ethanporcaro/eric-fulltext-meta huggingface dataset:
Individual and Group Reflection Strategies: What We Learned from Preservice Teachers
Author: Lin, Miranda
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Cultural Awareness,Reflective Teaching,Teacher Educators,Teaching Methods,Reflection,Beliefs,Multicultural Education,Cooperation

As classrooms become more diverse, one of the necessary goals of teacher education programs is to prepare preservice teachers (PSTs) to work with children of diverse populations. PSTs who derive largely from a dominant White culture will clearly face this challenge. One effective approach used to assist PSTs to grasp the issues of cultural awareness and diversity involves the use of reflection to consider one's identity in relationship to others. Reflective thinking and teaching represent processes that require PSTs to consider the nature of their work and to use logical and rational analyses of their own teaching. Reflection represents a learning process that, with guidance and practice, enables PST's awareness of professional place and guides their processing of related emotional issues. Yet the manners in which teacher educators structure learning relate to the patterns of reflection that occur. Recent studies (Lin, 2009; Lucey, Ransdell, & Anderson, 2008) describe the patterns of reflections among PSTs in their efforts to clarify the socio-cultural identities of themselves and others. Lin's (2009) and Lucey et al.'s (2008) efforts employed two different approaches toward engendering multicultural awareness. The former employed individual processes and reflection while the other employed collaborative efforts. As these two studies yielded different PST views of cultural identities and relationships, the authors consider it appropriate to examine literature into the processes for PST's formation of cultural dispositions and their relationships to these works. To that end, this article provides an interpretation of literature relating to these issues. It begins by considering the conditions that shape the general formation of attitudes towards others and how these processes relate to the preconceptions of PST's. It follows this discourse by discussing results of efforts to sensitize PST's to needs of those who are ethnically/racially different from them. Next, it reviews the works of Lin (2009) and Lucey et al. (2008) and relates them to the literature. Finally, it provides ideas for designing successful interventions and provides ideas for their research. (Contains 1 table.)
The Lifenet View: Fostering Contextual Understanding in the Professional Education Curriculum
Author: Armstrong, Jan
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Classroom Environment,Professional Education,Teacher Education,Cultural Pluralism,Individual Differences

The work described in this article represents an effort to foster a contextual understanding of human development in culturally and developmentally diverse classrooms through autobiographical reflection and reflexive inquiry. The author's goal is to use the exercise to foster "deep learning" about human development and to develop a classroom environment that values and fosters classroom community. This means establishing a classroom environment that reduces barriers to meaningful collaboration and intergroup friendship formation. By encouraging students to learn from each other, classroom communities provide a powerful venue for intellectual, social and emotional growth. A first step in establishing such communities involves creating the conditions necessary for students to begin to trust and learn from one another. The author developed the Lifenet View exercise to help post-secondary and graduate students better understand abstract theoretical perspectives on culture, context, and individual differences, and to explore with them the relevance of these principles for their future work as professional educators, counselors, and social service providers. Lifenets are visual images that portray one's relationships to people, places, and things. As students draw and share their lifenets, they learn about themselves and their classmates. Thus, the exercise provides a way for students of all ages in racially and culturally diverse classrooms to get to know each other and to examine differences as well as similarities in their life experiences. It also affords college instructors an opportunity to become better acquainted with students. The author begins with a brief review of some of the theoretical ideas that have informed this work. After describing the exercise in detail, the author summarizes what she has learned from looking at and reflecting on her students' lifenets and commentaries. (Contains 3 figures.)
The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making
Author: Moore, Kyle
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Learning,Critical Thinking,Decision Making,Andragogy,Holistic Approach

Adult learning, critical thinking, and decision-making are fields that receive attention individually, although they are interspersed with elements of each other's theories and philosophies. In addressing adult learning precepts, it is essential to include critical thinking and decision-making. One without the other creates weakness; all must be present if learning is to be effective and rewarding. This composition provides subject matter expert definitions of adult learning, critical thinking, and decision-making and then identifies the related elements. The piece also accentuates how those responsible for teaching adults must facilitate the union of adult learning, critical thinking, and decision-making.
Creating a Learner-Centered Environment in Nursing Education: An Immersion Experience
Author: Steiner, Susan H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Nursing Education,Educational Change,Nurses,Nursing,Futures (of Society),Educational Environment,Learning Theories,Delivery Systems,Open Education,Participative Decision Making,Relevance (Education),Teacher Role

A call for change in nursing education has been issued in order to prepare the nurse of the future in a changing health care delivery system with increasing complexity. The learning environment is changing, including the faculty role. Innovative research-based pedagogies are suggested as a way to challenge traditional nursing education. The foundational learning theory course in our school of nursing program, "Rethinking Nursing Education," is one way to begin creating a new world of nursing education. How better to fully appreciate the learning theories underpinning a learner-centered environment than an immersion experience?
Andragogy--A Mantra for US/Iraqi Cross-Cultural Dialogue
Author: Mahdi, Ghada S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Andragogy,Adult Learning,Conflict,Intercultural Communication,Graduate Students,Foreign Students,Foreign Student Advisers,Communication Skills,Interpersonal Communication,Theory Practice Relationship,World Views,Adoption (Ideas),Time,Friendship

Andragogical precepts provide rich opportunities for building cultural bridges, particularly among people in times of strife. Encouraging adults to share their experiences and insights in a learning community of unconditional positive regard can build understanding, hope, and peace among people experiencing conflict and marginalization. An accepting adult learning environment can offer political moderates a new mantra for understanding the Middle East and the West during the current global conflict. As an Iraqi from war-torn Baghdad and an American from the US Midwest, the two writers advocate for engagement of adults in addressing the realities and alternative visions of people.
Designing an Online Class Using a Constructivist Approach
Author: Chan, Sang
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Constructivism (Learning),Online Courses,Teaching Methods,Instructional Design,Educational Principles,Educational Practices,Curriculum Design,Instructional Innovation

Students have more opportunities to take control of their learning in a constructivist classroom. Learning in this problem-based environment, the students can make sense and apply the learning in the daily life. Brooks and Brooks (1999) recommend five constructivist principles to help educators design a course that helps the students construct their own knowledge and find practicality of the learning. Designing and teaching a constructivist course can be challenging because it requires a great deal of time, effort, and interaction. The task becomes even more challenging for an online class because of the absence of the face-to-face meetings. Therefore, this study discusses approaches that can be used to design an online class based on the constructivist principles. Research indicates that a course design based on constructivism is essential to the success of online learning.
Health Education circa 2035--A Commentary
Author: McDermott, Robert J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Education,Futures (of Society),Health Behavior,Behavior Modification,Professional Occupations,Certification,Interdisciplinary Approach,Partnerships in Education,Cooperative Planning,Gerontology

In this article, the author discusses what life will be like in 2035, and what its implications will be for the way in which health education is practiced. He states that in the next 25 years health educators will have to leave their comfort zones and take a calculated risk with some radical and more creative approaches to health behavior change. More programs, more education and more of what has failed to move the needle in the past 25 years also is unlikely to move it much in the next 25. Health educators should be less enamored with their past "healthedcentrism". Instead, they must: (1) unite with persons from other social and behavioral science professions to perform collaborative research that focuses on the needs of vulnerable populations; (2) focus an interdisciplinary research effort on the graying of America and the world, and the challenges that this phenomenon presents; (3) celebrate the increasing diversity in this country and worldwide at school, at work, in places of worship, and in communities; and (4) note the reality that the world will improve best from policies that support and incentivize cooperation, and that come about as a result of partnerships with the consumers that they wish to reach in health behavior or just about any other task. Long before 2035, however, the health education profession is going to need to come to terms with a series of other issues. The author shares what he thinks his professional colleagues ought to be pondering.
Religiosity and Health Behavior--What Does Research Tell Us?
Author: Young, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Health Services,Substance Abuse,Recognition (Achievement),Health Promotion,Public Health,Religion,Health Behavior,Correlation,Sexuality,Research

This article is based on the AAHPERD Research Consortium Scholar Lecture delivered at the 2010 AAHPERD National Convention in Indianapolis, Indiana. Dr. Young's various projects are five-time winners of the U.S. Department of Health & Human Services Award for Outstanding Work in Community Health Promotion. His drug education program, Keep A Clear Mind, authored with Chudley Werch, is a winner of the Center for Substance Abuse Prevention's (CSAP) Exemplary Program Award. It has also been promoted as a Model Program by CSAP, the Substance Abuse and Mental Health Services Administration, and the Office of Juvenile Justice and Delinquency Prevention, and is on the National Registry of Effective Programs. He has received a number of other awards from professional organizations and institutions.
Pilot-Testing CATCH Early Childhood: A Preschool-Based Healthy Nutrition and Physical Activity Program
Author: Sharma, Shreela
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Health Education,Physical Activities,Physical Activity Level,Focus Groups,Nutrition,Disadvantaged Youth,Preschool Children,Teaching Methods,Nutrition Instruction,Qualitative Research,Eating Habits,Program Development,Program Implementation

Background: The literature on theoretically-based programs targeting healthy nutrition and physical activity in preschools is scarce. Purpose: To pilot test CATCH Early Childhood (CEC), a preschool-based nutrition and physical activity program among children ages three to five in Head Start. Methods: The study was conducted in two Head Start centers (N=75 children, their parents; 9 teachers). CEC was implemented by trained teachers over six weeks in fall 2008. Qualitative data on feasibility and acceptability was collected using post intervention parent and teacher focus groups and lesson plan evaluation forms. Pre-to-post intervention changes in children's fruit and vegetable intake and physical activity at school were evaluated. Results: Results showed good feasibility and acceptability for the classroom curriculum, activity box and parent tip-sheets. There was a trend towards an increase in children's fruit, 100% fruit juice and vegetable intake and mean minutes of physical activity at school pre-to-post intervention. However, this increase was not significant. Discussion: The CEC program showed good feasibility and acceptability in the study population. Further evaluation of behavioral outcomes using a larger sample and a prospective design is needed. Translation to Health Education Practice: These results provide information important for developing and implementing evidence-based programs in preschools. (Contains 6 tables.)
A Cardiovascular Health Program for Latinos Supplemented with Pedometers
Author: Trudnak, Tara
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Intervention,Health Education,Physical Activities,Health Promotion,Health Programs,Behavior Modification,Risk,Behavior Change,Hispanic Americans,At Risk Persons,Equipment,Measurement,Correlation,Exercise,Heart Disorders,Diaries

Background: Physical inactivity is an important modifiable risk factor for many chronic diseases which disproportionately affect Latinos in the U.S. Targeting at-risk Latinos for prevention and intervention programs to increase physical activity can help decrease their risk for developing these diseases. Purpose: The purpose of this study was to promote physical activity, while measuring and monitoring behavior change associated with pedometer use among Latinos. The study's objectives were to: (1) promote physical activity and increase awareness of the importance of walking and exercise through the use of pedometers, (2) calculate the amount of pedometer steps each participant takes over a period of time, and (3) determine whether the use of pedometers along with education about exercise in a cardiovascular disease program would increase participant's physical activity. Methods: Prior to starting the program, participants were given a pedometer and a journal to track their steps. Results: The average number of steps participants took from the first to the last week of data collection increased significantly [F (188)= 6.20, P=0.014]. Discussion: A pedometer may be a useful tool for health educators when combined with an evidence-based physical education program. Translation to Health Education Practice: This study is a demonstration of how health education responsibilities can be put into practice. (Contains 3 tables.)
Recruitment of African American and Latino Adolescent Couples in Romantic Relationships: Lessons Learned
Author: Rivera, Angelic
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Education,Adolescents,Recruitment,African American Students,Hispanic American Students,Intimacy,Longitudinal Studies,Surveys,Parent Attitudes,Questionnaires,Gender Differences,Sexuality,Risk,Intervention,Health Behavior

Background: There is considerable literature on effective engagement strategies for recruiting adolescents individually for health research studies, but literature on recruiting adolescent couples is new an minimal. Purpose: This paper describes the recruitment strategies used for Teen Connections (TC), a longitudinal study that recruited 139 mainly African American and Latino adolescent couples in romantic relationships living in New York City. Methods: We collected data in Microsoft Access and documented the date each recruitment strategy was implemented, date each partner was enrolled, and amount of effort required to enroll participants. We identified individual and relationship characteristics from each partner's baseline survey. Results: We found that relationship type and characteristics, language used in printed materials, parental consent, implementing a screener questionnaire and gender of partner had implications for enrollment in TC. Discussion: Couples studies are highly demanding but achievable with dedicated staff and access to a large number of youth. Translation to Health Education Practice: Research on sexual health and risk often relies on individual reports of dyadic events. Adolescent couples' studies may not be pursued because of recruitment limitations, but they can provide invaluable insight into relationship dynamics, characteristics, etc. that may help design better health education interventions, and should be pursued nonetheless. (Contains 1 table and 2 figures.)
Student and Principal Perceptions of School Tobacco Policy
Author: Noland, Melody
Date: 2011-00-00
Type: Journal Articles
Subjects: Smoking,School Personnel,Administrator Attitudes,Student Attitudes,School Policy,Attitude Measures,Compliance (Psychology),Law Enforcement,High School Students,Surveys,Barriers,Addictive Behavior,School Culture,Student Behavior

Background: Enforcement of no-tobacco policies is critical to providing a safe, healthy environment for students. Purpose: The purposes of the study were to: (1) describe and compare student and principal perceptions of enforcement of school tobacco policy in a school district with a tobacco-free policy, and (2) explore perceived barriers to enforcement and factors related to enforcement beliefs and perception of smoking. Methods: Students (N = 774) in five high schools in a southeastern city completed a survey. Administrators from those schools were interviewed. Results: Student and principal perceptions varied dramatically concerning tobacco policy enforcement. Only 8% of students said students followed the rules about smoking all/most of the time. Many students reported problems with secondhand smoke. The percentage of smokers was overestimated by nearly three-quarters of students (73%). Predictors of beliefs about number of tobacco rules were: smoking status, number of places students were seen smoking and number of problems reported with smoking. Barriers identified by principals included lack of supervisory help and that tobacco is physically addicting. Discussion: Student perception of how well tobacco policies are enforced should not be ignored by administrators because it is related to smoking behavior. Teachers, students, staff, administrators and parents must be enlisted to help enforce tobacco policy. Translation to Health Education Practice: To change the culture in schools, teachers, students, staff, administrators and parents must be educated about the tobacco policy, and tobacco rules must be consistently enforced. (Contains 5 tables.)
Examining the Breadth and Depth of Environmental Health through a Modified Delphi Technique
Author: Ratnapradipa, Dhitinut
Date: 2011-00-00
Type: Journal Articles
Subjects: Delphi Technique,Health Education,Needs Assessment,Job Skills,Program Development,Environment,Public Health,Interdisciplinary Approach,Specialists,Surveys

Background: Environmental health, a crucial part of our everyday lives, is a multidisciplinary field with many discrepancies as to what encompasses the core areas. Purpose: This study intended to establish core areas and corresponding topics of environmental health as a preliminary step to identifying knowledge, attitude and behavior questions for use in needs assessment and program planning. Methods: Fourteen to sixteen experts in various fields of environmental health participated in a modified three-round Delphi Technique. Results: Experts established 11 core areas and 25 corresponding topic areas, and identified 443 potential questions for environmental health survey development. Discussion: The core areas, topic areas and corresponding survey questions were produced to be applicable for people in all areas of United States. This is important for continuity within the field to have a universal tool to measure awareness across the country. Translation to Health Education Practice: Standardizing the core areas and specific topics of environmental health may assist practitioners in conducting thorough needs assessments and guide program planning and research. (Contains 3 tables.)
Accelerating Struggling Students' Learning through Identity Redevelopment
Author: Finnan, Christine
Date: 2011-03-00
Type: Journal Articles
Subjects: Intervention,Grades (Scholastic),Dropout Prevention,Acceleration (Education),Grade 7,High Schools,Learner Engagement,At Risk Students,Student Attitudes,Learning Problems,Identification,Educational Strategies,Middle Schools,Teaching Methods

When students struggle in the elementary and middle grades, the likelihood that they will drop out of high school increases dramatically. Although most dropout prevention resources have focused on high schools in a last-ditch effort to keep students in school, earlier interventions in elementary and middle grades provide a better opportunity to target assistance before students completely disengage. Although the middle grades can be difficult for any struggling student, it is especially so for a subset of very high-risk middle grades students--those who are one to three years over age for seventh grade. This article presents students' views about how an intervention program aimed at getting them back on track for on-time graduation helped them develop a more positive sense of their own ability to accomplish, belong, and engage in the classroom. The program was designed to accelerate learning so students completed two years of academic content in one year. This article has two primary purposes. First, it illustrates how acceleration strategies can reengage struggling students and help them see that success is possible. Second, it emphasizes the importance of helping struggling students reestablish their identity as learners and as contributing members of a classroom community. Struggling students often believe that they are incapable of accomplishing important tasks, that they are unworthy of membership in a classroom community, and that they cannot engage in challenging curriculum. The voices of middle grades students provide evidence of the value of acceleration strategies and insight into the process of identity redevelopment. (Contains 1 note.)