ethanporcaro/eric-fulltext-meta huggingface dataset:
Comprehensive Services Tailored for the Transitional Success of Veterans in Higher Education
Author: Lange, Dustin D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Veterans,Veterans Education,Student Personnel Services,Transitional Programs,College Students,Case Studies,Models,Holistic Approach,Academic Support Services,Social Support Groups,Peer Groups,Financial Support,Student Financial Aid,Academic Advising,Counseling Services

It is estimated that in the next decade, over two million veterans and dependents will utilize the Post-9/11 GI Bill for postsecondary education. Most colleges already possess the resources that veterans need to successfully transition and persist, though this subpopulation of learners also require services that are tailored to their nontraditional and unique backgrounds. Drawing on case study examples, this article offers a student-centric conceptual model that was developed at a major public university in the Midwest where approximately 400 student veterans are enrolled. The model offers a holistic approach for blending academic, career, family, and disability services for veterans along with recommended practices for student service offices and administrative leaders.
Where You Are from Defines You: Intersection of Community Engagement, Border Pedagogy, and Higher Education
Author: Loebick, Karla
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Involvement,Higher Education,Instruction,Undergraduate Students,Hispanic American Students,Youth,School Districts,Cultural Influences,Partnerships in Education,Elementary School Students,Hispanic American Culture,Story Telling,Qualitative Research,Grade 4,Grade 5,Grade 6,Focus Groups,Interviews,Cultural Awareness

This article highlights pedagogical practices in an intentionally designed course focused on fostering cross-cultural, multi-level interaction between two undergraduate student groups and Latino youth from the local school district. The study describes how students identify culture, perceive the role and influence of culture, and engage with the notion of border crossing. The community-engaged project, titled &quot;Nuestros Cuentos,&quot; uses storytelling and dialogue as an impetus to connect local elementary students with two distinct groups of college students, a residential college and a college assistance migrant program, to support Latino youth in sharing their perspectives of local Latino history. Analysis of this course and the perspectives of students within the discussed community engagement and academic experience yields insight about pedagogical approaches to designing intentional engagement experiences, as well as the positive outcomes related to culture and the increased awareness of cultural borders and border crossing.
Photovoice as Methodology, Pedagogy, and Partnership-Building Tool: A Graduate and Community College Student Collaboration
Author: Latz, Amanda O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Photography,Social Action,Graduate Students,Two Year College Students,Community Colleges,Partnerships in Education,Participatory Research,Action Research,Research Methodology,Teaching Methods,Poverty,Money Management,Exhibits,Outcomes of Education

Participatory action research, photovoice, diversity, and immersive learning comprised the most important aspects of the Community Colleges and Diversity graduate course taught during the 2014 spring semester. This project involved eight graduate students, five community college students, three community college administrators, and one university assistant professor. Through a description of the course-based photovoice project, articulation of the findings, and a discussion about the project's larger impact as it related to students' educational experiences and community collaborations, this work provides evidence of the power of photovoice--employed as student-led participatory action research--as a research approach, pedagogical tool, and partnership-building device.
Relationship Depth in Community Food Security: Lessons from a Case Study of the Campus Kitchens Project
Author: Himmelheber, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Security (Psychology),Social Work,Counselor Training,Correlation,School Community Relationship,Higher Education,Role,Observation,Student Attitudes,Program Descriptions,College Students,Semi Structured Interviews

This article presents an instrumental case study of one branch of the nationally networked food recovery and redistribution program, the Campus Kitchens Project (CKP). Inquiry is focused on developing a better understanding of the relationship between this CKP branch and its community partners, as well as recognizing the potential for CKP branches to engender robust relationships between Institutions of Higher Education (IHEs) and host communities. By utilizing a community food security (CFS) perspective, implications are drawn as to the potential for CKP to exemplify CFS values. Recommendations are made for the organization's progressive growth and the potential role for social work education and practice.
Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices
Author: Mozolic, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Involvement,Elementary Secondary Education,Tutoring,Tutorial Programs,Best Practices,Community Education,Cooperation,Partnerships in Education,College Faculty,College Students,Public Schools,School Districts,Nonprofit Organizations,Elementary School Students,Program Effectiveness

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit administers a program that pairs over 200 public school students with academic tutors while overcoming limited resources for accessing and synthesizing the research on best practices in the field. Our partnership seeks to provide community members and volunteers with foundational knowledge and practical guidelines for promoting student success through tutoring. In subsequent phases of the research we will use these guidelines to implement and evaluate changes in the tutoring program. Here, we present accumulated evidence from researchers across disciplines, synthesizing a set of best practices in tutoring for use by community engagement practitioners. Additionally, we incorporate recent findings suggesting that factors beyond typical academic outcomes, so-called non-cognitive skills like motivation, perseverance, and mindset, could be important components of tutoring for more broadly defined student success.
Sewing for a Cause: Implementing and Evaluating Service-Learning in a Clothing Construction Course
Author: Freeman, Charles
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Course Descriptions,Community Involvement,Teacher Attitudes,College Faculty,Student Attitudes,Clothing Instruction,Program Development,Learner Engagement,Feedback (Response),Qualitative Research,Introductory Courses,Program Descriptions,College Students

The purpose of this exploratory investigation is to examine the use of a pedagogical framework to guide the development of a successful service-learning project within a technical program (clothing construction) as determined by increased student engagement and qualitative feedback. This investigation uses student reflection comparisons to assess the rollout of a service-learning theoretical framework, which was set up in two stages over multiple years. Stage One (pilot) investigated student and faculty reflections of community engagement after completing a community service project for an organization, but without direct interpersonal contact or reciprocity (mutual exchange and benefit) of learning. Stage Two (implementation) investigated student and faculty reflections of community engagement after completing the same activity as a service-learning course developed with a community partner, which provided direct interaction and learning reciprocity (mutual exchange and benefit) between students and affected populations. Through the comparison of student reflections from both stages, results indicate both learning and community engagement are present during the initial stage, which had no direct contact with a community partner. However, reflections from the second stage demonstrate a deeper connection and feeling of engagement with the service aspect during the full-immersion service-learning project.
Developing Practitioner-Scholars through University-School District Research Partnerships
Author: Ralston, Nicole C.
Date: 2016-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,School Districts,Cooperation,Elementary Secondary Education,Research Needs,Qualitative Research,Research and Development,Theory Practice Relationship,Service Learning,Research Projects,Transformative Learning,Scholarship,Doctoral Programs,Case Studies

University-community partnerships have gained popularity in the United States as a means of extending university research resources and collaborative opportunities. However, research-driven partnerships between universities and K-12 school districts that prioritize the research needs of K-12 schools are unique. Recently, education scholars have been exploring partnership models with potentially greater benefits for various school district stakeholders. To date, there is limited research on how these partnerships can be leveraged as a pedagogical approach to effectively support the Doctor of Education (Ed.D.) students who are emerging as practitioner-scholars. This qualitative study helps fill that gap by examining the impacts of one newly formed research-practice partnership that utilized a service-learning model. Our findings suggest that conducting authentic K-12 district-driven research projects may be one avenue for providing transformative learning experiences to practitioner-scholars while also meeting the needs of the school district partners in the community through the production of public scholarship.
&quot;Does It Count?&quot; and &quot;Who Can Speak?&quot;: An Interdependent Model of Knowledge-Production in Public and Traditional Scholarship
Author: Grobman, Laurie
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Cooperation,Partnerships in Education,School Community Relationship,Community Involvement,African American Culture,Museums,African American History,African Americans,Academic Discourse,Higher Education,Educational Research,Research and Development,Knowledge Economy,Civil Rights,College Students,College Faculty

This article presents a model of public scholarship in which the knowledge-generation binary in traditional and public scholarship can and does blur, even dissolve, through interdependent partnerships. The author analyzes the overlapping issues of authority and voice between the scholarship of community-engaged research and the discipline of English through an ongoing public scholarship project with a local African American museum to reinsert African American experiences into U.S. history. Because community partners' voices are critical to this historical work, this eleven-year collaboration illuminates issues of authority and knowledge-making, such as who can speak, for whom, for what purposes, and to what ends, in both the scholarship of identity politics and public scholarship.
Art Education with Attitude
Author: Williams, Jere
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Citizenship Education,Ethics,Aesthetics,Literacy,Reinforcement,Visual Arts,Teaching Methods,Citizen Participation,Moral Values

Purpose: This paper explores the way in which art education advances the goals of citizenship education. In the first section of this paper the similarities between ethical and aesthetic concepts will be outlined and the visual art symbol system will be carefully examined. Findings: It will be argued that the transference of a value-adaptive attitude developed through the study and practice of art to its application in civic literacy and engagement is valuable and warranted. The second section of this paper will investigate the impact that compositional study in both art practice and experience has on the reinforcement of and the alteration of values.
Engaging Faculty across the Community Engagement Continuum
Author: Gorski, Irena
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Community Involvement,Learner Engagement,Service Learning,College Administration,Administrators,Tenure,Higher Education,Citizen Participation,Scholarship

There currently exists an incompatibility between the demands of university administrators for increased community engagement and the realities facing faculty who want to integrate it into their academic coursework, research, and professional service. This article provides insight on the complex challenges preventing faculty from becoming involved in reciprocal community engagement endeavors. It explores four factors to consider when recruiting faculty: where they are on their career track, access to resources, control over their teaching and research activities, and their interest and preparation. This article suggests that rather than viewing community engagement as a binary state where a faculty member is integrally engaged or not, faculty engagement can be viewed along a continuum where they are engaged in a variety of ways with different degrees of engagement and commitment. Finally, this article provides several examples of the multi-tier approach that Penn State has successfully championed to involve more faculty in community-engaged work by understanding their perspectives and meeting them where they are.
Art Education for Citizenship: Augusto Boal's Theater of the Oppressed as a Method for Democratic Empowerment
Author: Silva, José Eduardo
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Citizenship Education,Epistemology,Interdisciplinary Approach,Theater Arts,Teaching Methods,Disadvantaged,Power Structure,Empowerment,Citizen Participation,Personal Autonomy,Democracy

Purpose: To contribute for the ongoing discussion about associations between art education and citizenship education, presenting Augusto Boal's Theatre of the Oppressed, as a theatre method that exercises active democracy by means of promoting epistemological development merging Art, Citizenship and Education. Design: Drawing form a selected set of relevant concepts and data in the fields of psychology, education, arts and performance studies, amongst others, the advantages and limitations of the artistic practice of theatre are analyzed in terms of its impact in epistemological and socio-cognitive development. Findings: A literature review shows several studies that evidence the benefits of artistic practices, namely theatre, in several indicators. Despite these evidences formal educative contexts, rooted in traditional pedagogic paradigms, resist to the entrance of arts, such as the performative, in school curricula, as well as other interactive practices indispensable in the promotion of participative citizenship. Research implications: Present existing methods alternative to formal education, exemplified by the method of the theatre of the oppressed, that aim to develop art, education and citizenship in one same practice. Practical implications: Evidence the need to reconsider formal education curricula with the objective of enhancing epistemological development, empowerment, autonomy and active citizenship.
Positure in Plato's Laws: An Introduction to Figuration on Civic Education
Author: Hall, Joshua M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Dance Education,Human Posture,Civics,Citizenship Education,Philosophy,Phenomenology,Aesthetic Education

Purpose: The aim of the research was to determine the benefits of applying the new Figuration philosophy of dance, based in part on Plato, to civic education. Design/methodology: A close phenomenological reading of Plato's &quot;The Laws,&quot; with a strategic focus on its account of the concept of posture. Findings: Plato considers posture to be central to dance education, which in turn is central to civic education, as suggested by concrete analyses of dance based on posture. Research limitations: Further studies on this subject are required in order to achieve a more nuanced and balanced account of the concepts of posture articulated by other philosophers and theorists. Practical implications: More resources must be allocated to dance and dance education, in the interest of fostering civic education, and the political virtue that results therefrom.
&quot;Transformative Looks&quot;: Practicing Citizenship through Photography
Author: Pereira, Sónia
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Citizenship Education,Foreign Countries,Migrants,Females,Adult Education,Art Education,Lifelong Learning,Transformative Learning,Photography,Nonformal Education

Purpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our understanding on the ways art education can improve the achievement of the goals of citizenship education. Method: This article analyses the experience of the collective and collaborative project: &quot;Con la cámara a cuestas: Transformative Looks&quot;, in Bilbao, Spain, with a group of fifteen to twenty migrant women from eight Latin American countries. Findings: Citizenship as a life-long learning process involving individual as well as collective action leading to the promotion of new shared values for more inclusive communities benefits greatly from the use of artistic expressions such as photography. Because of migrant women's marginalized position as non-formal-citizens, citizenship as participation effectively becomes a fundamental route of influence in the public sphere. Conceptualizing citizenship as struggle and as a critical learning process opens up possibilities for generating new shared &quot;habitus&quot;, where &quot;recognition&quot; can be achieved leading to more inclusive societies.
The Formation of Citizenship through Community Theatre. A Study in Aguascalientes, Mexico
Author: Moschou, Christiana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Theater Arts,Community Programs,Teaching Methods,Adolescents,Attitude Change,Adolescent Attitudes,Democracy,Moral Development,Questionnaires,Intervention,Ideology,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Interdisciplinary Approach,Hypothesis Testing,Social Justice

Purpose: The aim of the research was to examine if adolescents can develop abilities of democratic interaction through Community Theatre. Design/methodology: Firstly, two instruments were applied, a questionnaire covering socio-moral problems, of the students and a Questionnaire, covering the Educational Ideologies of the professors. Then, a theatrical intervention was realized at middle-school students in Aguascalientes City, based on the objectives of the formation of Citizenship as stated at the National Curriculum. Findings: Students themselves stated a change in their attitude during the intervention, which was also observed and registered at the field diary and at the written evaluations. For this reason, we claim that Community theater could be used as a transdisciplinary method for teaching democratic skills, as it creates a public sphere where the students can develop democratic behavior. Research limitations: Further studies on the subject are required, especially concerning the time and the sample as the research had a two-month duration and was conducted at a limited population. Practical implications: The contribution of this project was the introduction of Community Theatre at the service of the Citizenship Education, promoting the artistic education as a means of the formal education in the search for personal and social democratic development and could be considered in an educational reform.
Drama and Citizenship--Devised Drama for Education
Author: Heikkinen, Hannu M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Drama,Citizenship Education,Civics,Action Research,Aesthetic Education,Play,College Students

Purpose: In this article I will give an example of a linguistic program I have been doing with sixth form college students from Finland and the Netherland and link this action research to the meaning of drama education, and of the potential of devised drama as a part of civic Education. Method: I will explain the theory of devised drama, then I will highlight the research and finally, I will conclude the research findings. The analytical framework used in this article is well-suited for drama education with youth. I would like to characterize drama education dramaturgy not as Aristotelian nor Brechtian, but as an &quot;open or joint - making together - dramaturgy&quot;. Findings: The term &quot;drama&quot; is often used to describe the process of making work that does not necessarily demand an outside audience, and &quot;theatre&quot; to identify work, that is focused on performing to an outside audience. &quot;Devised drama&quot; relies both on process and product. Leaning how to make devised drama is an important as learning about its processes and start thinking: &quot;why we came up with these ideas of us and fictional drama world?&quot;
Interviewing as a Pedagogical Tool in Arts for Social Justice: A Case Study of an Afterschool Arts Program
Author: Dewhurst, Marit
Date: 2016-00-00
Type: Journal Articles
Subjects: Interviews,Teaching Methods,Art Education,Social Justice,Case Studies,After School Programs,Youth Programs,Urban Youth,Qualitative Research,Civics,Critical Thinking,Creative Thinking,Questioning Techniques,Visualization

Purpose: The rise of out-of-school youth arts organizations, especially those dedicated to addressing social issues with young people, suggests a growing need for spaces in which we prepare young people to creatively and critically shape their communities. While the popularity of these programs is certainly positive, it does little to tell us what pedagogical lessons we might learn from how youth arts organizations approach social justice teaching in the arts. In order to understand what it takes to do social justice art education, our research team investigated the pedagogical strategies used by Center for Urban Pedagogy, an out-of-school youth arts organization. Method: Through qualitative interviews, observations, and document analyses, this case study examined the specific pedagogical strategies used by educators in the Center for Urban Pedagogy's (CUP) Urban Investigations program to engage young people in creating art for social justice aims. Findings: Our initial findings revealed that the process of interviewing is at the center of CUP's approach to both social engagement and art-making. According to our research, interviewing reveals hidden layers of meaning to learners, offers opportunities to visualize personal connections, and provides a means to critically and collaboratively create artwork.