ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle Grades Transition Programs around the Globe
Author: Andrews, Colin
Date: 2012-09-00
Type: Journal Articles
Subjects: Transitional Programs,Foreign Countries,Focus Groups,Middle School Students,Interviews,Parents,Teachers,Principals,Academic Achievement,Dropout Rate,Dropouts,Secondary School Students

Transitions into and out of the middle grades can be challenging for many reasons. Students need to acclimate to new policies, practices, and buildings; teachers require accurate data about their new students' capacities; and families must navigate relationships with new personnel. All school transitions present different and, at times, puzzling terrain to traverse. Some students find the move between schools so difficult that they &quot;unlearn&quot; skills and content, beginning a potential spiral toward being retained or even dropping out. While transitions can be difficult at all levels of schooling, moving into or out of the middle grades comes at a time when the learners themselves are going through considerable social, emotional, cognitive, and physical changes--changes that can heighten many of these difficulties. This article shares examples of transition practices from other countries and considers how educators create transition practices that help students successfully make the move from one learning level to the next. The authors offer insights obtained through interviews and focus groups with students, parents, teachers, and principals in New Zealand (Auckland), the United Kingdom (London, Nottingham, and Southampton), and the United States (Georgia, Oregon, and Vermont). They begin this article by exploring some of the common concerns that arise as students transition into and out of the middle grades. They then describe some of the common practices observed in comprehensive transition programs. Next, they showcase three noteworthy, promising practices that are too often underutilized or poorly implemented: (1) sharing academic data; (2) implementing collaborative projects; and (3) attending to vulnerable populations.
Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write
Author: Zenkov, Kristien
Date: 2012-11-00
Type: Journal Articles
Subjects: Second Language Learning,Photography,Pictorial Stimuli,Teaching Methods,Writing Instruction,Writing Skills,Learner Engagement,Early Adolescents,English (Second Language),Middle School Students,Immigrants,Student Attitudes,Evaluation Methods,Literacy Education,Cultural Relevance

The authors have learned that using image-based methods to "ask" young adolescents about their relationships to school--instead of only "telling" them about school's importance--helps them to appreciate the writing tasks in which the authors ask them to engage. In this article, the authors discuss the positive effects these photo elicitation inquiries have had on their students' growth as proficient writers and how these activities have raised their students' awareness of reasons to care about school. (Contains 4 figures.)
Antecedents of Teachers Fostering Effort within Two Different Management Regimes: An Assessment-Based Accountability Regime and Regime without External Pressure on Results
Author: Christophersen, Knut-Andreas
Date: 2012-00-00
Type: Journal Articles
Subjects: Accountability,Management Systems,Structural Equation Models,Secondary School Teachers,School Administration,Academic Achievement,Correlation,Folk Schools,Foreign Countries,Questionnaires,Teacher Surveys,Predictor Variables,Educational Policy,Leadership

This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability (N = 236) and (2) folk-high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366). The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed. (Contains 4 tables and 3 figures.)
Factors that Promote Progression in Schools Functioning as Professional Learning Community
Author: Leclerc, Martine
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Stages,Educational Change,Communities of Practice,Semi Structured Interviews,Program Implementation,Program Development,Foreign Countries,French,Elementary Schools,Principals,Elementary School Teachers,Educational Improvement,Teacher Participation,Participative Decision Making,Teacher Leadership,Faculty Development,Cooperation

The purpose of this research is to identify factors that influence the functioning of a school working as a Professional Learning Community (PLC) and to analyze the links between these factors and the school's progression. This research was developed within the context of an interpretative research paradigm. The primary data collection tool employed is a one-hour semistructured interview with each participant, thus allowing researchers to identify each participating school's level of development as a PLC and clarify the underlying factors that have a positive effect on this type of functioning. The interview plan, composed of themes relevant to this research project, is structured according to the Seidman model (1998). The schools were classified according to the three stages of development identified in the Professional Learning Communities Observation Grid (PLCOG) from Leclerc, Moreau and Lepine (2009a), namely the initiation, implementation, and integration stages, using the seven indicators found in the professional literature. This study suggests certain dominant factors, particularly for schools in the initiation and integration stages. Recommendations are presented to better assist school administrators in supporting their teaching staff as a PLC. (Contains 4 tables and 2 figures.)
Math at Work: Using Numbers on the Job
Author: Torpey, Elka
Date: 2012-00-00
Type: Journal Articles
Subjects: Careers,Mathematics Teachers,Algebra,Geometry,Mathematics,Technology,Mathematics Education,Mathematics Instruction,Numbers,Professional Personnel

Math is used in many occupations. And, experts say, workers with a strong background in mathematics are increasingly in demand. That equals prime opportunity for career-minded math enthusiasts. This article describes how math factors into careers. The first section talks about some of the ways workers use math in the workplace. The second section focuses on three occupations that use math: (1) cryptologists; (2) health data analysts; and (3) math teachers. A third section highlights reasons why workers enjoy their math-related careers and discusses some of their challenges. And a final section suggests sources for more information. (Contains 2 tables.)
My Career: Health Educator
Author: Green, Kathleen
Date: 2012-00-00
Type: Journal Articles
Subjects: Oncology,Interviews,Health Education,Medical Research,Mentors,Prevention,Career Choice

This article presents an interview with Thuy Vu, Research Coordinator at the University of Washington and Project Director at the Fred Hutchinson Cancer Research Center, Seattle, Washington. In this interview, Vu talks about what she does, how she got these jobs, how her education ties in, and her first job out of college. The interview concludes with Vu's best advice.
Bloggers and Webcomic Artists: Careers in Online Creativity
Author: Liming, Drew
Date: 2012-00-00
Type: Journal Articles
Subjects: Artists,Internet,Web Sites,Electronic Publishing,Careers,Multimedia Materials,Creativity,Cartoons,Web 2.0 Technologies,Information Technology

The expansion of the Internet has created many new opportunities for people to share their talents. Many people share just for fun--but some do it for fun and money. Online, these artists can reach a global audience. The rapid growth of online media excites many people working in the field. This article describes careers for digital media workers. The first section focuses on two online occupations: (1) bloggers; and (2) webcomic artists. The second section discusses why bloggers and webcomic artists enjoy their work and some of the challenges that they face. A final section suggests sources for more information. This article also provides tips for developing one's own blog or webcomic.
Helping Others Travel Abroad: Careers in International Preparation
Author: Vilorio, Dennis
Date: 2012-00-00
Type: Journal Articles
Subjects: Travel,Foreign Countries,Careers,Cultural Awareness,Services,Employment Potential,Health,Safety,Planning,Military Personnel,Business,Training

People travel abroad for reasons as diverse as their destinations. Many travel to sightsee, some to work, and others to study. Some stay indefinitely. Behind a number of these trips, there are workers who help travelers overcome the challenges of going to a different country--such as learning about local customs and finding safe accommodations. As travel has become more affordable and the world grows increasingly interconnected, demand has risen for these international preparation workers. This article covers some career options in international preparation. The first section of the article describes some of the services international preparation workers provide and the occupations related to those services. The second section explains how to prepare for jobs in international preparation--and what to expect if one gets one of these jobs. Sources for more information are listed at the end of the article.
You're a "What"? Rodeo Clown
Author: Liming, Drew
Date: 2012-00-00
Type: Journal Articles
Subjects: Horses,Animals,Comedy,Humor,Skits,Recreational Activities,Audiences

Rodeo clowns entertain crowds during and between rodeo events, such as bull riding and steer roping. While these events take place in the center of the arena, rodeo clowns walk along the outskirts and provide comic narrative. Between events, rodeo clowns take center stage and perform brief sketches to keep the crowd entertained. Rodeo clowns perform different types of sketches, depending on their specialties. Some rodeo clowns work with animals, such as horses or monkeys, that are trained to perform tricks. Others perform slapstick comedy or acrobatics. But being a rodeo clown isn't just about the fun. Some rodeo clowns also perform an important safety job, called bullfighting. A typical comedian might have to dodge boos from a restless crowd, but rodeo clowns must know how to handle a much more dangerous threat: angry bulls. This article describes Dale "Gizmo" McCracken's job as a professional rodeo clown.
The Constructive Marginal of "Moby-Dick": Ishmael and the Developmental Model of Intercultural Sensitivity
Author: Morgan, Jeff
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Differences,Ethnocentrism,Cultural Awareness,Study Abroad,Measures (Individuals),Models,Literature,Developmental Stages

Cultural sensitivity theory is the study of how individuals relate to cultural difference. Using literature to help students prepare for study abroad, instructors could analyze character and trace behavior through a model of cultural sensitivity. Milton J. Bennett has developed such an instrument, The Developmental Model of Intercultural Sensitivity (DMIS), which measures behavior from ethnocentric to ethnorelative. Cultural sensitivity research has proven time and again that Bennett's DMIS is a strong model after over thirty years. In a 2003 article in "The International Journal of Intercultural Relations," R. Michael Paige and others analyze a new model, co-created by Bennett, called the Intercultural Development Inventory (IDI). It is based on Bennett's old model. The IDI suggests different stages of development but is so similar to the DMIS that the research shows the strength of Bennett's DMIS, which the author uses with Herman Melville's "Moby-Dick" to chart Ishmael's cultural sensitivity. The simplicity of the DMIS may very well help attest for its longevity in the field. The DMIS can be seen as a chart, beginning with ethnocentric behavior. Ethnocentrism moves through three stages, starting with denial, in which the individual appears to even deny the existence of one who is culturally different. Next is the defensive stage. Here, the individual will characteristically denigrate those culturally different than himself. In the final stage of ethnocentrism, minimization, the individual, when gauging one culturally different than himself, will only embrace those characteristics that he also has. The next three stages encompass the ethnorelative phases of cultural sensitivity and are initially marked by the individual's acceptance of difference, followed by his adaptation of certain cultural aspects not native to himself. The last stage is integration, which can be taken ad infinitum, producing a constructive marginal, one who has such a diverse ethnic makeup that he only fits in with other constructive marginals. This process also describes Ishmael, the weary, wayworn wanderer who constructs his own identity in Melville's American classic, "Moby-Dick."
The Impact of Cultural Intelligence and Psychological Hardiness on Homesickness among Study Abroad Students
Author: Harrison, J. Kline
Date: 2011-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Outcomes of Education,Program Effectiveness,Student Development,Personality Traits,Cultural Awareness,Study Abroad,Educational Experience,Skill Development,Intellectual Development,Cultural Pluralism,Intercultural Communication,Job Skills,Emotional Adjustment,Foreign Nationals,Employees,College Students,Correlation

Over the last decade the number of students studying abroad has increased 150% to more than a quarter of a million. The programs in which these students participate are no longer seen as simply a campus extension of academic exercise, but as an overall educational experience that develops holistic life skills in the participants. Through their sojourns, students develop, among other traits, global competency, defined as a tolerance for ambiguity, intellectual flexibility, and an ease of conducting affairs in multicultural contexts. Because of the growth and impact of study abroad experiences, it is important to identify and evaluate factors contributing to students' success. The literature on international job assignments identifies psychological adjustment as a vital construct underlying the success of expatriate employee experiences. Furthermore, personality characteristics or stable personal traits are considered among the most important factors affecting the psychological adjustment of expatriate employees, and thus their success. Two of these traits that are especially appropriate in the study of successful cross-cultural adjustment are cultural intelligence and psychological hardiness. In this article, the authors introduce these constructs and present a rationale for predictions about their impact on successful psychological adjustment for study abroad participants. First, the authors examine the construct of cultural intelligence in the study abroad context. This construct has been defined and introduced in the business literature but the authors were unable to locate discussions or tests of it in study abroad experiences. Therefore, they extend the understanding of the construct looking at its predictive power in the context of university students studying abroad. They then describe the proposed relationship between psychological hardiness and cultural intelligence. Finally, they extend insight into an important student outcome: psychological adjustment as measured by homesickness. Such adjustment is an indicator of the success of the study abroad experience and student development. (Contains 4 tables.)
Relationship of Foreign Language Proficiency to Study Abroad Outcomes and Inputs
Author: Savicki, Victor
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Social Environment,Second Language Learning,Language of Instruction,Language Proficiency,Study Abroad,Intercultural Communication,Cultural Awareness,Metalinguistics,Sociolinguistics,Language Usage,Longitudinal Studies,Measures (Individuals),English,Program Design,Outcomes of Education

Foreign language proficiency and learning are crucial parts of many study abroad programs; especially those whose host culture language is different than that of the native language of students electing to study in them. Indeed, how a program organizes itself regarding pre-departure language proficiency requirements, on site language learning, and access to academic coursework in the host culture language may impact the intensity of student immersion and the overall quality of the program. However, there is some debate about the actual impact of foreign language proficiency on student intercultural competence. Although experts in the study abroad field could not agree on the necessity of foreign language knowledge as a prerequisite for intercultural competence, they did agree on the value of "sociolinguistic awareness--of how one uses language within a societal and social context." This distinction seems to differentiate between structural and functional language proficiency. A longitudinal study of U.S. study abroad students showed little or no difference in intercultural measures between students in English speaking programs and those in foreign language speaking programs. Norris and Steinberg (2008) suggest that these findings indicate "the consistent impact of studying abroad, regardless of the program's language of instruction." Even though one might expect foreign language proficiency to have an effect on intercultural competence and other study abroad outcomes, the research findings are uncertain. Part of this inconsistency between expectation and research findings with regard to the impact of language proficiency may lie in the different methodologies of language proficiency assessment. This study seeks to address two related issues: (1) to examine the relationship between three different measures of language proficiency; and (2) to discover the relationship between these measures and study abroad outcomes and inputs. Different measures of language proficiency may be useful for different purposes, and the potential predictive connection to outcomes and inputs may be instructive in designing and implementing study abroad programs. (Contains 2 tables and 1 figure.)
Intercultural Development: Study Abroad vs. On-Campus Study
Author: Anderson, Phillip H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Liberal Arts,Program Effectiveness,Global Approach,Study Abroad,Travel,Cultural Awareness,Intercultural Communication,Academic Achievement,Business Education,Majors (Students),Student Evaluation,Comparative Analysis,Measures (Individuals),Pretests Posttests

As international travel has become more commonplace and as the economies of the world have become more interdependent, both students and faculties are recognizing the importance of increasing students' ability to function effectively in a global community. Study abroad programs are seen by many as an effective means to provide students with the competencies required by this changing environment. Unfortunately, study abroad is an expensive, resource-intensive activity both for students and for their home institutions. As study abroad programs divert resources that could otherwise be allocated to on-campus programs, some question whether the study abroad experience achieves its desired objectives. While the specific objectives established for study abroad programs vary from institution to institution, "academic" and "intercultural" competencies are common to virtually all programs. The assessment of academic competence achieved as part of a study abroad program is routinely accomplished with the submission of course grades. There is, however, no similar mechanism for assessing whether desired intercultural competencies are achieved. This study, conducted during Fall Semester 2009, employed a pre-post assessment of students in a junior-level, semester-length study abroad program (SAB) for students majoring in business, plus a parallel pre-post assessment of students enrolled in two on-campus courses. The campus courses were both primarily junior-level, one a required business course and the other, a liberal arts course. These two courses provided comparison groups to help reveal changes in intercultural development due simply to the passage of time. The liberal arts course was measured to assess differences that might exist due to the students' major field of study. Although the Intercultural Development Inventory (IDI) and Global Perspective Inventory (GPI) apparently measure different dimensions of an intercultural experience, analyses based on the two instruments yielded strikingly similar findings--in the pre-test, students participating in the SAB program did not differ from the students enrolled in an on-campus liberal arts course, but did show some differences from an on-campus management course. In the post-test, students in the SAB program showed greater gains in intercultural development than did their on-campus counterparts both on the IDI and on the GPI. The study results provide convincing support for the proposition that participation in a semester-length study abroad experience yields a significant increase in the participants' intercultural development. (Contains 10 exhibits.)