ethanporcaro/eric-fulltext-meta huggingface dataset:
The Opinions of Science Teachers on the Weaknesses and Strengths of LGS and TEOG Systems (The Case of Kars Province)
Author: Diken, Emine Hatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Teachers,Foreign Countries,Student Placement,Testing,Educational Change,Test Items,Elementary Secondary Education,Transitional Programs,Standardized Tests,Secondary School Teachers

This study aims to determine the opinions of science teachers working in secondary schools in Kars province of Turkey regarding the comparison of the High School Entrance Exam (LGS) which is currently being applied in Turkey and the transition from primary to secondary education (TEOG) which was applied in Turkey before this exam system. The study was conducted with a screening model and data was collected through structured questions. The study group consists of 48 Science Teachers, who have teaching experience &quot;1-10, 10-20 and over 20 years&quot;, working in 13 different secondary schools in Kars. The main categories were tried to be determined using explanatory and inferential codes that appeared in the analysis of forms for teachers' views. As a result of the research, it was found that most science teachers expressed the opinion that it was not necessary to abolish the TEOG and enact the LGS, and that the TEOG exam served its purpose better than the LGS. Again, as a result of the research, it was found that science teachers who thought that TEOG was a stronger test than LGS expressed the opinion that TEOG should be more systematic, process-oriented, be compensated, have more impact on written exams in school, and that the exam should be a process-oriented exam spanning two semesters. It was determined that science teachers who thought that LGS was a stronger test than TEOG had expressed the opinion that LGS was a highly distinguishable test and that LGS questions were questions based on high-level thinking, high selectivity, based on interpretation, requiring knowledge, far from recitation, covering all subjects.
Faculty Members&apos; Conceptualization of Community-Engaged Scholarship: Applying Michael Burawoy&apos;s Framework
Author: Nkhoma, Nelson Masanche
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,School Community Relationship,Scholarship,Community Involvement,Foreign Countries,Higher Education,Sociology,Educational Policy

Michael Burawoy (2010) suggested that scholars have an obligation to question the status quo of knowledge production and application. Using a mixed methods approach to explore a national case study of faculty members, this article explores two specific questions: For whom do faculty generate knowledge through community-engaged scholarship? What is the purpose of the knowledge produced through community-engaged scholarship? The findings, which are cognizant of insights from Burawoy's (2010) conceptual framework, reveal that faculty members conduct community engagement largely for public, professional, and policy reasons and to a lesser extent for critical reasons. Hence, the article ends with a reflection on why these faculty perspectives might be contextually the same as or different from those of faculty members elsewhere. The article also suggests why it is important for various actors in universities to understand the way faculty members view their community-engaged scholarship.
Georgia LEADS: Exploring a Statewide Leadership Engagement Effort
Author: Tiller, Lori
Date: 2020-00-00
Type: Journal Articles
Subjects: State Programs,Leadership,Community Involvement,Capacity Building,Barriers,Community Attitudes,School Community Relationship,Universities,Trust (Psychology)

In this qualitative study, we focused on a two-way model of engagement, utilizing observational and individual interview data to examine community members' perceptions of their participation in a statewide initiative to increase leadership capacity at the community level. We review barriers to engagement recognized in the literature. Our study builds upon evolving definitions and models of community engagement, and furthers our understanding of community members' own perceptions of the definition and process involved in successful two-way community engagement. Our findings suggest three emergent themes for community participants: (1) trust, (2) relationships, and (3) priceless value of the engagement. Involving the community members in the design, implementation, and evaluation of the initiative was a unique approach to scaling up a statewide leadership development engagement effort, and the inclusive nature of this process enabled us to examine perceptions of engagement efforts in a single initiative across communities throughout the state of Georgia.
High School-University Collaborations for Latinx Student Success: Navigating the Political Reality
Author: Bettencourt, Genia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Hispanic American Students,High School Students,Research Universities,Vocational High Schools,Partnerships in Education,Puerto Ricans,Program Development,World Views,School Culture,Student Role,Resistance (Psychology),Social Justice,Disadvantaged Schools,Urban Schools,Community Involvement,Access to Education

Latinx students are a growing population in postsecondary education but attain degrees at a pace behind their non-Latinx peers. This research examines a partnership between a research university (RU) and career and technical education (CTE) high school, Hillside Technical High School (HTHS). Through a 2-year ethnographic case study, we found that different logistics and cultural values were primary contributors to the bifurcated pathway between high school and college. These pathways were most successfully connected through strategies such as flexibility, personal relationships, and incorporation of community resources as well as viewing the students as resources. Our study suggests a need to reframe partnerships in recognition of the assets that students bring to these efforts, while also creating opportunities for additional faculty support and community involvement.
Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students with Autism Spectrum Disorder
Author: Cox, Sarah K.
Date: 2020-06-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,Mathematics Instruction,Mathematics Skills,Problem Solving,Instructional Effectiveness,Middle School Students,Word Problems (Mathematics),Learning Strategies,Common Core State Standards,Schemata (Cognition),Visual Aids

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students' ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.
Laying a Foundation for the Fight against Poverty: Developing a Locally Relevant Poverty Measure with Community-Based Research
Author: Gnagey, Jenny
Date: 2020-00-00
Type: Journal Articles
Subjects: Economics Education,Living Standards,Family Income,Service Learning,Money Management,Poverty,State Universities,Measurement,School Community Relationship,Independent Living,Best Practices,Partnerships in Education,Participatory Research,Nonprofit Organizations,Community Involvement

As community-based research (CBR) is gaining recognition as a high impact practice at colleges and universities across the country, it is increasingly important to develop a repertoire of best practices. This article describes a CBR project to estimate the incomes required for various families in a local community to satisfy their basic needs without relying on government assistance. Strengths and shortcomings of the project are evaluated based on two standards of best practice in CBR, one that focuses primarily on process and one that focuses primarily on results. The article concludes with next steps and several lessons learned that are broadly applicable to the field of CBR. Special attention is given to lessons that can help align and unite best practices for process and results.
The Impact of Service-Learning on Undergraduate Awareness and Knowledge of Autism Spectrum Disorder
Author: Nowell, Sallie W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Autism,Pervasive Developmental Disorders,Student Attitudes,Attitudes toward Disabilities,Attitude Change,Knowledge Level,Outcomes of Education

As the prevalence of autism spectrum disorder (ASD) rises and individuals with ASD seek community inclusion, there is a great need for community awareness and knowledge of ASD. This study aimed to address this need using service-learning pedagogy to increase undergraduate students' awareness, knowledge, and perception of ASD. Two cohorts of undergraduate students (N = 44) enrolled in a course that required 30 hours of hands-on community service with individuals with ASD in addition to 3 hours per week of in-class participation. Based on students' responses to a pre- and postcourse survey as well as their open-ended case study responses, service-learning pedagogy has the potential to improve undergraduate student awareness, knowledge, and acceptance of ASD. Lessons learned and recommendations for future research are discussed.
Local Case Management Team Holistic Intervention for At-Risk Ninth Graders: A Case Study
Author: Grant, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Intervention,At Risk Students,High School Students,Grade 9,Dropout Prevention,Communities of Practice,Cooperation,Barriers,Caseworker Approach,Models

Based on existing empirical research, schools continue to use single intervention programs for intervening on behalf of at-risk students despite the fact that those programs do not meet with significant success in decreasing dropout rates. The problem is that the phenomenon of multidimensional approaches to intervening on behalf of ninth-grade students has yet to be fully explored and understood. The purpose of this single case study was to describe the case of Local Case Management Teams utilizing a multidimensional approach to intervening on behalf of at-risk ninth grade students in a large suburban school district in Utah. The following research question guided this study: How do local case management teams describe their experiences in ninth-grade intervention/dropout prevention? The theory that guided this study was Communities of Practice by Lave and Wenger (1991) as it explains the relationship between Communities of Practice and Local Case Management Teams. A single case study design was utilized to provide an in-depth analysis of this critical case, bounded by time and activity, and using a variety of data collection procedures and analysis strategies over a sustained period. Participants were chosen using purposeful sampling. Data included interviews, observation, and document analysis and were analyzed using traditional case study analysis methods including memoing, pattern matching, within-case synthesis, and resulted in the development of several themes. Time, accountability, knowledge, escalating intrinsic and extrinsic barriers to success, and multidimensional programming were identified as central themes to this research. Although the participants reported differing experiences, their responses to this type of programming was overwhelmingly positive.
Tracings of Trauma: Engaging Learners and Challenging Veteran Stigma through Collaborative Research-Based Theater
Author: Hooyer, Katinka
Date: 2020-00-00
Type: Journal Articles
Subjects: Veterans,Learner Engagement,Social Bias,Negative Attitudes,Theater Arts,Health Education,Intervention,Allied Health Personnel,College Students,Student Attitudes,Posttraumatic Stress Disorder,Mental Health,Attitude Change,Community Involvement,Pretests Posttests,Allied Health Occupations Education

Military veterans are stereotyped in the media as either broken human beings or invincible heroes, often creating implicit bias and affecting medical providers' ability to establish trusting relationships. Interactive learning methods can challenge stigma and create empathic connections with veterans in a manner that conveys sensitivity. Community-engaged theater has been successfully used in health education to transfer knowledge on both emotional and cognitive levels. This article reports on a research-based theater intervention, &quot;Tracings of Trauma,&quot; codesigned by veterans and aimed at orienting medical/allied health students to the unique experiences of combat veterans. Early stage assessment demonstrated statistically significant improvement in students' self-perceived awareness of stigma and their ability to talk to veterans and empathize with veterans' experiences. Results suggest that interactive, performance-driven dissemination can provide deeper learning experiences regarding stigmatized groups who experience trauma. Evaluating long-term impact on practice will be critical in linking this intervention to clinical outcomes.
The Online Interface and Social Inclusion: A MOOC Study in Turkey
Author: Meri-Yilan, Serpil
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Inclusion,Student Attitudes,College Students,Language Skills,Writing Skills,English (Second Language)

One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students' social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface -- the embedded linguistic, pedagogical and interactive features that direct students' engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students' experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
Men of Color Transitioning to College: The Case for Community Assets, Community Programs, and Social Capital
Author: Kniess, Dena
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,Males,College Bound Students,First Generation College Students,Adolescents,College Readiness,Program Effectiveness,Cultural Influences,Skill Development,Leadership Training,Urban Areas,At Risk Students,African American Students,Mexican Americans,Academic Persistence,Influences,Student Responsibility

Transitioning from high school to college is a challenging time for young adults and can be more difficult for first generation students. In some cases, adolescents are assisted by community assets (coaches, teachers, church/family members) and community-based leadership education programs. This combination may provide youth with critical skills to navigate the collegiate environment. The authors interviewed eight adult men of color who had participated as adolescents in a cohort-based, six-month life-skill development program. The goal was to identify attributes of the program that aided in their transition to college by examining the findings through the lens of Yosso's (2005) community of cultural wealth model. The findings suggest that the structured program along with other disclosed community assets positively influenced these students' choices to enroll in college and provided necessary skills needed to navigate their first year of college.
How Discomfort Reproduces Settler Structures: &quot;Moving beyond Fear and Becoming Imperfect Accomplices&quot;
Author: Carroll, Shawna M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Culturally Relevant Education,Teacher Role,Anxiety,Fear,Self Evaluation (Individuals),Foreign Policy,Canada Natives,Whites,Teaching Methods,Cultural Awareness,Teacher Attitudes,Foreign Countries

In this paper we explain how teachers can subvert settler colonial epistemology in their classrooms and become 'imperfect accomplices.' Drawing on a larger project, we focus on the ways non-Indigenous teachers understood their role in teaching Indigenous content and epistemologies through their lenses of 'fear,' which we re-theorize as 'anxiety.' These anxieties were enacted by the educators in two ways: stopping the teaching of Indigenous content and epistemologies, or using productive pausing for self-reflection. We explain how stopping the teaching outside of settler colonial epistemology is based on structures that impose fear to go outside of that epistemology. We then examine how some teachers pause within these structures of 'fear' and explain three strategies to become 'imperfect accomplices.'
Preliminary Analysis of an Instructional Alternative to Exclusionary Discipline
Author: Nese, Rhonda N. T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Discipline,Student Behavior,Behavior Problems,Behavior Modification,Skill Development,Social Development,Problem Solving,Teacher Competencies,Leadership Qualities,Teacher Student Relationship,Program Effectiveness,Suspension,Expulsion,At Risk Students,Positive Behavior Supports,Middle Schools,Referral,Time Factors (Learning),Classroom Techniques,Professional Development

Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the &quot;Inclusive Skill-Building Learning Approach&quot; (ISLA), an instructional alternative to exclusionary discipline practices. The purposes of ISLA are to improve student social and behavioral problem-solving, teacher and administrator practices, and student-teacher relationships while also reducing lost instructional time for student excluded from their learning environment. Results from the pilot indicated that implementation of ISLA was associated with reductions in exclusionary discipline practices (Cohen's &quot;h&quot; effect sizes ranged from 0.06 to 0.18 across schools and outcomes), and a substantial decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable impressions of the intervention. Practical and conceptual implications, limitations of this study, and directions for future research are further discussed. [For the corresponding grantee submission, see ED604962.]
The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization
Author: Hickman, Greg
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Educational Background,Tenure,Dropouts,High School Graduates,Credits,Educational Administration,Organizations (Groups),Graduation Rate,Progress Monitoring,Predictor Variables,At Risk Students

Using official school data from a sample of 3,461 students enrolled in Grad Solutions, an Educational Management Organization (EMO), from 2015 through 2018, we conducted a quantitative cross-sectional research design study to understand the predictive nature by which students who dropped out of high school and re-enrolled in Grad Solutions graduated high school. The authors used logistic regression to examine the extent to which students' credits upon enrollment, students' credits remaining after enrollment, mentors' educational background, percentage of mentors' monthly student progress toward graduation, and tenure as a mentor on whether a student graduates or drops out from Grad Solutions. All variables of study significantly predicted p &lt; 0.001 and p &lt; 0.01, an increase and decrease in the odds by which students graduated high school or dropped out of high school. Implications are drawn for designers of mentoring and intervention programs as well as EMOs.
Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER
Author: Nusbaum, Amy T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Diversity,Open Educational Resources,Disproportionate Representation,Social Justice,Collaborative Writing,Electronic Publishing,Psychology,Textbooks,Group Membership,Group Unity,First Generation College Students,Minority Group Students,Social Differences,Web Sites

In many academic fields Western/white/male/cishetero/abled perspectives are often centered, while other perspectives are presented as &quot;other.&quot; Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.