ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizing Partnerships for Sustainable Community Economic Development: Lessons Learned from the University of Illinois-Chicago Neighborhoods Initiative
Author: Gonzalez, Atanacio
Date: 2005-00-00
Type: Journal Articles
Subjects: Economic Development,Sustainability,Partnerships in Education,Neighborhoods,Urban Universities,Community Development,Urban Areas,Neighborhood Improvement,School Community Programs,School Community Relationship,Community Involvement,Housing

Urban universities are often characterized as economic engines--directly and indirectly serving the needs of the communities within which they are situated. However, the relationship between urban universities and their neighbors is often strained. Reflecting on the University of Illinois at Chicago's Neighborhoods Initiative (UICNI) and its historical work in Chicago's Pilsen and West Side communities, this article outlines how UICNI works with neighborhood groups by incorporating established principles of community organizing and building trust through innovative partnerships and projects that are mutually beneficial. The design of individual projects as well as the development of different techniques to encourage community involvement in planning is central to UICNI's success. It is proposed that UICNI partnerships are beneficial to the university community (faculty, scholars, and research assistants) as well as for the external community.
Service Learning Develops Teaching Dispositions
Author: Ruppert, Nancy B.
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Knowledge Base for Teaching,College Freshmen,English (Second Language),English Instruction,Student Teaching,College School Cooperation,Student Experience,Pretests Posttests,Attitude Change,Student Teacher Attitudes,Beliefs,Observation,Student Journals

This study was performed to determine if a first-year experience course with a service-learning component could help students achieve teaching dispositions and make freshmen more satisfied with their college experience. &quot;Teaching dispositions&quot; are the set of desirable habits and ways of thinking and acting necessary for successful teachers. Students participated in a first year experience course titled &quot;What is Teaching?&quot; In the service-learning component of this one-semester course, students tutored ESL (English as a Second Language) children once a week at a nearby elementary school. Each week the freshmen handed in a short report about their experiences in and reaction to the course. This article provides an overview of the project; describes the views of the first-year experience students over time that relate to teaching dispositions; and outlines what students believe they learned by participating. This project supports research and outcomes related to teaching dispositions and the impact of service-learning on those dispositions.
Moving toward the Market and Away from Public Service? Effects of Resource Dependency and Academic Capitalism
Author: Jaeger, Audrey J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Social Systems,Public Service,Higher Education,Land Grant Universities,Colleges,Surveys,Focus Groups,Likert Scales,Test Items,Questioning Techniques,Case Studies,Federal Legislation,Educational Legislation

Research-extensive land-grant institutions face the unique challenge of asking faculty to fulfill a historic mission of public service in a time of scarce resources. This article discusses the parallel between the effects of resource dependency and academic capitalism on the research enterprise and on public service endeavors through the perceptions of faculty at a research-extensive land-grant institution. Results confirm that the nature of faculty public service work is shifting in scope, scale, process, and audience due to the scarcity of resources for public service and subsequent changes in faculty behavior. Perhaps the most difficult, as well as the most enduring, question of public service is the question of how we can afford it--or indeed whether we can afford not to do it (&quot;P. H. Crosson, Public Service in Higher Education: Practices and Priorities&quot;).
4-H Youth Development, Scholarship and Land-Grant Universities
Author: Astroth, Kirk A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Scholarship,Extension Agents,Clubs,Youth Programs,Youth,Masters Degrees,Leaders,Outreach Programs

Beginning with the 4-H professional research and knowledge base in 1986, to the recent launch of an online master's degree in youth development by the GP-IDEA consortium of land-grant universities in 2003, to the implementation of the U.S. Department of Labor's certificate in youth development, youth development is now recognized as a district discipline with an identified academic base. As a result, 4-H youth development faculty affiliated with land-grant universities are expected to engage in scholarship. The challenge, however, is to identify appropriate definitions and assessment standards of scholarship in teaching, research, and service and within the four functions outlined by Boyer. This paper summarizes some of the challenges facing 4-H youth development scholarship and its relationship with land-grant universities.
Women, Poverty, and Public Policy: A Community-Based Model for Collaborative Outreach Scholarship
Author: Schleiter, Mary Kay
Date: 2004-00-00
Type: Journal Articles
Subjects: Public Policy,Outreach Programs,Poverty,Womens Studies,Community Study,Longitudinal Studies,Interviews,Welfare Recipients,Family Characteristics,Educational Attainment,Policy Analysis,Program Effectiveness,College Programs,Community Benefits

The Women and Poverty Public Education Initiative (WPPEI), established by the University of Wisconsin Women's Studies Consortium Outreach Office in 1994, developed a collaborative outreach scholarship model that paired women from the poverty community with women's studies faculty from universities in eight Wisconsin communities to study the effects of welfare reform on those most directly impacted by it. This paper explains how this model was enacted in a longitudinal in-depth interview study conducted with 160 women transitioning off welfare in Wisconsin between 1997 and 2000, the first few years of Wisconsin Works (W-2), Wisconsin's welfare reform. Results from the study are analyzed with an eye toward underscoring the effectiveness of using a collaborative outreach model as a way to gather data that is missing from other similar studies and to bring the voices of women living in poverty into policy debates.
Why Teach Social Entrepreneurship: Enhance Learning and University-Community Relations through Service-Learning Outreach
Author: Wessel, Stacy
Date: 2004-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Outreach Programs,College Programs,Service Learning,School Community Relationship,Partnerships in Education,Business Administration Education,Social Change,Learning Activities,Teaching Methods,Relevance (Education)

This article focuses on providing a convincing argument for incorporating social entrepreneurship into the business professor's classroom. The outreach provided by social entrepreneurship enhances learning and promotes university-community relations. Service-learning engagement activities, in the form of social entrepreneurship, create a three-way partnership between the university, its community, and its students.
&quot;You Learn How to Act&quot;: The Impact of Service with Elders on Student Learning
Author: DeLuca, Ellen
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Older Adults,Interpersonal Communication,Agency Cooperation,School Community Programs,Volunteers,Speech Communication,Skill Development,Focus Groups,Nursing Students,Nursing Education,Aging (Individuals),Consciousness Raising,College Students,Interviews,Qualitative Research,Statistical Analysis

This paper describes a project in which faculty collaborated with two agencies to facilitate student learning about communication with elders. Data on student learning was collected via survey, focus groups, and reflective writing. Survey results showed that the five most important benefits students rated themselves as gaining from the service-learning experience were volunteering to help others, improving oral communication skills, helping others, developing new skills, and developing awareness of social problems. Themes derived from focus group interviews were &quot;you learn how to act&quot; and &quot;a different dimension of a person.&quot; Analysis of data revealed that service-learning helps beginning nursing students improve oral communication skills with elders, develop sensitivity to aging issues, and make the transition to a clinical course focused on aging.
Engagement: It's about Them
Author: Bull, Nancy H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Extension Education,Social Change,Benchmarking,Citizen Participation,Influences,Models,Leadership Styles,Rural Extension,Transformative Learning,Educational Practices,Trend Analysis,Partnerships in Education

&quot;It's about Them&quot; was introduced by David Hardesty to call attention to the central focus of effective public engagement. The seven-part test of engagement set forth by the Kellogg Commission is examined within the context of the cooperative extension system. The impacts of the changes that will shape American society in the early twenty-first century are considered. Current examples of extension programming that meet the seven-part test are presented. Finally, the appropriate application of the seven-part test to the four base program areas of extension is considered. Perceptions regarding what extension is are changing as extension moves toward transformational learning that is high in both content and process. Transformational learning that connects citizens to the resources of the total university will be the future for extension. Does extension have the ability to convert from the independent expert model to an interdependent engaged twenty-first century organization?
Real Time, Real Life Journeys toward Institutional Engagement
Author: Adamek, Margaret A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Partnerships in Education,Agricultural Colleges,Agricultural Production,Food,Scholarship,Outreach Programs,Educational Change,Organizational Change,Change Strategies,Institutional Characteristics

Creating a culture of engagement on college campuses requires investment and energy at the individual and institutional level. For a decade, the W. K. Kellogg Foundation has sponsored the Food Systems Professors Education initiative involving thirteen land-grant colleges of agriculture and their partners, designed to transform higher education and the food system. This endeavor was conceived to foster a culture of engagement and encourage outreach scholarship. Important lessons can be learned from this process, gleaned from individual and institutional examples of engagement. Learning more about the historical context for change in higher education, partnerships between philanthropy and land-grant colleges of agriculture, and theories of implementing organizational change can all contribute to our collective knowledge about institutional change and engagement. Reward systems and scholarly praxis are emphasized in this exploration.
Examining Changes in Pre-Service Teachers' Beliefs of Pedagogy
Author: Sheridan, Lynn
Date: 2016-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Beliefs,Attitude Change,Educational Attitudes,Cohort Analysis,Surveys,Likert Scales,Educational Practices,Factor Analysis,Statistical Significance,Componential Analysis,Correlation,Foreign Countries,Statistical Analysis

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers' pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree. This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implication of this research is that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.
Cooperative Learning: Review of Research and Practice
Author: Gillies, Robyn M.
Date: 2016-03-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Educational Research,Success,Teacher Role,Group Activities,Socialization,Group Dynamics,Grade 6,Vignettes,Student Role

Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from pre-school through to tertiary level and across different subject domains. It involves students working together to achieve common goals or complete group tasks--goals and tasks that they would be unable to complete by themselves. The purpose of this paper is to review developments in research and practice on cooperative learning and to examine the factors that help to explain its success. In particular, the review focuses on the key elements that contribute to its success and the role teachers' play in developing students' thinking and learning when implementing this pedagogical practice in their classrooms.
Autonomy in an EFL Teacher Training Context: Trainee Teacher Perceptions of Instructor Expectations
Author: Ok, Selami
Date: 2016-03-00
Type: Journal Articles
Subjects: Professional Autonomy,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Teacher Education,Foreign Countries,Likert Scales,Questionnaires,Classification,Student Attitudes,Teacher Expectations of Students,College Faculty,Teacher Attitudes,Mixed Methods Research

Developing a sense of autonomy in teacher trainees can be considered as a goal itself; and to this end, instructors' expectations that can help them become autonomous need to be identified through the perspectives of teacher trainees rather than accepting directly what is true for instructors. This paper aims to explore the trainee teacher perceptions of instructor expectations leading them to become autonomous in an EFL teacher training context. The participants were 170 senior teacher trainees attending the ELT Department at Pamukkale University, Turkey. A mixed method was employed in the study. Firstly, a five-point Likert questionnaire was designed based on the students' replies to two open-ended questions covering in-class and out-of-class instructor expectations. Secondly, 10 senior students taking the School Experience course were asked to give their written opinions related to the instructor expectations leading to learner autonomy and they were classified under a set of themes. Based on the findings of the study, the participants seem to reflect a positive tendency towards in-class and out-of-class instructor expectations. The written views of the participants also offer significant hints for achieving autonomy within class practices and outside the class hours. One can say that instructors need to be as sensitive and selective as possible about their in-class and out-of-class expectations of teacher trainees in order to assist them in becoming autonomous as they try to find their own way independently of the instructors with relevant, carefully selected and meaningful tasks, activities and assignments.
Enhancing Teacher Education in Primary Mathematics with Mobile Technologies
Author: Schuck, Sandy
Date: 2016-03-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Elementary School Teachers,Technology Uses in Education,Telecommunications,Handheld Devices,Educational Technology,Teaching Methods,Teacher Education Programs,Preservice Teacher Education,Mathematics Teachers,Cooperation,Foreign Countries

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where personal use of mobile technologies is becoming ubiquitous, such technologies could provide a conduit into making mathematics teaching and learning more accessible to primary teacher education students. This paper introduces the use of a pedagogical framework which can scaffold mobile learning in mathematics teacher education programs. The paper discusses ways in which this framework, the Mobile Pedagogical Framework, can contribute to enhanced primary teacher education in mathematics, using mobile technologies. The Framework has three major dimensions: authenticity, collaboration and personalisation. Each of these will be discussed in terms of their alignment with current ideas about quality teaching in mathematics.
A Theory-Driven Approach to Subject Design in Teacher Education
Author: Zundans-Fraser, Lucia
Date: 2016-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Undergraduate Students,Instructional Design,Evidence Based Practice,Student Needs,Inclusion,Cooperative Learning,Instructional Effectiveness,Theory Practice Relationship,Outcomes of Education,Student Teacher Attitudes,Teacher Effectiveness,Self Efficacy,Foreign Countries,Disabilities,Attitudes toward Disabilities,Testing,Feedback (Response),Data Analysis

The intent of this study was to examine how a theoretically-designed subject in an undergraduate teacher education course impacted on the learning and confidence of pre-service teachers in catering for the needs of students with diverse needs. The subject design utilised theoretical principles of self-organisation that were incorporated with the teaching and application of three evidence-based pedagogies of inclusion: explicit teaching, cooperative learning and collaborative practice. The study examined how the principles were enacted throughout the delivery of the subject and sought pre-service teacher reflections after completion. Initial findings suggest that embedding these principles and incorporating practical application throughout the subject assisted pre-service teachers with their learning, the completion of assessment and enhanced their confidence in being able to meet the needs of students with diverse needs.
Innovation in Course Design
Author: Knipe, Sally
Date: 2016-03-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Design,Educational Innovation,Elementary Secondary Education,Teaching Methods,Specialization,Pedagogical Content Knowledge,Foreign Countries,Teacher Qualifications

Initial teacher education programs offered at Australian universities tend to qualify graduates to teach in the age-related contexts of early childhood/primary or secondary, a model that has reflected the organisational evolution of schools. Greater flexibility is required in the design of teacher preparation courses in order to produce graduates who meet teacher registration requirements for early childhood/primary and secondary and who have a better understanding of and focus on the academic and developmental needs of a diverse range of young people. With the establishment and growth of schools with Foundation to Year 9/10/12 learning environments a demand has been created for teachers with skills that will enable them to teach across a broader age range. A teacher who can combine a deep understanding of approaches to child and adolescent development, teaching &amp; learning theories, together with a critical approach to pedagogical principals and practice across the stages schooling with content specialisation knowledge is an asset to any twenty-first century school. A graduate qualified to teach across the primary and secondary school divide has enhanced employment opportunities and a more flexible career pathway.
Preservice Generalist Teachers Enlightened Approach to Teaching Physical Education through Teacher Biography
Author: Haynes, John E.
Date: 2016-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Elementary School Teachers,Primary Education,Physical Education,General Education,Biographies,Teaching Methods,Critical Incidents Method,Reflective Teaching,Preservice Teacher Education,Foreign Countries,Prior Learning,Data Analysis,Computer Software,Gender Differences,Concept Mapping,On Campus Students,Off Campus Facilities

This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers' (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N = 214) enrolled in off and on campus mode, of a preservice teacher education program in a university located in regional NSW, were asked to provide information about, and to analyse, an incident, either positive or negative that occurred in PE or Sport during their primary or secondary school years. In addition, students were encouraged to reframe the incident and to seek out alternative actions that could have influenced the outcome. The aim was to encourage reflection about how preconceived notions pertaining to PE might be dealt within their present position as a preservice teacher. The PPSTs scripts were analysed using the Leximancer text mining software (Smith, 2000). Findings from the analysis provided themes and concepts, which suggest a similarity for both, off and on campus, males and females. However, there are some subtle differences between the cohorts that may be due to an age or experience.
Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers
Author: Liu, Ping
Date: 2016-03-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Elementary Education,Student Teachers,Observation,Teaching Methods,Learner Engagement,Time Management,Student Motivation,Student Needs,Mentors,Technological Literacy,Student Attitudes,Surveys,Case Studies,Qualitative Research,Statistical Analysis,Pedagogical Content Knowledge

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students' needs. Variables such as influence of mentor teachers, technology access, skills, pedagogical competence and personal attitudes had an impact on their application. While most of them followed their mentor's practices, some student teachers took initiative and made contributions to their mentors' professional development in technology integration. Implications on teacher preparation programs are discussed.