ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Data to Guide Difficult Conversations around Structural Racism
Author: Myers, Lesli C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Race,Racial Discrimination,Educational Cooperation,Data,Decision Making,Trust (Psychology),Discussion,Students,School Personnel

Challenging and confronting educational systems and structures, the vast majority of which come from a place of privilege, is uncomfortable but necessary. Education, from early childhood to post-secondary, should challenge and address the racial inequities that inevitably characterize such systems and structures. Yet, we do not always do this explicitly, for a number of reasons. First, this is hard work, and educators must deal with many pressing needs on a day-to-day basis, so difficult conversations about racial inequities are pushed to the sidelines. Second, many educators do not have the training or resources available to collect, access, or analyze their data with a critical lens around racial equity. Third, many educators are White, and therefore have not personally experienced what it means to navigate interactions that are based upon racial biases or systems of structural racism. Without this firsthand knowledge, they may not be aware of the impact on youth outcomes--from disengagement to academic challenges--and the critical need to address these systemic issues. Even educators of color, within a system that privileges Whiteness, can struggle with internalized oppression or the same lack of tools and training as White teachers. The authors of this article, a school district superintendent and a university professor in Rochester, New York, are an example of how educators can collaborate around diversity and racial equity. They present a framework for grounding difficult conversations on race and implicit bias in system-level data, to avoid blaming and shaming and to break through defensiveness to arrive at solutions.
The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth
Author: Perry, Justin C.
Date: 2018-05-00
Type: Journal Articles
Subjects: Social Support Groups,Coping,Self Management,Independent Study,Urban Youth,Predictor Variables,Case Studies,Longitudinal Studies,Structural Equation Models,Grades (Scholastic),Self Determination,Public Schools,High School Students,Factor Analysis,Learning Strategies,Questionnaires,Statistical Analysis

Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth (N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed.
Training Students with Behavioral Problems to Recruit Teacher Praise
Author: Markelz, Andrew
Date: 2018-04-00
Type: Journal Articles
Subjects: Emotional Problems,Behavior Problems,Positive Reinforcement,Training,Behavior Modification,Prompting,Assistive Technology,Planning

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With minimal planning and training, students can begin recruiting the attention they seek while you begin delivering the praise needed to encourage and maintain appropriate behaviors.
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
Author: Spear, Caitlin F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Regular and Special Education Relationship,Special Education Teachers,Preschool Teachers,Teacher Attitudes,Knowledge Level,Pedagogical Content Knowledge,Educational Practices,Comparative Analysis,Structural Equation Models,Statistical Analysis,Teacher Characteristics,Predictor Variables,Statistical Significance,Teacher Effectiveness,Self Efficacy,Measures (Individuals),Teacher Evaluation

In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 ECEs and 78 ECSEs. Univariate analyses revealed differences between ECEs and ECSEs on measures of beliefs, knowledge, practice, and background characteristics; yet, when examining these variables in a complex model, this pattern of difference did not hold. ECSE status was predictive of differences in knowledge and one component of practice; however, in most cases, the differences between ECEs and ECSEs were not statistically significant. Implications of the findings and the importance of examining the associations of beliefs, knowledge, and practice within a complex system are discussed.
My Brother&apos;s Keeper: Nurturing In-School Relationships for Young Men of Color in New York City
Author: Forbes, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Urban Schools,African American Students,Hispanic American Students,Males,Interpersonal Relationship,High School Students,Mentors,Program Effectiveness,Youth Programs,Leadership

Black and Latino men pay a heavy price for the structural inequities they face, such as higher rates of poverty, incarceration, and unemployment. New York City's Young Men's Initiative, a combination of new programs and policy reforms, seeks to mitigate some of the effects of these inequitable conditions on young men of color. The educational component of this initiative, the Expanded Success Initiative (ESI), developed by the New York City Department of Education (DOE), focused specifically on improving college and career readiness among Black and Latino male youth. Over four years, the DOE provided funding and other resources to forty high schools to develop programming in three key domains: college-going culture, youth development, and academics. Schools were given substantial flexibility in how they would implement programming within the three domains. In this short piece, the authors focus on the most common change that schools reported as a result of implementing ESI: improved in-school relationships. They draw upon findings from the Research Alliance for New York City School's evaluation of the initiative to discuss the importance and impact of these relationships.
Learning Systematically from Experience through a Research-to-Practice Pipeline in Chicago
Author: Fine, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Organizations,At Risk Students,Community Programs,Statistical Analysis,Qualitative Research,Youth Opportunities,Sense of Community,Research Utilization,Counseling Services,Mentors,Guidance Programs

The Becoming A Man (BAM) program is a school-based group counseling and mentoring program run by Youth Guidance (YG), a community organization that serves children in Chicago schools who are at risk. BAM guides young men to learn, internalize, and practice social cognitive skills, make responsible decisions for their future, and become positive members of their school and community. This article weaves together the perspectives of three different stakeholders involved in research on BAM to offer a narrative about how the research partnership evolved and how the research findings are being integrated into practice.
Free-Body Diagrams and Problem Solving in Mechanics: An Example of the Effectiveness of Self-Constructed Representations
Author: Mešic, Vanes
Date: 2016-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Science Instruction,Visual Aids,Problem Solving,Teaching Methods,Comparative Analysis,Scientific Concepts,Concept Formation,Cognitive Processes,Difficulty Level,College Freshmen,College Science,Foreign Countries,Randomized Controlled Trials,Scoring Rubrics,Hypothesis Testing,Statistical Analysis

Earlier research has found that it is useful to distinguish situations in which students construct external representations on their own from situations in which they are expected to interpret already provided external representations. One type of representations that is particularly important for teaching mechanics is the free-body diagram. In this study, we investigated how inclusion of free-body diagrams into problem statements influences students' performance in solving mechanics problems. To that end two versions of a five-problem assessment instrument that only differed with respect to the inclusion/non-inclusion of free-body diagrams (FBDs) were administered to two groups of first year physics students. It was found that inclusion of free-body diagrams into the problem statements not only did not facilitate problem solving, but also impeded it significantly. Particularly large between group differences, in favor of the group not provided with FBDs, were detected for problems that required use of free-body diagrams showing resolution of forces into components. The results of our study indicate that consistency between internal and external representations of knowledge is a very important requirement for effective problem solving and effective learning of physics, in general. This consistency is most easily established when students use self-constructed external representations.
A District-Wide Approach to Culturally and Linguistically Sustaining Practices in the Boston Public Schools
Author: Rose, Colin
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Schools,Sustainability,Culturally Relevant Education,Language Usage,School Districts,Faculty Development,Consciousness Raising,Social Justice,Interpersonal Relationship,Teacher Competencies,Minority Group Students,Males,At Risk Students

Boston Public Schools' system-wide professional development on culturally and linguistically sustaining practices (CLSP) creates consistent expectations for educators to address their biases, build relationships with students and parents, and improve instruction--and gives them the tools to do so. In this article, the authors touch on changes at the district level, with the CLSP framework and supports; the school level, with the example of Snowden International High School, a school that has embraced CLSP; and the student level, with the example of the 10 Boys Initiative.
Conical Pendulum--Linearization Analyses
Author: Dean, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: Equations (Mathematics),Motion,Science Experiments,Physics,Science Instruction,Scientific Principles,College Science,Undergraduate Study

A theoretical analysis is presented, showing the derivations of seven different linearization equations for the conical pendulum period &quot;T&quot;, as a function of radial and angular parameters. Experimental data obtained over a large range of fixed conical pendulum lengths (0.435 m-2.130 m) are plotted with the theoretical lines and demonstrate excellent agreement. Two of the seven derived linearization equations were considered to be especially useful in terms of student understanding and relative mathematical simplicity. These linear analysis methods consistently gave an agreement of approximately 1.5% between the theoretical and experimental values for &quot;g&quot;, the acceleration due to gravity. An equation is derived theoretically (from two different starting equations), showing that the conical pendulum length &quot;L&quot; appropriate for a second pendulum can only occur within a defined limit: &quot;L&quot;=[&quot;g&quot; / (4 p[superscript 2])] . It is therefore possible to calculate the appropriate circular radius &quot;R&quot; or apex angle (0= ø = p /2) for any length &quot;L&quot; in the calculated limit, so that the conical pendulum will have a one second period. A general equation is also derived for the period &quot;T&quot;, for periods other than one second.
Changing Deficit Narratives about Young Latino Men in Texas through a Research-Based Mentorship Program
Author: Campos, Emmet E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Mentors,College Students,Hispanic American Students,Males,Barriers,Academic Achievement,Social Influences,Economic Factors,Cultural Influences,Achievement Gap,High School Students,College Admission,Educational Improvement,Program Descriptions,Outcomes of Education

Austin Independent School District (AISD) and the University of Texas's Project MALES began a partnership to design a mentoring system for young men of color in hopes of improving the the matriculation and sustainability of this group in college by addressing the social, economic, and cultural obstacles impacting these young men. This strong institutional partnership led to the development of a research agenda and mentoring program for young Latino men that has yielded local results in Austin (TX) and scaled up to state and national networks.
YouTubers Videos and the Construction of Adolescent Identity
Author: Pérez-Torres, Vanesa
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Electronic Publishing,Web Sites,Adolescents,Self Concept,Influence of Technology,Foreign Countries,Sexual Identity,Sexual Orientation,Vocational Interests,Identification (Psychology),Use Studies,Qualitative Research,Content Analysis,Discourse Analysis,Family Environment,Social Support Groups

The main objective of this research is to analyze the content of YouTuber's videos that have the greatest impact on adolescents and their relationship with the construction of identity. The YouTube platform is one of the most commonly used by Spanish teenagers and around 70% of young people between 14 and 17 years of age prefer this network. YouTubers are perceived by young people as their equals, close people who share similar traits to their own, which facilitates rapid identification. A qualitative analysis of the content of 22 videos on the YouTube platform was carried out using the Atlas.ti program. The analysis led to several emerging codes related to the construction of adolescent personal identity. Most of the messages relating to personal identity were aimed at transmitting the self-impression of the YouTuber and the relationship of that self-impression with his gender identity, sexual orientation, and vocational identity. Also, family and peers appeared in the videos, especially as providers of social support. Teen followers include messages to support YouTubers, express their identification with the messages and use comment spaces to describe their own experiences, expressing the same concerns in the configuration of their identity. It is necessary to take into account this new space of interrelation to understand the development of young people's identity.
Disrupting Structural Racism: Counter-Narratives of Pride, Growth, and Transformation
Author: Tung, Rosann
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Bias,School Districts,Urban Education,Educational Researchers,Males,Minority Group Students,Educational Strategies,Program Descriptions,Educational Improvement,Racial Differences,Elementary Secondary Education,Public School Teachers,Program Effectiveness

The authors set out to organize a small convening of educator-researcher teams from across seven districts engaged in My Brother's Keeper (MBK) efforts. Their goals were to gather a small enough number of participants to ensure deep conversation in a convening long enough to foster authentic connections among us, and to include mechanisms to sustain these conversations long past the convening itself. This issue of &quot;Voices in Urban Education&quot; is a product of that convening and their aspirations to advance the conversation around better serving young men of color, while also providing a framework for understanding this work, a set of concrete strategies to make it come alive in schools and classrooms, and a lens to examine its effectiveness over time.
Advocacy of Trafficking Campaigns: A Controversy Story
Author: Saiz-Echezarreta, Vanesa
Date: 2018-00-00
Type: Journal Articles
Subjects: Sexuality,Business,Occupations,Slavery,Crime,Foreign Countries,Content Analysis,Advocacy,Controversial Issues (Course Content),Sexual Abuse,Victims of Crime,Consciousness Raising,Models,Females,Ethnography,Discourse Analysis

The construction, visualization and stabilization of public problems require the mobilization of civil society groups concerned about these issues to actively engage in the demand for actions and policies. This paper explores the institutional campaigns against human trafficking and sexual exploitation in Spain between 2008 and 2017 and their role in helping to shape this issue as a matter of public concern. Our aim is to identify the ideological basis of these campaigns through their representations of predominant actors, which have been systematized to identify possible mistakes and to help determine more effective actions with a greater capacity for mobilization. We applied a mixed content analysis combined with a semiotic model to evaluate the presence or absence of the different actors and their relevance in each case. Several lines of discourse have been reiterated across the 50 campaigns analysed: Curbing the demand for prostitution as a priority objective; the centrality of victims in the representations; the role of the consumer of paid sex as an accomplice to the crime; and the correlation between prostitution and human trafficking. We will also examine how these issues relate to the broader dispute on the status of prostitution in Spain. This will require a conceptual shift away from educational and social-oriented communication towards the structural causes, collective responsibility and transformative justice frameworks.
Let&apos;s Repair the Broken Galileo Thermometer
Author: Kireš, Marián
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Measurement,Laboratory Equipment,Scientific Concepts,Concept Formation,Worksheets,Learning Activities,Self Evaluation (Individuals),Cooperative Learning,Science Instruction,Secondary School Science,Action Research,Inquiry,Water,Measurement Equipment,Scientific Principles

We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement, and on improvement of selected skills. Conceptual pre-test questions initiate the students' interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers.
Transforming Belief Systems in Minneapolis
Author: Walker, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,African American Students,Males,Academic Achievement,Urban Education,Role Models,Public Schools,Student Attitudes,Program Descriptions,Educational Innovation,Parent Attitudes,Teacher Attitudes,School Districts,Specialists,Middle School Students,High School Students,Equal Education,Teacher Selection,Beliefs,Achievement Gap,Racial Attitudes,Racial Differences

The Office of Black Male Student Achievement (OBMSA) of Minneapolis Public Schools (MPS), established in 2014, is one of the first in the country. The innovative work of the OBMSA is centered on student voice and student thought. After getting input from parents and families, community members, educators, and young Black males themselves, the district launched a program to recruit Black men from the community as content experts, &quot;cultural translators,&quot; and adult role models to teach a class for Black boys.
Communicating Science: The Profile of Science Journalists in Spain
Author: Cassany, Roger
Date: 2018-00-00
Type: Journal Articles
Subjects: Journalism,News Reporting,Profiles,Foreign Countries,Scientific Research,Academic Education,Ethnography,Surveys,Interviews,Focus Groups,Science Education,Journalism Education,Work Experience,Criticism,Scientific Literacy,Qualitative Research,Statistical Analysis

Science journalists are mainly responsible for publicly communicating science, which, in turn, is a major indicator of the social development of democratic societies. The transmission of quality scientific information that is rigorously researched and understandable is therefore crucial, and demand for this kind of information from both governments and citizens is growing. We analyzed the academic profiles of a representative sample of practicing science journalists in Spain to clarify what training they had received and how they perceived the quality and scope of this training. Using an ethnographic methodology based on a survey, in-depth interviews and focus group discussions with science journalists working for the main Spanish media (mainly printed press, audiovisual, Internet and news agencies), we analyze their academic backgrounds and collect information on their opinions and proposals. Our findings depict a complex and heterogeneous scenario and also reveal that most science journalists not only do not have any scientific training, but also do not even consider this to be necessary to exercise as science reporters. They also criticize the current system for training journalists and consider that the best way of learning the profession is by acquiring experience on the job.