ethanporcaro/eric-fulltext-meta huggingface dataset:
What Counts as Educational Research? Spaces, Boundaries and Alliances
Author: Lee, Alison
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Learning Processes,Educational History,Interdisciplinary Approach,Research Methodology,Educational Environment,Health Services,Role of Education,Educational Principles,Educational Philosophy,Networks

In this article, the author explores practices and economies of learning that make visible particular practices where educational work is embedded in places other than schools, colleges and universities, or at least in complex interaction with them. To do this, she draws on a body of work she has been involved with over the past ten years, sole-authored and co-produced with colleagues reflecting on the history and contemporary positioning of educational research and its relationships with research on learning in spheres outside formal education itself. Her particular focus is on recent collaborative research she has been involved in within health, where she exemplifies some directions and possibilities in relation to Sharrock's notions of &quot;co-production of new understandings and solutions&quot;--across boundaries and in interdisciplinary endeavour. Interrogating the boundaries and limits of what can count as educational research is always a risky endeavour, as it challenges the idea that there is a &quot;centre&quot; or one &quot;parish&quot; for education, conceptually, spatially and culturally. But the author's experiences of interdisciplinary research into health practice and professional learning allows the question of what is and is not education to be asked in ways that she hopes have some conceptual as well as pragmatic value. It takes as axiomatic that the boundaries of what counts as education, and hence the proper business of education research, are not fixed but shifting in time and space, and are more and more intensely contested, as the centre, as Kathleen Ferguson and Terri Seddon's socio-spatial framework suggests graphically, gives way and is remade through insertion into a set of dispersed learning networks. While this latter term has become commonplace, almost ubiquitous in recent times, there is a need for rigorous theoretical and empirical work attending to the scope and parameters of such conceptions.
Digital Media, Technologies and Scholarship: Some Shapes of eResearch in Educational Inquiry
Author: Markauskaite, Lina
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Scholarship,Computer Uses in Education,Epistemology,Research Methodology,Influence of Technology,Research Tools,Multimedia Materials,Computer Networks,Computer Mediated Communication,Data Analysis

This paper discusses some recent developments in digital media, research technologies and scholarly practices that are known under the umbrella term of &quot;eResearch&quot;. Drawing on conceptual ideas of digital materialism, epistemic artefacts and epistemic tools, this paper discusses how the digital inscription of knowledge and knowing could change the nature of knowledge work in educational research and inquiry. This paper argues that eResearch challenges the conventional divide between &quot;monological&quot; and &quot;dialogical&quot; research practices and provides opportunities to create &quot;trialogical&quot; ways of inquiry. These trialogical practices involve not only the collaborative development of answers to research questions, but also require explicit attention and development of new digital epistemic infrastructures--digital resources, software and conceptual tools and social structures. Our limited understanding about educational knowledge building practices is one of the major challenges for further advancement of educational research. (Contains 15 endnotes and 3 figures.)
Moving Ideas and Mobile Researchers: Australia in the Global Context
Author: Fahey, Johannah
Date: 2010-12-00
Type: Journal Articles
Subjects: Travel,Social Science Research,Occupational Mobility,Social Sciences,Biographies,Foreign Countries,Brain Drain,Educational Researchers,Humanities,Educational Policy

This paper draws from the ARC Discovery project called &quot;Moving Ideas: Mobile Policies, Researchers and Connections in the Social Sciences and Humanities--Australia in the Global Context&quot; (2006-2009). This project explored the ways that ideas travel and how knowledge transforms through travel. One aspect of the study was the critical examination of various research policies around the world that are associated with moving ideas and moving researchers. These are often coupled with notions of &quot;brain drain-gain/mobility&quot; and diaspora. A second focus was on the mobility biographies of globally mobile intellectuals with various links to Australia and on the implications of their mobility for their ideas, politics and national and trans-national identifications. It is our view that the actual experiences and insights of such people have the potential to enhance researcher (academic) mobility policies. A third concern has been to address the question of what it means to globalise the research imagination. In addressing this question we have drawn on leading researchers from around the globe who undertake research on globalisation itself. The paper to follow draws from selected publications associated with this project. The book from the project, to be completed in 2010, is titled &quot;Moving Ideas and Mobile Intellectuals&quot;. It should be noted at the outset that our focus in the project and in this discussion paper is on researchers in the social sciences and humanities including but not exclusively educational researchers. We begin by asking what it means to globalise research and how is this related to the nation-state? (Contains 4 endnotes.)
Teacher Perspectives on Career-Relevant Curriculum in Middle School
Author: Akos, Patrick
Date: 2011-00-00
Type: Journal Articles
Subjects: Core Curriculum,Career Education,Factor Structure,Factor Analysis,Middle School Teachers,Relevance (Education),Teacher Surveys,Teacher Attitudes,Educational Objectives,Integrated Curriculum,Educational Strategies,Educational Practices,Developmental Studies Programs,Followup Studies

Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Career-relevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who plan and deliver the curriculum. For this study, a measure was created to assess teacher perspectives of career education efforts in middle school. A two-factor structure (career integration and future orientation) was demonstrated in exploratory and confirmatory factor analysis of the survey. Results from 291 middle school teachers reveal the potential of career education infusion into the core curriculum, with nominal but statistically significant differences in gender, subject matter, and socioeconomic status of the school. Implications for middle school educators are provided. (Contains 5 tables.)
Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?
Author: Rothman, Terri
Date: 2011-00-00
Type: Journal Articles
Subjects: Control Groups,Language Arts,Standardized Tests,Program Effectiveness,Grade 7,Tutoring,Mathematics Achievement,After School Programs,Pretests Posttests,Matched Groups,Achievement Gains,Comparative Testing,Academic Support Services

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the end of seventh grade were recruited to receive tutoring in either language arts (LA) or mathematics (MA), depending on the area of weakness. An analysis of covariance revealed that both groups of students tutored in LA (n = 23) or MA (n = 20) significantly outperformed a matched control group (p = 0.02 for LA; p = 0.04 for MA). Components of effective after-school academic programs are discussed. (Contains 5 tables.)
&quot;It All depends...&quot;: Middle School Teachers Evaluate Single-Sex Classes
Author: Spielhagen, Frances R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Single Sex Classes,Educational Change,Middle School Teachers,Instructional Effectiveness,Educational Practices,Teaching Models,Teaching Methods,Teacher Attitudes,Interviews,Focus Groups,Teacher Surveys,Followup Studies,Program Effectiveness,Teaching Experience

This mixed-methods study explored the effectiveness of single-sex classes according to key stakeholders in this educational reform--the teachers who choose or are hired to teach in single-sex classes and schools. Specifically, this study examined the on-the-ground experiences of middle school teachers as they attempted to implement a relatively new and  somewhat controversial school reform in a large urban center in the southeastern United States. The teachers offered important insights into the ways they approached single-sex classes at the beginning of the school year, including the differences in the ways boys and girls learn. The teachers also reached conclusions as the school year was ending. Are single-sex classes effective? According to the teachers in this study, it depends on a complex set of factors. In this study, adolescent developmental changes were brought into sharp focus in the single-sex classes. By the end of the school year, the initially optimistic attitudes of the teachers toward the behavior of their students in the single-sex classes had diminished. Not surprisingly, administrative support and professional development also emerged as critically important. Finally, despite their negative assessment of some of the aspects of single-sex classes, these teachers maintained that the reform should remain an option for parents and students. (Contains 5 tables.)
Scaffolding Middle School Students' Comprehension and Response to Short Stories
Author: Liang, Lauren Aimonette
Date: 2011-00-00
Type: Journal Articles
Subjects: English Curriculum,Reader Response,Literary Genres,Grade 6,Teaching Methods,Reader Text Relationship,Teaching Models,Literature Appreciation,Intermode Differences,Instructional Effectiveness,Cognitive Processes,Scaffolding (Teaching Technique),Experimental Groups,Control Groups,Reading Comprehension

Teaching narrative text selections is an important part of the middle grades English curriculum. As middle grades educators search for ways to best support their students' reading, it is important to consider carefully the effects of various approaches to teaching literature. This study focused on the two most popular approaches to teaching literature, the cognitive-oriented and reader-response approaches, and compared the effects each approach has on students' comprehension and response to a narrative text. Specifically, the study examined the results on 85 sixth grade students' comprehension and response  to literature when they were taught stories using a reader-response approach and when using a more cognitive-oriented approach. To compare the two methods, each was operationalized in a Scaffolded Reading Experience (SRE), an instructional framework designed to foster students' understanding and engagement with individual texts. Results showed that using a reader-response approach resulted in students' achievement of reader-response tasks but not of cognitive-oriented tasks and that using a more cognitive-oriented approach produced the opposite result. Overall, the study suggests that teaching literature with a particular approach does affect students' comprehension and response to text, and, thus, teachers should match their teaching approach with the outcome desired. (Contains 3 tables and 1 figure.)
Creating the Leaders of Tomorrow Today
Author: Reese, Susan
Date: 2011-05-00
Type: Journal Articles
Subjects: Student Organizations,Vocational Education,Student Leadership,Profiles,Leadership Training,Change Agents

Students who participated in Career and Technical Student Organizations (CTSOs) have gone on to become leaders in business, education, and public service in the nation. Among former CTSO members are university presidents, governors, U.S. Congressmen and Senators, and a former President of the United States, FFA member Jimmy Carter. The CTSOs remain an integral part of career and technical education in helping to develop the next generation of student leaders. This article profiles the CTSOs' national officers. (Contains 9 online resources.)
Millennials: Leading the Charge for Change
Author: Emeagwali, N. Susan
Date: 2011-05-00
Type: Journal Articles
Subjects: Generational Differences,Cohort Analysis,Influence of Technology,Social Networks,Self Efficacy,Student Attitudes,Student Leadership,Peer Relationship,Teamwork,Standards,Social Influences,Achievement,Social Change,Cooperation,Innovation,Cognitive Style,Curriculum Development,Quality of Life

No conversation about student leadership would be complete without a closer look at the population of students who sit in classrooms today, their traits and hopes for the future, to determine what kind of leaders they are likely to make. They are in fact the Millennials--born between 1982 and perhaps 2004. And the Millennials, also known as the Net Generation and Generation Y, are a generation like no other. With their love of technology, social networking, collaboration, innovation, and a "Yes We Can!" attitude, Millennials are forcing established systems, be it education, the workplace, or corporate America, to take them seriously; to reevaluate how they do business in order to accommodate what is the first digital generation in recorded history. A closer look at this generation explores their common traits, values and hopes for the future, and how CTE can play an important role in their development as leaders.
Qualities that Exemplify Student Leadership
Author: Rice, Donna
Date: 2011-05-00
Type: Journal Articles
Subjects: Adolescents,Leadership Effectiveness,Student Leadership,Leadership Qualities,Leadership Training,Educational Strategies,Administrator Role,Teacher Role,Youth Programs,Youth Opportunities,Change Strategies,Student Development

Effective leadership begins with the individual. Until a person is self-actualized, external relationships and communications are often unpredictable and potentially flawed. The paradox is that young people need exposure to situations that require them to lead, in order to develop individual skills that will enable them to be successful group and community leaders. Effective student leaders step out and risk failure because they know failure and disappointment are a normal part of growth. They work hard to learn "about" leadership and welcome opportunities to hone their skills "for" leadership. Students come to school from many directions. Their paths are often full of barriers to realizing their full potential. Sometimes they have been taught through poor examples exactly the opposite of the basic individual traits essential for good leadership. On the other hand, some arrive with highly developed ideals and at least moderate confidence levels. The question for instructional leaders is how to take each student from where he or she is to the next step--or better--to fluency (effective leadership) regardless of the starting point. Effective leadership imbues certain characteristics. This article discusses how educators and programs can work to develop those qualities in students so they may go on to become all they can be.
Using Agriculture to Make a Difference
Author: Kidwai, Sabrina
Date: 2011-05-00
Type: Journal Articles
Subjects: Foreign Countries,Agriculture,Study Abroad,Field Experience Programs,Field Trips,Agricultural Education,Agricultural Skills,Internship Programs,Experiential Learning,Learning Experience,Program Descriptions

Growing up in Philadelphia, Jenna Moser always wanted to be like her dad, who was a member of FFA and grew up on a farm in western Pennsylvania. She took a big step in emulating her father when she enrolled at the W. B. Saul High School of Agricultural Sciences, and became a member of FFA herself, going on to serve as president during her senior year. She also participated in 4H, the FFA Chorus, and running programs. This article describes how a trip to India to study agricultural process in local villages helped Moser widen the scope of her knowledge and chart a future that includes changing the way a career in agriculture is perceived by young people oversees.
Learning that's &quot;Just Good Enough,&quot; Isn't
Author: Cymber, Joyce
Date: 2011-05-00
Type: Journal Articles
Subjects: Problem Solving,Statistical Analysis,Quality Control,Measurement Techniques,Total Quality Management,Teacher Expectations of Students,Student Empowerment,Educational Change,Methods,Vocational Education,Systems Approach,Difficulty Level,Academic Aptitude

Many students lack problem-solving skills. As teenagers, they tend to blame external forces or other people when something goes wrong, instead of trying to understand the root cause to prevent it from happening again. This article discusses the Lean Six Sigma methodology for problem solving, which the Board of Cooperative Educational Services in Fairport, New York, started teaching students in career and technical education (CTE). This methodology is used worldwide and allows for practitioners to define, measure, analyze, improve, and control a situation to understand the root of a problem, to solve it, and to prevent it from happening again. The methodology of continuous improvement has had a dramatic effect on students--empowering them to solve problems, to get involved with the definition and solution of the problem, and to take the skills that they learn to all classes, their personal lives, and professional lives.
Influence and Impacts: Do You Know Yours?
Author: Jones, David W. W.
Date: 2011-05-00
Type: Journal Articles
Subjects: Teaching (Occupation),Motivation,Reflection,Social Influences,Teacher Student Relationship,Participation,Community Organizations,Professional Associations,Teacher Leadership

The main reason individuals enter into the education profession is that someone in their lives has influenced them in such an extreme manner that it has led them to enter the vocation of education. It is evident that there are leaders within the education profession. Individuals have proved their leadership ability by involvement in their schools, churches, local community organizations, and national affiliations. These same individuals have shown their passion for their profession--as can be seen in the students they serve. In this article, the author posits that educators need to develop their leadership skills, too, because what they do in and out of the classroom has impact on the learning and development of their students.
Educators Flock to NPS amidst Concerns about Budget Cuts
Author: Emeagwali, N. Susan
Date: 2011-05-00
Type: Journal Articles
Subjects: Federal Programs,Vocational Education,Conference Papers,Financial Policy,Educational Legislation,Economic Development,Manufacturing,Advocacy,Barriers,Budgeting,Retrenchment,Politics of Education,Educational Policy

At a time of intense politicking on Capitol Hill as legislators work feverishly to cut federal spending, and amidst more threats to slash Perkins funding, career and technical education (CTE) professionals from around the country converged on Washington, D.C., to attend the Association for Career and Technical Education's National Policy Seminar (NPS), March 7-9, 2011. Brenda Dann-Messier, assistant secretary of the Office of Vocational and Adult Education (OVAE), and Jane Oates, assistant secretary of the Employment and Training Administration (ETA), were keynote speakers. In addition, panels of congressional staffers and other experts provided CTE professionals with an overview of federal programs and initiatives that relate to CTE and workforce development, and information about proposed funding cuts.
Frameworks for Practice
Author: Stead, Robyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Psychologists,Interviews,Counseling Theories,Behavior Theories,Best Practices,Foreign Countries,Counselor Attitudes,Severe Disabilities,Behavior Problems,Special Education,Counselor Training,Caseworker Approach,Counseling Techniques

This study investigates the types of assessment models used by registered psychologists employed by Ministry of Education: Special Education (MOE:SE) who work in the area of severe and challenging behaviour. The aim of the study was to identify and explore frameworks for practice which are currently used at MOE:SE; the theories which underpin these as well as which aspects of the frameworks were supportive of multi-agency/multi-disciplinary work. A semi-structured interview format was used to encourage participants to discuss the frameworks and theories which they use during practice in the field. The participants were six randomly-chosen registered psychologists who work at MOE:SE. While responses varied, the most commonly reported frameworks for practice were Effective Interventions for Behaviour Challenges, Functional Behavioural Assessment and Situational Analysis. The theories which the participants reported as underpinning their practice were also diverse, although behavioural theory was reportedly used by all participants. Collaboration was reported most often as being a supportive aspect of frameworks which were used during inter-disciplinary/inter-agency work.
Working with Children with Specific Communication Disorders: A Professional Development Programme for Teachers
Author: Cunningham, Michele
Date: 2010-00-00
Type: Journal Articles
Subjects: Communication Disorders,Foreign Countries,Teacher Attitudes,Professional Development,Program Effectiveness,Special Education Teachers,Accessibility (for Disabled),Pretests Posttests,Participant Satisfaction,Questionnaires,Protocol Materials,Pedagogical Content Knowledge

Primary teacher training programmes in New Zealand do not provide training about specific communication disorders (SCDs), despite prevalence of SCDs of approximately 7%. This pilot study investigated the effectiveness of a three-hour professional development (PD) programme for a specialised group of primary teachers, Special Education Needs Coordinators (SENCOs), around working with children with SCDs in the classroom. Six SENCOs from different schools participated. Effectiveness was measured using a pre-test/post-test within-subjects design. Outcome measures were (1) a knowledge questionnaire and (2) a videoed interaction with a new-entrant child. SENCOs increased the specificity of responses to open questions and improved their scores on closed questions, with a significant improvement in knowledge about characteristics of the children. Eleven strategies were counted in the videoed interactions; seven improved and two deteriorated. SENCOs reported satisfaction with programme content and length. Additional research is recommended to further develop the PD programme into an effective resource for classroom teachers. (Contains 4 tables.)