ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Family Partnership Procedures in Urban Secondary Education, Part A: Strengths and Limitations
Author: Lusse, Mariëtte
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Urban Schools,Secondary Schools,Foreign Countries,Parent Participation,Parent Teacher Conferences,Educationally Disadvantaged,Student Role,Parent Child Relationship,Family Environment

School-family partnerships may contribute to students' academic achievement. This is particularly relevant at schools in urban neighborhoods where children are at greater risk of educational disadvantages. Unfortunately, at urban schools (especially at urban secondary schools), barriers between the school and parents often exist. In an explorative field study at four urban secondary schools in the Netherlands, we examined to what extent conventional procedures in school-family partnerships contributed to three key topics: achieving a positive relationship between the school and parents, positioning the student in this partnership, and facilitating parents to support and guide their child's school career at home. Our findings indicate that teachers acknowledge the importance of these three issues, especially the development of positive relationships with parents. However, this awareness does not always lead to adjusting conventional school-family partnership procedures. Furthermore, when managing school-family partnership practices, schools do not sufficiently address the role and influence of the student or the facilitation of parents in supporting their child's school career at home. Based on our findings, we designed several alternative procedures to help schools improve their school-family partnerships. In a second study, we implemented and tested these alternative procedures in 10 schools for urban secondary education. [To view the second study, &quot;School-Family Partnership Procedures in Urban Secondary Education, Part B: Implementing and Testing Alternative Procedures,&quot; see EJ1219766.]
School-Family Partnership Procedures in Urban Secondary Education, Part B: Implementing and Testing Alternative Procedures
Author: Lusse, Mariëtte
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Urban Schools,Secondary Education,Secondary Schools,Alternative Assessment,Foreign Countries,Academic Achievement,Secondary School Students,Parent Participation,Educationally Disadvantaged,Parent Teacher Conferences,Family Environment,Home Visits,Student Role,Intervention,Attendance

Particularly in urban schools, school-family partnerships can contribute to a student's academic achievement and reduce educational disadvantage, regardless of the family's socioeconomic background. Based on the recommendations of a former explorative field study (also published in this issue), conventional school-family partnership procedures were transformed to the following alternative partnership procedures: individual introductory conferences at school, home visits, alternative individual parent-teacher conferences, and alternative collective parent meetings. In this correlational study, parents at 10 secondary schools in the Netherlands where these interventions were implemented completed questionnaires. This article examines if parents who participated in one of the alternative school-family partnership procedures (the interventions) scored significantly better on three key topics compared to parents who attended a control activity: achieving a positive relationship between school and parents, positioning the student in school-family partnerships, and facilitating parents to support and guide their child at home. Significant positive relationships were found between the key topics and most of the interventions. Of the four, the individual introductory conferences explained the largest proportions of variance. The results give direction for further improvement of parental involvement in urban secondary education and can be used to develop a more coherent approach to improved school-family partnership procedures. [To view the first study, &quot;School-Family Partnership Procedures in Urban Secondary Education, Part A: Strengths and Limitations,&quot; see EJ1219764.]
Alignment through Community: The Case of a Metropolitan University and the Greater Oklahoma City Hispanic Chamber of Commerce
Author: Barthell, John F.
Date: 2019-06-00
Type: Journal Articles
Subjects: Metropolitan Areas,Strategic Planning,Labor Force Development,Leadership Training,Cultural Awareness,Hispanic Americans,Educational Finance,Internship Programs,Student Personnel Services,Best Practices,Institutional Mission,Urban Universities,School Community Relationship,Partnerships in Education,Outreach Programs,College Administration,Diversity (Institutional)

The University of Central Oklahoma (UCO) is a public metropolitan university that has developed a highly collaborative relationship with the Greater Oklahoma City Hispanic Chamber of Commerce (HC). This partnership unites several UCO divisions and the HC in support of a set of shared goals, articulated in UCO's &quot;Vision 2020&quot; strategic planning document and in the HC's seven community development priorities, which include business development, cultural and environmental stewardship, workforce development, and education. To facilitate these partnerships, UCO's Division of Academic Affairs has reorganized its administrative structure to create an Office of Global and Cultural Competencies, which includes a Director of Cultural Outreach and Diversity Strategies, who serves as on-site liaison to the HC; the Division of Academic Affairs also has representation on the HC Board of Directors. These shared efforts provide a means for securing extramural funding, internships, and new leadership programs that will sustain the partnership and affect a growing demographic and economic segment of Oklahoma City. Within the university, this partnership complements the diversity and inclusion initiatives of UCO's Division of Student Affairs and promotes the legislative and economic initiatives led by UCO's Division of Public Affairs. This article addresses the often-unrecognized role that a university's academic mission plays in anchoring community partnerships, and it contributes to best practices in fulfilling an institutional commitment to serve diverse, metropolitan populations.
New Ways of Using Corpora for Teaching Vocabulary and Writing in the ESL Classroom
Author: Khan, Muhammed Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Writing Instruction,Academic Language,Writing (Composition),Second Language Instruction,Second Language Learning,English Language Learners,Community Colleges,Two Year College Students,Phrase Structure,Web Based Instruction,Writing Skills,Essays

The use of appropriate of words in writing, particularly frequently occurring four words combinations in academic register, is very important because it is an effective building block of academic text used by expert writers for effective communication. Yet teaching of four-word lexical bundles is rarely discussed in ESL writing textbooks. Recent research has shown that corpora can be a useful tool for helping L2 writers improve their use of four-word lexical bundles. This article presents an attempt to teach four-word lexical bundles to advanced intensive ESOL students at a community college in the USA. The article shows the application of iWeb for the selection and instruction of four-word lexical bundles to teach different ways of concluding an essay.
A Meta Analysis on Effective Conditions to Offer Animation Based Teaching Style
Author: Kaushal, Rajesh Kumar
Date: 2019-06-00
Type: Journal Articles
Subjects: Meta Analysis,Animation,Teaching Styles,Outcomes of Education,Instructional Effectiveness,Spatial Ability,Prior Learning,Individual Differences

Purpose: The aim of this study is to find in which conditions animation based teaching style for example teaching through 2D or 3D animations or animated diagrams leads to the better learning outcome. To achieve this purpose, we compared these two conditions (i) animation based teaching style is effective when offered to high spatial ability learners versus low spatial ability learners (ii) animation based teaching style is effective when offered to high prior knowledge learners versus low prior knowledge learners. Methodology: The data of 37 experiments from 22 different published studies were collected to identify the effective conditions. The results were obtained by conducting a meta-analysis. Animations can be effective for a wide range of subject disciplines and age group. Therefore, the present study incorporated published empirical data from different subject disciplines and age groups. Findings: The weighted mean effect size of HSA and LSA groups were 0.34 and 0.58 respectively. Thus, the current study is able to reject the null hypothesis that animation based teaching style is only effective for HSA students. The weighted mean effect size of HPK and LPK groups were 0.49 and -0.16 respectively. As a result, this study is unable to reject the null hypothesis that animation based teaching style is only effective for HPK students. Significance: This study statistically proved that prior knowledge is a crucial factor while offering animation based teaching style and thus it should only be offered to HPK students. Whereas, spatial ability is not a crucial factor as both high and low spatial ability students performed positively with animation based teaching style. These facts can help educators to design teaching methodologies to enhance the learning outcomes.
Empowered Pedagogy: Catching Up with the Future
Author: Vaithilingam, Chockalingam Aravind
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,College Students,Learner Controlled Instruction,College Curriculum,Computer Uses in Education,Outcomes of Education,Progress Monitoring

Purpose: Recently, a layered and lateral framework that provides opportunities for students to design the pedagogy that creates a broad based, flexible and personalized learning is introduced by the Taylor's University School of Engineering. This approach creates avenue for the students to design their own curriculum within the framework that is developed with inputs from the industry. The framework, the key components, and the tracking of the performance to align the set outcomes through assessment tool is presented. Methodology: My Study Plan (MySP) a macro-enabled software is used to develop a four-year tier model for the students to design the curriculum with the help of a mentor at the start of the programme. Student's learning is monitored on a semester-based learning analytics process implementing the Programme Outcomes (PO) Scorecard. The August 2018 cohort of the Electrical and Electronic Engineering programme is used to pilot this pedagogy. Findings: Currently the PO measurement is done for the graduating student and focus only on the effectiveness of the programme. The Programme Outcome Assessment Review (POAS) used in this study to monitor the MySP the continual monitoring each semester rather towards the end of graduation. Initial simulation of existing PO attainment record of students suggest that this can generate interest towards the learning progress on a semester basis. Significance: The successful adoption sees an effectiveness in the long run in developing graduates through the continual monitoring of the programme outcomes. The graduating students carry the PO scorecard that complements a second transcript for value addition for their studies. Prospective employers can use the PO scorecard as a metric for initial recruitment purposes, a measure for the soft skills achievements of the applicant.
Indonesian Parents&apos; Involvement in Their Children&apos;s Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia
Author: Yulianti, Kartika
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent School Relationship,Expectation,Academic Aspiration,Parent Responsibility,Socioeconomic Influences,Rural Urban Differences,Motivation,Self Efficacy,Parent Role,Beliefs

Despite a growing body of research on parental involvement and its effects on students' academic achievement, our knowledge about the mechanism of parental involvement in non-Western contexts remains scarce. Our study addresses this gap by exploring the factors that motivate parents from different socioeconomic status and educational levels to be involved in their children's education in Java, Indonesia. We further explored how parents were involved and what challenges they faced in their involvement. The analysis is embedded in Hoover-Dempsey and Sandler's parental involvement motivation model. Sixteen parents in eight elementary schools in urban and rural areas in Java participated in this interview study. We found differences in parents' expectations and aspirations for their children's education and in their perceptions of their obligations and responsibilities regarding their children's education. These differences were related to parents' socioeconomic background and also to the urban and rural community contexts. Although all parents felt welcome at school, some highly educated parents reported lack of power and lack of opportunity for active parental involvement at the school. As is typical for a collectivist culture such as the Indonesian society, this study points to the shared responsibility of some Indonesian parents for the education of children other than their own in the local community.
Family Literacy Coaching: Partnering with Parents for Reading Success
Author: Brown, Clara Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Literacy,Parent Participation,Coaching (Performance),Literacy Education,Family Environment,Grade 3,Elementary School Students,Oral Reading,Parents as Teachers,Reading Strategies,Parent Attitudes,Spanish Speaking,English,Books,Childrens Literature,Group Discussion

It is known that parent involvement contributes to children's overall educational achievement as well as their literacy development. Home literacy, in particular, is critical in helping children who read below grade level. Studies also found that the quality of the interaction between the child and parent is as important as interactive opportunities. This article reports findings from a small multilingual and multicultural book bag program implemented among third grade elementary students for a semester. The main purpose of the study was to teach the participating parents to be literacy coaches for their children in order to enhance read-aloud experiences and to become more effective in helping their children with reading. Findings showed highly positive results evidenced by parent-child interactions. Participating parents reported that through strategy instruction provided by the researchers and interacting with other participating parents, they acquired more tools to be effective literacy coaches. Findings also revealed the difficult nature of promoting family literacy activities with busy parents, especially those who do not believe reading aloud can help their children improve their reading.
Community Engagement vs. Racial Equity: Can Community Engagement Work Be Racially Equitable?
Author: Telles, Arien B.
Date: 2019-06-00
Type: Journal Articles
Subjects: Community Involvement,Educational Change,Higher Education,Social Problems,Organizational Change,Equal Education,Student Diversity,Racial Differences,Minority Groups,Research Methodology,Periodicals,Urban Universities,Race,Racial Bias

The literature on the transformation of higher education institutions into engaged institutions identifies the great potential this transformation can have on higher education's ability to address pressing social issues. However, engagement work frequently operates in White racialized spaces and within systems that perpetuate racial oppression. A lack of critical reflection on this phenomenon may lead to racially inequitable or racially exclusive institutional transformation. If an understanding of racial equity work within community engagement does not occur, we run the risk that the transformation into engaged institutions will include some and not others, and those decisions will likely fall along racial lines. The purpose of this article is to identify and discuss four key findings based on a critical analysis of the ways in which the literature on transformation via engagement addresses issues of racial equity. The analysis leads to a discussion of the implications of the lack of connection between racial equity and community engagement. Most importantly, the overarching question of my own future research in this area is not &quot;if&quot; there is racial equity work taking place in community engagement initiatives, but &quot;how&quot; racial equity work is done in community engagement initiatives.
Behavioral Health Care Coordination across Child-Serving Systems: A Burgeoning Role for School Psychologists
Author: Shahidullah, Jeffrey D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Coordination,Mental Health,School Psychologists,Interdisciplinary Approach,School Role,Staff Role,Medical Services,Social Services,Delivery Systems,Family School Relationship,School Community Relationship

The school system is an important setting for child development. Schoolbased providers, such as school psychologists, are positioned to address behavioral health issues (i.e., mental health, behavioral and social/emotional development, behavioral factors associated with medical conditions) within the school setting. To effectively address these issues, they often must develop partnerships with other child-serving &quot;systems&quot; including the home, community, and healthcare system. These partnerships facilitate communication, consultation, and care coordination to occur that link behavioral health, medical, sociocultural, and educational factors or systems. As a result of their training and placement within the school setting, school psychologists are uniquely situated to implement models of care coordination between the home, community, and healthcare system. The purpose of this essay is to broadly highlight the importance of interdisciplinary collaboration across child-serving systems, with adults collaborating as a school community to support each student's healthy development. This discussion emphasizes the role of the school as the primary conduit in which to link these systems. Specifically, this article enumerates the burgeoning role of school psychologists in undertaking these interdisciplinary roles in linking systems of care. Implications for making these aspirational recommendations become a practical reality are discussed in the context of training and advocacy.
Enhancing Science Achievement Utilising an Integrated STEM Approach
Author: Yaki, Akawo Angwal
Date: 2019-06-00
Type: Journal Articles
Subjects: Science Achievement,STEM Education,Interdisciplinary Approach,Grade 11,Secondary School Students,Teaching Methods,Conventional Instruction,Foreign Countries

Purpose: The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students' science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low-ability students' interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students' science achievement and how this approach affects students with different academic abilities. Methodology: The research adopted a 2x3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a five-phased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings: Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students' academic abilities, that is, students' academic abilities and the instructional approach did not interact to enhance students' achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance: Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools.
Teaching as Coaching: Experiences with a Video-Based Flipped Classroom Combined with Project-Based Approach in Technology and Physics Higher Education
Author: Torío, Herena
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Coaching (Performance),Video Technology,Technology Uses in Education,Physics,Science Instruction,Student Projects,Competence,Student Attitudes,Teacher Attitudes,College Faculty,Graduate Students,Electronic Publishing,Diaries,Foreign Countries,College Science,Active Learning

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The self-perceived competences obtained by the students during the course and those estimated qualitatively by the lecturer on the ground of the formative and summative evaluations reach far beyond those possible in a similar course with a traditional teaching approach.