ethanporcaro/eric-fulltext-meta huggingface dataset:
Johns and Lynch&apos;s Hypotheses of Relationship Development for First-Generation Women Students
Author: Johns, Kaytee
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,Females,Social Development,Sense of Community,Family Relationship,Peer Relationship,Mentors,Student Development

Many theories that student affairs professionals learn and practice, both in past and present, have been created and applied to understand the development of students with historically privileged identities (Patton et al., 2016). While theories of student development have expanded to include students with minoritized identities, there are still many scholars that do not acknowledge how theory may not be easily applied to all students equally, or how certain theories can be inapplicable for some students based on their backgrounds, experiences, and intersecting identities (Crenshaw, 1989). Because of this exclusionary history, the authors decided to explore the intersection of gender and first-generation status. The authors present hypotheses that recognize the unique social development of first-generation women students. They also address how the differing states of various relationships contribute to feelings of support and belonging within higher education. In order to further understand relationships and the impact that they have on the development of first-generation women students, the authors have chosen to focus on three types of interpersonal relationships. They emphasize family relationships, peer relationships, and mentor relationships as being impactful on the development of first-generation women students' sense of belonging in higher education because of the array of evidence that suggests these relationships are significant for first-generation students generally (Rodriguez et al, 2003; Morse &amp; Shulze, 2013; Martina, 2019; Demetriou et al 2017). Their selection of relationships is also informed by Bronfenbrenner's definition of interpersonal relationships in a student's microsystem (1993). The hypotheses will explore how these relationships contribute to the students' sense of belonging and development overall in college.
Echoes of Terror(ism): The Mutability and Contradictions of Countering Violent Extremism in Québec
Author: Millett, Kris
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,Antisocial Behavior,Prevention,Educational Policy,Resilience (Psychology),Student Responsibility,Prosocial Behavior,Social Responsibility,Curriculum,Social Studies,Thinking Skills,Critical Thinking,Social Bias,Islam,Muslims,Cultural Pluralism,Inclusion,Risk Management,School Role

Our paper examines the latest frontier of the &quot;War on Terror,&quot; countering violent extremism (CVE), non-coercive approaches that aim to prevent &quot;radicalization&quot; that may lead to &quot;violent extremism&quot; or terrorism. We look at the recent implementation of CVE in Québec's education sector. Based on an analysis of key policy documents and interviews with CVE practitioners, we find that: (1) teachers are responsibilized to safeguard society from the risk of terrorism through being expected to &quot;know the signs&quot; of radicalization and to build &quot;resilience,&quot; (2) students are responsibilized as agents who can influence their peers against violent extremist messaging and toward &quot;prosocial&quot; behaviour, and (3) elements of school curriculum are responsibilized, especially social studies education, to provide students with &quot;critical thinking&quot; skills thought to be lacking among those at risk of radicalization. We highlight the inherent contradictions in CVE, which, in Québec, claims to foster pluralism and inclusivity to combat Islamophobia, but as a modality of the &quot;War on Terror&quot; also targets and stigmatizes Muslim communities. Critical discussion of CVE's social implications are needed to initiate critical dialogue in Canada over the impact of CVE in social services provision and the risk of securitizing the education sector in Québec.
Student Affairs Assessment: Measuring the Effectiveness of Assessment Plans Designed to Shrink the Academic Equity Gap
Author: Mead, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Program Evaluation,Program Effectiveness,Achievement Gap,Equal Education,Outcome Measures

Research illustrates that student affairs are critical in decreasing inequity on college campuses (Schuh, 2010). The ever-growing complexities of students' lives and their struggles, when enrolled in college, further illustrates the need for student affairs professionals to provide support outside of the classroom (McClellan &amp; Stringer, 2016). In this way, student affairs are contributing to the decline of inequities across higher education institutions. As the role of student affairs in higher education has become more prominent, assessing its effectiveness has been stressed. Creating outcomes-based assessment plans to measure the effectiveness of these support services is imperative in addressing inequities among student populations.
Unconventional Education: The Homeschooled Student College Experience
Author: Amaddeo, Danielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Home Schooling,College Students,Educational Environment,Nontraditional Education,Stereotypes,Interpersonal Competence,Student Experience,Diversity,Academic Achievement,College Programs,Educational Resources

Homeschooled students are unique in a college environment. Without adhering to a traditional school system, homeschooled students possess various learning opportunities outside of the classroom. However, because they lack the formal educational prerequisites held by traditional students, their achievements and experiences may differ. Stereotypes also exist for these students; they are often perceived as socially inept due to lack of prior socialization, for example. Institutions interested in including homeschooled students in campus diversity initiatives should develop a better understanding of their experiences. Once institutions understand the homeschooled student experience, then programming and resources can be offered to increase diversity initiatives. This article will also highlight the importance of parent and family services and how they can be incorporated in programming and resources.
An Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource
Author: Edmondson, Kimberly
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Textbooks,Ideology,Discourse Analysis,Islam,Social Bias,Terrorism,Content Analysis,Social Justice,Textbook Content,Multicultural Education,Cultural Pluralism

The aim of this paper is to explore how the Alberta Social Studies 30-1 textbook, &quot;Perspectives on Ideology&quot; (Fielding et al., 2009) can contribute to orientalist discourse in its presentation of Islam, especially with respect to terrorism, extremism, and illiberalism--three concepts that appear in the Alberta Social Studies Program of Study. Using a content and discourse analysis, the study found three central findings that contributed to an orientalist framing of Islam: a lack of nuanced discussion of Islam; positioning Islam as a source of terrorism; and a lack of acknowledgement of wrongdoing following injustices perpetrated towards Muslims in Canada. This study concludes by offering ways in which social studies curricular support materials may interrogate to disrupt orientalist discourse, and challenges social studies educators to critically examine the limitations of some of the most common resource materials at their disposal.
9/11 and Social Studies Education: A Critique of Perpetual War and the Possibility of a More Peaceful Future
Author: Glew, Scott
Date: 2021-07-00
Type: Journal Articles
Subjects: Social Studies,War,Peace,Terrorism,Personal Narratives,Reflection,Military Personnel,Educational Experience,Critical Theory,Citizenship Education

In this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing &quot;War on Terror&quot; and the &quot;disengaged militarism&quot; of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world.
Unpacking the Rural Opportunity Gap: A Literature Review on Factors Impacting College Access &amp; Choice for Rural Students
Author: Hardy, Tara
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Rural Areas,Access to Education,College Choice,Barriers,Family Influence,High School Students,Student Characteristics

To challenge the common narrative around rural students, the author unpacks the ideas of rural advantage and disadvantage as they relate to higher education while keeping in mind the complexity of rural students' intersecting identities and backgrounds. The author approaches this topic by analyzing the beneficial and detrimental impacts of three factors on rural students' college access and choice: community, family attitudes and attributes, and high school characteristics.
&quot;Is Your Dad a Towelhead?&quot;: Capitals of Shame and Necropolitics in Post-9/11 America
Author: Wozolek, Boni
Date: 2021-07-00
Type: Journal Articles
Subjects: Racial Discrimination,Social Discrimination,Politics,Personal Autonomy,Personal Narratives,High School Students

Using the author's personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper argues that too often everyday acts of violence, such as gaslighting, are central mechanisms of necropolitical control. Frequently, these normalized aggressions make relegating people to the status of the living dead possible. Finally, this paper argues that necropolitics emerges from intra-actions, often causing the ontoepistemological death for communities of color in general and, in this case, Brown people in a physically and psychologically violent post-9/11 United States.
Mark Bingham: The Making of a Gay Hero and Queer Remembrance after 9/11
Author: Mayo, J. B., Jr.
Date: 2021-07-00
Type: Journal Articles
Subjects: Terrorism,LGBTQ People,Social Attitudes,Social Bias,Athletes,Racial Bias,Minority Groups

In this article, the author recounts some of the events that occurred on September 11, 2001, when four doomed airlines crashed after being hijacked by 19 Al-Qaeda terrorists, resulting in the deaths of 2,977 people in New York, New York, at the Pentagon in Arlington, Virginia, and on an empty field in Shanksville, Pennsylvania. It is at this latter location, where United Flight 93 crashed killing everyone onboard, including 31-year-old Mark Bingham, an openly gay businessman and member of a small group of people who, it is believed, wrested control from the hijackers and brought the plane down. In the years post-September 11, Bingham has become known as a modern-day hero by the various queer communities, while also garnering a high level of notoriety among many mainstream people as well. The author maintains, however, that Bingham's hero status simultaneously contributes to the dismissal and erasure of countless other queer people, primarily Black, Brown, and transgender, who have also performed heroic acts throughout modern U.S. history. Without diminishing the actions Bingham and the others took on board United Flight 93, the author questions why this particular gay man is remembered, while countless other queer/trans people of color remain largely unknown.
Refugee Youth Resettlement: Historicizing Policies of Deradicalization and Resiliency
Author: Haghgou, Shirin
Date: 2021-07-00
Type: Journal Articles
Subjects: Refugees,Land Settlement,Muslims,Terrorism,Beliefs,Antisocial Behavior,Resilience (Psychology),Youth Programs,Personal Narratives,History,Political Influences,Social Influences,Peace,National Security,Foreign Countries

This article traces the evolution of the concepts of radicalization and deradicalization, specifically as they pertain to the social category of youth. It aims to locate and understand the concept of 'resiliency' as a deradicalization method and map out resiliency agendas in relation to the settlement of refugee youth. This article sets out to understand the relationship between deradicalization narratives and refugee youth resettlement programs within a broader historical and contemporary socio-political context.
Supporting Muslim Students through Culturally Relevant, Responsive, and Sustaining Pedagogies
Author: Alameddine, Nisreen
Date: 2021-07-00
Type: Journal Articles
Subjects: Muslims,Culturally Relevant Education,Sustainability,Critical Theory,Teaching Methods,Student Attitudes,Student Needs,Teacher Collaboration,Terrorism,Social Environment,Cultural Pluralism,World Views,Multicultural Education,Foreign Countries

In this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students' temporal and social contexts calls for a critical stance that questions teachers' assumptions regarding Muslim students. I examine Critical Pedagogy as the theoretical underpinnings for employing Culturally Relevant, Responsive, and Sustaining Pedagogies with the intent of underscoring the significance of incorporating these pedagogies to build upon teachers' capacities in honouring the voices of their Muslim students and fostering spaces for these voices to speak up. I explore how teachers can engage in Culturally Relevant, Responsive, and Sustaining Pedagogies through Collaborative Inquiry to meet the needs of Muslim students in ways that acknowledges their narratives and support them in navigating their social and academic environments.
Psychological and Pedagogical Bases of Research Formation Competence of Preschool Teachers in the Context of Lesson Study
Author: Myshbayeva, Gulmira
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Competencies,Kindergarten,Self Efficacy,Teacher Attitudes,Foreign Countries,Faculty Development

The aim of this study is to evaluate preschool teachers' competencies in creating research on psychological and pedagogical foundations in the context of course work, with teacher views. The study group of the research consisted of 40 kindergarten teachers working in various schools in Almaty, Kazakhstan. In this study, the phenomenological approach, one of the qualitative research methods, was used. Research data were collected with a semi-structured interview form created by the researchers. As a result of the research, it has been determined that the self-efficacy and learning tendencies of preschool teachers are generally at a moderate level. In addition, preschool teachers, related to developing competences to research psychological and pedagogical foundations, expressed their opinions about participating in activities, following publications and participating in in-service trainings. In line with the results of the research, it has emerged that it is necessary to carry out studies to increase the self-efficacy and learning tendencies of preschool teachers.
The Effect of Academic Stress and Learning Motivation of Pre-Service Teachers in Aerobics
Author: Padli, Padli
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Preservice Teachers,Learning Motivation,Athletics,Exercise,Correlation,Stress Management,Student Motivation,Undergraduate Students,Athletic Coaches

The purpose of this study was to determine how much influence academic stress had on pre-service teachers' learning motivation. Mixed methods with a sequential explanatory design were the methods used in the study, while the sample used in this study amounted to 155 pre-service teachers obtained using random sampling from the Department of Sports Coaching Education in 2019-2020 from Padang State University. The instruments in this study include a pre-service teacher motivation questionnaire and academic stress observation sheets and semi-open interviews. The data analysis used was descriptive and inferential. The results of academic stress and motivation obtained good results. This is reinforced by the relationship between academic stress and motivation and there is an influence between the two, with a contribution of 53.2%. Based on the results of the study, it is recommended that pre-services need to be given more motivation from stakeholders related to sports to reduce pre-service academic stress.
The Problem of Systematization of Terms in Turkic Languages and Technologies of Teaching at Universities
Author: Zhanzhigitov, Syrym
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkic Languages,Undergraduate Students,Distance Education,Educational Technology,Teaching Methods,Information Technology,Time on Task,Second Language Learning,Second Language Instruction,Foreign Countries

This article aims to pattern the problem of systematization of terms in the Turkic languages and teaching technologies in universities. The research was carried out in the spring semester of 2021-2022. The study was carried out with the participation of 352 university students who volunteered for the research in the screening model. In the research, 4-week distance education and Turkic languages and instructional technologies content training were provided to university students. In the study, a measurement tool developed by the researchers was used to know the views of the Turkic languages and instructional technologies to collect data. The analysis of the data was carried out using the SPSS program. Frequency analysis was performed using the t-test, and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the university students systematized the terms in Turkic languages and their educational technology status was also very good.
Changing My Language and Understanding: An Autoethnography of My Dumb-Upness
Author: Hogan, Eric
Date: 2022-01-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Reflective Teaching,Agricultural Education,Internship Programs,Nontraditional Education,Advantaged,Language Usage,Delinquency,Remedial Instruction,Systems Approach

Education, in its many forms, is an institution that mirrors the society around it, including its patterns of privilege and marginalization (Marx, et al., 2017). The purpose of this article is to provide a reflection of my experiences while working alongside four interns from an alternative school hired to work for an agricultural internship. I highlight my shifting perspectives through an autoethnography. Autoethnographic projects use selfhood, subjectivity, and personal experience (&quot;auto&quot;) to describe, interpret, and represent (&quot;graphy&quot;) beliefs, practices, and identities of a group or culture (&quot;ethno&quot;). (Adams and Herrmann 2020). After working with four interns, I was confronted with various privileges. Most notably, I learned to appreciate more on systemic factors that influenced these individuals. I also became more aware of my language use, which perpetuated a deficit model. Finally, I was challenged with my notion of delinquency behavior and community engagement.
The Effectiveness of Teaching Life Skills through Sport-Based Interventions for Youth at Risk
Author: McCarthy, Mindy K.
Date: 2022-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Daily Living Skills,Athletics,Intervention,At Risk Students,Well Being,Team Sports,Self Management,Goal Orientation,Relaxation Training,Self Esteem,Help Seeking,Individualized Instruction,Cognitive Ability,High School Students,Males

Youth who are placed at risk have been found to experience adjustment difficulties, behavioral problems, academic challenges, and/or mental health concerns (Moreau et al., 2012). One resource for these youth involve sport-based interventions designed to enhance psychosocial wellbeing. Using a single-subject design, the current study examined the effectiveness of a life skills program through sport in a sample of strategically identified youth (Danish, 2002); two additional mental skill modules were also implemented. Participants included three male adolescents. Using basketball to implement the program, life skills included managing emotions, goal setting, relaxation, confidence, mental preparation, and seeking help from others. Participants responded to a life skills survey (Weiss et al., 2014) and mental skills assessment (Durand-Bush et al., 2001) to evaluate the program's effectiveness. Results suggested the intervention was effective in enhancing two of the three participants' ability to apply life skills learned in the intervention, supporting the use of sport-based, individualized interventions with similarly situated youth.
The Relationship between Principal Attrition and Academic Factors in Georgia&apos;s High-Needs Rural Schools
Author: Pannell, Summer
Date: 2022-01-00
Type: Journal Articles
Subjects: Labor Turnover,Principals,Occupational Mobility,Rural Schools,Correlation,Leadership Responsibility,Instructional Leadership,Low Income Groups,Economically Disadvantaged,Minority Group Students,Poverty,Accountability,Public Schools,Achievement Gap,Elementary Schools,Middle Schools,High Schools,Readiness,Academic Achievement,Literacy

The purpose of this study was to explore the relationship between principal attrition and academic factors in Georgia's high-needs rural schools. The research shows that principals have a significant impact on student outcomes, and principal attrition is a disruptive factor in schools. The findings from this study indicate a negative correlation between principal turnover and every academic component of Georgia's College and Career Readiness Index (CCRPI) at elementary, middle, and high schools in high-needs rural schools in Georgia. Implications for practice are the need to recruit and retain high-quality principals in Georgia's high-needs rural schools and the development of purposeful, collaborative, and sustainable professional learning to better prepare leaders for the unique challenges these schools face. Recommendations for future research include expanding the research to other rural schools and expanding the timeframe of the study to better understand the relationship between principal attrition and student outcomes.