ethanporcaro/eric-fulltext-meta huggingface dataset:
Service-Learning Projects: What Students&apos; Reflections Reveal
Author: Adams, Clementina E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Student Attitudes,Hispanic Americans,Outcomes of Education,Needs Assessment,Enrichment,Community Needs,Evaluation Criteria,Grades (Scholastic),Case Studies,Advanced Courses,English (Second Language),Second Language Learning,Student Projects,Cultural Centers,Nonprofit Organizations,Translation,Health Services,Spanish Speaking,Homework,Elementary School Students,High School Students

Service-learning projects, especially the ones focused on the community, and on the Hispanic community in particular, need to be based on real felt and documented needs, and the outcomes need to be assessed in order to decide the worth and possible sustainability of the projects. This paper will focus on service-learning samples from my courses, addressed to the Hispanic Community in the Upstate of South Carolina. The projects have been implemented as part of the assessment criteria used to assign students' grades. A needs assessment survey was conducted earlier to determine the areas of work that students would address in their service-learning projects. At the conclusion of each semester students are required to provide a written page about their projects, not only from the point of view of application or enrichment of their learning, but also from their attitude and feelings about the service provided. Using students' reflection documentation, a qualitative analysis and conclusions will be provided to document the relative importance and worth of the different service-learning projects analyzed.
Spanish after Service-Learning: A Comparative Study
Author: Kanost, Laura
Date: 2014-07-00
Type: Journal Articles
Subjects: Service Learning,Spanish,Language Usage,Conversational Language Courses,Second Language Learning,Second Language Instruction,Student Attitudes,Comparative Analysis,Self Efficacy,Spanish Speaking,Study Abroad,Undergraduate Students,Outcomes of Education,Teaching Methods

To begin to assess the impact of service-learning participation on subsequent use of Spanish, this study compares survey responses of students who completed conventional and service-learning sections of the same intermediate university Spanish conversation course. Their responses suggest that the students who experienced service-learning generally describe themselves as more confident language users who continue their studies and use Spanish in their everyday lives at higher rates. In contrast, students who had completed the conventional sections tended to focus more on information learned and a greater percentage of them reported going on to study abroad.
The Effect of Pre-Service Teachers&apos; Life Skills on Teacher Self-Efficacy
Author: Koyuncu, Bengisu
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Experience,Self Efficacy,Fine Arts,Gender Differences,Daily Living Skills,Prediction,Graduates,Comparative Analysis,Student Attitudes,Prior Learning,Teacher Effectiveness,Undergraduate Students,Teacher Education Programs,Foreign Countries

The aim of this study is to find out the extent to which pre-service teachers' life skills predict their sense of self-efficacy. The study employed a relational screening model within the quantitative research paradigm and included 195 pre-service teachers in Mimar Sinan Fine Arts University Pedagogical Formation Program. The data was collected through a life skills scale, a teacher self-efficacy scale and a questionnaire. The findings indicated a significant strong positive correlation between pre-service teachers' life skills and their sense of self-efficacy in teaching (r=0.624). Life skills accounted for 38.9 of the variance in teacher sense of self-efficacy. There were not any significant differences in teacher sense of self-efficacy between males and females, graduates and non-graduates, participants and non-participants in life skills training (p&gt;0.05). The sense of self-efficacy of pre-service teachers with teaching experience was found to be higher than that without it (p&lt;0.05).
Exploring Teachers&apos; Practices of Classroom Assessment in Secondary Science Classes in Bangladesh
Author: Rahman, Md. Mehadi
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Foreign Countries,Science Instruction,Student Evaluation,Educational Practices,Science Achievement,Questioning Techniques,Classroom Communication,Evaluation Methods,Peer Evaluation,Self Evaluation (Individuals),Instructional Effectiveness,Learning Processes,Educational Quality,Teaching Methods,Learning Activities

The study investigates teachers' classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers' current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students' didn't get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Understanding the Values in the Chinese Higher Education Act: A Policy Analysis on Educational Purposes
Author: Li, Xiaobin
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Federal Legislation,Educational Legislation,Higher Education,Educational Policy,Policy Analysis,Comparative Education,Laws

The purpose of this study was to understand the values reflected in the Chinese Higher Education Act and other related laws. To understand these values, I carefully read and analysed relevant sections on education in the Chinese Constitution. Then I scrutinized the Higher Education Act. I also perused Chinese laws and regulations related to higher education. An attempt was made to compare the values expressed in the Chinese Higher Education Act and other laws with those in Ontario, Canada university acts to see what differences exist between them.
From the Eradication of Tolerance to the Restoration of School Community: Exploring Restorative Practices as a Reform Framework for Ethical School Discipline
Author: Buckmaster, Daniel
Date: 2016-09-00
Type: Journal Articles
Subjects: Prosocial Behavior,Discipline Policy,School Safety,Ethics,Educational Change,Zero Tolerance Policy,School Administration,Well Being,Child Safety,Moral Development,Guidelines,Racial Differences,Suspension,Rehabilitation,Elementary Secondary Education

This article addresses a conflict that exists in many schools' discipline philosophies regarding exclusionary practices. School administrators are commissioned to, above all else, consider the safety and physical well-being of the child. This mindset might compel a leader to adopt a zero tolerance stance with students who engage in activities that threaten (or potentially threaten) this fundamental ideal. Removing such students from the school community has become common practice for many administrators. Does the removal of these students make the school safer? Are current policies interrupting the moral formation of students, and thus actually making our schools less safe? The impact that exclusionary practices can have on the community might warrant a significant reform of this common practice. Restorative practices may give an ethical alternative to exclusionary discipline. A framework is presented and discussed for such a reform. The problem of implementation of restorative practices is explained and an argument is made for further research to explore theories on this topic.
At the Crossroad: Venture Philanthropy or a Democratic Ethical Vision for Educational Leadership?
Author: Gross, Steven Jay
Date: 2014-09-00
Type: Journal Articles
Subjects: Private Financial Support,Instructional Leadership,Ethics,Educational Policy,Philanthropic Foundations,Public Schools,Privatization,Neoliberalism,Democracy,Accountability,Educational Administration,Charter Schools

Today powerful philanthropies exercise considerable influence over U.S. educational policy. Referred to as venture philanthropies (Scott, 2009; Saltman, 2010), foundations, such as the Bill and Melinda Gates Foundation, The Eli and Edythe Broad Foundation, and the Walton Family Foundation, have emphasized high-stakes accountability and privatization as a recipe for our nation's public schools. In this article, the authors argue that venture philanthropies place the public school system in jeopardy by exposing it to increased turbulence and a painful ethical dilemma: &quot;Should the schools accept needed funds at the expense of giving up on their independence, or should they languish?&quot; The article critiques the current approach of the venture philanthropists, and analyzes their impact through Turbulence Theory and the Multiple Ethical Paradigms. It also discusses international concerns about privatization of schools. It concludes by offering the New DEEL (Democratic Ethical Educational Leadership) vision for a leadership model as a possible alternative choice for educators seeking to escape the venture philanthropists' education policies.
Fostering Student Credibility through Sustainable Engagement Initiatives: An Application of the Service, Operative, and Lecture-Learning (SOLL) Model
Author: Norris, Meghan E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Credibility,Service Learning,Lecture Method,Interdisciplinary Approach,Critical Thinking,Creative Thinking,Knowledge Level,Theory Practice Relationship,Transfer of Training,Teaching Methods,Skill Development,Experiential Learning,Graduate Students

Multi-disciplinary programs are growing, and serve an integral role in fostering knowledge transfer among disciplines and the community. Despite their importance, relatively little has been written on how to foster success in multidisciplinary higher education engagement initiatives, particularly in ways that encompass service-learning. The current work highlights unique multi-disciplinary needs for knowledge transfer, critical and creative thinking, and building bridges between academia and practice. The SOLL model, a sustainable, integrative framework that encompasses lecture, operative, and service-learning, is summarized as one way in which to meet such multi-disciplinary needs. The current work discusses two applications of this model in graduate and undergraduate consumer science engagement initiatives.
Assessing the Impact of Community-Based Learning on Students: The Community-Based Learning Impact Scale (CBLIS)
Author: Carlisle, Shauna K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Programs,Problem Based Learning,Service Learning,Volunteers,Experiential Learning,Liberal Arts,Higher Education,Program Effectiveness,Test Construction,Test Validity,College Students,Teaching Methods,Student Surveys,Student Participation,Student Satisfaction,Skill Development,Focus Groups,Factor Structure,Factor Analysis

Community-based learning (CBL) integrates problem-based service-learning, volunteerism, and experiential learning across a variety of disciplines. The Community-Based Learning Impact Scale is an instrument developed to measure the impact on a liberal arts university campus. Scale items were generated from focus groups, literature, and existing scales. The goal of this pilot test was to refine wording and scale format while providing preliminary results for the utility of the scale. The instrument is a 43-item measure with 33 items representing proposed constructs civic engagement, institutional/community relations, academic learning, psychological wellbeing, and professional development. Results revealed that, overall, students reported that their CBL experience increased their capacities across multiple personal and professional indicators. Confirmatory and exploratory factor analysis suggested that a 3-factor model fit the data better than the proposed 5-factor model.
General and Special Education High School Teachers&apos; Perspectives of Full Membership for Students with Disabilities
Author: Morgan, Pamela S.
Date: 2015-01-00
Type: Journal Articles
Subjects: High Schools,Disabilities,General Education,Special Education Teachers,Teacher Attitudes,Barriers,Inclusion,Educational Environment,Teaching Methods,Familiarity,Desegregation Litigation,School Desegregation,Educational Legislation,Federal Legislation,Equal Education,High School Students,Interviews,Social Attitudes,Student Rights

Full membership is acceptance and belonging in a school community where all stakeholders have a voice and the culture is reflective of these values and beliefs. This qualitative study compared the perceptions of general and special education teachers from two southern high schools. The author explored how scripts of disability inform teacher practices and what systemic barriers may be in place that impede full membership for students with disabilities. While both groups of teachers generally agreed that full membership opportunities were important, unexpectedly, a lack of exposure to disabilities during formative years and special education teacher perceptions tended to limit full membership opportunities. Challenges included educator mindset toward the abilities of students with disabilities and access to full membership opportunities. Methods to overcoming full membership barriers include professional learning communities, collaboration, and professional development designed for reflection on self-beliefs and practice.
Understanding for Moral Decision Making: A Conceptual Model for Linking Values, Discernment and Outcome Perception
Author: Burford, Charles
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Decision Making,Ethics,Instructional Leadership,Taxonomy,Value Judgment,Leadership Qualities

The need for educational leaders to be conscious of the values influencing the morality of their decisions and for a way of guiding them as ethical educators emerged from the authors' research into leadership decisions involving the use of student achievement data. A conceptual framework is proposed as influenced by six interrelated purposes--moral, personal, professional, organisational, public and cultural. The paper will present a taxonomy to illustrate how discernment of values and purposes will give educational leaders better understandings of the pressures and tensions they experience in leading schools ethically. The taxonomy will be described and analysed as a value-based lens for decision making for educational leaders.
Promoting Pre-Service Teachers&apos; Multimedia Design Skills through Collaborative Multimedia Service-Learning (CMSL)
Author: Park, Sanghoon
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Multimedia Instruction,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Elementary Schools,Middle Schools,Grade 6,College School Cooperation,Skill Development,Design,Outcomes of Education,Models,Technology Integration,Teaching Skills

The Collaborative Multimedia Service-Learning (CMSL) model, based on the &quot;learning by teaching&quot; approach, was created in an effort to design a pedagogical intervention to promote pre-service teachers' multimedia design/development skills. This paper reports on the development of the CMSL and presents the findings of the implementation of the CMSL in a partnership between a pre-service teacher training program in a 4-year university and area elementary and middle schools. Sixteen pre-service teachers participated in a series of multimedia design trainings as a part of their undergraduate curriculum and completed the service-learning component of the CMSL by teaching nine sixth-grade classes in local schools using MacBook multimedia authoring tools. The findings show that the CMSL model was effective in improving pre-service teachers' multimedia design skills and attitudes toward the CMSL. Follow-up interviews indicated that participating in the service-learning component of the CMSL was beneficial and a satisfactory experience.
Social Injustices in Schools: Principals&apos; Perception
Author: Wang, Fei
Date: 2017-09-00
Type: Journal Articles
Subjects: Social Justice,Principals,Administrator Attitudes,Equal Education,Elementary Schools,Secondary Schools,Foreign Countries,Educational Environment,Racial Bias,Social Class,Poverty,Gender Issues,Special Education,School Safety,English Language Learners,Sex Fairness,Gender Bias,Bullying,Special Needs Students,Achievement Gap

This qualitative study intends to highlight social injustices that appear of the greatest concern to school leaders. Semi-structured interviews were used to glean data on principals' work contexts, their perceptions of social in/justices, and relevant anecdotes, stories, and examples. Twenty-one elementary and secondary school principals were interviewed in the Greater Toronto Area. The discussion of the salient issues as identified by principals entails presenting various forms of injustices, and explaining how each relates, overlaps, and interacts to affect students' lives. Essentially, it prompts us to rethink oppression and injustice in schools and the actions required in response.
Organizing Services, Humanizing Organizations: Towards a Definition of Human Services as a Generic Profession
Author: Barnetz, Zion
Date: 2015-00-00
Type: Journal Articles
Subjects: Human Services,Occupations,Foreign Countries,Postsecondary Education,Higher Education,Definitions,Professional Personnel,Role,Knowledge Level,Job Skills,Values

During the last decades we have witnessed a substantial rise in both research and occupation in the field of human services. The present paper seeks to offer a definition of human services as a generic profession. Followed by a brief discussion of human service definitions as both an organizational phenomenon and a field of knowledge, we will present the social need in human service as a generic profession, one of which the core focus is the encounter between organization and client. We will then offer a definition of the profession, and discuss its practical derivatives as well as its implications on the knowledge, skills and values as they should be assimilated and gain expression in the human services training programs and curriculums. Finally, the discussion will deal with the significant challenges awaiting the process of consolidating the new profession - in light of the offered definition - in the academia, training programs and the job market.
A Multilevel Analysis of a Campus-Community Partnership
Author: Bruening, Jennifer E.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Relationship,Colleges,Partnerships in Education,Trust (Psychology),Athletics,Youth Programs,Program Evaluation,Social Capital,Program Administration

While greater focus has been placed on understanding the nature of campus-community partnerships, a lack of research exists addressing the complexities of collaboration through theory development and the analysis of partnership management from a multilevel perspective. Drawing from Parent and Harvey's (2009) management model for sport and physical activity community-based partnerships, the purpose of this qualitative study was to examine campus community partnerships from an individual, structural, and socio-cultural level. Results revealed, campus-community partnerships are heavily dependent on multi-level relationships requiring significant time and effort and must be founded upon trust. These findings should serve to add to campus-community partnership literature, while providing service-learning practitioners with insight into &quot;common practices and pitfalls that may assist in&quot; managing &quot;the expectations of all parties involved&quot; (Maurrasse, 2002, p. 137).
Creating a Formal Service-Oriented Curriculum in Pre-Medical Education -- The QuARMS Experience
Author: Suart, Theresa Nowlan
Date: 2017-00-00
Type: Journal Articles
Subjects: Premedical Students,Medical Education,Service Learning,Foreign Countries,College Curriculum,Acceleration (Education),Student Experience,Student Attitudes

In September 2013, the Queen's University Accelerated Route to Medical School (QuARMS), an innovative 2-year premedical curriculum which combines coursework, seminars, fieldwork, and faculty mentorship, was developed. After successful completion of the program, students are eligible to enter medical school. A key aspect of this learning stream is the integrated service-learning aspect which is scaffolded across both years of study and includes in class sessions, community projects, mentoring, and assessment. This paper provides the results of a mixed-methods program evaluation designed to examine students' QuARMS service learning experiences. Overall, students were happy with the service learning component of the program, and indicated that the in-class and experiential service-learning sessions were beneficial. However, students also indicated that they wanted more structure and feedback while working on their projects.