ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning for Food Systems: Community-University Partnerships for Food-Systems Transformation
Author: Whittaker, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Programs,Food,Food Service,Urban Universities,Urban Planning,Regional Planning,Policy Formation,Public Policy,Barriers,Agribusiness,Agricultural Education,Systems Approach,Case Studies

The United Nations estimates that by 2050, more than 66% of the world's population will live in urban areas. In the face of continuing urbanization, how will communities meet the fundamental need for good food? What kinds of public policies, structures, and systems will ensure equitable and just access to food? We argue that urban universities have a responsibility and an extraordinary opportunity to help create equitable community food systems by amplifying community-led planning and policy to strengthen such systems. Drawing on case studies involving the University at Buffalo State University of New York system and its community partners, we describe the ways in which community-university partnerships can leverage policy change to support stronger food systems. We conclude with lessons for such partnerships: the importance of building lasting relationships for policy change, shoring up community capacity, understanding the benefits and burdens for universities and communities, and reimagining universities' responsibilities to their regions.
Farming Chicago: Prospects for Higher Education Support of Sustainable Urban Food Systems in the U.S. Heartland
Author: Rosing, Howard
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Sustainable Development,Food Service,Food,Farm Management,Gardening,Agricultural Education,Agricultural Production,Agricultural Skills,Municipalities,Partnerships in Education,School Community Programs,Role of Education,Urban Planning,Policy Formation,Agribusiness

The article highlights recent food policies in Chicago with the goal of exploring how higher education institutions can contribute to development of sustainable food resources for residents of North American cities. Thousands of Chicago residents face daily challenges accessing fresh food due to income constraints and/or lack of proximity to food retailers. Concomitantly, the city's high dependency on imported food, often from thousands of miles away, is countered by growing interest in local production in community gardens and urban farms. The article outlines efforts at redeveloping Chicago into a thriving producer of fresh food through advocacy, policy making, and planning; and curriculum and community engagement efforts at Chicago area universities and colleges that exemplifies higher education's role in creating a just and ecologically sustainable urban food system. The examples illustrate the importance of multi-institutional collaboration, often driven by community-based advocacy groups that facilitate local food research, technical assistance, and policy initiatives with support from universities and colleges. The article therefore highlights the supportive role urban higher education institutions can play in building food systems that support the local food economy, contribute to improving the natural environment, and expand access to nutritious fresh food for those with the least wherewithal.
Interviewing Baltimore Older Adults about Food System Change: Oral History as a Teaching Tool
Author: Neff, Roni A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Older Adults,Food,Oral History,Teaching Methods,Urban Areas,Change,Transcripts (Written Records),Student Projects,Grounded Theory,Food Standards,Case Studies,Graduate Students,Trust (Psychology)

Urban food systems have changed considerably over the past half century. Older adults' descriptions of place-based, personal food system history can help inform student learning and may contribute to expert understanding of food system change. Structural and social shifts in food purchasing and consumption contribute to diet-related disease and loss of historical food cultures in cities. Modern efforts to improve food systems are rarely informed by history, despite the potential benefits. Students performed oral history interviews with Baltimore older adults. Transcripts were analyzed using an inductive grounded theory approach. Interviewees described a shift from food they perceived as natural and healthy to food seen as lacking freshness, with additives and poor flavor. Many mistrusted the food industry including retailers. Some emphasized benefits of modern changes such as reduced preparation time. Despite low incomes, interviewee concerns went well beyond food prices. We describe and reflect on insights from the oral histories, while presenting a case study of the use of oral history in graduate education. To our knowledge, this is the first paper describing oral history with older adults focused on the food system.
The Urban Food Hubs Solution: Building Capacity in Urban Communities
Author: O'Hara, Sabine
Date: 2017-00-00
Type: Journal Articles
Subjects: Food,Urban Areas,Neighborhoods,Capacity Building,Public Health,Economic Development,Urban Universities,Sustainability,Agriculture,Community Programs,Nutrition,Conservation (Environment),Water,Cooking Instruction,Delivery Systems,Marketing

Access to affordable fresh food is an ongoing challenge for underserved urban neighborhoods across the United States. Several are designated food deserts with no access to a full-service grocery store within a one-mile radius. The Urban Food Hubs of the College of Agriculture, Urban Sustainability, and Environmental Sciences (CAUSES) of the University of the District of Columbia (UDC) exemplify the University's commitment to building capacity in the food desert neighborhoods of Washington D.C. The four components of the Urban Food Hubs are food production, food preparation, food distribution, and waste and water recovery (http://www.udc.edu/category/causes). They are designed to not only provide access to fresh food, but also to create jobs, improve public health, mitigate water management problems, and create urban resiliency. The contributions in economic, social/cultural, and physical/environmental impacts, and the five pillars of economic development that track the broader impacts of urban capacity building are described here. The Urban Food Hubs demonstrate the investment metropolitan universities could make to ensure the long-term economic, social, and environmental health of each community. The model is scalable and replicable in other metropolitan areas, including those that experience high pressure on land-use and those experiencing decline.
Collective Approach to Complex Food System Issues, the Case of the Ohio State University
Author: Fox, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Systems Development,Food Service,Food,Urban Universities,National Security,Case Studies,College Role,Sustainability,Research and Development,Innovation,Outreach Programs,Partnerships in Education,Educational Resources,Agribusiness

Urban universities are uniquely positioned to make powerful and lasting contributions to the grand challenge of food security. To better understand the various dimensions related to the university's role in food systems, this case study explores intentional linkages, significant developments, natural tensions, and emerging impacts at the Ohio State University. Discoveries from this analysis can guide urban university decision makers as they confront complex food system challenges.
Cluster Supervision Practices in Primary School of Jimma Zone
Author: Afework, E. A.
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Supervision,Elementary Schools,Teacher Surveys,Administrator Surveys,Principals,Questionnaires,Observation,Statistical Analysis,Administrator Role,Administrator Responsibility,Semi Structured Interviews,Administrator Characteristics

The main objective of this study was to assess the supervisory practice of cluster resource centre (CRC) supervisors in Jimma Zone primary schools. To achieve this purpose, the descriptive survey design was employed. Data were collected from 238 randomly selected teachers, and 60 school principals with a response rate of 98.6%. Moreover, 12 CRC supervisors and 6 Woreda supervision coordinators participated through purposive sampling. Questionnaires, interview and observation were used to collect data. Data were analyzed by using percentage, t-test, mean and standard deviation besides using descriptions for the qualitative data. Consequently, the obtained result confirmed that CRC supervisors are less successful in playing their administrative, linking, and pedagogic and community mobilization roles and responsibilities on continuous base. In order to solve the problems and alleviate the challenges, a collaborative work is recommended to the CRC supervisors of Jimma Zone, Woreda Education Office, Regional Education Bureau and other stakeholders to capacitate the supervisors through providing training, allocating budget and improving their working conditions.
The Measurement of Collaborative Culture in Secondary Schools: An Informal Subgroup Approach
Author: Meredith, Chloé
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary Schools,Cooperation,School Culture,Teacher Collaboration,Foreign Countries,Hypothesis Testing,Social Networks,Network Analysis,Teamwork,Questionnaires,Secondary School Teachers,Teacher Attitudes

Research on teacher collaboration underlines the importance of a collaborative culture for teachers' functioning. However, while scholars usually regard collaborative culture as a school team characteristic, this study argues that subgroups may be more meaningful units of analysis to conceptualize and assess teachers' perceptions of collaborative culture. Based on the assumption that collaborative culture is developed, expressed, and maintained in frequent work-related interactions, this study hypothesizes that collaborative culture is not homogenously spread over the school but rather varies between informal subgroups. Data from 760 Flemish teachers were examined using social network analysis and consensus analyses. The results provided evidence that perceptions on collaborative culture are more homogeneous within informal subgroups that are characterized by frequent interactions than the entire school team. This finding stresses the importance of assessing the meaningful unit of analysis for collective-level and socially-constructed concepts, such as collaborative culture. Moreover, the benefits and potential of a social network approach to identify (socially stable) subunits within the school team are illustrated.
Obesity, Nutrition, and Physical Activity for People with Significant Disabilities
Author: Grumstrup, Brianna
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Obesity,Nutrition,Physical Activity Level,Intellectual Disability,Developmental Disabilities,Multiple Disabilities,Body Weight,At Risk Persons,Intervention,Barriers,Physical Education,Community Programs,Technology Uses in Education

This review of literature focuses on health issues for individuals with Intellectual Disabilities (ID), Intellectual and Developmental Disabilities (IDD), and Multiple Impairments (MI). This population has two to three times higher overweight and obesity prevalence than typically developing individuals. Furthermore, they have higher risk for obesity-related diseases such as reduced lifespan and quality of life. Contributing factors for higher rates of overweight or obesity, effective interventions, and barriers to health knowledge and practice are discussed. Implications and future research needs are highlighted.
Success in Two Languages: Focused Programming Provides On-Target Development for Maine Preschoolers
Author: Hopkins, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: American Sign Language,Hearing Impairments,Deafness,Immersion Programs,Program Effectiveness,Preschool Education,Special Schools,Preschool Children,Identification (Psychology),English,Oral Language,Interdisciplinary Approach,Parent School Relationship,Bilingualism

On Mackworth Island, not far from Portland, the Mackworth Island Preschool Program at the Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf (MECDHH/GBSD) helps deaf, hard of hearing, and hearing children flourish. At MECDHH/GBSD, instructors immerse students, 3-5 years old, in American Sign Language (ASL) and spoken English, enrich their sense of Deaf identity, and teach them alongside their hearing peers. This article describes why the program was established and how it caters to each child's individual language needs and communication goals. Further, it discusses the use of informal and formal observational assessments of the children and how daily communication between parents and children fits into the program.
Five Factors Leading to Deaf and Hard of Hearing Students' Success: Perspectives of a Veteran Teacher
Author: Metz, Kelly K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Success,Teacher Expectations of Students,Student Evaluation,Data Collection,Communication Skills,Individualized Instruction

Educators of deaf and hard of hearing students must close the gap that too often exists between a student's grade level and his or her actual achievement. Delays in developing and using English can lead naturally to delays in overall academic performance, and sometimes the gap between the student's grade level and his or her academic performance persists throughout the student's entire academic career (Scheetz, 2012). When a student who is deaf or hard of hearing does not have any concurrent disability, grade-level performance is attainable--and it is educators' responsibility to make sure their students attain it. This may not be easy. Sometimes students' achievement scores are several years below their grade levels, and teachers must make more than one year of progress in one year's time--and must do so continually. As a seasoned educator who has experienced success at closing the gap between grade level and achievement for many deaf and hard of hearing students, Kelly Metz offers perspectives on five factors responsible for successful student outcomes and closing the persistent but unnecessary gap between performance and grade level.
Moving toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)
Author: Ledley, Tamara Shapiro
Date: 2014-08-00
Type: Journal Articles
Subjects: Climate,Energy,Science Education,Energy Conservation,Energy Education,Stakeholders

In recent years, various climate change education efforts have been launched, including federally (National Oceanic and Atmospheric Administration, National Aeronautics and Space Administration, National Science Foundation, etc.) and privately funded projects. In addition, climate literacy and energy literacy frameworks have been developed and deployed, and both have been reviewed and endorsed by the U.S. Global Change Research Program. This paper describes a community-based effort to promote climate and energy literacy: the CLEAN Network (originally the Climate Literacy Network). We describe results from a member survey about the importance of the network to the members' professional lives and review the development and position of the network within the larger community of climate and energy literacy stakeholders. The CLEAN Network was first formed in 2008 to support climate literacy efforts, largely through voluntary efforts. It serves as a champion and rudimentary and unfunded backbone support organization, enabling first steps toward establishing the elements necessary for successful collective impact in achieving climate literacy. Among the elements that have been described to be essential for a collective impact, the CLEAN Network most effectively provides continuous communication for the broad community of climate literacy stakeholders. The network enables its professionally diverse members to learn of one another's needs and to begin identifying mutually reinforcing activities that will address the common agenda and shared system of measures (two other key elements of collective impact) once they are established. The CLEAN Network serves as a small champion group that continues to seek input from the larger climate literacy stakeholder community on how a backbone support organization might support and extend their efforts. The next steps in a collective impact approach to climate and energy literacy include defining and forming a backbone support organization to facilitate the development of a shared agenda and a shared system of measures, which has the support of all stakeholders, that is sufficiently funded and can help mobilize funding to scale what works in climate and energy literacy. Such an organization would have collective impact that is commensurate to the challenges and opportunities climate change present to the nation.
Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships within Content Designed to Prepare Teachers
Author: Hale, Annie E.
Date: 2017-05-00
Type: Journal Articles
Subjects: Earth Science,Sustainability,Preservice Teacher Education,Preservice Teachers,Case Studies,Natural Resources,Water,Elementary School Science,Science Teachers,Elementary School Teachers,Mixed Methods Research,Student Attitudes,Science Instruction,Scientific Concepts

Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social-technological-ecological relationships that exist between human-nonhuman and flora-fauna-land interactions. Elementary educators are a population capable of making these issues come to life for today's youngest citizens, who will ultimately become tomorrow's changemakers. This study explores Sustainability Science for Teachers, a semester-long hybrid course designed to enable future teachers to engage in sustainability and science concepts while developing their understanding of science from the human perspective and in which an issues-based curriculum underpins social and biosphere responsibility. The course's Water unit is explored as a case study of the melding of sustainability and geoscience to engage teachers in a more nuanced understanding of science education. The unit's curriculum is presented and its design process is explained, followed by a cross-sectional analysis of student outcomes. Data from preservice teachers enrolled in the course, as well as course alumni, were collected over a 4-y period. A mixed methods evaluation of teachers' opinions and products indicate that the Water unit facilitated the development of new understanding and new ways of thinking about teaching their future students. Opportunities and challenges for fusing the geosciences, sustainability concepts, and preservice teacher education in a novel and impactful fashion are discussed.
Embedding Sustainability Instruction across Content Areas: Best Classroom Practices from Informal Environmental Education
Author: Walker, Ryan
Date: 2017-05-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,Teaching Methods,Ecology,Citizenship Responsibility,Interdisciplinary Approach,Elementary Secondary Education,Interaction,Grounded Theory,Resident Camp Programs,Lesson Plans,Surveys,Interviews,Student Attitudes,Educational History,Grade 6,Grade 7,Grade 8,Middle School Students,Questionnaires,Educational Objectives,Observation

Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.
How Does Adding an Emphasis on Socioscientific Issues Influence Student Attitudes about Science, Its Relevance, and Their Interpretations of Sustainability?
Author: Pelch, Michael A.
Date: 2017-05-00
Type: Journal Articles
Subjects: Scientific Principles,Science and Society,Student Attitudes,Relevance (Education),Sustainability,Student Surveys,Quasiexperimental Design,Geology,Undergraduate Students,College Science,Statistical Analysis,Correlation,Grades (Scholastic),Scores,Science Tests

A general consensus exists among the leaders of both developed and developing nations that their citizens should be scientifically literate. Therefore, it is important for educational systems to provide students with access to pertinent scientific knowledge, an appreciation for the scientific processes, and the ability to evaluate scientific claims. Students' attitudes toward science and its relevance can serve to nurture or impede the development of their science literacy. Some researchers have proposed that we can improve students' attitudes toward science and foster science literacy by emphasizing the connections between science and society. We sought to determine if the repeated and explicit exposure to socioscientific issues through the use of InTeGrate course materials would result in positive changes to students' attitudes about science and its relevance. We collected data on student attitudes using the revised Scientific Attitude Inventory and the Changes in Attitude about the Relevance of Science survey in a quasi-experimental design over four semesters of an introductory physical geology course. Results, although mixed, show that an emphasis of socioscientific issues can positively influence students' attitudes about science and their perceptions on the relevance of science. These findings have potential implications for the selection of content for introductory science courses, and demonstrate the utility of designing or adapting geoscience lessons based around socioscientific issues.