ethanporcaro/eric-fulltext-meta huggingface dataset:
Stopping Sexual Assault on Private College Campuses: Impact Evaluation of a Prevention and Awareness Intervention Conducted with Community Partners at a Christian University
Author: Johnson, Alycia
Date: 2016-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Private Colleges,Outcome Measures,Prevention,Intervention,Church Related Colleges,Partnerships in Education,Seminars,Community Health Services,College Students,Student Surveys,Qualitative Research,Statistical Analysis,Pretests Posttests,Student Attitudes,Program Effectiveness

Purpose: Prevention advocates work hard to create and deliver sexual assault awareness programs on college campuses, including Christian universities. To do so requires savvy planning and a high degree of cultural competence, as a review of the literature indicates that some Christian campuses shy away from the topic and refuse to allow needed programs on sex or sexual assault to be introduced. The purpose of this study was to evaluate for impact one sexual assault awareness and prevention program offered to students on the religiously-affiliated campus of Charleston Southern University. Methods: A one-day seminar was offered in partnership with a community health organization on CSU's campus. Over 75 students attended to hear survivor narratives and an awareness message. Primary analysis of survey data collected involved qualitative and quantitative analysis of open and closed-ended questions. In total, the research team reviewed 34 pre-intervention surveys and 9 post- intervention surveys. Results: Descriptive data analysis revealed that participants found the sexual assault awareness and prevention program to be &quot;most informative&quot; and &quot;informative.&quot; Qualitative analysis of open-ended questions found that content was accepted by audience because of the &quot;openness&quot; of the speaker. Emergent themes included: unwanted contact, not the victim's fault, and attire of victim caused sexual assault. Conclusion: Culturally-informed awareness and prevention programs that are realistic, open, peer-led, and create a comfortable, non-threatening atmosphere have a vital role to play in educating students on Christian campuses on the subject of sexual assault prevention.
From Assessment to Action: Identifying Progress toward Enhanced Accessibility and Campus Climate (Practice Brief)
Author: Beyer, Allison N.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Environment,Accessibility (for Disabled),Disabilities,Focus Groups,Civil Rights Legislation,Federal Legislation,Organizational Communication,Coordination,Inclusion,Administrators,College Faculty,College Students,School Personnel

In 2013, a focus group of administrators, faculty, staff, and students at Skidmore College was held to discuss cross-campus changes implemented following the Assessment of Campus Climate to Enhance Student Success survey and an external disability services audit, which were conducted during the 2008-2009 academic year. The focus group gave these campus constituents an opportunity to both gauge progress and identify areas of continuing need in serving the college's students with disabilities. The participants identified changes in policies, procedures, and services, and in the level of awareness and attention given to the needs of students with disabilities at the departmental and institutional levels. This practice brief describes the implementation of this focus group and reviews cross-campus initiatives implemented between 2009 and 2013, as identified by the respondents. Three themes emerged from the focus group responses: enhanced communication and coordination, increased awareness and receptivity, and areas needing further development.
Interpellating Dispossession: Distributions of Vulnerability and the Politics of Grieving in the Precarious Mattering of Lives
Author: Perhamus, Lisa M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Activism,African Americans,Grief,Politics,Violence,Ideology,Resistance (Psychology),Public Education

The protest and movement #BlackLivesMatter that began in 2012 has fueled a national will of resistance to State violence and has nourished a sense of humanity that demands the valuing of all Black people. As part of the U.S.'s long history of systemic racism and its histories of local resistance, #BlackLivesMatter (BLM hereafter) has renewed &quot;national attention to the disregard for the lives of young Black men by the established structures of power . . . [and] calls for a deeper humanity.&quot; In this nationally visible moment of moral outrage about the disposable treatment of Black people, BLM pushes the grieving of marginalized people of color into the public eye and the nation's historical narrative. BLM's ideological and political intervention is a call to change the existential and sociopolitical conditions for Black lives. The authors argue that, as a movement in history and a public project at this moment in time, BLM reframes for society who matters as a human life. In the first section of the article, their analysis begins with the relationship between precariousness and mattering, arguing that BLM's protests are enacted through contesting the grievability of precarious, lost Black lives, thereby claiming Black lives recognizable as a human life. In the second section, they build on this analysis with a discussion of interpellation, dispossession, and haunting. Their argument here is that the sociopolitical differential distribution of precariousness (vulnerability) is enacted often through geographically-located racial inequality and spatially distributed dispossession of mattering. In the final section they argue that BLM's dimension of consciousness-raising also has an educative message for formal schooling: it cannot operate outside of BLM's national educational undertaking, for schooling too is hailed by BLM to recognize that all lives matter only when all Black lives matter. The authors connect BLM's educational message to schooling through its call to renew an examination of schooling's own racialized conditions of mattering. They suggest a pedagogy of hauntology, constituting an education for grievability, as one way for schooling to respond to this call.
Dewey on Educating Vocation: Bringing Adult Learning to the University
Author: Keitges, Mark
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Undergraduate Students,Democracy,Adult Learning,Career Choice,Young Adults,Educational Strategies,College Curriculum

This paper addresses Dewey's complex notion of vocation--particularly his idea of multiple vocational activities--and relates it to educating for vocation in colleges and universities. The author argues that higher educators can best respect a student's autonomy as a chooser--with multiple potential vocations--by giving him or her multiple &quot;selections of reality&quot; to reflect upon. In this paper, the author evokes some common sense understandings of vocation as an interlude to Dewey's discussion of multiple vocational activities in &quot;Democracy and Education.&quot; The paper discusses the &quot;problem of adult learning&quot; and the difficulty it poses for introducing a wider view of vocation to undergraduates as emerging adults, and considers strategies for introducing Dewey's concept of multiple vocational activities into the university curriculum.
Sex Education, Sexual Labor, and Education: The Need for Alternative Sexual Pedagogies
Author: Howlett, Caitlin
Date: 2016-00-00
Type: Journal Articles
Subjects: Sex Education,Sexuality,Correlation,Employment,Neoliberalism,Commercialization,Federal Aid,Social Bias,Marriage,Futures (of Society),Teaching Methods

This paper interrogates education's relationship to labor through a consideration of sex education's relationship to sexual labor. Beginning with a basic question--why does sex education exist as a federally funded project?--the author examines sex education's relationship to normativity and sexual labor throughout its history as a federally funded program. Doing so reveals at least three ways sex education has been and is connected to sexual labor: (1) by its relationship to prostitution and the stigmatization of sex workers, particularly non-white, female sex workers; (2) by promoting marriage, as itself a kind of sexual labor; and (3) by reducing sexuality to a commodity, thus producing sexual workers and consumers. At stake, then, is the possibility of taking seriously the significance of sexual labor to the stories told about sex education, the stories sex education tells about human value, and the possibility of imagining a future of sex education that promotes more nuanced conversations about the relationship between work, labor, sexuality, and education beyond the dehumanizing influence of neoliberalism.
&quot;High Expectations&quot; Discourse as an Epistemology of Oppression: Implications for Urban Education
Author: Anderson, Morgan
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Discourse Analysis,Academic Standards,Common Core State Standards,Academic Achievement,Educational Objectives,Expectation,Epistemology,Urban Education,Educational Philosophy,Elementary Secondary Education

Educational discourse, particularly since the advent of recent educational reform initiatives, has become saturated with a discourse of &quot;high expectations.&quot; One can hardly hope to hold a conversation regarding the problems facing American schools without someone innocently remarking that of course students need to be held to &quot;high expectations.&quot; For example, among the explicit goals of the Common Core is providing the &quot;high standards&quot; that are necessary for students to &quot;have the skills and knowledge necessary to succeed in college, career, and life upon graduation from high school, regardless of where they live.&quot; The paradigm constructed by the Common Core and other recent educational reform initiatives that promote the standardization and measurement of knowledge contains a plethora of assumptions for to interrogate: achievement means the same thing for all students and can be standardized and measured; the goal of education is for all students to get a job to compete in a global economy; there is one objectively identifiable set of knowledge that leads to success in life (rather than multicultural or pluralistic approaches to education, one group gets to decide what constitutes knowledge); and teachers should not decide what works best for their individual students (Latino students in the South Bronx are no different from white students in rural Georgia). Setting such issues aside, this paper will focus primarily on what the author takes to be the discourse of &quot;high expectations&quot; and its pervasiveness in contemporary education reform.
Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students
Author: Smolkowski, Keith
Date: 2016-08-00
Type: Journal Articles
Subjects: Disproportionate Representation,Elementary School Students,Teacher Student Relationship,Intervention,Racial Differences,Gender Differences,Behavior Problems,Comparative Analysis,White Students,African American Students,Discipline,Regression (Statistics)

Racial disparities in rates of exclusionary school discipline are well documented and seemingly intractable. However, emerging theories on implicit bias show promise in identifying effective interventions. In this study, we used school discipline data from 1,666 elementary schools and 483,686 office discipline referrals to identify specific situations in which disproportionality was more likely. Results were largely consistent with our theoretical model, indicating increased racial and gender disproportionality for subjectively defined behaviors, in classrooms, and for incidents classified as more severe. The time of day also substantially affected disproportionality. These findings can be used to pinpoint specific student--teacher interactions for intervention.
Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
Author: Council, Morris R., III
Date: 2016-08-00
Type: Journal Articles
Subjects: At Risk Students,Grade 1,Grade 2,Urban Schools,Elementary School Students,Intervention,Reading Instruction,Computer Assisted Instruction,Social Behavior,Females,Program Effectiveness,Culturally Relevant Education,Computer Software,Reading Fluency,Emergent Literacy,Reading Tests,Generalization,Reading Skills,Questionnaires,Student Attitudes,Educational Technology,Observation

This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed.
The Need for Roots Redux: On the Supposed Disciplinary Right to a Nonideal Theory
Author: Keehn, Gabriel
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Theories,Politics,History

Educational philosophy, broadly speaking, has turned sharply in the direction of nonideal theorizing in recent years. The thesis of this paper is that this turn is premature, and will ultimately bear very little fruit for educational philosophy as a discipline. The author's argument proceeds through a discussion of the history of nonideal theory in political philosophy, and the particular and unique historical milieu out of which it developed. This paper argues that educational philosophy has not developed in an even relatively analogous way to political philosophy, and that the historical and contemporary distance between the two fields gives us good reasons to be suspicious of the wholesale appropriation of methods and insights of the one for use in the other. The author issues a call to retain ideal theorizing--and even privilege it--in educational philosophy, and argues that a critical factor in the development of nonideal theory in political philosophy is precisely the fact that the discipline first had to pass through a long and arduous period of ideal theorizing. This connection underscores the need for philosophers of education to turn toward the foundational, the originary, and the primal questions of the field of educational philosophy rather than to the practical questions of application which have preoccupied many philosophers of education lately. These fundamental questions are where philosophers of education find the fertile ground that is uniquely theirs and where their philosophical roots should be planted.
True or False, Process or Procedure: Parrhesia and a Consideration of Humanism, Subjectivity, and Ethics within Educational Research
Author: Roof, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Humanism,Educational Research,Educational Philosophy,Risk,Criticism,Self Concept,Beliefs,Expertise,Educational Practices

This paper seeks to examine ethics, humanism, and the concept of &quot;parrhesia&quot; (&quot;pa???s?a&quot;) in the context of educational research. More specifically, it surveys Foucault's lectures on ethics to explore a framework for educational research that disrupts subjectivity and traditional forms of humanism while retaining a relational conception of ethics. Within research in education, expertise is becoming narrowly defined and &quot;promotes values of distance, fixity, and procedural ways of knowing and coming to know.&quot; Proceduralization increasingly governs the conduct and ethics of educational research. There is a need to search for alternative concepts and approaches to ethical engagement--&quot;new and unexpected kinds of relationships&quot; that require risk, courage, critique, and self-reflexive practices. A critical approach to educational research informed by parrhesia offers the potential to examine the tensions between meaning, subjectivity, and the self. It would be relational and oriented toward overcoming subjectivity. Parrhesia as an ethical practice offers a space between more general beliefs and underlying assumptions relevant to examining one's subjectivity. As an approach to research, it situates individuals within the formation and evaluation of meaning and knowledge, as opposed to isolating and abstracting them from it. It is essential that educational researchers move beyond procedural ethics to engage in research as an ethical practice. This orientation is especially critical in preparing future educational scholars and practitioners. Parrhesia enables educational researchers to resist the notion of &quot;expertise,&quot; and facilitates the development of critical, reflexive, and relational practices.
Negative and Positive Freedom: Considering Education and the Digital World
Author: Mamlok, Dan
Date: 2016-00-00
Type: Journal Articles
Subjects: Freedom,Philosophy,Political Attitudes,Social Responsibility,Democracy,Information Technology,Critical Literacy,Citizen Participation,Ethics

The concept of freedom is one of the key ideas in political philosophy. In a liberal society one can do, live, and like whatever he/she pleases, but at the same time there are certain constraints on the individual that balance between one's desires and the common good. In this paper, the author examines the notion of freedom in the age of digital technology, and argues that attaining freedom requires reconsidering the traditional liberal distinction between &quot;negative&quot; and &quot;positive freedom.&quot; The author introduces the distinction between the two concepts of freedom, discusses Dewey's notion of freedom, and examines freedom, technology, and the quest for democracy. This paper argues that rather than focusing on mechanisms of control and limiting digital freedom, educators should foster students' critical literacy of digital technology and provide them learning environments that enable the development of social responsibility capacities and active citizenship.
Data Visualization: An Exploratory Study into the Software Tools Used by Businesses
Author: Diamond, Michael
Date: 2015-11-00
Type: Journal Articles
Subjects: Data,Computer Software,Business,Visual Aids,Job Skills,Business Administration Education,College Curriculum,Comparative Analysis

Data visualization is a key component to business and data analytics, allowing analysts in businesses to create tools such as dashboards for business executives. Various software packages allow businesses to create these tools in order to manipulate data for making informed business decisions. The focus is to examine what skills employers are looking for in potential job candidates, and compare with the ability to include those technological skills in a business school curriculum. The researchers explored a variety of software tools, and reported their initial results and conclusions.
Dropout Factories: The Profitability of &quot;At-Risk&quot; Students
Author: Eastman, Nicholas J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Dropouts,At Risk Students,STEM Education,Career Readiness,College Readiness,Neoliberalism,Vocational Education,Working Class,Science Careers,Discourse Analysis,Productivity,Economic Development,Human Resources,Educational History,Public Schools,Industry

Every public school teacher today is charged, above all else, with a utilitarian form of workforce preparation: college and career readiness. The distinction between college and career is superficial. The overarching goal of both is career readiness, and STEM careers are the darlings of the &quot;readiness&quot; discourse. Within the STEM reform narrative and the discourse of college and career readiness more broadly, there is an unmistakable preference for &quot;skills&quot; over &quot;facts,&quot; yet the end goals of increased economic productivity and capital accumulation are largely unchanged. In drawing on the historical antecedents of the current neoliberal social efficiency regime, Nicholas Eastman highlights the failures of vocational education that sought only to integrate students into the relations of capital reproduction. He concludes by discussing the sort of education that the current working class would need in order to be a force of resistance against the precarity and exploitation that threaten it.
Insufficiency of Entitlement Criteria as Justification for Knowledge Claims in Narrative Research
Author: Christopher, Justin
Date: 2016-00-00
Type: Journal Articles
Subjects: Criteria,Research Methodology,Personal Narratives,Educational Research,Educational Researchers,Knowledge Level,Validity,Philosophy

Narrative research is a commonly employed research methodology. In narrative research, researchers capture the testimony of their participants on a myriad of topics, e.g. how they feel about teaching or how they feel their ethnic background influences the way that they analyze concepts. Such testimony in narrative educational research commonly relies upon teachers providing explanations of how their background, knowledge and expertise have shaped them to teach in the manner in which they do teach. Furthermore, narrative researchers provide their own interpretation, as a form of narrative evaluation, to the testimony contributed by the subjects. To what extent can we take either testimony, that of the participants or the researcher, as knowledge? That is what Caduri considers in her article &quot;On the Epistemology of Narrative Research in Education.&quot; While she argues that knowledge claims of researchers are not justified, we can be intellectually &quot;entitled&quot; to accept them. Caduri provides three criteria which, when met, allow for entitlement of knowledge claims. Justin Christopher argues that while such criteria are necessary for warrant/justification, they are not sufficient. In order to be warranted, in any capacity, knowledge claims must have evidentiary reasons for acceptance. Christopher argues from a pragmatic perspective to make this argument.