ethanporcaro/eric-fulltext-meta huggingface dataset:
Building and Sustaining a University-Anchored Collaborative Public Safety Data Network: The Northwest Indiana Model
Author: Ferrandino, Joseph
Date: 2018-00-00
Type: Journal Articles
Subjects: Safety,National Security,Consortia,Partnerships in Education,Clearinghouses,Information Management,Information Networks,Database Management Systems,Public Agencies,Sustainability,Governance,School Community Programs,Organizational Objectives,Organizational Theories,Educational Opportunities,Community Benefits,Barriers,Models,Higher Education

This article details the Northwest Indiana Public Safety Data Consortium (NWIPSDC), a privately funded data-sharing network housed at Indiana University Northwest, an anchor institution, that includes several private-sector participants and over 30 public safety agencies at all levels of government (local, county, state, and federal). The NWIPSDC is fully explained, as are the academic underpinnings that supported its foundation (anchor institutions, network governance, and organizational and systems theory). The consortium is then detailed. The article concludes by overviewing, from the faculty perspective, the benefits and opportunities as well as challenges and drawbacks for those considering this type of community-engaged service/research on such a scale and how administrators can help to alleviate these issues and concerns.
Community in Crisis: Confronting Our Heroin Epidemic and Leveraging Community Engagement to Address a Pressing Issue
Author: Langley-Turnbaugh, S. J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Colleges,College Students,College Faculty,Narcotics,Addictive Behavior,Intervention,College Role,Death,Public Health,School Community Programs,Crisis Management

In the fall of 2015, Northern Kentucky University began a sustained, multidimensional effort to explore our region's devastating heroin epidemic. The goal was to engage NKU's students, faculty, and staff with the community through public dialogue, experiential learning, and research. Taken together, our engagements would contribute to public understanding of the crisis and its scope, as well as to evidence-based solutions in every relevant sector, including social and human services, education, public policy, and health care. The initiative began as all such engagement should: with the university listening to the community and then structuring our plans according to that counsel. The purpose of this article is to describe this effort and its outcomes, thus providing a template for colleges and universities wishing to engage deeply around an important community topic.
Retrofitting the Ivory Tower: Engaging Global Sustainability Challenges through Interdisciplinary Problem-Oriented Education, Research, and Partnerships in U.S. Higher Education
Author: Mossman, Amy Patrick
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Sustainability,Global Education,Global Approach,Interdisciplinary Approach,Partnerships in Education,Problem Based Learning,Educational Research,Economic Impact,Barriers,Educational Methods,Educational Practices,Institutional Characteristics,Program Implementation,Educational Change

Various experts and institutions, including the United Nations, have stressed the complexity of the 21st century's global sustainability challenges. Higher education institutions should be at the center of research and education to meet these challenges. However, these institutions also find themselves in crisis, in part due to the economic recession, but also due to traditional disciplinary barriers that do not always incentivize interdisciplinary collaborations and public outreach. Challenges to interdisciplinarity are discussed, and examples of successful approaches are presented to demonstrate possibilities for prioritizing problem-oriented research and education tied to community and industry partnerships across higher education.
Motivation of Engineering Students and Lecturers toward English Medium Instruction at Tertiary Level in Turkey
Author: Turhan, Burcu
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Engineering Education,Student Motivation,College Faculty,Teacher Motivation,English (Second Language),Language of Instruction,Mixed Methods Research,Likert Scales,Questionnaires,Multivariate Analysis,Statistical Inference,Focus Groups,Interviews,Content Analysis,Foreign Countries

English is an access to a global society (Normark, 2013), which implies studying a specific subject area through English is crucial in today's educational arena. The reason behind this is that English is a motive for universities to gain a global status as Coleman (2006) argued. Thus, the focal point of this study is to reveal motivational variations of students and lecturers toward English-Medium Instruction (EMI) because motivation may be an influential factor determining the success of EMI implementations. To this end, the study was designed as a mixed methods research to reach a deeper understanding of the issue. The participants were mechanical engineering students and lecturers at a state university in Turkey. In this regard, a Likert-type questionnaire was adapted to examine what factors had an impact on motivation of participants toward EMI. For the analyses of quantitative data, descriptive statistics were used to obtain mean and standard deviation scores; and MANOVA test was utilized via inferential statistics to see whether the year of study was a determinant for the motivation of students. Moreover, focus group interviews were conducted with students whilst lecturers were interviewed individually. Qualitative data obtained from interviews were analyzed using inductive content analysis. The results indicated no significant differences among the first, second, third and fourth year students' motivation toward EMI; yet, it was found that the first year students were slightly more motivated toward EMI. Further, instrumental motivation appeared to be more dominant and lecturers' motivation toward EMI varied depending on numerous reasons.
Ideology in the News through Active, Passive Sentences and Nominalization: A Study on the Terrorist Attack in Ankara Reported in British and American Newspapers
Author: Sögüt, Sibel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,News Reporting,Language Usage,Sentences,Grammar,Terrorism,Newspapers,Cross Cultural Studies,Cultural Differences,Journalism,Mixed Methods Research,Discourse Analysis

This study focuses on the investigation of frequency and distribution of the active, passive sentences and nominalized structures in new reports about &quot;the terrorist attack in Ankara on October 10th&quot; (2015) across British and American newspapers. In the light of this purpose, the following research questions are addressed: 1. How is the news about the terrorist attack in Ankara reported in British and American newspapers as far as active, passive sentences and nominalized structures are concerned? 2. What are the frequencies and distributions of active, passive sentences and nominalized structures in news reports across British and American newspapers? The data of the study are analyzed quantitatively and qualitatively by finding out the frequencies and distributions of the structures, and by explaining examples from the document analysis process respectively. American newspapers were found to present the agent more frequently compared to British newspapers. The results of the study show that there are instances of passivization in mitigating a claim about the agent, or attenuating to present the details of the events. The journalists use active voice in describing the actions and events whereas they prefer passive voice in presenting the actions in which the agent is unknown or irrelevant. As the newspapers examined within the domain of this study are the most circulating and leading newspapers, the choice of these structures and their potential role in conveying ideology have crucial role in presentation of the image of Turkey in external media (i.e. the news reported abroad about Turkey). [This research study was presented at the Corpora and Discourse International Conference (June 30-July 2, 2016) Siena University, Italy.]
Influence of Social Power on Perception of Speech Act of Apology by Jordanian Second Language Speakers
Author: Al-Khaza'leh, Bilal Ayed
Date: 2018-00-00
Type: Journal Articles
Subjects: Speech Acts,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Questionnaires,Statistical Analysis,Semitic Languages,Language Variation,Language Attitudes,Power Structure,Social Distance,Pragmatics,Transfer of Training,Teaching Methods,Curriculum Development,Graduate Students,Student Attitudes

The present study aimed at investigating the influence of social power, as a social hierarchy, on perception of speech act of apology by 40 Jordanian second language speakers (JL2Ss) compared to that of 40 Jordanian non-English speakers, those whose English proficiency is low (JNESs) and 40 English native speakers (ENSs). Discourse Completion Test (DCT) and Scaled Response Questionnaire (SRQ) were used to elicit data from the three groups of participants. For data analysis, one way ANOVA, post hoc pair comparisons statistical tests were employed. Similarities and differences between Jordanian Arabic and British English cultures were detected. Social power found to have an impact on Jordanian participants perception significantly higher than ENSs. Moreover, significant mean differences among the three groups regarding their perception of the four context-internal variables were also found. Further, results showed that although JL2Ss are highly proficient in English they still lack the required sociopragmatic competence which consequently led to negative sociopragmatic transfer. The study concludes with some pedagogical implications, findings could benefit EFL course designers and teachers to develop EFL curricula in Jordan which may remedy the JL2Ss lack of pragmatic knowledge of the target language and reduce pragmatic failure across cultures.
Language Difficulties That International Postgraduate Students Experience during Their Education with the Medium of Turkish Language
Author: Haidari, Sayed Masood
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Language of Instruction,Second Language Learning,Foreign Countries,Academic Achievement,Foreign Students,Graduate Students,Difficulty Level,Teaching Methods,Semi Structured Interviews,Student Attitudes,Vocabulary,Teacher Student Relationship,College Faculty,Qualitative Research

Language of instruction is a crucial aspect of teaching and learning process in every educational context. The language competence in fact can affect the degree of success of the students and their academic performance throughout their education; especially in postgraduate education level in a foreign language. In this case, it will be very difficult for the international students to pursue their education in an entirely different context with a language they learn for the first time. There is a sizeable amount of existing research carried out on the language difficulties of the international postgraduate students with the medium of instruction (mostly in English). The findings show that inadequacy in language utilization puts a profound negative impact on students' learning and understanding the intended content knowledge. Thus, the current study was conducted to explore the language difficulties that the international postgraduate students experience during their education at Turkish universities with the medium of Turkish, their applied strategies, the given supports, their suggestive solutions and expectations to reduce their current problems. The data was collected through a one-to-one semi-structured interview with 15 international postgraduate students from different countries pursuing their education in different faculties at Mersin University. The results of the study revealed that the main problem of these students was writing followed by speaking, listening and reading respectively. However, the problems related to the language skills were linked to other underlying factors such as poor vocabulary, fast speech rate of the instructors, structural aspects of the Turkish language and some others.
Tweeting at Dr. Faustus: #sdsufaustus
Author: Casassa, Kelly
Date: 2018-04-08
Type: Journal Articles
Subjects: Social Media,Qualitative Research,Theater Arts,Audience Participation,Student Participation,Urban Universities,College Students,Criticism,Cooperation,Sense of Community,Learner Engagement,Creative Activities

This qualitative study presents an analysis of how the use of social media can provide opportunities for students to critically analyze complex texts and collaborate with peers. The students participated as active audience members at a theatrical performance of Gertrude Stein's &quot;Doctor Faustus Lights the Lights&quot; at a large urban university. The performances included student participation in a live Twitter feed. Data sources included observations of the performances and the collection of Tweets; these were analyzed using thematic analysis methods. Findings indicated that the use of social media provides participants the opportunity to engage in creative expression, co-construct knowledge with peers, create a sense of community, actively engage within the arts, and relate complex text to everyday life.
Beyond Words: &quot;Paint Your Life&quot;™--An International System for Transforming How We Think about Ourselves and Others
Author: McDermott, Morna
Date: 2018-04-08
Type: Journal Articles
Subjects: Qualitative Research,Art,Self Concept,Aesthetics,Educational Policy,Community Programs,Artists,School Community Relationship,Cultural Differences,Workshops,Art Education,Individual Differences,Conflict,Interpersonal Relationship,Educational Games,Teaching Methods,Painting (Visual Arts)

This paper outlines an ongoing qualitative review of themes that have emerged across the various session of the &quot;Paint Your Life&quot; program which was developed over the last 15 years. The author discusses the potential for &quot;Paint Your Life&quot; to disrupt hegemonic discourse about art, artists, and community development. Based on the qualitative collected from across different international sessions the author suggests that &quot;Paint Your Life&quot; offers a radical means for re-imagining international education policies and art discourse, including the ways in which the arts, in the hands of various community groups can create &quot;border crossing&quot; between artists and non-artists, between school and community, between cultural distances, and between self and &quot;Other.&quot; The early research into this program anticipates how &quot;Paint Your Life&quot; might contribute to anti-oppressive aesthetic community projects.
Sami Re-Imaginings of Equality in/through Extracurricular Arts Education in Finland
Author: Kallio, Alexis Anja
Date: 2018-04-08
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Culturally Relevant Education,Equal Education,Extracurricular Activities,Art Education,Artists,Art Teachers,Cultural Awareness,Cultural Influences,Teaching Methods,Social Bias,Social Stratification

The Indigenized arts-based inquiry reported in this article addresses matters of equality in Finland's extracurricular arts education system, as experienced by Indigenous Sami artists, arts educators, scholars, and community leaders. Challenging national narratives of cultural homogeneity and egalitarianism, this research identifies aspects of this publicly-funded arts education system that function to create, or perpetuate inequality for Sami learners. Employing narrative and joik as analysis approaches, we reflect upon these processes of exclusion in order to envision new possibilities for this national arts education system to not only accommodate Sami learners, but to learn from and together with Indigenous arts, pedagogies, ontoepistemologies and ways of being to enhance equality for all.
A Different Kind of Sponsorship: The Influence of Graphic Narrative Composing on ELA Pre-Service Teachers&apos; Perceptions of Writing and Literacy Instruction
Author: Cook, Mike P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,English Teachers,English Instruction,Writing Instruction,Writing (Composition),Language Arts,Writing Attitudes,Case Studies,Multiple Literacies,Writing Assignments,Constructivism (Learning),Grounded Theory,Rhetoric,Decision Making,Narration,Writing Processes,Learning Modalities,Cartoons,Novels,Undergraduate Students,Reflection

The authors present research findings from a collective case study (n=5) conducted in a multimodal composition course for pre-service English teachers. Researchers studied how a course focused on how multimodal composition influenced pre-service teachers' identities as writers and their stances on literacy instruction. Data consisted of students' reflective writing on a graphic narrative assignment and were analyzed using constructivist grounded theory (Charmaz, 2006). Five themes characterize the data: the varied rhetorical decisions used to compose the graphic narrative; the recognition of multimodal composition as process-oriented; the paralleling of &quot;writing&quot; and &quot;composing&quot;; the interrogation of what counts as academic text; and the misreading and misunderstanding of the rhetorical situation and of multimodality. Implications for the field are offered as well.
#Twitter: A Pedagogical Tool in the High School Classroom
Author: Loomis, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: High Schools,Educational Technology,Teaching Methods,Social Media,Technology Uses in Education,Language Arts,Instructional Innovation,Mass Media Use

Technology evolves at a lightning pace in the 21st century. Not only does technology change, but the online spaces begin, morph, and disappear quickly, requiring teachers to be creative and flexible as they work to incorporate technology use into their pedagogy. Today's Tumblr may well be tomorrow's Myspace. As a high school teacher of many years, I enjoyed experimenting with new ideas, including using social media in my classes. I found Twitter to be one of the more useful and easy ways to implement popular social media tools into my English Language Arts classrooms. Using the affordances of smartphones and Twitter, I was able to increase student participation, provide individualized help, and include students in cooperative learning by letting the class experts help other students in a non-intimidating way. With appropriate boundaries for usage and intent, Twitter may offer a new twist for improved student engagement in high school classes that may, over time, lead to greater student achievement.
&quot;But She Didn&apos;t Scream&quot;: Teaching about Sexual Assault in Young Adult Literature
Author: Colantonio-Yurko, Kathleen C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Rape,English,Language Arts,Sexual Abuse,Adolescent Literature,Teaching Methods,Teacher Attitudes,Teaching Experience,High School Students,Middle School Students

In this article, three English Language Arts teachers draw on their teaching experiences of addressing sexual violence in assigned young adult literature. The authors use their experiences to guide a series of suggestions for other teachers who wish to teach these texts in their own classes. First, the authors offer suggestions for legitimizing the literature with school leaders and students' caretakers. Then, the authors offer a list of steps that teachers can follow so that students develop an accurate understanding of sexual assault and rape. Finally, the authors provide curricular suggestions to teach students to critically examine those topics when reading young adult titles. Although the focus of this article is young adult literature, the teaching suggestions can be applied to other texts.
Toward a Theory of the Dark Fantastic: The Role of Racial Difference in Young Adult Speculative Fiction and Media
Author: Thomas, Ebony Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Differences,Young Adults,Adolescent Literature,Fiction,Mass Media,Fantasy,Science Fiction,Cartoons,Barriers,African Americans,Violence,Social Bias,Racial Bias

Humans read and listen to stories not only to be informed but also as a way to enter worlds that are not like our own. Stories provide mirrors, windows, and doors into other existences, both real and imagined. A sense of the infinite possibilities inherent in fairy tales, fantasy, science fiction, comics, and graphic novels draws children, teens, and adults from all backgrounds to speculative fiction--also known as the fantastic. However, when people of color seek passageways into the fantastic, we often discover that the doors are barred. Even the very act of dreaming of worlds-that-never-were can be challenging when the known world does not provide many liberatory spaces. The dark fantastic cycle posits that the presence of Black characters in mainstream speculative fiction creates a dilemma. The way that this dilemma is most often resolved is by enacting violence against the character, who then haunts the narrative. This is what readers of the fantastic expect, for it mirrors the spectacle of symbolic violence against the Dark Other in our own world. Moving through spectacle, hesitation, violence, and haunting, the dark fantastic cycle is only interrupted through emancipation--transforming objectified Dark Others into agentive Dark Ones. Yet the success of new narratives from &quot;Black Panther&quot; in the Marvel Cinematic universe, the recent Hugo Awards won by N. K. Jemisin and Nnedi Okorafor, and the blossoming of Afrofuturistic and Black fantastic tales prove that &quot;all&quot; people need new mythologies--new &quot;stories about stories.&quot; In addition to amplifying diverse fantasy, liberating the rest of the fantastic from its fear and loathing of darkness and Dark Others is essential.
&quot;We Don&apos;t Wanna Strait-Jacket You&quot;: Community, Curriculum and Critical Literacy in Urban Debate
Author: Cridland-Hughes, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: Popular Culture,Critical Literacy,Debate,Qualitative Research,Observation,Interviews,Urban Areas,High School Students,Extracurricular Activities,Youth Programs,Community Programs,Minority Group Students,College Students,African American Students,Curriculum,Student Participation,Reflection,Teaching Methods

This article explores the interaction between popular culture, community-based education, and the establishment of a critically literate debate community, using the case of City Debate as one example of how critical literacy is embedded and taught through curriculum. Debate has historically been conceptualized as a structurally rigid space for traditionally academic youth (Fine, 2001); however, in the nontraditional space of the urban debate community, instructors and students used access points rooted in both popular culture and Black culture to engage students in deep thought about national policy and the ethics of actions (Cridland-Hughes, 2017; Warner &amp; Bruschke, 2001). Using ethnographic methods, including participant observation and interviews (Merriam, 1998), document analysis (Prior, 2003), and triangulation, I examine the framing and implementation of one urban debate community, looking for how curriculum and pedagogy meet community critical literacy goals.