that the education and development of the children is a shared responsibility. It takes strong communities in order for schools to achieve positive outcomes for the children.
Dressing Diversity: Politics of Difference and the Case of School Uniforms
Author: Deane, Samantha
Date: 2015-00-00
Type: Journal Articles
Subjects: School Uniforms,School Policy,Humanism,Dress Codes,Social Justice,Cultural Differences,World Views,Beliefs,Ideology,Child Development,Elementary Secondary Education

Through an analysis of school uniform policies and theories of social justice, Samantha Deane argues that school uniforms and their foregoing policies assume that confronting strangers--an imperative of living in a democratic polity--is something that requires seeing sameness instead of recognizing difference. Imbuing schooling with a directive that says schools ought to be places where children learn to confront the humanity of others requires that we ask questions about how educational policies teach children to deal with human difference. Broadly speaking, uniform policies undergird the assumption that a child's capacity to confront difference is unimportant. To consider the ways in which school uniform policies unjustly teach children to disregard difference so that they can reasonably participate in public and school life, this paper engages in a conversation about social justice.
All Hands on Deck: Organizing for the Schools Saint Paul Children Deserve
Author: Fought, Eric S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Unions,School Community Relationship,Partnerships in Education,Collective Bargaining,Educational Change,Change Strategies,Organizational Change,Group Membership,Discourse Communities,Performance Contracts,Strategic Planning,Program Proposals,Advocacy,Negotiation Agreements

This article describes a group of dedicated educators who, in the midst of a constant barrage of attacks, dramatically changed the conversation. It is the story of a union that recognized that, in order to bring about the transformation necessary for the betterment of the entire community, its members needed to transform the way in which it conducted business. It is a story of visionary and consistent leadership that built trust and delivered results. It is the story of parents, teachers, and community leaders coming together in partnership to find solutions. This is the story of the Saint Paul Federation of Teachers (SPTF), how it broke the mold of traditional collective bargaining, and put forward proposals that far exceeded wages and benefits, how it won a contract negotiation, averted a strike, and how it will continue to win for the students and the community that its members serve. Lessons that SPFT learned from this campaign are provided.
Study of the Impacts of the Quality Assessment of Undergraduate Education Policy in China: Students' Perceptions
Author: Liu, Shuiyun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Higher Education,Educational Policy,Student Attitudes,Teacher Improvement,Educational Assessment,Colleges,Student Role,Semi Structured Interviews,Student Surveys,Questionnaires

This paper analyzes a higher education policy issued in China in 2002: &quot;the Quality Assessment of Undergraduate Education Policy.&quot; It examines students' perceptions of the policy impacts and students' roles in the evaluation process by semi-structured interviews and questionnaire surveys. It reveals that the quality assessment in China has facilitated the improvement of teaching infrastructure and led to the intensification of school discipline in evaluated higher education institutions significantly. However, its impacts on teaching/learning are not noticeable. As an information publisher, quality assessment seems not very influential for students. Moreover, students do not think their voices have been demonstrated in the current quality assessment sufficiently, and expect their roles to be enhanced. Based on students' perceptions of the policy impacts, this study ends up with an examination of the problems with quality assessment approaches and related suggestions to improve them.
Do Active-Learning Strategies Improve Students' Critical Thinking?
Author: Nelson, Larry P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,Critical Thinking,Student Improvement,Preservice Teachers,Physical Education,Athletics,Teaching Methods,Methods Courses,Service Learning,Achievement Gains,Quasiexperimental Design,Bachelors Degrees,College Seniors,Research Universities,Vignettes,Pretests Posttests,Qualitative Research,Statistical Analysis

Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service teachers in physical education and athletic training education taking a teaching methods service-learning course. Findings showed significant improvement with critical thinking measures across both quasi experimental conditions. As a result, gains were largely attributed to the service-learning field component common to both conditions. Furthermore, academic tracking showed students pursuing a B.A. in physical education benefitted significantly more from the active-learning assessment than students pursuing a B.S. in athletic training. The paper also discusses how the active-learning sequence was a preferred method of instruction and how these strategies were purposeful with problematizing teaching situations and engaging students with course content. This paper may draw interest from educators who are research-minded and eager to apply critical thinking approaches in a learning environment.
Developing a Peer Educator Program to Raise Awareness about Elder Abuse
Author: Weeks, Lori E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Teaching,Older Adults,Elder Abuse,Gerontology,Program Development,Program Implementation,Program Evaluation,Teachers,Foreign Countries

There continues to be lack of public awareness about elder abuse. To help address this issue, we developed and piloted an elder abuse peer educator training program from an educational gerontology and health empowerment perspective. We describe the process employed to train older adults as peer educators. We present evaluation results from data collected from trained peer educators and those who attended educational sessions led by the trained peer educators. The results of the evaluation are useful in the continued development of our peer educator program and in identifying topics for further research.
In Their Own Voices: Adolescent African American Males' Experiences of the Achievement Gap
Author: Moon, Natasha S.
Date: 2015-00-00
Type: Journal Articles
Subjects: African American Students,Adolescents,Males,Adolescent Attitudes,Achievement Gap,Phenomenology,Critical Theory,Semi Structured Interviews,Focus Groups,Parents,Parent Child Relationship,Student Motivation,Resilience (Psychology),School Counseling,Working Class,Measures (Individuals),Demography,Researchers,Credibility,High School Students

The authors use a phenomenological research tradition grounded in CRT tenets to describe the daily lived experiences that 12 male African American youth had in relation to the achievement gap. Researchers collected individual semi-structured interviews and focus group data related to the study phenomenon. There were five themes identified in participant data: (a) achievement gap or resource gap? (b) salience of parental support, (c) environmental obstacles related to academic achievement, (d) individual motivation and effort, and (e) resiliency and persistence in the face of racism. Implications for school counseling research, practice, and advocacy with African American male youth and study limitations are discussed.
Measured for Measured
Author: Hurley, Angela
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Elementary Secondary Education,Educational Practices,College Preparation,Measures (Individuals),Institutional Mission,Higher Education,Discourse Analysis,Measurement,Measurement Objectives,Student Experience,Futures (of Society),Educational Legislation,Federal Legislation,Outcomes of Education,Time Factors (Learning)

In this article, Angela Hurley ponders a question centered on how well P-12 schooling experiences and the current accompanying education discourse on the importance of attending college actually match with traditional notions of the purposes of academic life held by college faculty. Does the current, performance data-driven system of P-12 schooling that purports to prepare a standardized product for the economic good of the nation match at all with college mission statements that describe a climate where students are prepared to think, reason, and become humane individuals? For the purpose of examining these questions, the article focuses on one prevalent word from current educational discourse: &quot;measured.&quot; Hurley considers the question of the match between current students' experiences in P-12 schools and the notions of &quot;measured&quot; held by many of those in academia. She concludes that the answer may be that currently a fairly grave mismatch exists, but moving into the future, as the verb meaning of &quot;measured&quot; continues to creep into higher education, the mismatch may cease to exist, and that is a frightening thought because higher education will then be moved into a technocratic mode of existence and many of the important aspects of teaching and learning may be deleted from the curriculum; those aspects that give students opportunities to &quot;worry&quot; with the questions of what it means to be humane human beings may be the first to disappear.
The Discourse of Humanness at the Intersection of Color-Blindness and Race Awareness
Author: Sinha, Shilpi
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Discourse Analysis,Humanism,Racial Bias,Whites,Foreign Policy,Minority Groups,African Americans,Western Civilization,Poetry,Philosophy,Blacks

Color blind discourse often draws on sentiments such as, &quot;When I look at you, I do not see color,&quot; or race should not matter since we are all human, we are all the same underneath. In other words, the desire to view others as individuals is often constituted on the back of the desire to understand the notion of the individual as one who inhabits a common humanness, or universal humanity, and thus operates from foundations found in liberal humanism. The language of humanness or humanity has often served to mask oppressive racialized structures, practices, and understandings, where the very notion of the human is understood through the imperialistic and colonizing gaze of the white subject. To complicate the situation, however, what often comes through in conversations with people of color and in African-American scholarship is that there is something of importance and value in retaining the language of humanity, since non-dominant groups &quot;have struggled too long for the humanistic prize.&quot; In this article, Shilpi Sinha first maps out the problematic notion of humanness that emerges within color-blind discourse and then teases out the different tenor or valence that could be indicated by the notion of humanness when utilized by Black subjects, which, she argues signals a need for educators to shift their orientation away from the terms of the human as traditionally understood by the Western modern philosophical tradition. Drawing upon Frantz Fanon's critique in &quot;Black Skin, White Masks&quot; of Jean Paul Sartre's analysis of negritude in &quot;Black Orpheus,&quot; and developing the former's thought through insights provided by Carolyn Cusick, Jacques Derrida and Emmanuel Levinas, she argues that the notion of the human or humanity can be seen to encompass a liberatory tenor, not merely an oppressive one.
Bilingual Education: Reviving an American Tradition
Author: Goldenberg, Claude
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingual Education,Educational Practices,Educational Development,Educational History,Educational Research,Language of Instruction,Bilingualism,Politics of Education,Political Influences,Educational Objectives,Educational Methods

In the United States, bilingual education continues to provoke fierce debate. It seems that nearly everyone--from educators to policymakers to parents with school-age children to those without children--has a strong opinion on whether children with little fluency in English should be taught academic content in their home language as they learn English. This article provides an overview of the history of bilingual education in America's educational landscape, discusses political support for and challenges to bilingual education, and reviews research that states that instruction in a student's home language can improve achievement in English (or whatever the national language may be). It is time to move the discussion away from bilingual education and focus instead on bilingualism and its benefits for all of our children and the adults they will become.
The USCCB Curriculum Framework: Origins, Questions, and a Call for Research
Author: Schroeder, Carrie J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Catholics,Catholic Schools,Religious Education,Clergy,Curriculum,Secondary School Students,Guidelines,Instructional Materials,Educational History,Language Usage,Educational Research,Churches,Textbooks,Advisory Committees

The promulgation of &quot;Doctrinal Elements of a Curriculum Framework&quot; for the &quot;Development of Catechetical Materials for Young People of High School Age&quot; by the United States Conference of Catholic Bishops (USCCB) in November, 2007, represented a milestone in the efforts of the U.S. bishops to monitor and shape the Religious Studies curricula of U.S. Catholic secondary schools. This article contextualizes the &quot;Framework,&quot; providing comprehensive information about its origins. With the release of the English translation of the new &quot;Catechism of the Catholic Church&quot; in 1994, the U.S. bishops launched a full-scale effort to address what they perceived to be a crisis of religious illiteracy among Catholics. Central to this effort was an attempt to ensure that all catechetical materials used in Catholic parishes, elementary and secondary schools, and other programs would be in conformity with the doctrinal content, theological approach, and language of the &quot;Catechism.&quot; When members of the USCCB found many Religious Studies textbooks commonly utilized in U.S. Catholic secondary schools to be gravely deficient both theologically and pedagogically, they began, in early 1999, to create what would become the &quot;Framework.&quot; Other relevant documents issued following the Framework's promulgation have further clarified the bishops' expectations regarding Religious Studies in U.S. Catholic secondary schools. This article addresses many of the questions about the &quot;Framework&quot; that Religious Studies teachers may have, such as those documented by Schroeder (2013), and invites authors and researchers to subject the &quot;Framework&quot; to the rigors of empirical research.
Why Use Music in English Language Learning? A Survey of the Literature
Author: Engh, Dwayne
Date: 2013-00-00
Type: Journal Articles
Subjects: English Instruction,Music Activities,Literature Reviews,Classroom Techniques,Teaching Methods,Language Acquisition,Relevance (Education),Singing,Second Language Learning,Instructional Materials,Educational Resources,Educational Practices,Educational Strategies,Native Language Instruction

The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA).
When Did It Begin? Catholic and Public School Classroom Commonalities
Author: Ognibene, Richard T.
Date: 2015-09-00
Type: Journal Articles
Subjects: Catholics,Educational History,Self Concept,Catholic Schools,Educational Change,Humanism,Religious Education,Curriculum,Case Studies,Catholic Educators,State Standards,Core Curriculum,Public Schools,Adjustment (to Environment)

Catholic educational historians note that although preserving Catholic identity has been a constant in the mission of Catholic schools, their curriculum and instructional practices evolved in ways that were similar to public schools, thus enabling Catholic parents to select schools that were both faith based and modern. Since there is an absence of information about when and how this change in Catholic education began, this article documents its origin in the 1940s when Catholic educators joined a public school reform movement called &quot;Life Adjustment Education.&quot; Once begun, there was no turning back, and Catholic educators participated in the major reforms of the next two decades, discipline-centered curriculum reform and humanistic education. Two case studies are presented to illustrate what reform-based Catholic schools were like in the 1970s, followed by a brief analysis of Catholic school participation in the contemporary common core state standards movement.
Love, Charity, &amp; Pope Leo XIII: A Leadership Paradigm for Catholic Education
Author: Davis, Henry J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Catholics,Catholic Schools,Religious Education,Employees,Leadership Role,Social Justice,Churches,Labor,Clergy,Values,Decision Making,Ethics,Work Environment,History,Religious Factors

The treatment of workers is an ongoing social issue affecting society. No organization is immune to questionable employee practices, including Catholic educational institutions. For Catholic leadership to fully embody its intended justice-based role, it must first be aware of the social teachings put forth by the Roman Catholic Church. In this study, the researcher suggests Pope Leo XIII's social writings as a guiding presence for beginning this formation, starting with the concepts of love and charity within labor. The analysis of Leo's work shows love and charity as interchangeable virtues that enhance our God-given dignity by acknowledging other people's inherent worth. In turn, educational leaders are called to make decisions centered on love and charitable acts that actively pursue their employees' best interests without irreversibly depleting institutional resources needed for overall survival.
Difficult Knowledge and the English Classroom: A Catholic Framework Using Cormac McCarthy's &quot;The Road&quot;
Author: Jarvie, Scott
Date: 2015-09-00
Type: Journal Articles
Subjects: Catholic Schools,English Instruction,Language Arts,Difficulty Level,Novels,Risk Assessment,Trauma,English Teachers,Religious Education,Teaching Methods

In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called &quot;difficult knowledge&quot;--content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy's novel &quot;The Road&quot; (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with &quot;The Road&quot; in a way that recognizes the terrible difficulty of its subjects? How might this difficulty help them to better understand their schools, their communities, and themselves? In engaging these questions, the authors provide new possibilities for class discussion, student engagement, and assessment.
School Science Capacity: A Study of Four Urban Catholic Grade Schools
Author: Smetana, Lara K.
Date: 2015-09-00
Type: Journal Articles
Subjects: Urban Schools,Catholic Schools,Science Education,Capacity Building,Teacher Leadership,Teacher Attitudes,Administrator Attitudes,Principals,Program Improvement,Science Programs,Guidelines,Case Studies,Models,Elementary School Teachers,Institutional Characteristics,Focus Groups,Semi Structured Interviews

Working from the view of schools as a system, and of school improvement as an ongoing journey (Hallinger &amp; Heck, 2011; Jackson, 2000), this study investigated the perspectives of teacher leaders and principals from four metropolitan Catholic grade schools engaged in efforts to improve their school science programs. Built upon existing conceptualizations of school capacity, a model of school science capacity is presented and used as a framework for the development of four case studies. Findings gleaned from collecting and analyzing reports of teacher leaders' and principals' interpretations of their school systems illustrate how elements of the school science capacity framework interacted to support and at times constrain, the schools' science improvement efforts. Implications for Catholic school educators, administrators, and researchers who seek to make science a priority, and build school science capacity, are discussed.