ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships Matter: Supporting Aboriginal Graduate Students in British Columbia, Canada
Author: Pidgeon, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Indigenous Populations,Culturally Relevant Education,Mentors,Transitional Programs,Peer Relationship,Interpersonal Relationship,Responsibility,Online Surveys,Student Surveys,Academic Persistence,Accountability

The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too often, Aboriginal graduate students are either among the few, or is the sole Aboriginal person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member or ally, that is, someone who is supportive of Indigenous knowledges and Indigenity. While many institutions are working to recruit and retain Aboriginal graduate students, more attention needs to be paid to culturally relevant strategies, policies, and approaches. This paper critically examines the role of a culturally relevant peer and faculty mentoring initiative--SAGE (Supporting Aboriginal Graduate Enhancement)--which works to better guide institutional change for Indigenous graduate student success. The key findings show that the relationships in SAGE create a sense of belonging and networking opportunities, and it also fosters self-accountability to academic studies for many students because they no longer feel alone in their graduate journey. The paper concludes with a discussion on the implications of a culturally relevant peer-support program for mentoring, recruiting, and retaining Aboriginal graduate students. It also puts forth a challenge to institutions to better support Aboriginal graduate student recruitment and retention through their policies, programs, and services within the institution.
Internet Research Ethics and the Policy Gap for Ethical Practice in Online Research Settings
Author: Warrell, Jacqueline G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Privacy,Confidentiality,Informed Consent,Internet,Research,Audiences,Public Policy

A growing number of education and social science researchers design and conduct online research. In this review, the Internet Research Ethics (IRE) policy gap in Canada is identified along with the range of stakeholders and groups that either have a role or have attempted to play a role in forming better ethics policy. Ethical issues that current policy and guidelines fail to address are interrogated and discussed. Complexities around applying the human subject model to internet research are explored, such as issues of privacy, anonymity, and informed consent. The authors call for immediate action on the Canadian ethics policy gap and urge the research community to consider the situational, contextual, and temporal aspects of IRE in the development of flexible and responsive policies that address the complexity and diversity of internet research spaces.
Power Play: The Dynamics of Power and Interpersonal Communication in Higher Education as Reflected in David Mamet&apos;s &quot;Oleanna&quot;
Author: Chiaramonte, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Power Structure,Universities,Interpersonal Communication,Drama,Activism,Sexual Harassment,Political Issues,Social Change,Higher Education

David Mamet&apos;s play &quot;Oleanna&quot; may be infamous for reasons that do not do justice to the play&apos;s real accomplishments. One reason for the controversy is the author&apos;s apparent focus on sexual harassment. The play is not about sexual harassment. It is about power. And in particular the power of language to shape relationships within social environments such as universities. First published and performed in 1992 - at a time when many were outraged by the Clarence Thomas - Anita Hill debate - the playwright himself was compelled to deny his play was about sexual aggravation. Mamet&apos;s &quot;Oleanna&quot; serves to instruct us about the power dynamics within one of our most vital institutions. The aim of this article is to take a dedicated look at this dramatic spectacle to see if we cannot uncover something about leadership and the mechanics of power and communication in higher education that is intellectually riveting, as well as socially constructive.
Peer Mentorship and Transformational Learning: PhD Student Experiences
Author: Preston, Jane P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformative Learning,Peer Groups,Mentors,Student Experience,Doctoral Programs,Educational Administration,Program Descriptions,Phenomenology,Personal Narratives,Inquiry,Educational Practices,Cohort Analysis,Communities of Practice,Group Dynamics,Group Discussion

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.
Revealing the Complexity of Community-Campus Interactions
Author: Nichols, Naomi Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Case Studies,Partnerships in Education,School Community Relationship,Higher Education,Cooperation,Participatory Research,Interviews,Community Organizations,Retirement Benefits,Investment,Community Development,Employment,Poverty,Well Being,Goal Orientation,Interpersonal Relationship,Participative Decision Making,Accountability,Grants,Grantsmanship

In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and re- lationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.
Community Service-Learning and Cultural-Historical Activity Theory
Author: Taylor, Alison
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Social Psychology,Cultural Context,Higher Education,Theory Practice Relationship,Knowledge Level,Cooperation,Educational Theories,Problem Solving,Developmental Stages,Intervention,Research Methodology

This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist Lev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions associated with activity theory: the rejection of a theory/practice divide, the development of knowledge as a social collaborative activity, the focus on contradictions in and across activity systems, and the interventionist approach aimed at transformation.
Don't Tell It Like It Is: Preserving Collegiality in the Summative Peer Review of Teaching
Author: Iqbal, Isabeau A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Summative Evaluation,Evaluators,Faculty Development,College Faculty,Tenure,Research,Productivity,Teaching Experience,Peer Evaluation,Collegiality,Higher Education,Teacher Promotion,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Standards,College Instruction

While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members' perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.
Accessible by Design: Applying UDL Principles in a First Year Undergraduate Course
Author: Kumar, Kari Lynne
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Undergraduate Study,Health Sciences,Health Education,Undergraduate Students,Student Surveys,Interviews,Student Attitudes,Positive Attitudes,Accessibility (for Disabled),Disabilities,College Faculty,Technology Uses in Education,Feedback (Response),Questionnaires,Blended Learning,Learner Engagement,Teacher Student Relationship,Locus of Control,Student Personnel Services,Foreign Countries

This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL- inspired course attributes influenced their perceptions of course accessibility. Students responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.
A Pilot Study Aiming to Promote Parents' Understanding of Learning Assessments at the Elementary Level
Author: Deslandes, Rollande
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pilot Projects,Competency Based Education,Educational Assessment,Parents,Parent Workshops,Experiential Learning,Elementary School Students,Kindergarten,Grade 6,Parent Student Relationship,Case Studies,Rural Schools,Qualitative Research,Family School Relationship,Program Effectiveness

The new Québec curriculum is different from other curriculum reforms in that it is based on a competency approach, both cross-curricular and disciplinary. It thus means a move from knowledge-based to competency-based assessments which represents a real challenge to parents who may find it hard to understand learning assessments and their child's report card. In this article, the authors focus on a recent effort aimed at piloting workshops to promote parents' understanding of assessments. The article describes two case studies of workshops using an experiential learning approach conducted with parents of kindergarten and 6th grade students. In general, the parents who participated as active learners reported more knowledge and understanding related to school assessment practices. They also felt more equipped for interacting with their children to monitor academic progress. The workshops represent a potentially effective way of communicating with parents regarding learning assessments to help them better understand the evaluation methods used by teachers.
Through a Rear-View Mirror: Families Look Back at a Family Literacy Program
Author: Anderson, Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Family Literacy,Foreign Countries,Rural Areas,Semi Structured Interviews,Program Effectiveness,Community Needs,Social Capital,Educational History,Parent Participation,Literacy Education,Teaching Methods,Young Children,Child Development,Parent Role,Social Development,Emotional Development,Transitional Programs

In this article, we report on a study in which we interviewed working class families who were the first cohort in a family literacy program that had been locally developed and implemented in a small village in Canada more than two decades previously in response to community-identified needs. The study was framed by Tulving's concept of episodic memory which he described as autobiographical and which allows one to recall and reflect on one's past experiences because they are significant. Ten of the original 18 families were available, and they were interviewed in their homes using a semi-structured protocol. Interviews were transcribed and then coded according to themes. Findings include the following: families reported that the hands-on structure of the program in which they worked alongside their children helped them understand learning through play and developmentally appropriate curriculum and pedagogy; they gained insights as to how they could continue to support their children's learning at home and in the community; they became more comfortable in school and knowledgeable about its workings and subsequently participated more in school affairs; they and their children benefited socially from the program; and they believed the program assisted their children's transition to school. They also identified areas that needed improvement, including more frequent sessions and more explanation of some aspects of the program. The study extends previous research in family literacy in that it demonstrates that programs can contribute to families' social capital.
First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents
Author: Mahmood, Sehba
Date: 2013-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Preschool Teachers,Kindergarten,Barriers,Parent Teacher Cooperation,Social Exchange Theory,Interviews,Teacher Surveys,Parent Participation,Qualitative Research,Vocational Interests,Teacher Role,Interpersonal Communication,Interpersonal Competence,Cultural Differences,Expectation,Professional Identity,Socioeconomic Status,Preservice Teacher Education,Foreign Countries

The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families. This study documented the views of preschool and kindergarten teachers in their first year of teaching, focusing on areas of concern about working with parents. This research utilizes the social exchange theory as its conceptual framework to examine if the absence of reciprocity from parents can result in problems for new teachers. Interviews conducted with 14 first-year teachers in New Zealand indicate that parental involvement remains challenging for early childhood teachers. The four constructs in the findings reflected the social exchange theory: lack of reciprocity, difficulties of building relationships, power-dependence, and social identity of early childhood teachers. The findings reveal that, despite the new teachers' efforts, some parents are not responsive. The successful functioning of this partnership requires active participation and willingness of not only the teachers but parents as well. Simply portraying the &quot;ideal&quot; image of a relationship that the new teacher should be establishing through preservice teacher education is inadequate. The rhetoric regarding parent-teacher relationships should reflect the reality of practice. To ensure the success of new teachers, the challenges of working with families should be part of the explicit discourse of teacher education.
Comparing the Effects of Suburban and Urban Field Placements on Teacher Candidates' Experiences and Perceptions of Family Engagement in Middle and High Schools
Author: Bergman, Daniel J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Suburban Schools,Urban Schools,Field Experience Programs,Student Placement,Preservice Teachers,Comparative Analysis,Middle Schools,High Schools,Student Experience,Student Attitudes,Family Involvement,Student Surveys,Pretests Posttests,Statistical Analysis,Preservice Teacher Education,Family School Relationship

Two groups of teacher candidates completed a survey based on the Parent Teacher Association's National Standards for Family-School Partnerships at the start and end of the semester of a general methods course and corresponding fieldwork (practicum) experience. One group of participants (N[subscript &quot;S&quot;] = 60) completed their clinical fieldwork in a suburban middle or high school; the second group (N[subscript &quot;U&quot;] = 40) completed fieldwork in an urban school setting. Repeated measures t-tests were conducted for the entire sample and found significant increases from pre-to post-survey in the number of specific ideas shared for welcoming families into the school as well as for communicating with parents and families. A mixed between-within subjects ANOVA was conducted to compare the impact of different semester-long field placements (suburban or urban), finding that urban-placed participants had significantly more ideas about communicating and welcoming families. Implications are addressed, including the role of family engagement in teacher education and the impact of fieldwork placement location.
Exploring Parental Involvement Strategies Utilized by Middle School Interdisciplinary Teams
Author: Robbins, Chris
Date: 2013-00-00
Type: Journal Articles
Subjects: Middle Schools,Early Adolescents,Parent Participation,Interdisciplinary Approach,Poverty,Urban Schools,Rural Schools,Suburban Schools,Case Studies,Teamwork,Interviews,Observation,Focus Groups,Questionnaires,Parent Attitudes,Parent Role,Developmentally Appropriate Practices,Success,Parent Influence,Qualitative Research

Adolescents present a unique collection of characteristics and challenges which middle school interdisciplinary teams were designed to address. This article describes a research study which explored parental involvement strategies employed by interdisciplinary teaching teams from three very different middle schools: an affluent suburban school, a mid-level rural school, and a high-poverty urban school. A multiple-case study approach was used, and interdisciplinary teams at each middle school were interviewed, responded to journal questions, and were observed at parent nights and related events. Parents were also included as participants through focus groups, one-on-one interviews, and written questionnaires. The researcher identified themes within each setting, as well as four cross-case themes. All of the interdisciplinary teams in this research study utilized strategies grounded in a belief regarding the essential role parental involvement plays, maintained an open and approachable attitude toward parents, served as a resource to parents, and approached problem-solving opportunities as a team. The findings of this study serve as a bridge between what is known about adolescent development, best middle school interdisciplinary teaming models, and the essential nature of parental involvement in education.
Are We in This Together? An Analysis of the Impact of Individual and Institutional Characteristics on Teachers' Perceptions
Author: Miller, John W., Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Institutional Characteristics,Teacher Characteristics,Attitude Measures,Teacher Surveys,Test Reliability,Regression (Statistics),Correlation,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

The current study addresses certain limitations in prior analyses of teachers' perceptions of parents' involvement in education. In our analyses, we draw on teachers' responses to the School Community Survey (SCS) as well as information on school characteristics to address two limitations in prior studies. The SCS is a descriptive tool that describes the school community from the view-point of parents, students, teachers, and principals. Prior studies have relied on responses to the SCS collected from communities in a limited number of areas. In the current study we assess the generalizability of measures of teachers' perceptions developed within the SCS. Specifically, we assess the internal consistency of nine subscales as well as a complete index of teachers' perceptions developed in prior analyses. In addition, we explore the association between the demographic characteristics of teachers, institutional (i.e., school) characteristics, and teachers' perceptions. Our findings suggest that measures included in the SCS consistently gauge teachers' perceptions and that multiple measures can be combined to form summary measures of distinct elements of overall perceptions. In addition, our linear regression analyses using robust clustered standard errors suggests there are important variations in both the individual and institutional level correlates of elements of teacher perceptions.
Locating Common Ground: An Exploration of Adult Educator Practices that Support Parent Involvement for School-Age Children
Author: Shiffman, Catherine Dunn
Date: 2013-00-00
Type: Journal Articles
Subjects: Parent Participation,Adult Students,Adult Educators,Comparative Analysis,Case Studies,English (Second Language),Second Language Programs,Adult Basic Education,High School Equivalency Programs,Observation,Semi Structured Interviews,Parent Role,Knowledge Level,Experience,Self Efficacy,Social Capital,Educational Practices,Parent Student Relationship

This article explores linkages between adult educator practices and the parent involvement needs of adult students with school-age children. A comparative case study examined the knowledge, experiential, self-efficacy, and social capital dimensions of adult educator practices that inform parent involvement efforts. One English as a Second Language (ESOL) program and one Adult Basic Education (ABE)/General Educational Development (GED) program served as the cases. Data sources include observations, semi-structured interviews with instructors and program leaders, and program and school district documents. Both explicit and implicit connections between adult education and parent involvement are identified. The degree to which these connections are recognized and encouraged is determined by the program emphasis, characteristics of the student population served, and the adult educator. Individual educator's understanding and efforts to make connections are framed by how each defines his or her role, language, social networks, and prior experiences with K-12 schools.