ethanporcaro/eric-fulltext-meta huggingface dataset:
This Land Is Our Land? This Land Is Your Land: The Decolonizing Journeys of White Outdoor Environmental Educators
Author: Root, Emily
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Outdoor Education,Canada Natives,Indigenous Knowledge,Racial Differences,World Views,Whites,Social Attitudes,Attitude Change,Consciousness Raising,Ethnocentrism,American Indian Education,American Indian Culture,Social Justice,Land Settlement,Place Based Education,Teacher Attitudes,Interviews

Across Canada, many Aboriginal peoples and communities are actively resisting environmental destruction and communicating to settler-Canadians traditions of respect for the land. Moreover, some Indigenous scholars and educators are calling for a foregrounding of Indigenous ways of knowing in environmental education for all students. However, Western and Indigenous worldviews differ significantly, and settler-Canadian educators have much to learn from Aboriginal peoples who are already re-imagining a fundamentally different approach to education that pays attention to land, relationships, traditions, Elder knowledge, and place. Yet, it is difficult for White environmental educators to find effective and respectful roles as they learn from and work with Aboriginal peoples. This study seeks to understand the complexities of decolonizing journeys of White outdoor environmental educators. Findings of the study examine participant conceptualizations of decolonizing, recognition of Eurocentrism and White privilege, feelings of fear and anxiety, and experiences that facilitate decolonizing journeys. Major themes include: relationships with Aboriginal peoples, exposure to Aboriginal culture, relationships with non-Aboriginal peoples, cultural self-awareness, and time on the land.
Environmental Education and Ecofeminist Pedagogy: Bridging the Environmental and the Social
Author: Harvester, Lara
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Logical Thinking,Feminism,Social Justice,Ecology,Teaching Methods

This paper begins by suggesting that issues of social and ecological justice are not mutually exclusive. They are tied together through the logic of domination which is, in turn, sustained by oppositional value dualisms such man/woman, human/nature, and white/non-white. As such, we suggest that environmental education must deal with the shared logic as opposed to any individual dualism. The body of this paper attempts to respond to this challenge through an exploration of ecofeminism and then an expansion of several components of what might be included in an ecofeminist pedagogy. This exploration focuses on three potential areas of change for environmental education--relationship, structure, and practice--by examining the more concrete aspects of dialogue, ecological design theory, the Earth Charter, and assessment. (Contains 1 note.)
Ecological Identity through Dialogue
Author: Scott, Charles
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Self Concept,Praxis,Interpersonal Communication,Interpersonal Relationship,Epistemology,Art Activities,Educational Philosophy,Physical Environment

Martin Buber's philosophy of dialogue offers an epistemic and ontological orientation upon which an ecological identity can be established as part of an integrated, environmental education. I consider here the significance of a relational self in establishing this ecological identity, as well as the benefits from doing so. This relational, dialogical self is developed through a comprehensive, integrated approach of nurturing dialogical capacities: becoming aware, by confirmation of the other, and empathic inclusion. In turn, these capacities can be developed through a praxis of dialogue which includes artistic, contemplative, and relational pedagogical practices. (Contains 4 notes.)
Securing the Place of Educating for Sustainable Development within Existing Curriculum Frameworks: A Reflective Analysis
Author: Metz, Don
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Nontraditional Education,Environmental Education,Foreign Countries,Sustainable Development,Comparative Analysis,Teacher Attitudes,Teaching Methods,High Schools,Professional Development,Grade 10,Science Instruction,Social Studies

Educating for sustainable development (ESD) is generally found within existing disciplinary frameworks. In this paper, our intent is to compare the views and practices of environmental educators who pursue ESD from a perspective different from what is occurring in our own constituency. We collected data on curriculum, teaching perspectives and practices to compare an alternative school approach to our local model. As an alternative we chose the Colegio Ambientalista Isaiah Retana Arias (CAIRA), a public school in the local district of Perez Zeledon in Pedrogoso, Costa Rica. CAIRA is a unique high school in Costa Rica that has designed and implemented a compulsory, school wide environmental curriculum. As a result of our deliberations we identify several issues concerning the implementation of ESD in our community. We address the discipline versus non-discipline placement of ESD, compulsory versus optional ESD courses, teacher preparation and professional development, curriculum development, and the role of place. We conclude with the recommendation for the fusion of the current grade ten science and social studies courses, using ESD as a context, guided by the necessary outcomes from the disciplines, and incorporating a significant local component which puts our young people back into their communities. (Contains 3 tables.)
Storying Environmental Education
Author: Blenkinsop, Sean
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Story Telling,Imagination,Creative Teaching,Educational Theories

This paper sets out to explore the role of story in education. Through the employment of story itself as medium the discussion examines how story is currently used in educational settings. The next step is to posit story as a learning tool and curricular heavy-lifter through introduction to the theory of Imaginative Education as proposed by Kieran Egan. A few examples are then offered before the curtain falls. (Contains 29 notes.)
Pedagogy and the Poetic: Nurturing Ecological Sensibility through Language and Literature
Author: Howard, Patrick
Date: 2010-00-00
Type: Journal Articles
Subjects: Ecology,Foreign Countries,Social Influences,Poetry,Educational Research,Environmental Education,Teaching Methods,Marine Biology,Secondary School Students,Discourse Analysis

This article provides an overview of the context, methodology, and theoretical framework of a research project conducted with coastal Newfoundland children living in communities deeply affected by the collapse of the marine ecosystem. Through a participatory engagement with bioregional poetry, the author investigates how children grow in their capacity to develop an ecological sensibility for the places they inhabit. The article critically examines the technical, resourcist bias of present educational discourse and proposes it is imperative that the term &quot;ecology&quot; be reclaimed for education. (Contains 1 note.)
Tracking Self into Place
Author: Piersol, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Adult Educators,Personal Narratives,Lobbying,Environmental Education,Advocacy,Caring,Ecology,Role of Education,Outdoor Education,Place Based Education,Educational Principles,Politics of Education,Educational Philosophy

In an effort to figure out what it means to educate &quot;ecologically,&quot; I decided to track down some of the stories that I was living, telling and making as an educator. I ended up lost in the house of environmental education, stuck within the rooms of ecological science and political advocacy. Outside on the lawn sat the story of place based education. As I listened to the story of place I began to embrace complexity and wonder as pedagogical tools in my practice. Come join as I attempt to track myself into place. (Contains 1 note.)
A Mixed Methods Investigation of Male Juvenile Delinquents' Attributions toward Violence
Author: Onwuegbuzie, Anthony J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Males,Adolescents,Delinquency,Attribution Theory,Violence,Emotional Response,Institutionalized Persons,Factor Analysis

In an attempt to understand why youth commit violent acts, Daley and Onwuegbuzie (2004)conducted a study wherein they found that juvenile offenders tend to commit violence attribution errors--defined as negative emotional responses to negative social interactions which then serve as antecedents to at-risk behaviors. The purpose of this mixed methods study was to replicate Daley and Onwuegbuzie's research by examining the causal attributions that male juvenile delinquents use for the violent behaviors of others, as well as the salient pieces of information they use in arriving at their attributions. Participants were 120 incarcerated male juvenile offenders from a correctional facility in a mid-southern state. A mixed methods analysis revealed that the juvenile offenders committed violence attribution errors approximately 53% of the time--identical to Daley and Onwuegbuzie's study. A phenomenological analysis revealed the following seven themes stemming from juveniles' reasons for causal attributions: self-control, violation of rights, provocation, irresponsibility, poor judgment, fate, and conflict resolution. An exploratory factor analysis revealed that these seven themes were represented by three meta-themes. Implications are discussed. (Contains 1 figure and 5 tables.)
How a Neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and Legible Letter Formations Impacts At-Risk First Graders
Author: Shaw, Donita Massengill
Date: 2008-00-00
Type: Journal Articles
Subjects: Summer Schools,Early Reading,Alphabets,Orthographic Symbols,Urban Areas,Brain,Grade 1,Reading Instruction,At Risk Students,Teaching Methods,Pretests Posttests,Evaluation Methods,Phonics,Children,Cognitive Development

The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory, integration and sound blending, and motor plan. Students received three pre- and posttests: sound, letter formation, and phonic knowledge as assessed through alphabet exercises and the Early Reading Screening Instrument. Repeated measures and descriptive statistics of the three assessments were used to measure growth. Results indicate that despite an average attendance of 84%, significant changes occurred in the students' knowledge of letter sounds, letter formations, and their ability to write words (phonics). It is recommended to explicitly teach at-risk children their alphabet knowledge through a neurologically integrated approach that mirrors brain development. (Contains 2 tables.)
Early Classification of Reading Performance in Children Identified or At Risk for Emotional and Behavioral Disorders: A Discriminant Analysis Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Author: Gonzalez, Jorge E.
Date: 2008-00-00
Type: Journal Articles
Subjects: General Education,Reading Fluency,Alphabets,Orthographic Symbols,Phonological Awareness,Behavior Disorders,Mastery Tests,Discriminant Analysis,Classification,Kindergarten,Grade 1,Emotional Problems,At Risk Students

This study evaluated the ability of the kindergarten and first grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS), measures of early literacy development, to discriminate among low average, average, and above average students considered at risk emotional and behavioral disorders (EBD) on the Total Reading cluster of the Woodcock Reading Mastery Tests-Revised (WRMT-R). The DIBELS consisted of two measures of phonological awareness, one measure of alphabet knowledge, one measure of the alphabetic principle, and one measure of oral reading fluency with connected text. Results indicated that first grade DIBELS differentiated among reading groups and classification accuracy was statistically better than chance. With the exception of alphabet knowledge, DIBELS did not significantly differentiate among the fall kindergarten groups. Oral reading fluency and alphabet knowledge had the greatest discriminating power for first graders. These findings extended the usefulness of the first grade DIBELS to populations other than general education students. Implications for the use and application of DIBELS to non-general education populations are discussed along with caveats for kindergarten discriminant power of the DIBELS. (Contains 7 tables.)
Preparing Underprepared Students for College: Remedial Education and Early Assessment Programs
Author: Tierney, William G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Remedial Programs,Remedial Instruction,Self Efficacy,Universities,Educational Assessment,Program Effectiveness,Testing,Undergraduate Students,English Instruction,Mathematics Instruction,Problem Solving

Postsecondary level remediation has recently received a great deal of attention with the public questioning the efficacy of spending money on remedial classes, and scholars questioning whether such courses are effective in helping students graduate. The California State University (CSU) system has responded to the challenge of remediation by creating an Early Assessment Program (EAP). The authors discuss the EAP's strengths and weaknesses, questioning whether testing students is the best route to overcoming the problem of remediation. (Contains 1 table.)
Black and Blue: The Impact of Nonfatal Teacher Victimization
Author: Stewart, Cedric B.
Date: 2008-00-00
Type: Information Analyses
Subjects: Violence,Urban Areas,Rural Areas,School Personnel,Victims of Crime,Teachers,Crime,Teaching Conditions,Educational Environment,Rural Urban Differences,Suburbs,At Risk Students,Safety,Aggression,Student Behavior

Because violence in public schools is seen by many as a growing problem, several studies have been conducted to look at the impact of nonfatal teacher victimization. However, a large number of these studies have focused exclusively on students as victims and failed to investigate the impact that school-related crime has on school personnel. The review of the literature indicated that (a) the lack of a definition for violence can be problematic, (b) school violence is either steady or declining, (c) urban areas are more profoundly affected than suburban or rural areas, (d) perceptions and acts of violence are two different constructs that both evoke strong reactions, and (e) efforts to determine students' potentiality for violence against faculty is in its early stages. (Contains 1 table.)
The Effects of Mentors on the Classroom Behavior of Students with Emotional and Behavioral Disorders
Author: Vannest, Kimberly J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Student Behavior,Day Schools,Behavior Modification,At Risk Students,Behavior Change,Behavior Problems,Program Effectiveness,Special Schools,College School Cooperation,Emotional Disturbances,Intervention

Mentoring is frequently discussed as a viable approach for improving the educational and social outcomes of students at risk for learning or behavioral problems. However, little data-based evidence beyond case study has been presented regarding the effectiveness of mentoring for students at risk. Here, 16 students with emotional/behavioral disorders (EBD) in two classrooms at an alternative day school were paired with undergraduate preservice teachers who served as mentors. Using PAND (Percentage of All Non-Overlapping Data), data indicate behavior change for 13 of the 16 students with improvement for 6 and a range of effects sizes. This data indicate that mentoring relationships with certain vulnerable populations (such as students at risk for or with EBD) may have mixed effects. (Contains 3 tables.)
The Use of Vocational Assessments: What Do Students Have to Say?
Author: Kortering, Larry
Date: 2008-00-00
Type: Journal Articles
Subjects: Vocational Evaluation,Disabilities,High School Students,Student Attitudes,Career Choice,Occupational Aspiration,Individualized Education Programs

Youths with disabilities are at risk of failing to complete high school and face considerable uncertainty as they attempt to transition toward a productive adulthood. One potential tool to help more of these youths to stay in school and provide them with information as to suitable post-school careers is the use of vocational assessments. This study examined the impact and perceived utility of a one-shot vocational assessment process. Pre- and post-process data as to participants' perceived status on indices of career decision making and career ambitions suggest the process had little or no impact. Participants did report enjoying the process and identified what they perceived as the best and worst parts. Furthermore, findings relative to various background features suggested participants had limited knowledge relating to the Individual Educational Program (IEP) and transition planning. (Contains 4 tables.)
The Use of a Behavioral Parent Training Program for Parents of Adolescents
Author: Griffith, Annette K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Substance Abuse,Family Violence,Child Rearing,Adolescents,Parents,Parenting Skills,Parent Education,Program Effectiveness,Behavior Modification,Individual Characteristics,At Risk Persons,Behavior Change,Stress Variables,Questionnaires

Adolescence can be a period of increased problem behavior, and parents often report this stage of development as being one of increased conflict with high levels of parenting-related stress and lower levels of confidence in parenting abilities. As a result, parents of adolescents seek out parenting information and support much more often than do parents of younger children. However, most parent training programs have been developed for parents of children aged 12 and under; very little is known about the use of parent training programs for parents of adolescents. Therefore, the purpose of this article was to examine the use of a behavioral parent training program for a population of parents with adolescent-aged youth to identify the characteristics of participants and examine pre-post changes. On average, both the parents and their youth had a high number of risk factors (e.g., substance abuse, domestic violence, clinical levels of problem behavior) when the program began. Significant changes were observed across both youth behavior and parent stress. Implications and directions for future research are discussed. (Contains 4 tables.)
Postsecondary Literacy: Coherence in Theory, Terminology, and Teacher Preparation
Author: Paulson, Eric J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Rhetoric,Literacy,Teacher Education,Literacy Education,Community Colleges,Higher Education,Two Year Colleges,Postsecondary Education

Postsecondary literacy instruction--the teaching of basic writing and transitional, or developmental, reading in community colleges and 4-year colleges--is an important and growing field, but also one still developing in key areas. In this article, we discuss three of these areas within which postsecondary literacy instruction can continue to develop. Specifically, we discuss current issues in theory, terminology, and teacher preparation within the field. We also explore specific suggestions for increasing coherence and consider focal points for further inquiry in each area.
Use of Explicit Instruction and Double-Dosing to Teach Ratios, Proportions, and Percentages to At-Risk Middle School Students
Author: Piper, Lisa
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,At Risk Students,Direct Instruction,Time Factors (Learning),Mathematics Instruction,Mathematical Concepts,Student Improvement,Mathematics Achievement,Pretests Posttests,Tests,Instructional Effectiveness

The purpose of this action research was to determine the level of improvement of middle school students who were low performers in a mathematics class (N = 8) and who received &quot;explicit instruction&quot; with &quot;double dosing&quot; compared to their peer group who received normal instruction (N = 49). Results showed that at-risk participants: (a) demonstrated large increases in noncalculator and calculator performance, (b) performed near their peer group on the posttest assessments, and (c) performed at or near their peer group across the four quizzes. Implications for future research are discussed. (Contains 1 figure and 2 tables.)
Underprepared, Ethnically Diverse Community College Students: Factors Contributing to Persistence
Author: Barbatis, Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Colleges,College Freshmen,College Preparation,Low Achievement,Communities of Practice,College Curriculum,Student Attitudes,Urban Schools,Student Diversity,Commuter Colleges,Dropout Research,Academic Persistence,Dropouts,Graduates,Comparative Analysis

The purpose of this study was to gain an understanding of the perceptions of underprepared college students who had participated in a first-year learning community at an urban, culturally diverse, commuter campus in the southeastern United States. Perceptions of graduates and those who earned at least 30 college-level credit hours were compared to their learning community peers who did not persist and had dropped out of college. A total of 22 students participated: 6 graduates, 12 persisters, and 4 dropouts. The factors included personal attributes, support systems, and other characteristics. Findings suggested the following ways to enhance the academic experience of underprepared college students: (a) include critical pedagogy, (b) integrate cocurricular activities with the academic disciplines, and (c) increase student-faculty interaction. (Contains 3 tables and 1 figure.)
Critical Thinking: Ethical Reasoning as Essential to Fairminded Critical Thinking, Part III
Author: Paul, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Ideology,Critical Thinking,Ethics,Correlation,Identification,Student Behavior,Community Colleges,Language Arts

In the last two columns the authors introduced the idea of ethical reasoning and discussed its importance to education. They dealt with the problem of egocentric thinking as a barrier to ethical reasoning. And they focused on the importance of distinguishing ethics from other modes of thought with which it is often confused, namely social conventions, religious ideologies, and the law. In this column they focus on language as a guide to ethical reasoning, pointing out that ethical concepts, and their implications, are implicit in ordinary or natural languages (as distinguished from technical languages). They also discuss the connection between ethical concepts and principles. [For Part IV, see EJ942881.]