ethanporcaro/eric-fulltext-meta huggingface dataset:
Unpacking Global Service-Learning in Developing Contexts: A Case Study from Rural Tanzania
Author: Oberhauser, Ann M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Case Studies,Transformative Learning,Gender Differences,Sustainable Development,Teaching Methods,Foreign Countries,Global Approach,Developing Nations,Cultural Awareness,Critical Thinking,Assignments,Focus Groups,Experiential Learning,Ethics,Partnerships in Education,Feminism,College Students,Rural Areas,Geography,Program Descriptions

This article examines intercultural aspects of global service learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical analysis is based on a program that is designed to develop global awareness, intercultural competence, and critical thinking among students and communities. The relationships, discourses, and actions of the participants are examined through written assignments, a focus group discussion, and observations of activities and the community. The findings of this study contribute to broader debates concerning experiential learning that address students' and other participants' global awareness and intercultural competency. This program also encourages the formation of responsible and ethical partnerships among institutions and communities where GSL is taking place. In sum, we argue that critical approaches to global service-learning ultimately advance inclusive and transformational pedagogies and development
Talking about Service-Learning: Product or Process? Reciprocity or Solidarity?
Author: Clifford, Joan
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Student Participation,Social Justice,Neoliberalism,Social Behavior,Group Unity

Through an exploration of values of the neoliberal university and critical service-learning, this article explores how associating service-learning with products and relationships based on reciprocity negatively impacts its connection to social justice. By emphasizing the constructs of process and solidarity, instead of products and reciprocity, the understanding of service-learning is more explicitly aligned with social justice outcomes.
First-Year Student Motivations for Service-Learning: An Exploratory Investigation of Minority Student Perceptions
Author: Pearl, Andrew J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Minority Group Students,College Freshmen,Student Motivation,Service Learning,Student Attitudes,Enrollment,Social Justice,Models,Mixed Methods Research,Questioning Techniques,Student Surveys

As a high-impact educational practice (&quot;Kuh, 2008&quot;), service-learning can have a transformational effect on students, communities, instructors, and higher education institutions. However, despite cautions (&quot;Butin, 2006, p. 481&quot;), student enrollment in service-learning remains overwhelmingly White and female (&quot;Jacoby, 2015&quot;), creating a potential enrollment gap in a pedagogy intended to be inclusive. In this article the authors explore what might cause minority students to pursue service-learning, building on research that suggests that student traits and values impact the awareness of and disposition to enroll in service-learning (&quot;Christensen, Stritch, Kellough, &amp; Brewer, 2015&quot;; &quot;Pearl &amp; Christensen, 2017&quot;). Through qualitative methodology, the authors work to better understand students' traits in relation to their interest and enrollment in service-learning. The findings, relevant to both service-learning theory and practice, suggest the importance of purposeful consideration of how service-learning can truly promote social justice, democratic values, and equality.
The Organization of Social Education in Paul Natorp&apos;s Creativity
Author: Belentsov, Sergei I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Social Change,Creativity,Socialization,Educational History,Foreign Countries,Questionnaires,Statistical Analysis,Student Attitudes,Political Attitudes,Civil Rights,Patriotism,Trust (Psychology)

The interest in a problem of social education amplifies in the period of considerable changes in society. It is not casual as it substantially causes nature of development of society, influencing process of socialization of younger generations, formation of mechanisms of transfer of social experience and traditions. Social and pedagogical approaches find special relevance in Russia from the second half of XIX- the beginning of the XX centuries that corresponded to a universal tendency of formation of social pedagogics as areas of independent scientific knowledge. The purpose of article consists in the characteristic from modern positions of the organization of social education in works of the famous German philosopher, teacher Paul Gerhard Natorp (1854-1924). Culturological, historical-comparative, system approaches are leaders in the characteristic of this problem. The judgment of social and pedagogical, cultural and historical experience testifies that the term &quot;social pedagogics&quot; was introduced into scientific circulation by P. Natorp in the work &quot;Social Pedagogics&quot;. The interrelation of education and society promoted formation of social pedagogics. According to P. Natorp, society (community) is the main condition of education. And, on the contrary, education is the main condition of activity of society. Materials of article can be useful to organizers of educational work with school students, to teachers for acquaintance to historical experience of social education.
Written Discourse as a Product of a Completed Level of Professionally-Oriented Foreign Language Speech Competence of University Students
Author: Dmitrievykh, Irina L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Written Language,Second Language Learning,Cognitive Style,Teaching Methods,Cultural Pluralism,Personality,Communicative Competence (Languages),Oral Language,Specialists,Work Environment,Classification,Language Styles,Second Language Instruction,Medical Education,Medical Students,Foreign Countries

Contemporary foreign-language education focuses on the development of multicultural language personality of the university graduate, who has necessary competencies to implement in professional activities. One of such competences is professionally-oriented foreign language communicative competence that is responsible for the capability of a future specialist to take active part in professionally-oriented intercultural oral and written communication. The article is aimed to determine the purpose of speech competence as a component of professionally-oriented foreign language communicative competence in the implementation of written foreign-language communication through written discourse, and to identify the characteristics of the latter for teaching to make up diverse types of written discourse included in the curriculum of a non-linguistic university. Leading approaches to study this problem are competence-focused, professionally-oriented, person-centered and communicative and cognitive approaches, considering professionally-oriented foreign language speech competence a complex system with written speech activity as one of its components, that serves communication through various types of written discourse. The article presents the composition of professionally-oriented foreign language speech competence and describes typological features of written discourse as a product of a completed level of this competence. The article describes manifestation of these features in the abstract at the strategic, tactical, genre-related and linguo-rhetorical levels, and the results of experimental work on teaching to make up abstract as a type of discourse that identifies its contribution to the formation of professionally-oriented foreign language speech competence. The materials of the article are of practical value for those who study professionally-oriented foreign language speech competence and written discourse as a product of a completed level of this competence, as well as for those who teach students to make up diverse types of foreign language written discourse.
College Preparation Program for High School Youth Who Are Blind: The Summer Academy
Author: Coduti, Wendy A.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Preparation,High School Students,Summer Programs,Pretests Posttests,Visually Impaired Mobility,Transportation,Money Management,Assistive Technology,Daily Living Skills,Student Surveys,Parent Surveys,Psychological Patterns,Statistical Analysis,Scores,Blindness,Visual Impairments,Program Evaluation

Students with disabilities have significantly lower graduation rates in four-year postsecondary institutions than students without disabilities. Although there are many barriers associated with persistence and graduation, for students with vision loss, additional accessibility challenges exist. This paper describes a pilot study that examined the impact of a training program designed to enhance functional skills (e.g., white cane use, public transportation use, money management) that may aid in the transition to postsecondary settings. Differences in pre-/posttest results indicate statistically significant gains in functional skills reported by students and their parents, as measured by an experimental scale developed from the curriculum. Using the Snyder et al. (1991) Trait Hope Scale, &quot;there was no statistical difference in measured pre-/posttest overall hope scores. Statistically significant relationships were found between hope scores and differences in pre/posttest student functioning,&quot; however. Given preliminary findings, this program shows promise for enhancing college readiness among high school students with vision loss.
The Students&apos; Research Competences Formation on the Master&apos;s Programmes in Pedagogy
Author: Emelyanova, Irina
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Research,Masters Programs,Foreign Countries,Instruction,Content Analysis,Scientific Research,Teacher Competencies,Teacher Education,Models,Mentors,Graduate Study,Graduate Students

The study area is to form research competences for Master's students in the process of mastering the educational programme. The aim of the study is to justify the model to form research competences and the mechanism for its implementation in the process of professionallypedagogical training. The research uses methods, such as content analysis of texts for professional standards such as Teacher &amp; Specialist in education/Mentor. The method of determining the type of personality subjective relation with the environment, modeling a research University environment, and comparing Federal state educational standards for the educational level of undergraduate and graduate programs. The study was conducted at the Tyumen State University (Russia) in 2015-2017 in the framework of the Master's program in Pedagogy. The system of accompanying the research of the master students was introduced. Assessment of its effectiveness was carried out according to the master's theses defense reports. The conducted research allows us to present and describe the model for student research competences formation in the process of implementing master's programmes. Model components are the forming of a social request based on the order from the employer and the introduction of research results into practice, creating a research module to elementary-wise refining steps required for entry into the research activities, saturating all academic disciplines and practices with research content to include students in the completed research cycle, and immersing students in the academic university environment in order to enrich it with the forms of research activities. The conducted research has shown the effectiveness of the model for the formation of research competences. This model is implemented through the following mechanisms, such as individual support for students' research activities based on the type of subjective connection of the individual with the environment, work at the employer's request and immersion in the academic environment. Under these conditions, the inclusion of students in research raises the training quality of teacher's education. Our research has shown that the developed model of the research competencies formation is successful.
Enhancing Adolescents&apos; Comprehension of Text by Building Vocabulary Knowledge
Author: Swanson, Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Adolescents,Reading Instruction,Reading Comprehension,Vocabulary Development,Reading Difficulties,Disabilities,Reading Strategies,Instructional Design,Instructional Materials,Teacher Developed Materials,Content Area Reading,Word Lists,Direct Instruction,Morphology (Languages),Teaching Methods

When students read more, vocabulary knowledge increases (Cunningham &amp; Stanovich, 2003; Krashen, 2004). Out of every 100 unknown words that students encounter while reading, they learn an average of 15 of them from text alone (Swanborn &amp; de Glopper, 1999). In addition, as students age, they are more likely to infer word meanings, indicating that word learning through reading may actually increase over time (Swanborn &amp; de Glopper, 1999). Because lower-level readers make fewer and less helpful inferences (e.g., Cain &amp; Oakhill, 1999, 2007; Denton et al., 2015), it may be more difficult for students with disabilities to build vocabulary through wide reading alone. Instead, students with disabilities may require teacher support during text reading to encourage higher-quality inferences and greater gains in vocabulary knowledge (Wilkinson, Wardrop, &amp; Anderson, 1988). Students are more likely to learn vocabulary while reading when they can identify difficult words. In order to boost vocabulary knowledge through text-based approaches, students with disabilities should not only read more but be taught strategies for learning the meanings of words (Harmon et al., 2005). This article describes how teachers can design their own instructional materials to introduce new vocabulary (e.g., in social studies, teach the meaning of words such as revolution and colony) and explain how this new vocabulary relates to content area concepts. The practices described are essential for all students but especially for students with disabilities who are expected to be independent learners while facing a multitude of additional text-based challenges (e.g., word reading).
&quot;Sleuthing through the Rock Cycle&quot;: An Online Guided Inquiry Tool for Middle and High School Geoscience Education
Author: Schifman, Laura
Date: 2013-08-00
Type: Journal Articles
Subjects: Earth Science,Middle Schools,High Schools,Secondary School Science,Inquiry,Educational Technology,Technology Uses in Education,Blended Learning,Hands on Science,Cooperative Learning,Teacher Attitudes,Learning Modules

The rock cycle is a key component of geoscience education at all levels. In this paper, we report on a new guided inquiry curricular module, &quot;Sleuthing through the Rock Cycle,&quot; which has a blended online/offline constructivist design with comprehensive teaching notes and has been successful in pilot use in Rhode Island middle and high school classrooms over the past 3 y. The module consists of two overarching activities: (1) SherRock Holmes and the Case of the Mystery Rock Samples, and (2) Cracking the Case of the Changing Rocks. The module encourages hands-on activities, peer collaboration, and real-time teacher review of embedded textual and reflection components. Overall, Rhode Island teachers report that the module is an outstanding teaching tool and that the associated professional development is empowering.
College Students with Autism Spectrum Disorder: Perceptions of Social Supports That Buffer College-Related Stress and Facilitate Academic Success
Author: LeGary, Robert A., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Support Groups,Undergraduate Students,Semi Structured Interviews,Student Surveys,Student Personnel Services,Qualitative Research,Statistical Analysis,Case Studies,Stress Variables

This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants were enrolled at seven colleges from three states in New England. Two methods of data collection were employed: a paper-and-pencil survey and a semi-structured, in-person interview. Quantitative and qualitative research methods were applied to analyze the data from the surveys and interviews. Overall, participants perceived that they received emotional, instrumental, and informational support that helped to buffer college-related stress and facilitate academic success. The sources were primarily family members, friends, and professors. Implications and recommendations for higher education in planning and programming for students with ASD are discussed in addition to suggestions for future research.
Spectral Feature Analysis of Minerals and Planetary Surfaces in an Introductory Planetary Science Course
Author: Urban, Michael J.
Date: 2013-08-00
Type: Journal Articles
Subjects: Astronomy,Light,Teaching Methods,Hands on Science,Inquiry,College Science,Undergraduate Study,Science Laboratories,Mineralogy,Educational Technology,Technology Uses in Education,Spreadsheets,Laboratory Equipment,Graphs,Spectroscopy

Using an ALTA II reflectance spectrometer, the USGS digital spectral library, graphs of planetary spectra, and a few mineral hand samples, one can teach how light can be used to study planets and moons. The author created the hands-on, inquiry-based activity for an undergraduate planetary science course consisting of freshman to senior level science majors and nonmajors. The activity follows a guided-inquiry approach that unites lab-based investigation of minerals with online datasets, and enables students to import, configure, graph, analyze, and compare data using spreadsheet software. The activity includes two parts: (1) analysis of mineral hand samples and spectra, and (2) exploration of planetary reflectance spectra. The activity culminates with students using techniques analogous to those employed by planetary scientists to establish rationales for determining compositional information about, and categorizing and identifying, several planetary bodies in the solar system based solely on reflectance spectra.
How Geoscience Novices Reason about Temporal Duration: The Role of Spatial Thinking and Large Numbers
Author: Cheek, Kim A.
Date: 2013-08-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Spatial Ability,Numbers,Scientific Concepts,Undergraduate Students,College Science,Time,Semi Structured Interviews,Pretests Posttests,Concept Formation,Correlation,Animation,Introductory Courses,Geology

Research about geologic time conceptions generally focuses on the placement of events on the geologic timescale, with few studies dealing with the duration of geologic processes or events. Those studies indicate that students often have very poor conceptions about temporal durations of geologic processes, but the reasons for that are relatively unexplored. Close connections between ideas about time and space over short time periods, as well as poor number sense for numbers in unfamiliar ranges have been repeatedly demonstrated. This study explored whether the conceptions geoscience novices hold about the temporal duration of geoscience processes across a variety of temporal scales are influenced by their ideas about space and large numbers. Seventeen undergraduates in an introductory geoscience course participated in task-based qualitative interviews. Students tended to equate spatial size with temporal duration over short and long time periods, sometimes modifying contradictory data to fit their interpretation. Confusion about the relative size of temporal periods up to 100,000,000 years was observed. They described durations operating on long temporal scales in largely qualitative, imprecise terms. Spatial compression of large temporal periods and expansion of short time periods were common. Students possessed few specific temporal markers for durations of task events. Specific pedagogical and curricular recommendations are discussed.
Teachers&apos; Geoscience Career Knowledge and Implications for Enhancing Diversity in the Geosciences
Author: Sherman-Morris, Kathleen
Date: 2013-08-00
Type: Journal Articles
Subjects: Earth Science,Career Readiness,Knowledge Level,Biology,Science Teachers,Principals,Surveys,Majors (Students),Careers,Scores,Scientists,Racial Differences,Ethnicity,Gender Differences,Secondary School Science,Student Diversity,Workshops,Professional Development,State Standards,Statistical Analysis

This study examines discrepancies between geoscience career knowledge and biology career knowledge among Mississippi science teachers. Principals and in-service teachers were also surveyed about their perception of geoscience careers and majors. Scores were higher for knowledge of what biologists do (at work) than about what geoscientists do. Career knowledge was enhanced by race, where African American teachers perceived higher biology career knowledge and lower geoscience career knowledge than other races; however, the difference was not significant. Teachers also rated their personal knowledge of 12 of the 2010 Earth and Space Science Content Strand topics. Perceived knowledge of geoscience concepts was significantly less than knowledge of more environmental topics. Race was not significant, but differences between the two topics were enhanced by race. Perceived knowledge of geoscience topics was also significantly lower among female educators across all ethnicities. Because of the lack of Earth science classes taught before college and the demonstrated gaps in geoscience career knowledge even among science teachers, strengthening geoscience career awareness as well as increasing geoscience content knowledge among science teachers would be useful overall, as well as in attempts to enhance diversity in the geosciences.