ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Experimental Design: An Excel-Based Simulation Using Steller Sea Lion Behavior
Author: Ryan, Wendy L.
Date: 2016-05-00
Type: Journal Articles
Subjects: Research Design,Simulation,Animals,Animal Behavior,Experiments,Hypothesis Testing,Sample Size,Scientific Methodology,Statistical Analysis,Wildlife,Data Analysis,Error of Measurement,Research Projects,Prediction

Experimentation is the foundation of science and an important process for students to understand and experience. However, it can be difficult to teach some aspects of experimentation within the time and resource constraints of an academic semester. Interactive models can be a useful tool in bridging this gap. This freely accessible simulation provides a unique opportunity for students to practice designing experiments and analyzing their results. The effects of sample size and variability on the usefulness and accuracy of experimental data are an important component of these exercises. In addition, students can easily repeat their experiments, demonstrating that repetition doesn't necessarily lead to exact replication due to natural variability. Lastly, the simulation provides a range of flexible input categories that allow students to develop their own experimental questions about Steller sea lion behavior, and to explore a range of parameters, including various specific behaviors, the sex of the animals, and various sampling intervals such as hourly, daily, seasonally, or even annually. While this exercise does not replace first-hand experience with experimentation, it provides a good foundation for students to build on as they begin the process of designing and implementing their own research projects.
Classroom Use of Narrative and Documentary Film Leads to an Enhanced Understanding of Cultural Diversity and Ethics in Science
Author: González, Edward L. F.
Date: 2016-05-00
Type: Journal Articles
Subjects: African Americans,Science Instruction,Science Education,Multicultural Education,Ethics,Documentaries,Films,Scientists,Teaching Methods,Science Curriculum,Cultural Pluralism,Scientific Methodology,Personal Narratives,Seminars,Undergraduate Study,Undergraduate Students

For a first-year seminar, Windows on Science, the authors developed a cooperative learning activity around film designed to meet two of the campus-wide Principles of Undergraduate Learning. The teaching method utilizes the power of storytelling by screening narrative and documentary films. In the process, the methodology helps students to realize the contributions of many cultures, specifically African Americans, to our knowledge of science and the advancement of scientific methodology. Additionally, students are exposed to issues that focus on ethical conduct in the sciences and that provide an opportunity to discuss the leadership role that women have played in advancing science and technology. A pedagogical approach using narrative and documentary film in a freshman science course is an effective means for promoting an understanding of the endeavors and contributions of minorities and women in science, and for developing an increased awareness of issues concerning diversity and ethics.
An Exploratory Study of the Child Disciplinary Practices of Jamaican Immigrant Parents in the United States: Implications for School Counselors
Author: Morrison, Stephaney S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Discipline,Parenting Styles,Latin Americans,Immigrants,Parent Child Relationship,School Counselors,Child Abuse,Disclosure,Academic Achievement,Socialization,Parent Attitudes,Questionnaires,Churches,Statistical Analysis,Probability,Nonparametric Statistics

Jamaican immigrant students are highly represented in U.S. public schools, primarily in regions concentrated throughout the east coast. Many of these students and their families have personal and social concerns that have implications for school counselors. In particular, scholars suggest that among this population, harsh methods of child discipline (e.g., corporal punishment) are prevalent and have ramifications for academic achievement, child abuse reporting, and socialization within the school. Few studies, however, document the disciplinary techniques of Jamaican immigrants in the United States. This exploratory study was developed to fill this gap in the literature. Results challenge prevailing assumptions about the universality of corporal punishment among Jamaican immigrants. Participants in the current study reported using a variety of disciplinary techniques and corporal punishment was not among the most used. Implications for school counselors and future research are discussed.
The Qualitative Impact of Adventure Based Counseling on Sixth Grade General Education Students
Author: Albright, Richard L.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,Counseling Techniques,Middle School Students,Adventure Education,Qualitative Research,Case Studies,Interviews,Student Attitudes,Expectation,Observation,Journal Writing,Counseling,Counseling Effectiveness,Grade 6,Self Concept,Group Counseling,Phenomenology

General education, middle school students' experience and outcomes related to their participation in adventure based counseling (ABC) were investigated through the use of qualitative research case study design. Research questions examine what students expect, experience, and perceive as the impact of an adventure based intervention. Analysis of interviews, researcher observations, field notes, and journaling provide key insights into ABC programming. Students' expectations were such that they expected to have fun, but were fearful, yet confident. An examination of their immediate reactions to the intervention revealed that the students experienced physical challenge and success, social challenge and success, emotional challenge and success, as well as cognitive challenge and success. A key finding from an interview session with students completed well after the activities took place revealed that students believed that the intervention had a positive impact socially for themselves as well as their classmates. These insights into ABC provide facilitators, school counselors, teachers, and administrators valuable information on the constructs through which participant growth occurs and recommendations for planning and facilitating such programming.
Mandala Mornings: A Creative Approach for Elementary School Counselors
Author: Cook, Katrina
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counseling Techniques,Elementary School Students,School Districts,Group Counseling,Art Products,Art Therapy,Creative Activities

The American School Counselor Association (ASCA, 2012) has identified one of the ways elementary school counselors can assist students to become successful in school is to offer small group counseling through the responsive services delivery system. Expressive arts, such as creating mandalas, provide a non-threatening approach for school counselors to support the students they serve. This article describes how elementary school counselors in a large school district incorporated mandalas in the delivery of their responsive services. An example of an early morning group using mandalas is described.
Understanding Support from School Counselors as Predictors of Mexican American Adolescents' College-Going Beliefs
Author: Vela, Javier Cavazos
Date: 2016-00-00
Type: Journal Articles
Subjects: Mexican Americans,Hispanic American Students,Adolescents,Student Attitudes,College Attendance,Statistical Analysis,Predictor Variables,School Counselors,Expectation,Counselor Role,Social Capital,High Schools,Self Efficacy,Surveys,Likert Scales,Multiple Regression Analysis,Statistical Significance

The impact of high school counselors' support on Mexican American adolescents' college-going beliefs was examined. We used a quantitative, predictive design to explore predictors of Mexican American adolescents' college-going beliefs. Perceptions of accessibility and expectations from school counselors positively impacted college-going beliefs while perceptions of appraisal negatively impacted college-going beliefs. In addition to a discussion regarding the importance of these findings, implications for school counselors and researchers are offered.
Critical Practitioner Inquiries: Re-Framing Marginalized Spaces for Black Students
Author: West-Burns, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Disadvantaged,Power Structure,Academic Achievement,Foreign Countries,Grade 1,Kindergarten,Elementary School Teachers,Student Empowerment,Classroom Environment,Teaching Methods,Inquiry,Blacks

In classroom spaces on a daily basis, students are encouraged to express who they are as learners and demonstrate their own understanding of their learning. Students' ability to contribute to their own learning is an essential characteristic of an engaging classroom space and supports high academic achievement. The authors' work highlights one initiative that explores and attempts to re-frame historically marginalized spaces. This kindergarten through grade 12 initiative of the Toronto District School Board (TDSB) was named &quot;Improving the Achievement of Black Students.&quot; The TDSB is one of the first school boards in Ontario to explore disaggregated census data, focusing on student demographics and achievement. Although the authors are still collecting data in regard to the inquiry work and the perspectives of the educators in the professional learning, they have gathered some artifacts and journal entries of significance that speak to notions of space and re-framing a classroom space to empower students. Several educators within this early years initiative used the opportunity for professional inquiry to push back against dominant narratives and hierarchies within their classroom spaces. This paper presents examples of inquiries in which educators engaged with these notions through curricular content, for instance by creating space to explore abilities and racial identities while others engaged in this work with a focus on the voice of Black students and their families as a part of their classrooms. The process of re-framing required that educators reflect on the resources, curriculum, modes of classroom instruction, and the voices that are heard and valued in the classroom. What they found when they asked their questions is that marginalized spaces can be re-framed to be schooling spaces that honor student voice, knowledge, multiliteracies, and families.
Us v. Them: Remnants of Urban War Zones
Author: Johnson, Nicole Jeanine
Date: 2016-00-00
Type: Journal Articles
Subjects: Poverty,War,Developing Nations,Developed Nations,Social Class,Social Bias,Middle Class,Social Behavior,Violence,Crime,Children,Blacks,Trauma,Student School Relationship,Child Development

The definition of poverty in developed nations is &quot;lack of income and productive resources sufficient to ensure sustainable livelihoods, hunger… lack of access to education and other basic services; increased morbidity and mortality from illness… unsafe environments; and social discrimination and exclusion&quot; (Raphael, 2013, p. 5). Tenets of this definition are present in many distressed neighborhoods among the nation's largest and often most prosperous cities. This level of deprivation can also be observed in war zones of developing nations within Sub-Saharan Africa and the Middle East. Comparing the environments American children live in to those of children living in developing nations is meant to highlight the utter destitution and the need to provide American children with remediated support and intervention. This article discusses how society is fractioned into an &quot;Us. v. Them&quot;: the former being mainstream society, individuals who ascribe to middle class values, and exclude and discriminate against the latter, individuals who participate in criminal activity that threaten the middle class quality of life. Mainstream society responds to &quot;their&quot; behavior through policies and practices meant to control individual behavior, rather than providing rehabilitative support and addressing structural injustices that foster this behavior. Likening poor American kids' exposure to community violence to that of former child soldiers and war affected children in war zones, the author highlights that the violence is at a level that can no longer be ignored.
Collaborative Teaching Practices in Undergraduate Active Learning Classrooms: A Report of Faculty Team Teaching Models and Student Reflections from Two Biology Courses
Author: Metzger, Kelsey J.
Date: 2015-05-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Methods,Undergraduate Students,Biology,Active Learning,Teaching Models,Learner Engagement,Undergraduate Study,Student Reaction,Educational Strategies,Classroom Techniques,Higher Education,Likert Scales,Grounded Theory,Introductory Courses,Reflection,Qualitative Research,Statistical Analysis

Effectively managing active learning classrooms (ALCs), particularly large ALCs, can present a variety of challenges for instructors. There is a rapidly growing body of research literature addressing the impact of ALCs on student engagement and learning, but fewer studies have focused on investigating instructional practices and instructors in ALCs. Moreover, little to no information on best practices for multiple instructors in these learning spaces has been reported, although the presence of multiple instructors or facilitators simultaneously seems to be frequently implemented in these spaces. Many unanswered questions remain regarding optimizing the opportunities afforded by ALCs and collaborative teaching models while minimizing difficulties that may arise when multiple instructors facilitate student learning concurrently. In an effort to begin reporting faculty experiences and student perspectives of team teaching models at the college or university level, this paper provides an overview of collaborative teaching models described in the literature, describes collaborative teaching models in two undergraduate biology courses, and reports student responses to questions addressing their experience with collaborative teaching in those courses. Finally, from our experiences, we provide recommendations of helpful practices for courses with multiple facilitators acting simultaneously in ALCs.
An Inquiry-Infused Introductory Biology Laboratory That Integrates Mendel's Pea Phenotypes with Molecular Mechanisms
Author: Kudish, Philip
Date: 2015-05-00
Type: Journal Articles
Subjects: Inquiry,Science Laboratories,Biology,Molecular Structure,Genetics,College Science,Science Instruction,Student Surveys,Pretests Posttests,Introductory Courses

We developed a multi-week laboratory in which college-level introductory biology students investigate Mendel's stem length phenotype in peas. Students collect, analyze and interpret convergent evidence from molecular and physiological techniques. In weeks 1 and 2, students treat control and experimental plants with Gibberellic Acid (GA) to determine whether uncharacterized short mutant lines are GA responsive. These data allow students to place the mutation in the GA signal transduction pathway. During weeks 2 and 3, plants are genotyped for Mendel's &quot;le&quot; mutation using a derived cleaved polymorphic sequences (dCAPS) PCR assay. This laboratory allows students to make a direct connection between modern molecular genetics and the easily scored phenotypes Mendel used as the basis of his fundamental discoveries. We administered surveys to assess student gains in accord with four learning goals: understanding the lab, basic science literacy, scientific practices, and working collaboratively. Student confidence increased significantly in the first three, but not in working collaboratively, although students reported greater confidence working in groups than alone.
&quot;'Puro' Spelling and Grammar&quot;: Conceptualizations of Language and the Marginalization of Emergent Bilinguals
Author: Poza, Luis E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Immersion Programs,English (Second Language),Second Language Learning,Intervention,Ideology,Social Bias,English Language Learners,Bilingual Education,Monolingualism,Social History,Bilingual Students,Educational History,Semi Structured Interviews,Remedial Instruction,Observation,Elementary Schools,Ethnography,Content Analysis

Conceptualizations of language and language learning underlie language pedagogies (Valdés, Poza, &amp; Brooks, 2015). The present work relies on ethnographic observation and interviews in a dual immersion (DI) bilingual program, as well as a content analysis of the research foundation of the English Language Development intervention curriculum, to show how prevalent conceptualizations reflect US monolingual ideologies and monoglossic perspectives (García, 2009a). The work further shows how such views marginalize students classified as English Language Learners, referred to here as emergent bilinguals, by excluding them from important content instruction, engaging teaching methods, and primary language instruction, all for the sake of expediting their reclassification as proficient in English.
Beautiful Walls: Reclaiming Urban Space through Mural Making
Author: Welch, Bethany J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Areas,Painting (Visual Arts),Art Activities,Community Cooperation,Ownership,Economically Disadvantaged,Disadvantaged

During the nearly sixteen years she has lived and worked in inner city neighborhoods in New York, Delaware, and Philadelphia, Bethany Welch has seen communities reclaim these spaces by tackling the most visible things first. This includes clearing trash strewn vacant lots and creating murals on expansive exterior walls stained with marks of time. This is due in part to the presence of the internationally recognized Mural Arts Program, a public/nonprofit collaborative which has developed a viable model that engages artists, grass roots nonprofits, established organizations, funders, and neighbors in co-creating murals that reclaim the streetscape. In 2013 Welch was able to experience the power of mural making more deeply when she spent a summer sabbatical as a studio assistant to Philadelphia muralist Betsy Casañas. She painted with volunteers, touched up mural panels in the evenings, and watched closely as Betsy's brightly colored images were eventually installed on a drug rehabilitation center in a predominantly Latin@ community in North Philadelphia. This opportunity reinforced her belief that community based organizations, churches, and schools are ideal agents to help reclaim marginalized urban spaces through murals. In this article, Welch shares specific examples of mural making that has: (1) united diverse communities in shared &quot;ownership&quot; of space; (2) illuminated the tenuous nature of the precariat (those individuals, families, and communities that face prolonged economic uncertainty); and (3) amplified the community's voices.
Schools as Discriminatory Artifacts
Author: Parker, Benjamin D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,Charter Schools,Public Schools,Elementary School Students,Case Studies,Neighborhoods

Schools tell stories. The materials, designs, and aesthetic flourishes found in and on older schools built during the Progressive Era of American Education can be examined and unpacked for their purposes, subtle messages, and audiences. This type of analysis is of great importance, as many of these schools are still in use today and have served changing communities for generations. As student populations and educational goals have shifted over the decades since the Progressive Era, it is imperative that researchers deconstruct the intended and unintended messages conveyed by the inanimate artifacts that make up modern schooling environments. The author's interest in the ideological imposition of educational spaces emerged from the dichotomy of his personal experiences within schools as a student who experienced safe and welcoming schools, and as a teacher who encountered schools that were dangerous, forlorn, and compromised. The inconsistency between the two experiences made the author consider the roles the educational spaces themselves played in enculturating students about the purpose and value of school as well as their place inside and outside of it. This article unpacks these themes within the context of an urban school where the author spent significant time as both a teacher and a researcher. As is common with practitioner research, the questions he seeks to answer developed from his practice in the school, and ultimately his findings are applied to the context where the inquiry emerged. This piece stands as a commentary on conceptualizing schools as artifacts and the need for greater examination of educational iconography. In addition, it is a call to action for those engaged in similar spaces to confront the physical markers of oppression.
Surveillance, Violence, and the Marginalization of Students of Color
Author: Schroeder, Stephanie
Date: 2016-00-00
Type: Journal Articles
Subjects: Minority Group Students,Ethnic Groups,Violence,Disadvantaged,Electronic Equipment,School Security,High School Students,Grade 9,School Safety,Race,Disproportionate Representation,Photography,Video Technology,Fear

With the number of school shootings on the rise across the United States, and the preponderance of mass shootings off of school grounds, some school districts and politicians are responding with proposals for beefed up security and surveillance measures. While these proposals may sound appealing in the immediate wake of disaster, policy-makers and public school personnel must be aware of the disproportionately negative impact surveillance measures in schools have on students of color. School surveillance, heavily advocated in a post-Columbine world by a largely White and middle-class population, serves to simultaneously protect and marginalize (Lewis, 2006). Indeed, scholars such as Lewis (2006), Davis (2003), and Brown (2003) have argued that surveillance privileges and discriminates along racial and class lines. This commentary explores that tenuous dynamic, specifically focusing on the differential impact of school surveillance policies on minority students at Jamaica High School in Jamaica, Queens, New York, where doctoral student Stephanie Schroeder taught 9th grade English during the 2012-2013 school year. Herein, Schroeder argues that the school's multiple layers of surveillance physically marginalized student bodies upon entrance into school every day, and she questions how students perceived surveillance, especially as teacher bodies were not subjected to similar surveillance measures. She concludes with an observation that rather than protect students from danger, the presumed intent of surveillance features, one impact of surveillance at Jamaica was to make minority student bodies potentially more vulnerable to the threat of violence, an unacceptable but all too common consequence for people of color in a reactive and fear-driven political environment.