ethanporcaro/eric-fulltext-meta huggingface dataset:
Feminist Theorizing of Men and Masculinity: Applying Feminist Perspectives to Advance College Men and Masculinities Praxis
Author: Brown, Ashley M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Feminism,Males,Masculinity,College Students,Praxis,Systems Approach,Scholarship,Social Systems,Social Change,Social Structure,Gender Bias,Criticism,Psychiatry,Discourse Analysis,Theories,Postmodernism

Since the emergence of feminist scholarship, feminist theorists have advanced diverse perspectives regarding the role of examining men and masculinity to advance gender equity. These contributions, however, are often marginalized and selectively applied in men and masculinities scholarship and praxis. This article provides an in-depth overview of foundational feminist perspectives that underpin men and masculinities praxis, specifically within a higher education context. As men and masculinities praxis continues to gain traction on college campuses through coursework, programmatic initiatives, and institutional policies, the authors present opportunities, limitations, and complexities of various feminist perspectives and approaches to the work, calling upon practitioners to critically engage in a grounded feminist praxis that emphasizes systemic transformation.
A Tier 1 Intervention to Increase 9th Grade Engagement and Success: Results from a Randomized Controlled Trial
Author: Flannery, K. Brigid
Date: 2019-00-00
Type: Reports - Research
Subjects: Grade 9,Intervention,Learner Engagement,Program Effectiveness,Attendance,Credits,Grade Point Average,Success,Leadership Training,Student Leadership,Curriculum Development,Peer Influence,Student Motivation,Program Implementation,High School Freshmen,Fidelity

Although high school graduation rates are improving, a large number of students are still not successful. Research has documented that 9th grade is a pivotal year in determining whether a student will graduate or drop out. The purpose of this randomized controlled trial was to assess the effects of a Tier 1 intervention model (Freshmen Success) for 9th graders to increase school engagement, attendance, credits earned, and grade point average (GPA). This study included 1,588 students in 9th grade across four comprehensive high schools. Treatment schools implemented the Freshmen Success components: a 9th grade Leadership Team, a curriculum, and support from Peer Navigators. Control schools continued business as usual. Results showed statistically significant and educationally meaningful effects on student motivation, engagement and attendance, and a moderate-to-large effect for credits earned; however, there was no significant effect found for GPA. Impact and Implications Statement: This study demonstrates that the FS model, when implemented with fidelity, increased 9th grade student engagement, attendance, and credits earned. However, the intervention was not associated with significant improvements in GPA [The paper will be published in &quot;School Psychology.&quot;]
Coding in K-8 Classrooms: Empowering a New Generation of Creators
Author: Project Tomorrow
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Coding,Programming,Teaching Methods,Skill Development,Relevance (Education),Scaffolding (Teaching Technique),Creativity,Parent Attitudes,Student Attitudes,Administrator Attitudes,Middle School Students,Job Skills,College Readiness,Career Readiness,Elementary Secondary Education,Elementary School Students,Disadvantaged Schools,Rural Schools

A key finding from the Speak Up Research Project findings is the increasing use of digital content, tools, and resources in the classroom to level the in-school playing field and empower the acquisition of those new skills by all students. Significant within this environment today is a seemingly universal agreement about the value of students acquiring fluency in coding, computer programming, or computational thinking as part of that preparation for a successful future. Educators agree that there are three essential conditions for optimizing coding as a future-ready learning experience: (1) tools are needed that enable any teacher, not just those with comfort or background in computer programming, to introduce coding easily and efficiently within their general education curriculum; (2) students need to learn coding skills that enable them to creatively solve a real-world problem and ignite a passion for inventing innovative solutions; and (3) a scaffolded approach with extensive teacher support resources is needed to truly transform the way teachers approach coding across the curriculum. This executive brief, a collaboration between BrainPOP® and Project Tomorrow®, examines all three of these essential conditions for creating an optimum environment for creative coding. Leveraging timely findings from Project Tomorrow's Speak Up Research Project, as well as interviews with administrators and teachers who are on the front lines of integrating coding within classroom instruction, the brief considers the importance of workplace skills development, notably creativity, in education today, the state of coding experiences in schools, and the role of such learning experiences to empower a new generation of creators.
Building Stronger Connections with Schools: Year 4 Parent Leadership Institute Evaluation
Author: Hildreth, Jeanine L.
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Parent Role,Family School Relationship,Parent Participation,Adult Education,Training,Workshops,Parent Education,Access to Information,Capacity Building,Program Implementation,Fidelity,Program Evaluation,Minority Group Students,Program Effectiveness,School Personnel,Educational Resources,Principals,Administrator Role,Teacher Role

The 2016-17 school year marked the third full school year of operation of the Parent Leadership Institute (PLI) of Children's Aid (CA). The PLI is funded via a 2013 Investing in Innovation (i3) development grant. Key goals of the PLI include: (1) improving the capacity of parents to effectively engage in the school community in support of their child and (2) increasing the capacity of school staff to create and support environments which are welcoming to and supportive of the active engagement of parents as key members of the school community. Through implementation of the PLI, CA expanded its partnership with six schools located in the South Bronx community of Morrisania, an area characterized by high levels of poverty, health disparities, and crime, and low levels of academic achievement and attainment among both children and adults. In late spring 2016-17 members of the evaluation team conducted individual interviews or focus groups with more than 30 stakeholders representing each of the participating partner schools, the New York Department of Education, a partner organization, and Children's Aid staff. Analyses of these interviews serve as the primary basis for this report. To supplement these analyses, the evaluation team also analyzed CA administrative data on the types of services and supports provided to parents. These data provide additional context to the evaluation and provide information on &quot;fidelity of implementation&quot; as required by i3. [This report is prepared for Monique Fletcher, Children's Aid.]
Parents at the Center: Final Parent Leadership Institute Evaluation Report
Author: Hildreth, Jeanine
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Parent Role,Leadership Training,Parent School Relationship,Parent Participation,Cooperation,Urban Schools,At Risk Students,Program Effectiveness,Partnerships in Education,Program Implementation,Fidelity,Adult Education,Workshops,Resource Centers,Principals,Administrator Role,Teacher Role,Elementary Secondary Education

The Parent Leadership Institute (PLI) of Children's Aid (CA), funded via a 2013 Investing in Innovation (i3) development grant operated between the 2014-15 through 2018-19 school years. Key goals of the PLI included: (1) improving the capacity of parents to effectively engage in the school community in support of their child; and (2) increasing the capacity of school staff to create and support environments which are welcoming to and supportive of the active engagement of parents as key members of the school community. Through implementation of the PLI, CA expanded its partnership with six schools located in the South Bronx community of Morrisania, an area characterized by high levels of poverty, health disparities, and crime, and low levels of academic achievement and attainment among both children and adults. This report serves as the final report on this phase of the PLI and includes an exploration of implementation during year 4 (2016-17 school year) and analyses of quantitative data on student academic performance. [This report was prepared for Children's Aid New York.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (41st, Kansas City, Missouri, 2018). Volume 1
Author: Simonson, Michael, Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Instructional Design,Educational Technology,Technology Uses in Education,Higher Education,Game Based Learning,Online Courses,Cultural Influences,Computer Simulation,Public Health,Health Personnel,Pharmacy,Active Learning,Foreign Countries,Undergraduate Study,Mythology,Teaching Experience,Administrator Attitudes,Technological Literacy,Robotics,Ethics,Creativity,Program Development,Student Satisfaction,Standards,Video Technology,Interaction,Predictor Variables,Academic Achievement,Course Content,Learner Engagement,Open Education,Distance Education,Open Universities,Elementary Secondary Education,Faculty Development,Self Efficacy,Science Instruction,Middle School Students,College Students,Student Attitudes,Problem Based Learning,Spanish,Second Language Instruction,Program Effectiveness,Knowledge Level,Skill Development,Medical Education,Cultural Awareness,Evaluation Methods,Student Centered Learning,Electronic Publishing,Portfolio Assessment,Secondary School Students,Communities of Practice,Mentors,Graduate Students,Access to Computers

For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (41st, Kansas City, Missouri, 2018). Volume 2
Author: Simonson, Michael, Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Migrant Education,Adult Education,Educational Environment,Teaching Methods,Instructional Design,Cognitive Processes,Curriculum Development,Cooperative Planning,Heuristics,Critical Thinking,Problem Based Learning,Asynchronous Communication,Group Discussion,Computer Mediated Communication,Preservice Teacher Education,Technology Integration,Preservice Teachers,Conventional Instruction,Homework,Video Technology,Student Behavior,Evaluation Methods,Standards,Metacognition,Reflection,Educational Games,Foreign Countries,Game Based Learning,Graduate Students,Speech Communication,Punctuation,Open Educational Resources,Creative Thinking,Turkish,Large Group Instruction,Online Courses,Interactive Video,Higher Education,Self Management,College Students,Blended Learning,Training,Communities of Practice,Instructional Effectiveness,Foreign Students

For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED600551.]
Creating a Diverse Student Success Infrastructure: The Key to Catalyzing Cultural Change for Today&apos;s Student
Author: Kezar, Adrianna
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Diversity,Student Needs,Success,College Environment,Institutional Characteristics,Educational Change,School Policy,School Culture,Educational Practices,Values,Governance,Systems Approach,Accountability,Educational Improvement,Responsibility,Participative Decision Making,Planning,Educational Finance,Research,Information Technology,Educational Facilities,Incentives,Rewards,Human Resources

This report presents an innovative approach for higher education institutions to better support students from diverse backgrounds. It explores how colleges and universities can fulfill a student success agenda through the creation of a diverse infrastructure that enables the overall institution to effectively mobilize to serve diverse student populations. The report defines and discusses the importance of creating this diverse student success infrastructure as a platform to drive and facilitate on-going change. [Foreword by Lorelle L. Espinosa.]
Students&apos; Perception on Instructor Bullying in a Local College in Zambales, Philippines
Author: Asio, John Mark R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Teacher Student Relationship,College Students,College Faculty,Student Behavior,Gender Differences,Age Differences,Instructional Program Divisions,Institutional Characteristics,Student Attitudes,Teaching Conditions,Social Media,Violence

Instructor bullying in the higher institution is an area given with the least attention and significance in the local context since bullying is affixed and attributed to with the students only. This descriptive study aimed to determine the perception of students on instructor bullying in a local college in Zambales, Philippines. There were 110 respondents in the study who enrolled and studied in the academic year of 2017-2018, which were conveniently selected. An instrument was created by the researchers and subjected to validity and reliability to a panel of experts. The data were then tabulated and analyzed using SPSS 20. The study found that the respondents were &quot;moderately aware&quot; of instructor bullying by college students. There was also a significant difference found when respondents were grouped according to sex. The rest of the demographic variables like age, year level and college did not produce a significant result. The implications drawn from the study can be considered for the basis of the policy included in the student handbook.
Improving College Access through Digital Tools
Author: Corwin, Zoë B.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Applicants,Low Income Students,First Generation College Students,Access to Education,Equal Education,At Risk Students,Student Needs,College Preparation,Educational Games,High School Students,Student Financial Aid,Program Effectiveness,Educational Technology,Technology Uses in Education

Through their work at the University of Southern California (USC) with students in a face-to-face mentoring program, the authors understood that many qualified low-income and/or first generation students were slipping through the cracks when it came time to apply to college. These were students who had done well in school and had met college requirements, but who lacked adequate support -- at home and/or at school -- to successfully complete the college preparation and application processes. After recognizing that traditional approaches were not only cost-prohibitive, but also not substantially moving the needle on college outcomes, they launched an innovative approach to meet students where they were increasingly spending time: in tech and game spaces. Through a partnership with USC's Game Innovation Lab, they created games that educated high school students about college-going strategies, from understanding financial aid opportunities to managing time for college preparation activities. Findings from their research shows that digital tools have potential to improve college access and success. As a result, they identified effective strategies for digital access and impact--as well as significant barriers that can prevent successful implementation of these tools.
Trends in Digital Learning: The New Learning Leader -- The Emerging Role of the Agile School Principal as Digital Evangelist and Instructional Leader
Author: Project Tomorrow
Date: 2018-00-00
Type: Reports - Research
Subjects: Principals,Administrator Role,Educational Technology,Technology Uses in Education,Technology Integration,Professional Development,Access to Computers,Teaching Methods,Student Needs,Parent Participation,Success,Administrator Characteristics,Models,Program Effectiveness

The Future Ready Framework for principals identifies six key priorities essential for school principals interested in creating and sustaining a new culture of personalized learning within their school. Those six priorities are as follows: (1) Create a vision for digital learning in their school; (2) Model professional learning with teachers that honors experimentation and new methodologies; (3) Ensure that all students have access to anytime, anywhere learning; (4) Enable ubiquitous connectivity, both at school and at home, for all students; (5) Advocate for a diversity of approaches and strategies to meet learners where they are; and (6) Communicate a shared vision within the school community including engaging parents. To be able to address these priorities, today's principals must demonstrate the type of agility and drive that Bill Gates refers to as a requirement for success. Based upon research from Project Tomorrow, a new class of school principal is emerging. This new school site leader brings to the challenge of the position a set of skills and values that inherently emphasize the importance of personalized learning and effective school to home communications. The report calls this emerging principal profile the &quot;New Learning Leader&quot; as they embody the dual capacities of instructional leader and digital evangelist initiating and nurturing new modes of online and digital learning. The New Learning Leader values the potential of technology to create more personalized learning while at the same time appreciating what it takes to bring their teachers along in the process. They have a clear vision as to how to translate a district mission of equity, achievement and outcomes into actual practices within the classroom, working to motivate their teachers to adopt these new methodologies while at the same time being the cheerleader and communicator to the parents on the value of these new learning environments for their children. They are also ahead of the pack in terms of rethinking existing instructional practices and energizing their staff and community to be bold in visioning for the future, while at the same time reacting effectively to new challenges and reinventing educational outcomes that meet both student and community needs. Understanding the activities, attitudes and aspirations of this emerging cohort of school principals helps to drive both enhanced expectations and appreciation for the critically important work of school leaders today. The report examines the trends revealed through analysis of data collected in the Fall 2017.
College-Going Culture in a Digital Era: Strategies for Schools
Author: Corwin, Z.
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: High School Students,Information Sources,College Applicants,College Attendance,21st Century Skills,Information Technology,Grade 8,Guides,Academic Aspiration,School Culture,Administrator Role,Teacher Role,Counselor Role,Parent Role,Student Participation,Extracurricular Activities,Career Exploration,Web Sites,Computer Software,Telecommunications,Handheld Devices,College Entrance Examinations,College Readiness,Required Courses,Educational Resources,Grade 9,Grade 10,Grade 11,Grade 12,Outreach Programs,Educational Strategies

High schools today have a unique challenge: to equip students with the knowledge and tools they need to prepare for, apply to and enroll in college--all while proving them with digital resources and skills essential for the 21st century. This guide by the Pullias Center's Digital Equity in Education team provides a general overview of what a college-going culture is and how it can be created, with an optimal timeline of college-going activities, starting from eighth grade through the summer after graduation. In addition, the guide offers tips for the digital era, from using online tools to engage students to empowering students to create content that inspires their peers to pursue a college degree.
Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?
Author: Namkung, Jessica M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Mathematical Concepts,Numeracy,Mathematics Skills,Grade 4,Elementary School Students,Competence

The purposes of this study were to (a) explore whether early fractions understanding at 4th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill associated with difficulty in fractions understanding. Based on initial whole-number competence, 1,108 4th graders were classified as having (a) adequate whole-number competence (n = 775), (b) less severe whole-number difficulty (n = 201), and (c) severe whole-number difficulty (n = 132). At the end of 4th grade, they were assessed on fractions understanding and further classified as with versus without difficulty in fractions understanding. Multi-level logistic regression indicated that compared to students with adequate whole-number competence, those with less severe whole-number difficulty were almost 5 times as likely to experience difficulty with fractions understanding whereas those with severe whole-number difficulty were about 32 times as likely to experience difficulty with fractions understanding. Students with severe whole-number difficulty were about 7 times as likely to experience difficulty with fractions understanding compared to those with less severe whole-number difficulty. Among students with adequate whole-number competence, the pretest whole-number skill distinguishing those with versus without difficulty in fractions understanding was basic division facts (i.e., 2-digit dividend ÷ 1-digit divisor) and simple multiplication (i.e., 3-digit × 1-digit without regrouping). The role of whole-number competence in developing initial fractions understanding and implications for instruction are discussed.