ethanporcaro/eric-fulltext-meta huggingface dataset:
Too Few Black Male Educators
Author: Jeter, Floyd
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Teachers,Literature Reviews,Success,Sense of Community,Role Models,Racism,Educational Finance,Disproportionate Representation,Academic Achievement

In the United States, schools and universities have too few Black male teachers. Although many factors contribute to this significant problem, one primary factor is the existing lack of Black male educators to serve as role models for Black male students. This literature review captures information from peer-reviewed research, public scholarship sources, and empathy interviews. The purpose of this literature review was to understand the reasons why so few Black males are successful in school and why there are so few Black male students pursuing careers in education. Based on the literature review, the following themes were identified: a lack of financial resources, a lack of a sense of belonging, a lack of role models and mentors, and institutional racism. Colleges need to consider these issues and determine ways to support Black male students in school and encourage them to pursue a career in education. Increasing the number of Black male educators is one central way to increase opportunities among Black students. To change this narrative, one needs to acknowledge the deficit of representation is due to the system itself. Black males are not lacking in achievement. American schools are exclusive and racist in how they provide opportunities for Black males.
On Motivations for Southeast Asian Doctoral Students&apos; Studying at Japanese Private Universities
Author: Futagami, Tsuneji
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Doctoral Students,Study Abroad,Foreign Countries,Foreign Students,Student Attitudes

It was investigated why Southeast Asian recipients of engineering or related fields studied at Japanese private universities. Scholarships were the most popular reason. The reasons that they liked Japan and that the research or education level at Japanese universities was high were less popular. About a half of questionnaire respondents had been to Japan before they studied at Japanese language institutes or at Japanese universities. More than ninety percent of respondents were interested in Japanese culture before they studied at Japanese language institutes or at Japanese universities. These implied that they had advance knowledge on Japan before they studied in Japan. Correlation analysis implied that Japanese anime or cartoons would be one of indirect causes of Southeast Asian doctoral students' studying at Japanese private universities. Analysis of international students' voices on Japanese private universities' official web pages showed that one reason why they were motivated to study at Japanese private universities was interest in the Japanese language and Japanese culture. This is consistent with the questionnaire survey.
Single Mother Students Are Lacking Sufficient Support to Persist to Graduation in Community Colleges
Author: Richardson, Fathia
Date: 2022-00-00
Type: Journal Articles
Subjects: One Parent Family,Mothers,Academic Persistence,Community Colleges,Two Year College Students,Graduation Rate,Student Personnel Services,Child Care

Despite high levels of motivation, only 8% of single mothers who attend a community college will graduate (Cruse, Milli et al., 2019). As a component of this Dissertation in Practice, a systematic literature review was conducted to explore the reasons behind these unacceptably low success rates. Based on data from empathy interviews, peer-reviewed research, and public scholarship sources, several root causes for low single mother graduation rates were discovered. First, there is a lack of institutional support and engagement. Most colleges do not have staff or offices dedicated to working with this population and typically offer services such as tutoring or activities to connect with other students at times that do not align with student mother schedules. Another key finding was that the lack of reliable childcare makes it very challenging for these students. Finally, care-blind federal policies that require students to work and institutional policies that do not offer flexibility for absences or late work also contribute to low success rates. Each factor is described, and recommendations are provided to address these issues. Additionally, further recommendations to increase degree and certificate attainment for single mother students are provided.
Intersections of Identity, Culture, and Curriculum on the Threshold of a Latinx Transforming EdD Program at a Hispanic Serving Institution
Author: Hesse, Caroline A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Serving Institutions,Culturally Relevant Education,Doctoral Programs,Curriculum Design,Program Design,Self Concept,Cultural Awareness,Consciousness Raising,Critical Theory,Doctoral Degrees

A constellation of emergent research is devoted to critiquing the institutional identities of Hispanic Serving institutions (HSIs) as primarily Hispanic-enrolling institutions and then exploring frameworks and practices aimed at transforming them into what García (2019) terms Latinx-serving institutions. The purpose of this essay is to explore the intersections of culturally relevant, responsive, and sustaining approaches and as potentially decolonizing curricular spaces of EdD program (re)design at HSIs. This essay draws from two qualitative studies exploring critical approaches to curriculum and pedagogy and program redesign in order to re-align questions about serving Latinx students toward practices of critical consciousness situated at the intersection of identity, culture, and curriculum. Findings include the ways in which those notions are different and similar, and the unique lens each offers the teachers and EdD program redesign. Implications discussed in this essay highlight the possibilities and problems of culturally relevant, responsive, and sustaining approaches for EdD program redesign and how they might look when applied in HSI EdD programs. Such findings are not only useful in lending insight into the specific complexities of HSI efforts to develop EdD programs that better serve Latinx students in transformative ways. These findings also indicate that the process through which this is undertaken benefits from critical consciousness aimed at individual and collective conscientization among students and faculty as well as curricular outcomes shaped by discourses of social justice.
Fair Play: A Qualitative Exploration of Visitor Behavior at PlayGrand Adventures All-Abilities Playground
Author: Bunn, Taylor D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Attitudes,Community Involvement,Playgrounds,Inclusion,Disabilities,Accessibility (for Disabled),Behavior,Participation,Informed Consent

People with disabilities in the United States have access to a fraction of engaging play experiences available to others due to playground design choices, minimal legal requirements, and societal acceptance of the status quo. PlayGrand Adventures, the first and largest all-abilities playground in North Texas, meets this need by providing engaging play opportunities for everyone. This qualitative case study explores and describes community engagement at PlayGrand Adventures, informed by principles of environmental reciprocity supported by Bandura's Social Cognitive Theory (1986) and Gibson's Affordance Theory (1979). The researcher collected data on community perception and engagement via a questionnaire, semi-structured interviews, and playground observations. The study fills a gap in academic research on all-abilities playgrounds in the United States to increase awareness of the systemic underserving of people with disabilities in this country and provides a potential solution. The researcher offers initial recommendations for PlayGrand Adventures' future development and implementation with implications for replication in other cities.
The Montessori Bibliography Online: A Resource for the Global Montessori Community
Author: Parham, Joel
Date: 2022-00-00
Type: Journal Articles
Subjects: Montessori Method,Bibliographies,Electronic Publishing,Databases,Indexes,Educational Research,Teaching Methods,Research Methodology,Futures (of Society),Peace,Student Centered Learning

The Montessori Bibliography Online (MBO) makes information about Montessori education and the Montessori movement more accessible through an online interface that includes links to digitized source materials. Historically, Montessori bibliographies and indexes have been published in physical form and include references to other sources, but a direct link is absent. This database builds on previously compiled indexes to consolidate citations into a comprehensive repository with an intuitive user interface and a robust search capability. Additionally, the MBO provides hyperlinks to digitized source material. Although this type of tool is not unprecedented in the larger research and educational landscape, it is novel within the domain of Montessori education. This methodological essay discusses the steps I took to compile and develop the MBO. Beginning with a review of the literature and legal matters, the discussion describes the methods and processes employed. It concludes by outlining future directions for the MBO. The MBO is accessible at https://montessoribib.ku.edu.
Essential Factors of a 15 to Finish Campaign: Increasing Ontime Completion Rates for Community College Students
Author: Howard, Martine
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Time to Degree,Achievement Gap,Graduation Rate,Program Evaluation,School Holding Power,Credits,Leadership,Data Use,Professional Development,Incentives

The &quot;on-time&quot; degree completion crisis within the community college system is alarming. Only 5% of students graduate in two years (Complete College America [CCA], n.d.-a). Many community college students are low-income and racially and ethnically minoritized, and their graduation rates are low (CCA, n.d.-a). Community colleges around the country have begun to implement intervention strategies to improve on-time graduation and close attainment gaps. One of the most successful interventions implemented across the country has been a 15 to Finish campaign, a campus-wide effort aimed to increase the number of college students taking 15 credits per semester (CCA, 2016a). A comprehensive review of the literature and conversations with college professionals were conducted to better understand the factors that contribute to a successful 15 to Finish campaign. The findings indicated that a successful 15 to Finish campaign includes: (a) maintaining a high level of institutional commitment and effective leadership, (b) making the case with data, (c) reaching all key stakeholders, including students and their support systems, (d) providing professional development to internal stakeholders, (e) avoiding a one- size fits all model and accounting for the unique institutional culture, (f) sending clear messages, (g) providing incentives, and (h) engaging in continuous improvement efforts. Based on these findings, recommendations are provided for those who wish to increase on-time completion rates for community college students.
Developing Pre-Service Teachers: A Social Justice Approach for Educating Culturally and Linguistically Diverse Students
Author: Alsen, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teachers,Teacher Competencies,Student Diversity,Cultural Differences,Language Usage,Intervention,Communities of Practice,Service Learning,Program Effectiveness,Knowledge Level,Self Efficacy,Culturally Relevant Education

In this article, we describe a dissertation in practice (DiP) conducted by the first author. The DiP focused on a social justice issue--providing pre-service teachers with highly effective preparation for working with culturally and linguistically diverse (CLD) students. As part of the article, interludes have been inserted prior to each major section of the article. These interludes have been used to discuss the thinking and research processes that were considered as the DiP unfolded in a program that employed an action research approach. The intervention was multi-faceted including teaching about orientations toward CLD students, providing pre-service teachers with pedagogical knowledge and skills, and employing a Community of Practice-based, service-learning approach. Quantitative and qualitative results from the study indicated pre-service teachers increased their knowledge, self-efficacy, and projected use of culturally responsive pedagogy. Discussion focused on connecting results to the literature, implications for practice and research, and extensions to current work.
Ageism-Induced Anxiety of Job Seekers Aged 50-83: Preliminary Findings from a Phenomenological Case Study Problem of Practice Dissertation
Author: Franz, Nadine E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Social Bias,Older Adults,Job Applicants,Misconceptions,Equal Opportunities (Jobs),Anxiety,Attitudes,Experience,Racial Differences,Ethnicity,Gender Differences,Occupations,Individual Characteristics

Ageism in today's job market has a range of detrimental emotional, psychological, and economic impacts on older job seekers aged 50-83. Even as such job seekers &quot;de-age&quot; their professional documents and online profiles, they still navigate misperceptions about older workers that disadvantage them in the recruitment and hiring process. While anecdotal evidence raises concerns about older job seekers' equitable access to employment, empirical evidence documenting the impacts of ageism on this population remains limited, thus impeding the efficacy of their support systems. This article reports on progress from the qualitative case study that I designed for my CPED-informed Problem of Practice Dissertation that captured data from 30 job seekers, aged 50-83, through one-on-one interviews, focus groups, and questionnaires. This article offers preliminary findings from this research, documenting the negative financial, emotional, psychological, and physical effects of navigating persistent ageism for older job seekers.
Breaking down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
Author: Rutledge, Marsha L.
Date: 2022-02-00
Type: Journal Articles
Subjects: Career Development,Culturally Relevant Education,Intervention,Minority Group Students,Females,Race,Barriers,Professional Identity,Racial Discrimination,Gender Discrimination,Social Justice,Advocacy,School Counselors,After School Programs,Career Exploration,Leadership,Self Efficacy,Student Motivation,Learner Engagement,Career Choice,Middle School Students,Ethnicity,Self Concept Measures

Career development and professional identity remain critical areas that need addressing for young girls of color. Currently, racial-ethnic minorities continue to face disparities educationally and economically. Girls of color, in particular, are subjected to &quot;double jeopardy&quot; as they navigate a world still ridden with racial and gender discrimination. These barriers and other social and environmental factors have negatively impacted career self-efficacy, resulting in a lack of appropriate career decision-making. Through a lens of social justice and advocacy, school counselors can act as an ally and provide culturally appropriate interventions that address these issues. Career interventions based on the specific needs of racially minoritized students are necessary to reduce opportunity gaps and increase career options. This article explores the impact on career-related variables resulting from participation in a culturally responsive career development program. FLAME, a fifteen-week after-school program, was designed and implemented to foster growth and development in career exploration and leadership as well as career decision-making self-efficacy. Results provide initial support in suggesting that culturally responsive career development programs impact the career development of minority girls, especially in the areas of student motivation and engagement and perceived career barriers.
Multilingual Learners&apos; Grammatical and Pragmatic Awareness in Chinese EFL Context: From Three Layers of Language Awareness Perspective
Author: Wu, Baiyinna
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Metalinguistics,Pragmatics,Grammar,Bilingualism,Correlation,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Ethnic Groups,Minority Groups,Language Teachers,Decision Making,Language Tests,Task Analysis,Majors (Students),Undergraduate Students

The research was aimed to explore multilingual learners 'grammatical and pragmatic awareness from perspective of three layers of language awareness: perception, noticing and understanding in Chinese EFL context. The findings reveal that firstly, there exists negative correlation between three layers of grammatical and pragmatic awareness of multilingual learners with low English proficiency; however, there exists positive correlation between three layers of grammatical and pragmatic awareness of multilingual learners with higher proficiency levels. Secondly, on grammatical awareness, there is not a significant difference between Mongolian multilingual learners; on pragmatic awareness, in perception and understanding layer, there exists a significant difference, but in noticing layer, there is not. There were not significant differences between Han Chinese bilinguals and Mongolian multilinguals on grammatical awareness in perception, noticing and understanding as well as perceptional aspect of pragmatic awareness; however, there are significant differences in noticing and understanding. Thirdly, there is a low positive correlation between pragmatic awareness and pragmatic competence of Mongolian learners with different proficiency level. The present research findings indicate the necessity of developing ethnic minority students' multilingual awareness by training of multilingual teachers and of implementing multilingual pedagogical approaches, and highlight significance of increasing teachers' language awareness by further development of language teacher education and cultivating learners' multilingual competence in EFL contexts.
Supporting Leadership Factors for the Mastery of Core Competencies for College English Learners in Application-Oriented Universities in Shanghai: A Pilot Study
Author: Liu, Jun
Date: 2022-00-00
Type: Journal Articles
Subjects: Pilot Projects,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,21st Century Skills,Mastery Learning,Instructional Leadership,Undergraduate Students,Competency Based Education,Teacher Attitudes,Student Attitudes,College Faculty,Classification,Leadership Styles,Guidelines,Universities,Institutional Characteristics,Teaching Methods,Curriculum Development

Based on the theory of Synergistic Leadership (Irby et al., 2002), as well as the Framework for 21st Century Learning (P21, 2019) and related research, this research applied mixed methods with questionnaire surveys and interviews to propose the supporting leadership factors for the mastery of core competencies for College English (CE) learners in one of the application-oriented universities (AOUs) in Shanghai, China. The research objectives included: 1) to identify the elements of support systems desirable for supporting the mastery of core competencies for CE learners; 2) to determine the leadership factors expected to support the mastery of core competencies for CE learners in AOUs in Shanghai, China. The quantitative analysis was applied on the data from literature, as well as the questionnaire surveys with 428 learners and 19 instructors, whereas qualitative method analyzed the data from the interviews with one instructional leader and two professors in this AOU. In terms of the educational elements coded from literature, 39 supporting leadership factors were synthesized and proposed, categorized into synergistic leadership factors of stakeholders' perception, leadership behavior, and external forces.
He Needs to Be in a Learning Community -- Learning Community, a Place of Respite and Brotherhood While Persisting in College
Author: Taffe, Ngozi
Date: 2022-02-00
Type: Journal Articles
Subjects: Communities of Practice,Academic Persistence,Males,Race,Sex,Educational Environment,Outcomes of Education,College Students,School Holding Power,Student Experience,Sense of Community,Minority Group Students,Cultural Capital,Blacks

Black males encounter significant microaggressions and race related challenges as students in Predominantly White Institutions. These encounters negatively impact their college learning and social experiences. In the face of these challenges, college retention rate of Black males falls behind those of other racial and gender groups (Toldson, 2012). Notwithstanding, statistics point to the success and persistence of Black male students in such oppressive environments and the role of learning communities in fostering successful outcomes for students. Using the Community Cultural Wealth (Yosso, 2005) framework, this qualitative study explores the experiences of eight Black males living in a same race same gender learning community while attending a predominantly white institution. Findings from this study highlight brotherhood and respite as contributing to the success, persistence and retention of Black male college students.
&quot;I Was Going to Work Full-Time at Roses Department Store&quot;: The Need for College Readiness with Black and Latinx Students
Author: Griffin, Dana
Date: 2022-02-00
Type: Journal Articles
Subjects: College Readiness,African American Students,Hispanic American Students,Equal Education,Elementary Secondary Education,Student Attitudes,Discipline,Social Capital,College Planning,Racism

This article provides a summary of the literature and research justifying the need for creating equitable college readiness practices in K-12 schools, particularly for Black and Latinx students who are at risk for not receiving college readiness knowledge and skills. Written in a style to provide a bricolage of personal narratives, literature, and research around postsecondary readiness, the authors shift between first and third person to demonstrate that the entire postsecondary process in K-12 schools is in dire need of an upheaval. From the dialectical exchange presented, the authors develop strategies for developing equity-focused college readiness practices.
Over the Rainbow: A Career Development Group for LGBTQ+ Teens
Author: Colburn, Anita A. Neuer
Date: 2022-02-00
Type: Journal Articles
Subjects: Career Development,Adolescents,LGBTQ People,Career Choice,School Counseling,Self Concept,Career Planning,Group Counseling,High School Students

LGBTQ+ teens' career decision-making processes are confounded by LGBTQ+ identity development and negative experiences in school. The authors present literature identifying specific needs of LGBTQ+ teens involved in career planning and propose a specialized career group counseling model designed to address those needs. Potential application for counselors in schools and the community are discussed.