ethanporcaro/eric-fulltext-meta huggingface dataset:
Honors the Hard Way
Author: Yarrison, Betsy Greenleaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Computer Simulation,Virtual Classrooms,Resource Allocation,Access to Education,Inclusion,Electronic Learning,Educational Change,Diversity

The conventional structure of most honors colleges made it difficult to deliver curricula and programming during the global health pandemic. Traditional modalities for content delivery and community building did not always adapt well to online environments. By requiring that honors students come to campus, programs have been offering a brick-and-mortar education to prepare their students for a virtual workplace. Instead of clinging to what has now become obsolete or cost prohibitive, honors practitioners must think creatively about what honors education in virtual reality might look like. The author suggests a reallocation of resources from physical to virtual spaces and argues that virtual communities make honors more affordable to a wider cross-section of students. Transcending the physical makes post-pandemic honors more democratic and can widen the circle of inclusion to make honors programs more diverse as well.
Human-Centered Design as a Basis for a Transformative Curriculum
Author: Das, Bhibha M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Curriculum Development,Interdisciplinary Approach,Curriculum Design,Transformative Learning,Student Needs,Student Centered Learning,Holistic Approach,COVID-19,Pandemics,College Freshmen

This pilot study describes a nascent first-year honors colloquia series using human-centered design (HCD). An interdisciplinary team of instructors redesigned the course with the intention of engaging the whole student in transformative learning and creating a curriculum that addresses problems and opportunities focused on the needs, contexts, emotions, and behaviors of all students, faculty, administrators, and community involved in the series. Authors describe the HCD process, observing the challenges faced by faculty in realizing its design principles, and student (n = 98) reflections on a two-part prototype involving innovation and entrepreneurship emphasizing &quot;wicked&quot; problems and resolutions. Students were asked to reflect on their honors college experience, in general, and then specifically focus on the course, assignments, events, and activities in which they engaged throughout the program. Authors consider the benefits of research through the immersion and observation of participants, arguing that such continuing research engagement (thought and action) informs iterations of the curriculum that are then evaluated in a continuing cycle of HCD. Qualitative analyses indicate that students' lived experience align with curricular objectives and design. Authors conclude that HCD offers promising and innovative strategies that honors practitioners can use to engage students and manage potential pitfalls and pivots in honors curricula and programs after COVID.
Reading as Bearing Witness: Incorporating the Voices of Incarcerated Youth in Honors
Author: Collins, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Institutionalized Persons,Correctional Education,Partnerships in Education,Service Learning,College Students,Writing (Composition),Transformative Learning,Poetry,Inclusion

Honors faculty often engage students in service-learning and community-engaged courses to help students learn curricular concepts, develop skills in responsible citizenship, and positively impact their community. Authors consider how the greatest impact honors students can have may sometimes be through bearing witness rather than through direct service or volunteering. This essay explores a case study involving a community partnership between an honors college and a local non-profit serving incarcerated youth, where the primary goal is to bring the writing and voices of young, incarcerated authors into the college classroom and give their stories a wider audience. Authors describe the iterative development of this ongoing partnership, exploring its impact on curriculum, students, and the community partner. Adding to existing scholarship on successful community-engagement partnerships, this essay proposes that integrating written work of incarcerated youth in the college classroom creates an opportunity for honors students to read as a form of bearing witness to the lives and struggles of marginalized voices. In addition to transforming student learning, this project enhances the community partner's work by honoring the experience and amplifying the voices of incarcerated youth.
Language through Music: Bridging the Opportunity Gap in the California ELD Classroom
Author: Scheckel, Benita Landesman
Date: 2021-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Music Education,Singing,Second Language Learning,Program Effectiveness,Well Being,Parent Attitudes,Teacher Attitudes,Language Skills,Urban Schools,Grade 6,Student Attitudes,Middle School Students

Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as well as the student English language development outcomes of a pilot program undertaken in one Southern California school district, in which one class of 17 LTEL students were placed into a choir class that embedded ELD standards into the curriculum. After one semester of the pilot program, qualitative data in the form of interviews, journals, and a focus group indicated that the program improved social-emotional outcomes for LTEL students and was highly supported by their parents, while teachers indicated that the program was positive, but needed further support in order to work well as a regular course offering. Quantitative results derived from ANCOVA analyses of English language assessments indicated that the students in the program significantly improved in their English development in comparison to a demographically matched control group from the same district. Implications for practice and further research are discussed.
A Grounded Theory Study on Motivational Development after Detours in Young Adulthood--How Extra-Vocational Training Affects Aspirations
Author: Landberg, Monique
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Adults,Motivation,Reentry Students,Reentry Workers,At Risk Persons,Grounded Theory,Apprenticeships,Vocational Education,Labor Market,Academic Aspiration,Educationally Disadvantaged,Access to Education,Career Pathways,Foreign Countries

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.
The Benefits of Infusing the Arts in a College Preparatory Program
Author: Millett, Catherine M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Activities,Art Education,College Preparation,Low Income Students,High School Students,Student Experience,Student Attitudes

An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums. In this paper, we add to the literature on art integration by examining whether, and how, the views of PUPP scholars on the arts programming they receive change over their time in the program. We also assess the PUPP alumni's perceptions of the extent to which PUPP's art and cultural activities influenced them. Taken together, these analyses of survey data help us understand whether there are differences in student views by the amount of art programming they receive (&quot;dosage&quot;) and if there are sustained benefits of the arts integration and programming PUPP students receive (&quot;fade-out&quot;). We supplement this quantitative data with information from focus groups with a variety of stakeholders. Although our quantitative analyses of survey data revealed no dosage or fade-out effects, our interview data highlighted the cumulative development of art skills and knowledge over time and confirmed that the program's arts and cultural activities provided contextual information and experiences useful for PUPP alumni in college. Along with prior work that shows PUPP scholars' overwhelmingly positive views of the arts programing, these findings point to the benefits of university-led college access programs that provide arts and cultural exposure for students' social and cultural capital and college preparation.
Swedish Vocational Adult Education in the Wake of Marketisation
Author: Andersson, Per
Date: 2022-00-00
Type: Journal Articles
Subjects: Marketing,Vocational Education,Adult Education,Municipalities,Educational Policy,Administrator Attitudes,Labor Market,Labor Needs,Child Care,Older Adults,Caregivers,Immigrants,Job Training,Employment Potential,Apprenticeships,Distance Education,Foreign Countries,Employment Opportunities

Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas -- mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.
The Political Economy of Skill Formation in a Rentier State: The Case of Oman
Author: Langthaler, Margarita
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Skills,Labor Force Development,Vocational Education,Technical Education,Economic Factors,Cultural Context,Public Sector,Private Sector,Employer Attitudes,Education Work Relationship,Politics of Education

Context: Against a backdrop of dwindling oil resources and increasing unemployment rates, the government of Oman has set out to diversify its industry and establish a knowledge-based economy. In this context, forming a highly-skilled Omani workforce is considered to be of crucial importance. Yet, the national TVET system suffers from low social status, poor quality, and limited labour market connectivity. This paper offers an analysis of Oman's TVET system in the socio-economic and cultural context of a rentier state. Approach: We draw on the political economy of skills and socio-cultural approaches that understand TVET systems and the broader skills regimes in which they are embedded as part and expression of particular patterns of the social organisation of work. This helps to locate TVET systems' strengths and weaknesses in the context of their underlying social relations instead of considering them as mere dysfunctionalities at the systemic level. This paper draws on an unpublished study on TVET for industrialisation commissioned by an Omani line ministry in cooperation with an international organisation. For this study, the authors carried out a literature review, undertook two field trips to Oman in 2018 and 2019 and conducted forty semi-structured interviews with stakeholders from government, private companies, business associations, and TVET and higher education institutions. Findings: Our analysis highlights how skill formation in Oman is shaped by the socioeconomic and cultural context of the Omani rentier state. First, the availability of cheap expatriate labour and Omanis' traditional preference for public sector jobs culminate in poor incentives for employing Omani nationals in the private sector. Second, reluctant employer attitudes towards national skill formation deepen quality issues in the TVET system, especially with regard to work-based training. This reinforces negative perceptions of the local workforce, which in turn contribute to biased employment patterns. Both social processes mutually reinforce each other, eventually preventing the emergence of strong national skill formation dynamics. Conclusions: While immediate structural change appears challenging, it is evident that reforms of the TVET system alone will not lead to its sustainable improvement. More research into how skill formation relates to Oman's specific socio-economic structures, how employment dynamics relate to educational credentials and how cultural traditions shape educational and work practices is needed.
Lessons Learned: The Stories of Three School Leaders
Author: Burton, Brett A.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Principals,Administrator Attitudes,Administrator Role,Leadership Responsibility,Administrator Education,Professional Development,Elementary Secondary Education,Assistant Principals,School Closing,Administrator Characteristics,Institutional Characteristics,Interpersonal Relationship,Student Needs

This case study aimed to look at the stories of building administrators during the coronavirus disease 2019 (COVID-19) Pandemic. The administrators' stories were examined through the lens of Getzels and Guba's (1957) Administrative Theory Framework and intended to reexamine principal preparation programs and professional development. The researchers conducted two interviews for each Midwest school administrator over three months. The first interview focused on the role of school administrators when schools closed due to COVID-19. The second interview focused on the role of the school administrators in the fall of 2020. The researchers discovered three dominant themes: school structure, new leadership roles, and relationships.
Exploration of the Relationship between Professional Development Quality and Teacher Sense of Self-Efficacy in Urban Ohio Elementary Schools
Author: McClusky, Sarah L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Urban Schools,Educational Quality,Correlation,Self Efficacy,Institutional Characteristics,Predictor Variables,Teacher Characteristics,Teacher Effectiveness,Teacher Attitudes,Elementary School Teachers

We framed the activities found in professional development as a form of enactive experience hypothesized by social cognitive theory to influence efficacy beliefs. This enabled us to employ multiple regression to test the relationship between teachers' perceptions of professional development quality and their sense of efficacy for teaching. Data were collected from a sample of 354 teachers serving in traditional urban public and charter school elementary schools in Ohio. Results indicated that type of school was a leading predictor of professional development quality. Additionally, results indicated that, when using multiple regression to control for teacher demographics, professional development quality was positively associated with teachers' sense of efficacy. Because teacher efficacy beliefs are positively associated with the use of effective teaching practice, these findings suggest the need for school districts to attend not only to the provision of professional development but also the quality of the experience their teachers receive.
Fully Scaling up Corequisite Models in Math: Challenges and Successes
Author: Sharp, Laurie A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Mathematics Instruction,Teaching Methods,Program Design,Higher Education,Grants,Remedial Instruction,Educational Change,Enrollment,Academic Advising,Holistic Approach,Student Placement,Decision Making,Mentors,Peer Groups,Evaluation Methods,Intervention,Program Descriptions,College Preparation,Self Efficacy,Mathematics Skills,Academic Persistence,Outcomes of Education,Student Characteristics,Mathematics Achievement

DE programming in higher education should be designed to increase student success, and well-designed corequisite models have shown great potential as an accelerated option for completion of the first college-level course in math. With the support of a Texas Higher Education Coordinating Board grant, Tarleton State University, a member institution of the Texas A&amp;M University System, revamped its developmental education (DE) program to exceed requirements for the Texas Success Initiative by fully scaling up student enrollment in corequisite models to 100%. Along with a multi-pronged approach to help students satisfy any TSI liabilities, Tarleton's revamped DE program includes holistic advising practices that use multiple measures to inform placement decisions, a robust expansion of corequisite models, refinement of assessment protocols, inclusion of peer mentoring services, and two intervention options to address academic underpreparedness and issues with self-efficacy in math. Findings from the first year of implementation were favorable and demonstrated a significant increase in course completion when compared to the previous year. Limitations of this study and areas for future research were also discussed.
How Are Standard-Maintaining Activities Based on Comparative Judgement Affected by Mismarking in the Script Evidence?
Author: Williamson, Joanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Standards,Grading,Decision Making,Comparative Analysis,High Stakes Tests,Cutting Scores,Correlation,Evaluation Methods,English,Mathematics Tests,Sociology,Foreign Countries

Providing evidence that can inform awarding is an important application of Comparative Judgement (CJ) methods in high-stakes qualifications. The process of marking scripts is not changed, but CJ methods can assist in the maintenance of standards from one series to another by informing decisions about where to place grade boundaries or cut scores. The research described in this article set out to increase understanding of the risks associated with this use of CJ. Specifically, the research explored how robust the outcomes of CJ-based awarding activities would be to mismarking in the script evidence. In this article, the author explores the extent to which the simplified pairs (SP) method would be robust to mismarking in the sample of scripts used for the comparison exercise. The research has two main conclusions: (1) The SP method appears robust to single large marking errors and to fairly large marking errors in quite high proportions of sampled scripts; and (2) The SP method is more vulnerable to a general degradation of marking quality.
Supporting Online Community College Students with Trained Tutors in a Post-COVID World
Author: Manasse, Mark
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Two Year College Students,Community Colleges,Tutoring,Student Needs,Program Effectiveness,Barriers,Knowledge Level,Student Satisfaction,Training,Tutors

COVID-19 created unplanned, fully remote educational spaces. One California community college tutor training program augmented their tutor training practices to pivot to meet the needs of students now confronted with fully online learning. Using a mixed-methodology approach (e.g., survey and focus groups/individual interviews) over the course of one year, this program attempted to identify successes and potential gaps in providing equitable online tutoring access and to investigate possible challenges in meeting student affective needs within new, fully online tutoring spaces. Findings indicated clear gaps in student knowledge about online tutoring services, a high level of affective satisfaction with online tutoring, and a demographic mismatch between the proportion of student groups who utilized tutoring services as compared to the proportion who responded to the survey. Ultimately, it was found that tutor training programs need to continue to update training practices to meet the needs of students in a post-COVID world.