ethanporcaro/eric-fulltext-meta huggingface dataset:
Microgravity Playscapes: Play in Long-Term Space Missions
Author: Liapi, Marianthi
Date: 2016-00-00
Type: Journal Articles
Subjects: Space Exploration,Space Sciences,Psychological Patterns,Play,Morale,Leisure Time,Adults,Physics,Scientific Concepts,Science Activities,Hands on Science,Creativity,Visualization,Simulation,Well Being,Navigation,Social Development,Recreational Activities

Th?e authors examine the potential impact of play on astronauts adapting to the extreme conditions of space travel. Th?ey cite research showing that well-trained astronauts, though in general physically fi?t and emotionally stable, can suffer from--among other things--boredom and sensory deprivation in the con?fines of the microgravity capsules of space fl?ight. Astronauts on duty, the authors argue, are overscheduled, understimulated, isolated, and--importantly--play deprived. Introducing play into space fl?ight routines, they contend, keeps astronauts saner, boosts their morale, and provides leisure-time pleasure. Th?ey discuss the importance of play and its uses in Ackermann's Whole Child Development Guide, which, they argue, is also suitable for adult space travelers. And they provide guidelines for designing a playscape in microgravity that taps the unique, inherently playful qualities of weightlessness itself.
Scholarship: The Key to Creating Change through Outreach
Author: Bruns, Karen
Date: 2002-00-00
Type: Journal Articles
Subjects: Outreach Programs,Scholarship,Definitions,Extension Education,School Community Relationship,Universities,Partnerships in Education

Outreach can and should exemplify the characteristics typical of any scholarly work if it is to create change in our communities and universities. Glassick, Huber, and Maeroff's insight on the standards for scholarly work are reflected in the processes commonly used to implement outreach. Boyer challenges us to think of scholarship as a communal process. The uniqueness of outreach is that as an activity, it is a communal process. By rooting outreach in scholarship, its quality is enhanced and the work within the academy is enriched. The authors draw from the work of leading authors, their experiences in leading outreach initiatives, their role in planning the Outreach Scholarship 2002 conference, and the articles featured in this journal to share insights on outreach as scholarship.
A Qualitative Assessment Project Comparing and Contracting Faculty and Administrators' Perspectives on Service-Learning
Author: Welch, Marshall
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Qualitative Research,Research Universities,Comparative Analysis,College Faculty,Teacher Attitudes,Focus Groups,Teaching Methods,Student Evaluation,Interviews

More than 130 service-learning courses have been developed and taught at the University of Utah, a major Research I university, over the last ten years. A series of focus groups were conducted to identify salient factors related to faculty and administrators' perspectives of the advantages and challenges associated with service-learning. The study also compared perspectives of faculty with those of administrators. This article provides a brief background on focus groups followed by a description of the methodology used in the assessment. The analysis procedure and results are reported with a discussion of three strategic responses that were generated and implemented to address the concerns identified by focus group participants.
Saint Mary's College Teacher Science Institute: Converting Teachers to Using Guided Inquiry for Science Curricula
Author: McCarthy, Deborah
Date: 2003-00-00
Type: Journal Articles
Subjects: Summer Science Programs,Teacher Workshops,Institutes (Training Programs),Elementary School Teachers,Middle School Teachers,College School Cooperation,Teaching Methods,Instructional Innovation,Constructivism (Learning),Inquiry,Teamwork,Science Course Improvement Projects

In 1988 Saint Mary's College received a grant from Lilly Endowment, Inc. to create a program to improve the quality of science education in the local public and private schools. As part of applying that grant we created one-week summer work-shops for elementary and middle school teachers (K-8) based on guided inquiry methods of education. Each summer from 1999 to 2002 we have taught sixteen teachers in two week-long Teacher Science Institutes (TSI). This paper describes one part of the content and processes used in our workshops. Primarily it describes the teachers' enthusiastic shift to a constructivist, student-centered, guided inquiry pedagogy for science in their classrooms.
Service-Learning in Engineering through K-12/University Partnerships: Reflections from Five Years in the Trenches
Author: Lima, Marybeth
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Engineering Education,Educational Change,Community Change,Models,Private Financial Support,Corporations,Community Needs,Elementary Secondary Education,Futures (of Society),Public Schools

Service-learning has the power to transform K-12 and higher education and local communities. This paper details three suppositions about service-learning and community action based on experiences working with K-12 and higher education: (1) service-learning works best when it covers an overarching theme, (2) multiple models for working with K-12 schools are useful, and the choice of model(s) should be based upon the needs articulated by the K-12 school and community, and (3) new models to integrate corporate giving with community action are needed because funding is an integral part of the process. The model of a K-12 school as a local center for community action can be critically important for ensuring the future success of the public school system and the surrounding community through hands-on, community-based teaching and learning.
Building Community Partnerships Determining Organizational Capacity to Support Public Deliberation in Oklahoma
Author: Williams, Sue E.
Date: 2003-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Land Grant Universities,Citizen Participation,Hearings,Community Resources,Community Organizations,Motivation,Sustainability,Social Networks,Telephone Surveys,Interviews,Community Study

Land-grant institutions have a role in creating engaged citizens, and public deliberation is a valuable tool to accomplish this mission. Meeting this challenge requires a network of institutions, agencies, organizations, and groups with similar missions working toward a common goal. This article describes a study conducted at a land-grant institution to determine the capacity of a state to support the concept of citizen engagement through public deliberation.
What Is the Role of Extension Educators in the First Decade of the Twenty-First Century?
Author: Jackson, Daney
Date: 2003-00-00
Type: Journal Articles
Subjects: Extension Agents,Teacher Role,Extension Education,Outreach Programs,Educational Change,Trend Analysis,Literature Reviews,Change Strategies,Performance Factors,Educational Practices,College Programs,Institutional Mission

The cooperative extension service faces various changes in society that will affect its funding, programming methodology, and mission over the next five years. Most of the changes have begun to occur and to have an impact on extension and university outreach. This study utilizes a literature review, primary data analysis, and personal experience to describe a set of major trends and issues facing cooperative extension over the next five years. From this, recommendations are presented for the role that cooperative extension should play to continue to be a leading source of university outreach.
Higher Education-Community Partnerships: The Politics of Engagement
Author: Fear, Frank
Date: 2004-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Food,Politics,Higher Education,Decision Making,Dialogs (Language),Grants,Health Promotion,Program Descriptions,Community Development

Higher education-community partnerships can lead to fruitful rewards that are difficult to realize any other way. However, efforts to create, maintain, and sustain collaborative working relationships include inevitable tensions, the &quot;politics of engagement.&quot; Lessons learned about the politics of engagement are presented in this paper. The lessons are drawn from dialogue that emerged from a series of interconnected dialogues--first among Kellogg Foundation higher education-community grantees working across the United States in local food systems development and, later, as the grantees expanded the circle of conversation to include colleagues attending a national food systems conference. Field-based experiences revealed the importance of understanding partnerships as relationships between inherently different parties. These differences can impede or destroy partnership development unless they are acknowledged and converted into sources of strength. Responding successfully to the politics of engagement requires mindful choice-making by creating context-sensitive and responsive strategies to highly charged community and academic realities.
Developing an Engaged Institution: South Dakota State University's 2+2+2 Project and American Indian Students
Author: Kayongo-Male, Diane
Date: 2003-00-00
Type: Journal Articles
Subjects: State Universities,Educational Opportunities,American Indian Students,Outreach Programs,Intercollegiate Cooperation,Tribally Controlled Education,Partnerships in Education,High School Students,College Preparation,College Readiness,Developmental Studies Programs,Barriers

The authors examine South Dakota's 2+2+2 Project, a collaborative effort between South Dakota State University (SDSU) and the state's tribal colleges designed to enhance educational opportunities for American Indians, through the W. K. Kellogg Foundation's indicators of an engaged institution. Indicators include responsiveness, respect for partners, academic neutrality, accessibility, integration, coordination, and resource partnerships. Through this project SDSU aims to address expressed needs by attracting and retaining American Indian high school students and offering them opportunities to become familiar with careers in food science, early childhood education, natural resources, and agriculture. Program components, evaluation, mutual benefits, challenges, and broader implications are discussed.
Extension/Academic Service-Learning Collaboration: Benefits and Lessons Learned
Author: Kriesky, Jill
Date: 2003-00-00
Type: Journal Articles
Subjects: Service Learning,Extension Education,Partnerships in Education,School Community Relationship,Community Organizations,College Programs,Models,Program Effectiveness,Community Benefits,Alignment (Education),Time Management,Strategic Planning

The West Virginia Community Partnership Model (WVCPM) fosters partnerships among academic faculty, students, extension faculty (and staff), and community organizations to produce significant community-based student learning; increased university involvement in community service across the state; and cultural change that improves collaboration between the academic and extension faculties for the mutual benefit of all parties. This article describes benefits and lessons learned through the early stage operation of the model. It analyzes these benefits and lessons learned in terms of three apparent characteristics of effective partnerships: (1) goal alignment among partners; (2) adequate time to establish partnerships; and (3) willingness to &quot;give something up&quot; (e.g., adopt only promising ideas) when necessary.
Measuring Scholarly Outreach at Michigan State University: Definition, Challenges, Tools
Author: Church, Robert L.
Date: 2003-00-00
Type: Journal Articles
Subjects: Outreach Programs,Benchmarking,Teacher Surveys,Outcome Measures,Barriers,Testing Problems,Data Collection,Online Surveys,Statistical Analysis,School Community Programs,State Colleges,Definitions,Measurement Techniques,Test Construction

At Michigan State University (MSU) we have developed and are testing a faculty survey instrument to gather institution-wide information on outreach activity. We have sought to define consistent quantitative measures that can be used both to describe the whole institution's investment of resources in engagement activities and to establish expectations of what individuals and units should contribute to meeting the institution's outreach or engagement mission. In this article we first discuss MSU's definition of outreach/engagement as a form of scholarship and the conceptual and political issues that arise in determining what activities should be counted. Second, we explain some impediments experienced in creating an appropriate survey instrument and some general barriers to collecting data on outreach activities. Third, we describe the data collection strategy. Finally, we discuss the online survey tool itself and the types of quantitative data we seek.
The Engaged Institution, the Twenty-First Century, and the New University Extension
Author: Reilly, Kevin P.
Date: 2003-00-00
Type: Journal Articles
Subjects: Extension Education,Outreach Programs,Program Effectiveness,Change Strategies,School Community Programs,Organizational Theories,Financial Support,Learning Resources Centers,Educational Resources,Educational Practices,College Programs,Case Studies,Land Grant Universities

The National Association of State Universities and Land-Grant Colleges' Kellogg Commission notes the perception that &quot;despite the resources and expertise available on our campuses, our institutions are not well organized to bring them to bear on local problems in a coherent way.&quot; This article suggests some organizational patterns and relationships that address the problem, with examples drawn from several major universities. It also presents a vision of how a re-energized, repositioned, comprehensive extension and outreach function can burnish the reputation and performance of an institution committed to fulfilling the promise of engagement.
A Health Advocate Program: Evaluation by Stakeholder
Author: Wolff, Marie
Date: 2004-00-00
Type: Journal Articles
Subjects: Public Health,Advocacy,Program Evaluation,Public Housing,Semi Structured Interviews,Stakeholders,Outreach Programs,Sustainability,Financial Support

This article specifically describes an evaluation of a Community Health Advocate (CHA) program in a public housing development from the perspectives of various stakeholders. The evaluation consisted of semistructured interviews with advocates, case management, a Housing Authority of the City of Milwaukee representative, and non-Advocate residents of public housing. Interviews lasted thirty to fifty minutes and were analyzed inductively to determine common themes. Several major themes emerged from the analysis: (1) perceived value and recognition of the CHA program; (2) personal benefit to advocates from the CHA program; (3) effects of the CHA program; and (4) future directions and challenges. Although the CHA program has been very successful, a future challenge is to increase resident participation in advocate activities. Increased outreach will require identifying the most effective vehicles for this community engagement. Program sustainability will require strategies for identifying funding sources.
Broadening and Deepening the Definition of Outreach Scholarship: Linking Popular Education and Community-Based Participatory Action Research
Author: Rai, Kalyani
Date: 2003-00-00
Type: Journal Articles
Subjects: Outreach Programs,Definitions,Action Research,Participatory Research,Continuing Education,Partnerships in Education,School Community Programs,Scholarship,Research Design,Research Methodology,Community Surveys,Multicultural Education,Parent Education,Violence,Experiential Learning,Educational Practices,College Programs

This paper outlines a Community-based Participatory Action Research model designed and implemented by the University of Wisconsin-Milwaukee School of Continuing Education with two community-based agencies in Milwaukee. In two participatory action learning seminars, research was combined with action to improve the educational experience of community residents. Linking education and community life made it possible to address specific community-identified problems. Our experience emphasizes the need to create a learning environment by bringing together the theory and practice of popular education and community development. The paper then gives a broader and deeper definition of scholarship that: (1) recognizes the development of new knowledge through collaboration with community partners, (2) promotes mutual learning to address significant issues in the community, and (3) strengthens an effective partnership that links the university with the community.
Seizing the Moment: Creating a Changed Society and University through Outreach
Author: Ramaley, Judith
Date: 2003-00-00
Type: Journal Articles
Subjects: Outreach Programs,Educational Change,School Community Relationship,College Role,Community Role,Partnerships in Education,Citizenship Responsibility,Economic Development,Community Development,Performance Factors,Institutional Mission,Educational Practices

This conference is built on two very interesting premises; first, that university outreach can change society and second, that outreach can also change the university. What is the mechanism by which this mutual influence can offer? What does the university offer the community, and what does the community offer the university? The short answer is--the opportunity to learn in the company of others in a situation where learning has consequences. [Keynote Address presented at the &quot;Outreach Scholarship 2002 Conference&quot;: Catalyst for Change&quot;, Worthington, Ohio, Oct 6-8, 2002]
Listening to Community Voices: Community-Based Research, a First Step in Partnership and Outreach
Author: Heffner, Gail Gunst
Date: 2003-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Outreach Programs,Community Surveys,School Community Relationship,College Programs,Action Research,Participatory Research,Research Methodology,Educational History,Educational Principles,Research Projects,Focus Groups,Community Health Services,Community Benefits,Qualitative Research

This paper offers some historical perspective on alternative research traditions and discusses some of the basic principles of community-based research as a tool for partnership development. The authors then describe an example of how Calvin College, a Christian comprehensive liberal arts college has used a multi-disciplinary approach in developing community partnerships. Faculty and researchers from different departments and diverse community partners have worked together to engage in participatory action research in one particular neighborhood in Grand Rapids, Michigan. Specific techniques for community-based research are discussed as well as lessons learned and obstacles overcome as we have sought to listen carefully to community voices and to deepen our scholarship of engagement in significant ways. Community-based research can be a bridge between the academy and the community, providing a forum for building relationships, learning from one another, and working together for social change.
Role Perceptions and Role Dynamics between Graduate Scientists and K-12 Teachers in a School-University Outreach Project: Understudied Constructs
Author: Bledsoe, Karen E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Graduate Students,Scientists,Role Perception,Science Education,Educational Change,Fellowships,Elementary Secondary Education,College School Cooperation,Outreach Programs,Program Implementation,Interviews,State Universities,Case Studies,Role Models,Partnerships in Education

Partnerships between scientists and teachers are an important focus of the current reform in science education. This study examined the roles and the dynamics of interactions in an NSF-funded Graduate Teaching Fellows in K-12 Education (GK-12) project. Data sources included interviews with teachers, fellows, and students at eight K-12 schools. Data were analyzed for emergent categories recognized by teachers and fellows alike. Roles played by the fellows were those of science/ math expert, scientist/mathematician role model, source of material resources, source of curricular enrichment, and teaching partner. Teacher roles were perceived as liaison between fellow and schools, teaching partner, teaching mentor, and science/math learner. Although the project underdefined the roles of the teachers, teachers showed noteworthy consistency in perception of their roles. The roles of the fellows differed from those of the project description and evolved idiosyncratically within each teacher-fellow partnership. Because a consistent understanding between project directors and participants regarding roles is critical to the success of a project, the authors suggest that further research into roles that emerge within part­nerships is vital for the future development of K-12 projects.
Inserting Child-Initiated Play into an American Urban School District after a Decade of Scripted Curricula: Complexities and Progress
Author: Nicholson, ?Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Public Schools,Play,Educational Legislation,Federal Legislation,Child Development,Social Development,Emotional Development,Teacher Role,Partnerships in Education,Parent Attitudes,Principals,Administrator Attitudes,Case Studies,Communities of Practice

The authors discuss an urban public school district's efforts to reinsert play after its mandated disappearance for fourteen years under a scripted curriculum imposed to meet the goals of the No Child Left Behind law. The authors analyze field notes, teacher and administrator interviews, coaching records, and surveys to chart the impact on teachers of the efforts to revive play in their classrooms. The study suggests that these attempts increased the teachers' understandings of child development and the connections between play and social-emotional development. The authors note the role of teachers in arranging play-friendly classrooms and the problems teachers faced including the lack of any district curriculum; the complexities of public-private partnerships; the lack of understanding about play by parents, principals, and administrators; and children's challenging behavior and volent play themes. Finally, the authors consider the sociopolitical factors influencing the sustainability of play in large urban classrooms.
&quot;We Don't Allow Children to Climb Trees&quot;: How a Focus on Safety Affects Norwegian Children's Play in Early-Childhood Education and Care Settings
Author: Sandseter, Ellen Beate Hansen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Children,Child Safety,Early Childhood Education,Child Care Centers,Risk Management,Attitude Change,Educational Environment,Cultural Influences,Accident Prevention,Injuries,Questionnaires,Administrators,Comparative Analysis,Recess Breaks,Playgrounds,Water,Field Trips,Weather,Barriers,Physical Activities

The authors point out a basic contradiction: On one hand, we want to keep children as safe as possible; On the other, they suggest, learning to take risks is a normal part of childhood and child development. In Norway, research has shown that early-childhood education and care (ECEC) practitioners have, in the past, taken a permissive approach to children's risk taking. In this article, the authors surveys ECEC managers to explore how the increasing focus on safety in Norwegian society affects ECEC programs. They find the previously more relaxed attitudes regarding risky play among children to be changing in such settings. They describe restrictions recently introduced into everyday program activities, and they discuss the implications both for ECEC pedagogy and for children's play, learning, and development.