ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Modules for Community-Engaged Learning during a Global Pandemic
Author: Lancaster, Alexander
Date: 2023-02-00
Type: Journal Articles
Subjects: Online Courses,School Community Relationship,Community Involvement,COVID-19,Pandemics,Electronic Learning,Service Learning,Educational Technology,Instructional Design,College Students,College Faculty,Learning Management Systems

In the summer of 2020, our team created virtual community-engaged learning (VCEL) modules in response to the need to move classes to online and hybrid delivery styles during the height of the COVID-19 pandemic. These modules addressed engaged learning concepts and were designed with faculty, students, and community partner organizations in mind. This paper explores the challenges of creating and beta testing these VCEL modules, as well as the creative methods taken to produce high-quality content that would continue to serve students in the wake of the pandemic. What emerged from this project is a unique set of self-contained learning modules in Canvas Commons that include built-in assessments, allowing students to demonstrate learning, and allowing faculty members to review engaged-learning theory and strategies and integrate the virtual content into their online classes seamlessly. Our beta test findings indicate that students generally had a positive experience with the content and spent approximately two hours, on average, engaging with the material. In this reflective analysis of our process, we offer an explanation of the replicable process of creating VCEL modules and a description of the outcomes associated with producing and testing the content therein.
Reflections by Community Partners of Hong Kong-Based Universities on Key Process Variables in Service-Learning: An Exploratory Study
Author: Lau, Ka Hing
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,School Community Relationship,Community Involvement,Service Learning,Community Organizations,Universities,Partnerships in Education,Success

This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2022) with empirical evidence. The study employed a qualitative approach by interviewing partner organization representatives (PORs) from 11 local and two international community partner organizations (CPOs), which had a history of collaboration in various service-learning projects with four universities based in Hong Kong. Our analysis identified five key factors that were perceived to be conducive to the success of service-learning projects. These positive factors were: student ownership and initiative, positive roles for PORs and their staff; an established collaborative relationship between the CPO and university; university unit-provided support and preparation for students; and instructor commitment. These factors confirmed several variables in the Snell and Lau (2022) typology, and relationships among these factors were identified. Interviewees also identified factors impeding effective service, including the absence of some success factors, failure to align community/CPO needs and instructor requirements, and insufficient time parameters for the service. In our discussion of the findings, we infer some possible causal relationships among the positive factors. Limitations of the present study are discussed, and directions for further research are suggested. [The page range cited on the PDF (pp. 28-54) is incorrect. The correct page range is pp. 28-53.]
Putting Deliberative Pedagogy in Place: How Colleges and Universities Can Help Build a More Democratic Society
Author: Longo, Nicholas V.
Date: 2023-03-00
Type: Journal Articles
Subjects: Colleges,Universities,Institutional Role,Democracy,Place Based Education,Citizenship Education,Civics,Teaching Methods,Foreign Countries,Discourse Modes,Educational Practices

Place-based education makes a compelling case that the pedagogy of colleges and universities must be re-imagined to be more relevant and engaged. This article argues for a specific approach to place-based education--what has been termed &quot;deliberative pedagogy&quot;--offering an emerging practical philosophy that applies insights from deliberative dialogue towards teaching and learning. The author provides principles and practices, along with examples of this method of civic education. It makes a hopeful case for having democratic practices in education undergirding the connection between anchor institutions and the broader civic mission of higher education.
Seeking Justice, Seeking Hope: Refugee Resettlement Campuses and Transformative Pedagogy in Higher Education
Author: Sapra, Sonalini
Date: 2023-03-00
Type: Journal Articles
Subjects: Refugees,Land Settlement,College Role,Housing,School Community Relationship,Service Learning,Place Based Education,College Students,Student Attitudes,Problem Solving,Social Justice

This article provides an exploratory case study of place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College. ECAR is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution's local area (within and beyond the institution's physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities and the role of post-secondary educational institutions. Through ECAR's commitment to &quot;compassionate hospitality and radical accountability&quot; (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of &quot;place&quot; for students and community members. This article examines how place-based initiatives at resettlement campuses, such as ECAR in Greensboro, impact student experiences and learning. We present an analysis of survey data collected from students who participated in the ECAR minor and analyze their responses. This data indicates that the academic program's place-based pedagogy (1) provides students opportunities to learn about what forced displacement is and why it happens; (2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; (3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based refugee resettlement program for their colleges/universities. It also discusses pathways for further research and pedagogical innovation.
The Development of the Community Impact Feedback Questionnaire for Service-Learning: A Delphi Study
Author: Lau, Ka Hing
Date: 2023-02-00
Type: Journal Articles
Subjects: School Community Relationship,Test Construction,Feedback (Response),Questionnaires,Service Learning,Community Organizations,Foreign Countries,College Faculty,Partnerships in Education,Test Validity

Community impacts of service-learning have gone largely unexamined by researchers, partly because of the absence of a well-established feedback tool. This study is a step toward filling this research gap by developing and validating the Community Impact Feedback Questionnaire (CIFQ) as a means for collecting feedback from partner organization representatives (PORs) on the impacts of particular service-learning projects on community partner organizations (CPOs) and, where applicable, end-beneficiaries. The CIFQ contains items about three categories of impact on CPOs, corresponding to a conceptual model developed by Snell &amp; Lau (2022). These are: (1) achieving project goals to further the CPO's mission; (2) augmenting resources of the CPO; and (3) acquiring knowledge, insights, ideas, and techniques. There are also items on impacts for end-beneficiaries, overall impact evaluations, and future engagement. The CIFQ was validated with the Delphi method by inviting 16 practitioner panelists, mainly from CPOs, with prior involvement in service-learning. Three Delphi survey rounds helped refine the CIFQ as a tool for capturing the community impacts on CPOs and end beneficiaries arising from service-learning. Possible reasons for controversy and non-retention are discussed.
Collective Vision: Promoting Leadership, Partnership, and Opportunities to Improve Health in Greater Hazelwood
Author: Ripper, Lisa
Date: 2023-07-00
Type: Journal Articles
Subjects: Neighborhoods,Health Promotion,School Community Relationship,Partnerships in Education,Universities,Community Health Services,Public Health

Greater Hazelwood, a neighborhood located in Pittsburgh, Pennsylvania, saw a decline in residents, businesses, and services at the steel industry's decline. Residents, philanthropic organizations, advocates, health centers, schools, universities, and community-based organizations continue collaborating to revitalize the Greater Hazelwood neighborhood by following the Greater Hazelwood Neighborhood Plan. Duquesne University Center for Integrative Health was engaged by a place-based grant-making strategy in Greater Hazelwood to explore the creation of a collaborative partnership between a university, federally qualified health center, school, residents, and community-based organizations to create a framework to improve access to comprehensive and quality healthcare in Greater Hazelwood. This collaboratively designed health and wellness programs based on community-identified health priorities to improve health outcomes. These programs provide opportunities for multi-sector partners and interdisciplinary health professionals to meet residents where they are, decrease disease disparity, and promote health equity.
Detroit as a Marker for Divorcing Place-Based Education and Orthodox History from Oppressive Pedagogy Practices
Author: Musicant, Joshua
Date: 2023-03-00
Type: Journal Articles
Subjects: Place Based Education,Social Studies,Politics,Politics of Education,Educational Change,Curriculum Development,History Instruction,Inquiry,Civics,High School Students,Minority Group Students

In this essay, place-based education is discussed within a social theoretical context. In particular, place-based education in social studies is advanced as a panacea for the depoliticization of the U.S. populace at &quot;the end of history.&quot; The argument is twofold. First, it suggests politicizing potential in place-based social studies education as students explicitly contextualize their lives and experiences within history. Second, it suggests the radical potential for the social imaginary, as classroom spaces are reconstituted for knowledge production that defies positivist orthodoxy. Finally, the author's experiences as a place-based educator in Detroit are offered as inspiration and as a curriculum prototype for prospective place-based educators at large.
A Case Study on Effectiveness of Online Teaching and Learning Mathematics: Teacher&apos;s Perspective
Author: Kunwar, Rajendra
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Web Based Instruction,Mathematics Instruction,Teacher Attitudes,Mathematics Teachers,Foreign Countries,College Faculty,COVID-19,Pandemics,Distance Education,Teacher Education,Technological Literacy,Barriers,Teaching Experience

The study on the effectiveness of teaching and learning mathematics online focused on teachers' perspectives on the experiences they face in real-life situations in the Nepalese context. This study examines the effectiveness of online mathematics teaching and learning in higher education during the COVID-19 pandemic. It is based on a qualitative exploratory case study design. The results of the study are based on the holistic views of eight persistently selected university mathematics teachers. It examines the effectiveness of teaching mathematics online covering four areas; teacher preparation and technological competence, the issue concerning students, access to resources, and the nature of mathematics. Teachers' technical competence and preparation for online lessons were rated as satisfactory. Similarly, student-related issues were found to be uncooperative and dependent on teacher guidance during online learning. Likewise, students were found to benefit according to their access to resources. Urban students have an advantage in online learning over remote students. Similarly, the results suggest that online math classes were perceived as difficult due to the nature of mathematics. Thus, the study concludes that higher-level online mathematics education has several determinants that make online mathematics education effective compared to face-to-face classroom instruction.
A Framework for Justice-Centering Relationships: Implications for Place-Based Pedagogical Practice
Author: Quan, Melissa
Date: 2023-03-00
Type: Journal Articles
Subjects: Higher Education,Community Involvement,School Community Relationship,Place Based Education,Social Justice,Partnerships in Education,Epistemology,Power Structure,Stakeholders,Context Effect,Catholic Schools,Accountability,Risk,Trust (Psychology),Interpersonal Relationship,Barriers

Community engagement in higher education has been promoted as critical to fulfilling higher education's responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement positively impacts communities. This paper presents findings from a dissertation study focused on how campus-community partnership stakeholders define impact and discusses implications for place-based pedagogy. Using grounded theory, the ways community and campus partners defined community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ a place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes that led to the development of the Justice-Centering Relationships Framework. The framework includes two paradigms for understanding community impact in higher education community engagement -- Plug-and-Play and Justice-Centering Relationships -- that are bridged by a reframing process. The framework contributes to and informs the &quot;how&quot; of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning, and institutional change.
Performance of Malaysian Foundation Level Students in Mathematical Problem Solving as Well as Gender Comparison
Author: Gholami, Hosseinali
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Mathematics Instruction,Gender Differences,Public Colleges,Undergraduate Students,Mathematics Skills

Problem solving is the most important factor in mathematics learning. The results of Trends of International Mathematics and Science Study (TIMSS) and Program for International Students Assessment (PISA) show Malaysian students are facing difficulties in problem solving. This study investigates the ability of foundation level students of a public university in Malaysia in mathematical problem solving and also to examine their gender differences in problem solving. The researcher used a lecturers' developed problem solving test for a sample of 297 students that they were chosen through clustered sampling method. Data analyzed by using descriptive statistics and independent samples t-test. The results of this study represent the majority of students were not able to solve the problems completely. However, female students had better performance in problem solving rather than male students. Therefore, problem solving skills should be improved among students seriously.
Elevating Community Voices through Place-Based Education Initiatives in Chicago
Author: Hough, Tyler L.
Date: 2023-03-00
Type: Journal Articles
Subjects: Place Based Education,Community Attitudes,Higher Education,Service Learning,Experiential Learning,Nonprofit Organizations,Urban Education,Partnerships in Education,Critical Theory,College Students

The Chicago Center for Urban Life and Culture is a non-profit organization that has been developing place-based education models since it was established in 1970. Situated in an urban environment, the Chicago Center operates at the intersection of higher education and place-based education with a pedagogical approach that centers and elevates community voices. Place-based education initiatives provide students with educational opportunities emphasizing active, experiential learning by immersing the participant in local communities and critically examining their context. The Chicago Center enriches place-based education by using a first-person instructional approach--First Voice Pedagogy--to expand the traditional classroom and link liberal arts education to applied learning through exposure to community-based leaders and organizations. In this article, I review relevant literature that centers on place-based education and propose a paradigm shift in place-based education that draws on critical service learning. The article grapples with several questions on the relationship between place, urban environments, and more inclusive approaches. It concludes by offering encouraging practices to establish more inclusive place-based initiatives.
Plickers to Support Similarities Learning: An Experience on 7th Grade Portuguese Basic Education
Author: Nunes, Paula Sofia
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software Evaluation,Grade 7,Computer Uses in Education,Gamification,Student Attitudes,Student Behavior,Student Motivation,Participant Characteristics,Audience Response Systems,Mathematics Instruction

There are several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.
Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning
Author: Mdaka, Mzamani Jully
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Mathematics Teachers,Mathematics Instruction,Time Factors (Learning),Barriers,Time Management,Scaffolding (Teaching Technique),Social Influences,Learning Activities,Expertise,Teacher Effectiveness,Teaching Styles

The study reported in this paper was conducted to examine four South African grades 7 teachers' understanding of the importance of instructional time as a teaching resource to develop learners' relational understanding in mathematics. A constructivist philosophical approach, document analysis, lesson observations and interviews were used to collect data. The findings indicate that the four teachers faced, to varying degrees, challenges in using instructional time as expected. Two did not help learners understand the relationship between the concepts taught and the examples selected to scaffold learning. They prioritised drawing learners' attention to correct responses to questions posed. Only two teachers used strategies that encouraged the learners to share experience, collectively reflect on individual taken-for granted conceptions, probe and identify how they could be used to explain mathematical concepts. The conclusion is that the teachers' lack of understanding the pedagogical significance of instructional time as social time highlighted inadequate curriculum and subject content expertise and supported the general concern about the quality of mathematics teaching within the country.
Using Natural Language Processing to Analyze Elementary Teachers&apos; Mathematical Pedagogical Content Knowledge in Online Community of Practice
Author: Yoo, Jiseung
Date: 2023-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Elementary School Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Computer Mediated Communication,Communities of Practice,Foreign Countries,Computational Linguistics,Computer Software,Classification,Scores,Knowledge Management

This study focuses on how teachers' pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, 'Indischool'. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of 0.756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.